Better Schools Magazine July 2022

CLXXIX | JULY 2022

Fundamental Resources and Editorials for School Administrators

IS PUBLIC EDUCATION IN JEOPARDY?

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ESSER FUNDING: IT’S HALF-TIME! WHAT’S YOUR GAME PLAN?

YOU CAN HANDLE THEM ALL, EVEN IF THEY SAY: “I DON’T WANNA AND YOU CAN’T MAKE ME”

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Are Your Teachers Ready to Deliver Excellent Computer Science Instruction?

Soon all Oklahoma public schools will be required to offer quality Computer Science instruction.

To meet the need, Oklahoma Christian University now offers an innovative Technology & Computer Science Education Master’s Degree, powered by BloomBoard micro-credentials.

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Computing & Society

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Computational Thinking

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Computer Systems & Basic Programming

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Cyber Policies & Procedures

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Computer Science Practices

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These courses will build quality teaching skills to help deliver CS instruction across the K-8 curriculum. Courses can be taken individually and will stack into a fully-accredited degree.

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All coursework aligns with the CSTA and ISTE standards.

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CONTENTS CCOSA Executive Committee Mr. Kyle Reynolds Superintendent, Woodward CCOSA Chairperson OASA Past-President Mrs. Janalyn Taylor Principal, Nance ES CCOSA Vice Chairperson OAESP President Dr. Matt Posey Superintendent, Bethel OASA President Mr. Kevin Hime Superintendent, Lawton OASA President-elect Mr. Randy Biggs Principal, Frederick HS OASSP President Mrs. Melissa Barlow Principal, Yukon HS OASSP President-elect Ms. Kate Creekmore Executive Dir. Athletics, Bixby OMLEA President

9 Words From the Director

By Dr. Pam Deering, CCOSA/OASA Executive Director

12 Guide to Navigating Oklahoma’s New Adjunct Teacher Law

By Janet C. Vinson, Ph.D., Deputy Superintendent of Teacher Recruitment, Retention and Support, Oklahoma State Department of Education

14 Mandates Implementation Timeline 28 Make Sure Your Voice is Heard at the Federal Level

By Dr. Pam Deering, CCOSA/OASA Executive Director and Andrea Kunkel, CCOSA General Counsel and ODSS Executive Director

40 A Neurodevelopmental Approach to Behavior

By Anna Keltner, Program Development, Connected Kids

Mrs. Jennifer Patterson Asst. Principal, Dewitt Waller MS OMLEA President-elect Mrs. Traci Newell Principal, Elgin ES OAESP President-elect Ms. Rachelle English Director Special Services, Stilwell ODSS President Ms. Kimberly Elkington-Baxter Director Special Services, McAlester ODSS President-elect Dr. Gregg Garn Higher Education Liaison

42 Relentlessly Removing Barriers

By Melissa Barlow, Yukon High School Principal

47 Reporting a Crime Committed by a Student with an IDEA Disability

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel

ASSOCIATION UPDATES 49 OASA 50 OASSP/OMLEA

53 OAESP 55 ODSS

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CONTENTS 16 Is Public Education in Jeopardy?

By Dr. Pam Deering, CCOSA/OASA Executive Director

23 ESSER Funding: It’s Half-time!

What’s Your Game Plan?

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

35 You Can Handle Them All, Even if They Say – “I Don’t Wanna and You Can’t Make Me”

By Linda Mace, Associate Director Alt Ed, Behavior Supports, Norman Public Schools

CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director

Andrea Kunkel CCOSA General Counsel ODSS Executive Director

Derald Glover OASA Assistant Executive Director

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

William D. Parker OASSP/OMLEA Executive Director

Elyse Maxwell Director of Marketing and Communications

Glen Abshere OAESP Executive Director

Kathy Dunn Director of Professional Learning, State and Federal Programs Cynda Kolar Business Manager Charlotte Murphy OASSP/OMLEA/CEC Executive Assistant

Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator Laura Crabtree Membership Coordinator ODSS Executive Assistant Nicole Donnelly OASA Executive Assistant Holliann Burnett Marketing & Communications Coordinator

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

Taking Leadership to the “Next Level” The theme of the 2022 CCOSA Conference was “Next Level Leadership.” If you attended the conference, you had the opportunity to hear from experts on many timely topics and from Dr. Rick Rigsby, one of the best speakers we have heard!

His message of HOPE was inspiring! We wanted to hear more of his message as he recounted his life’s story in the book, “Lessons from a Third Grade Dropout: How the Timeless Wisdom of One Man Can Impact an Entire Generation.”

Outstanding!

Other presentations provided research-based, next-level practices for school leaders and encompassed academics, school facilities, school finances and school leadership. Next level school leaders are continually looking for ways to improve opportunities for kids. Sometimes improvement comes through brand new ideas, but many times the best way to take your school to a new level is by revisiting great training from the past and adapting to current circumstances. What are some of the impacts on education that were discussed?

Virtual Education It would be hard to find anything that has affected academics over the past three years more than virtual education. We didn’t say “positive impact,” but it was certainly an impact that came as a result of EPIC Charter Schools' growth and illegally syphoning state aid from school funding. Another impact was that the pandemic forced schools to adapt to virtual education so that students could stay connected to school while at home or by their choice.

However, some districts were already moving to support students with virtual education for those who chose to work virtually. CCOSA recognized the need for schools to learn from each other about the best way for schools to develop quality virtual

education programs. Through this effort, the first Virtual Education Framework was created with school practitioners from around the state with this in mind.

Over the course of these three years and to date, CCOSA members continued to improve their virtual education work and practices. In fact, through a yearlong series of meetings a new CCOSA Virtual Education Network (VEN) was created to develop a new set of “best practices” for virtual education. The VEN consists of virtual education leaders throughout the state who meet monthly to take the researched based CCOSA Blended Framework to another level.

These leaders have set standards for virtual attendance, class sizes, SEL and social interaction for virtual students, TLE training for virtual instructors, distinguishing between alternative education and virtual, and the proper place for virtual education in the future. Over 40 members participate in the VEN, and they will be involved in assisting CCOSA in creating a new Blended Framework 3.0. This network along with CCOSA has a goal to set the standard for the nation in the proper way to implement virtual education in public schools. Look for Framework 3.0 this fall!

Energy Management Besides staffing, in most schools the next highest budget expense is the cost of energy consumption which includes electric, natural gas, and water.

There are a few next level school leaders who have implemented strategic energy efficiency programs within their schools and are saving more than 20% on their utility bills. These leaders have joined together to develop a plan that all schools can utilize to reduce energy consumption, which saves money that can then be used to benefit kids. Many schools utilize LED retrofits or controllable thermostats, but the majority don’t have a comprehensive plan in place to maximize their savings. continues on next page

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Words from the Director continued from page 9

The CCOSA Energy Framework outlines the steps a school needs to follow to reach these energy savings goals. A next level leader is a good steward of taxpayer dollars and precious resources. Partners like OGE and CleaResult have been instrumental in supporting CCOSA’s efforts to make Oklahoma schools the most energy efficient buildings in the nation. These partners along with school leaders from energy efficient schools are working together to roll out a challenge to all Oklahoma schools to take their energy savings to another level. Be ready to join the challenge this fall!

School Funding School finance is always a challenge, but the last two years have been exceptionally difficult. Districts lost students in FY21, experienced state aid increases, then reductions, and received much needed federal funds through CARES and ESSER. While these federal dollars were sorely needed, the strings attached to the money created new challenges that were exacerbated by legislators failing to provide increases to the state funding formula for FY23.

The need for school leaders to take budgeting to another level is greater now than ever. CCOSA developed a budget projection tool that allows school leaders to build better, more accurate budgets for transparency and accountability. With this tool, schools can input their ESSER spending plans to see how they will affect their fund balance through FY25. For more information on how to take your budgeting to another level contact glover@ccosa.org.

Leadership Last, but not least is the art of leadership. Inspiration for the CCOSA Conference theme was John Maxwell’s book, “5 Levels of Leadership.” This book is not new nor are the ideas within the book. However, great leaders know when to fall back on successful practices from the past.

OASA will be stressing Maxwell’s leadership principles

throughout this year. Veteran administrators, emerging leaders, early career leaders, and the 58 first-year superintendents, will be able to take advantage of the 5 Levels that will be used as a backbone for trainings.

If you want presentation materials or information to take your leadership team to another level, just contact me or Derald Glover.

School leaders should always be searching for ways to improve leadership skills and to build stronger teams who serve students. We promise that with these four areas and more, CCOSA can help you meet these challenges through training in these research based practices along with providing a network of colleagues of support. Next Level Leadership ahead!

Sincerely, Dr. Pam Deering CCOSA/OASA Executive Director ■

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Guide to Navigating Oklahoma’s

New Adjunct Teacher Law

By Janet C. Vinson, Ph.D., Deputy Superintendent of Teacher Recruitment, Retention and Support, Oklahoma State Department of Education In response to the stifling nationwide educator shortage, the Oklahoma State Department of Education (OSDE) is partnering with the Oklahoma State Regents for Higher Education (OSRHE) and university teacher education providers to provide more pathways for pursuing funding opportunities to improve teacher recruitment efforts.

In the meantime, SB 1119, authored by Senator Jessica Garvin R-Duncan and Representative Kyle Hilbert R-Bristow (effective July 1, 2022) eliminates the 270-hour cap for adjunct teachers to serve in Oklahoma public schools. This discussion provides guidelines and tips for utilizing adjunct teachers.

SB 1119 Highlights ■ Removes 270-clock-hour limitation for adjuncts.

■ Permits local boards of education to approve adjuncts based on “distinguished qualifications.”

■ Disallows adjuncts in Special Education, PreK, Kindergarten and Administration (including Superintendent).

■ Requires “Parents’ Right to Know” communication for Title I sites and classrooms.

■ Requires an application process and $25 fee for each candidate.

■ Designates non-certified adjuncts as support employees.

SB 1119 70 O.S. 6-122.3 The State Board of Education shall promulgate rules authorizing adjunct teachers who shall be persons with distinguished qualifications in their field. Adjunct teachers shall not be required to meet standard certification. A person employed as an adjunct teacher pursuant to this subsection who does not hold a valid certificate to teach shall not be considered a teacher as defined by Section 1-116 of this title.

The Oklahoma legislature passed SB 1119 during the legislative session, which increases the number of hours an adjunct teacher may teach. Specifically, the bill repeals the 270-clock-hour limitation on the amount of time adjunct teachers – persons with distinguished qualifications in their field who do not hold a valid teaching certificate — may teach per semester. As a result, there is now no limit on the number of hours an adjunct teacher may teach in Oklahoma. The measure specifies that adjunct teachers are not to be included in the statutory definition of “teacher.” For purposes of the Teachers’ Retirement System, adjunct teachers are to be considered “non-classified personnel.”

With the ever-growing burden on school leaders to recruit, retain and support Oklahoma teachers, recent legislation is one avenue that may provide some relief for school districts until teacher education candidates increase. The OSDE is currently pursuing a a plan to tackle the issue, but traditional teacher pathways take at least four years to produce new candidates and school leaders need teachers now. As a result, this legislative session produced several bills addressing the teacher shortage, with perhaps the most complex being new adjunct teacher legislation.

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Adjuncts vs. Certified teachers or Certified Adjuncts Non-certified adjunct teacher: Adjunct personnel, unless already a certified teacher in another content area, are persons that do not hold valid certification of any kind, including educators with an expired certificate serving as an adjunct teacher.

As support staff, non-certified adjunct teachers will NOT be required to be evaluated using TLE.

Certified adjunct teacher: A certified employee “adjuncting” to teach outside of their area of certification. Certified personnel WILL be required to be evaluated using TLE.

Who may and may not be an adjunct in Oklahoma?

The law removes the 270-clock-hour cap (formerly approximately three hours a day) for adjunct classroom teaching per semester and allows adjuncts to teach in almost any area without a time limitation, classified as support personnel. Existing law requires adjunct teachers to be “persons with distinguished qualifications in their field.” 70 O.S. S 6-122.3(G).

Additionally, existing administrative rules provide that the local board of education determines the specific qualifications, duties, salary scale OAC 210:20-37-2, 210:25-3-4(b) and responsibilities of adjunct teachers, and that such persons must be approved by the local board OAC 210:20-37-2. It is recommended, but not required, that local boards of education provide criteria or administrative rules defining the parameters of “distinguished qualifications” for adjuncts.

What are the Process and Accreditation Requirements?

When a school district has exhausted all other means to hire a certified teacher, then local boards of education, under the recommendation of administration, may vote to issue employment for a non-certified adjunct teacher if the individual meets the local board’s criteria of “distinguished qualifications” as either an action item or consent if administrative rules or policy has been approved. Administration should work with the local board to define these and provide them for public viewing.

Once a non-certified adjunct is approved by the local board, these steps must be followed: Initially: ■

Administrative regulations direct the salary for non-certified adjunct teachers to be established by the school district. Importantly, the Department of Labor’s Fair Labor Standards Act regarding minimum wage, overtime, etc., must be met for adjunct teachers. For certified individuals serving as adjuncts, the state minimum salary will continue to be applicable during the adjuncting fraction of the day (FOD) and adjunct hours may apply toward teaching experience under accrual guidelines. OAC 210:20-372. 210:25-3-4(b).

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A new job class (218) has been added to OCAS for non-certified adjunct teachers serving in a support capacity. Support designated object codes should be used for salary/benefits. Formal notification must be provided to the OSDE within thirty (30) days of the date of employment OAC 210:20-37-2.

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Districts will initiate an Adjunct Application request with a $25 fee annually for each applicant within the Oklahoma Educator Credentialing System (located within Single Sign-On).

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Accreditation will require that districts go through a similar process as they would for emergency certification, with an online application, in which each will be assigned an adjunct number. This will act as an identifiable number to assign them subject codes (accreditation application) and will populate the teacher assignment page in the accreditation application moving forward.

Districts that have exhausted all other efforts to recruit a certified teacher, or that have specialized professional/high-skill pathways for students that benefit from an adjunct, may use this option with approval from the local board of education. OSDE personnel are available for guidance at any time. Contact Dr. Janet Vinson, (405) 570-4592, Janet.Vinson@sde.ok.gov, or Ryan Pieper, (405) 365-3692, Ryan.Pieper@sde. ok.gov for questions or guidance. ■

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Mandates Implementation Timeline

SY2021-22

•HB 3398 (2020) Employee background checks by July 1, 2022

SY2022-23

•HB 1568 (2021) Maria's Law health education curriculum must include instruction in mental health, with an emphasis on the interrelation of physical and mental well-being (new state Health standard) •HB 2804 (2020) Dyslexia screening for any student enrolled in grades K, 1, 2 or 3 (SBE-approved list) •HB 2030 (2021) United States naturalization test given to students at least once per school year, 8-12 grades, may be offered to 8th grade students at district’s discretion (OSDE FAQs) •HB 2749 (2021) RSA Professional Development in Science of Reading (OSDE Guidance; OSDE-approved programs) •HB 1103 (2021) Oklahoma Prevention Needs Assessment (OPNA) Survey every other year in grades 6, 8, 10 and 12 •HB 4106 (2022) Mental health crisis response protocol & OPNA notification •HB 3702 (2022) Digital database filtering required •SB 2 (2022) Save Women’s Sports Act •SB 615 (2022) Gendered restrooms •SB 626 (2022) Mental health services disclosure •SB 1238 (2022) Virtual ed & transfer students •SB 1307 (2022) Suicide information on student ID cards •SB 1410 (2022 Optional energy policy requirements •SB 1671 (2022) Holocaust education

SY2023-24

•SB 89 (2021) Health Education Act health education (physical, mental, social and emotional, and intellectual) provided •HB 2768 (2022) Dysgraphia PD required

SY2024-25

•HB 3400 (2020) Minimum of 4 Advanced Placement courses available to students •SB 252 (2021) Computer Science (one in HS; aligned to standards in MS and Elementary) offered

The date in parenthesis, next to the bill number, indicates the year the bill was approved.

July 5, 2022

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IS PUBLIC EDUCATION IN JEOPARDY?

By Dr. Pam Deering CCOSA/OASA Executive Director It’s a question that we, as educators, must ask ourselves.

Another question, “Do we believe that public education is the foundation of American Democracy and is the primary vehicle for preparing each generation of adult citizens to become contributing members of a democratic society?”

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If you answered “yes” to both of these questions, then I believe you are right, but how do we go about ensuring that it is NOT in jeopardy and ensuring that our current and future generations truly believe that public education is the foundation of our democracy?

What did our proponents of public education advocate for?

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Education for all children

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Schools funded by a general tax

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Schools must meet minimum standards set by the State

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Schools must be nonsectarian

What were the three major battles that our advocates fought for?

1. Free public schools supported by taxes 2. The establishment of state control 3. The elimination of sectarianism (away from religion as an example) The journey to the current crises in public education started in the 1990s and early 2000s. Things expanded for public education; then, things faltered… why?

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Education rights in state constitutions, courts, and laws provoked legislative change.

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Culture norms changed.

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Social anxieties created irrational decisions.

In 2008, the recession hit with states seeing large cuts in public education nationwide. States used this excuse to NOT continue investment in education.

In the mid-2010s,some states funding for public education did rebound, but many did not. Some decided to spend less than what

they had available. Some states took money from public education and gave to tax cuts, shored up other government programs, or expanded alternatives to public education.

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What was happening Nationally?

Charter Schools expanded under a Democratic President along with the push for states to adopt procharter policies in order to receive federal innovation money.

Goals to shrink and re-shape public education in a state (Florida) with private school vouchers and tax credits gained popularity, but the “old” vouchers were tied to helping disadvantaged students.

“Old” voucher ideas didn’t have much traction and gave way to new, and real reasons—the wealthy didn’t like their high taxes, and private schools were expensive; conservatives didn’t like public school values; thus, the motives were revealed and state legislation began to reflect the changes.

A false premise was “sold” to those who chose to believe it: “Rather than ensuring a robust public education system for all…, states should promote individual autonomy and freedom. Public education was the problem, not the solution. The public school system stood in the students’ way, whereas private schools could liberate them.” — Derek W. Black, author, Schoolhouse Burning Florida led the way with vouchers or “scholarships” in 2006. In 2019, it renamed the program, “Family Empowerment Scholarship.”

Indiana, Nevada, Arizona, South Carolina, and Tennessee joined in on the voucher movement.

Ed reformers didn’t let the recession crisis go to waste…they created a new narrative to meet their agenda by targeting: 4. Teacher salaries—paid too much 5. Teacher benefits—have too many 6. Students not learning (poor test scores)—ineffective teachers 7. Teacher tenure—protection for ineffective or lazy teachers 8. Tradition—not enough innovation 9. Unions—too controlling, too monopolizing (caters to teachers not students)

Who are the National groups who are taking aim at Public Education?

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Students First

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Democrats for Education Reform

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ExcelinED

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Chiefs for Change

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American Legislative Exchange Council

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The Heritage Foundation

Who are the Oklahoma groups who are taking aim at Public Education?

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Oklahoma Council of Public Affairs

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American Federation for Children

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Americans for Prosperity

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Every Kid Counts Oklahoma

Recognize any of these? If you are in education, you should. The most recent primary election advertisements were evidence of their targeted money and attempted influence AGAINST many

Republican legislative members who did not support vouchers or who were viewed as Republicans who supported the education establishment. Fortunately, these legislators worked hard and our Oklahoma citizens didn’t fall for the false narrative by these anti-public education groups.

Keep this list of entities that take aim at Public Education in mind when you apply for a grant or join an organization. Always look into the funding source. These include the Gates Foundation, Walton Family Foundations, Broad Foundation, and the Koch Brothers, to name a few. Their market-based goals for overhauling public education coincide with choice, competition, deregulation, accountability, data-based decision-making.

Oklahoma’s journey almost parallels the national level for the beginning of choice. Governor Frank Keating and Democratic controlled legislature authorized the first OK charter schools; they were expanded with the Charter School Act of 2010.

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In Oklahoma, there are threats to public education. We have identified a few: ■

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State choosing NOT to invest in public education in robust budget year despite record inflation and the need for teachers, enhanced teacher pay and new recruits into the profession Vouchers, Tax Credits, Education Savings Accounts

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Charter School Expansion

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Erosion of Ad Valorem property tax base (continued tax protests, tax exemptions, caps on valuation)

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Money following students: Translation is that money would be moving away from the over 90% of students who choose traditional public schools Continued Teacher Shortage; few pay raises; legislation to reduce teacher union support; little action to incentivize a new generation of teachers. As for the teacher shortage, Derek Black states that, “Between 2009-2012,

schools lost 300,000 teaching positions. Nationally, the number of people pursuing education degrees fell by 30 percent.”

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Legislative proposal to eliminate/ devalue teacher evaluation and teacher professionalism

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Erosion of local board control —— board elections and bond issues during general elections

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Legislators who do not support public education

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Continued Governor partisan appointments to education boards and to offices that hold anti-public education ideologies

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Apathy combined with a lack of understanding about the historical value and importance of public education

At the local level, you must be informed; support your local district, tell about the good work of your schools in your community; get to know your current legislators,

hold them accountable; work with your district and community to start a Parents Legislative Action Committee (PLAC); vote Pro-Public Education; visit your legislators at the Capitol; and, communicate frequently.

If we care about public education, we need to be on guard: “If those who care about public education concede the war over the fundamental concept of public education or make the war about something other than its fundamental values, they will wake up one day with nothing left to fight for. They may even wake up without a democracy.” — Derek W. Black ■ Thanks to Dr. Jeanene Barnett, CCOSA Education Policy Analyst and to Dr. David Pennington, USSA Executive Director for their contributions to this information.

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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.

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ESSER FUNDING: IT’S HALF-TIME! WHAT’S YOUR GAME PLAN?

By Kathy Dunn, CCOSA Director of Professional Learning, State and Federal Programs The ESSER Era: The ESSER Era for public education began March 29, 2020, and is set to end September 30, 2024.

In three tranches of federal ESSER allocations, known as CARES, CRRSA, and ARP, Oklahoma received over $2.3 billion in COVID-relief funds. With one year left for expenditures in ESSER II funds and two years left for ESSER III purchases, Oklahoma school districts must begin strategic budget-planning to avoid the funding cliff that will come at the end of these federal funding streams.

ESSR Spending Timeline

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The later you find out The worse this gets

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J U LY 2022 | better sch o o ls

Education Stabilization Fund Transparency Portal

“You’re Doing Fine, Oklahoma!”

As penned by Rogers and Hammerstein in the 1943 musical Oklahoma!, “You’re doing fine, Oklahoma!” That same sentiment can be applied to Oklahoma school districts and the Oklahoma State Department of Education for the timely manner in which the ESSER funds were allocated to Oklahoma school districts and the steady pace of ESSER expenditures in our schools. Oklahoma is among the top states in the nation for the amount of ESSER funds that have been spent to enhance the education of Oklahoma’s school children according to the Education Stabilization Fund Transparency Portal (shown above). https://covid-relief-data.ed.gov

The three graphs below show the percentage of COVID Relief funds that have been spent in Oklahoma as of the July 5, 2022, update on the Education Stabilization Fund Transparency Portal. https://covid-relief-data.ed.gov/profile/state/OK

OSDE CARES ESSER I 96.4% spent

OSDE CRRSA ESSER II 74.3% spent

OSDE ARP ESSER III

74.3% spent

The two graphs below show the Governor’s Emergency Education Relief (GEER) Funds that were included in CARES and CRRSA. No CRRSA funds are reported spent by the Oklahoma Governor’s office on the Education Stabilization Fund Transparency Portal as of the July 5th update.

Governor’s GEER for ESSER I 92.7% spent

Governor’s GEER for ESSER II 0% spent

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What’s the Game Plan for Finishing the Last Two Years of ESSER Funds?

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Obligate any remaining CARES Funds, Projects 721, 788, & 789, before September 30, 2022.

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Claim last CARES Funds by December 1, 2022.

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Analyze the data of your district’s Comprehensive Needs Assessment (CAN).

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With stakeholders, review and revise the ARP ESSER III Spending Plan to meet the needs identified in the CAN ■

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What do students need to close the achievement gaps across subgroups?

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What do facilities need to promote cleaner surfaces and air quality?

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What are the needs for social, emotional, and mental health?

Upload the latest version of the ARP Spending Plan and the Safe Return to Learn Plan in the ESSER III application and post them on your district website.

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In the ARP ESSER III budget, check to be sure that at least 20% of your original allocation is planned for activities directly related to learning loss recovery.

If more than 20% is needed for students’ academic success, code all learning loss activities to show particular attention to student achievement.

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Prioritize expenditures in the planned ESSER projects to spend the remaining balances in ESSER II (793, 794) before September 30, 2023.

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ESSER III (795) funds will need to be obligated by September 30, 2024.

The 2022-2023 school year is the third quarter of the ESSER game for our schools.

It’s a great time to reflect on the good things schools have been able to accomplish with the targeted ESSER funds.

Most Oklahoma schools have technology that is up-to-date and connected. Our schools have also been able to improve health and safety protocols with the additional money.

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Make Sure Your Voice is Heard at the Federal Level

By Dr. Pam Deering, CCOSA/OASA Executive Director and Andrea Kunkel, CCOSA General Counsel/ODSS Executive Director

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The federal legislative level feels like a world away.

It seems like there are few opportunities to make a real impact on school-related issues. However, with the help of our national education associations, they help us connect our state to the federal level with informative advocacy meetings and visits with our Congressional delegation on Capitol Hill.

In July, the Council for Exceptional Children and the Council for Administrators of Special Education, our national Special Services Directors’ association, hosted their annual advocacy summit with great topics on appropriations, educator shortages, and school mental health that will help our Oklahoma leaders be better prepared for new laws, policies, and regulations around special education issues. Our group, led by Andrea Kunkel, ODSS Executive Director and CCOSA General Counsel, and the ODSS 2023 Officers – President Rachelle English, President-Elect Kim Elkington-Baxter, Past President Teresa Golden, and Legislative and Policy Liaison Amy Swartz attended the summit and met with our Oklahoma Congressional representatives or their legislative staff members.

OASA Officers, Dr. Melonie Hau, Newcastle Superintendent and AASA Governing Board Member, Kyle Reynolds, OASA Immediate Past President and CEC Chair, and I met with other AASA members for the annual Legislative Advocacy Conference, held in mid-July in Washington, D.C.

Their message to our Oklahoma legislative leaders included: ■

Behavioral and mental health interventions provided by well-trained mental health professionals are critical to addressing the impact of children’s traumatic experiences and increased violent incidents in schools.

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The shortage of special educators and related service personnel available to public schools both nationally and in Oklahoma is at a breaking point.

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Federal participation is essential to support state and local efforts to create a sustainable system to attract, prepare, and retain personnel in all areas.

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Congress must put the Individuals with Disabilities Education Act on the first step of a 10-year path to full funding in FY 2023 to enable districts to better support students with disabilities and hire more fully prepared special education personnel.

Topics included: ■

A Time of Crisis for Public Education

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Education Investment in the Context of ESSER

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Defining Poverty in Education

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FY 23 Federal Funding

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AASA/ASBO Advocacy Update

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Federal Officials’ Update

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The Latest from the Supreme Court, OCR, DOJ, the Biden Administration and the State

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ESSER Updates

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Attitudes toward Education and the 2022 Election Preview

Pictured left to right: Dr. Melonie Hau, Dr. Pam Deering, AASA Executive Director Dan Domenech, Kyle Reynolds

Pictured left to right: Amy Swartz, Jasmine Justus-McDowell, Rachelle English, Kim Elkington-Baxter, Teresa Golden

Our visit to Capitol Hill focused on many of the topics that we are concerned about in our state. Take look at the talking points that we used for our Hill visits.

The topics included: ■

Federal Funding: Budget & Appropriations

■

IDEA Full Funding: Cut and paste this link for the IDEA Invoice Template, Oklahoma is under Template #4, to calculate and share the IDEA shortfall for your state, district and/or classroom: https://aasa.org/2022idea-full-funding-invoices.aspx

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ARP: Defending The Investment in Public Education

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School Connectivity & Educational Technology

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Child Nutrition

Dr. Hau and Mr. Reynolds responded to questions from the congressional office representatives regarding their use of the ESSER money, state response to their claims for reimbursement, GEER money and use by the Governor’s office, and what they see are needs for Oklahoma students.

In addition to the AASA packet prepared for the attendees, we also prepared an Oklahoma packet that describes CCOSA and our services to members and our association goals. It is a great introduction to who we serve and what we do. This year, we included information regarding the use of federal funds in Oklahoma. Kathy Dunn prepared the information as follows for the packets. Many thanks to the Oklahoma schools that have done a great job in serving students and keeping students safe during the pandemic and beyond.

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Impactful Use of Federal Funds in Oklahoma Schools Many Oklahoma Schools have adopted a philosophy taught in Jason Jedamski’s training for teachers, “Engagement is the first intervention!” Coming out of the pandemic educators are finding that it is difficult to re-engage some students, so the planning for interventions must start with this question, “How can we re-ignite a passion for learning?” These programs are examples of evidence-based interventions that also have a spark for engagement!

After-School Programs Many Oklahoma districts implemented high-dosage tutoring programs using evidence-based practices and intervention materials.

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The Oklahoma State Department of Education established a statewide Math Tutoring Corp to serve Grade 7-9 students. 500 educators across the state received specialized training to become the Math Tutoring Corp.

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Gardening Club is a favorite in many after-school programs including Cleveland where students learned skills from the science of growing food to the art of preparing and serving food.

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Colcord Schools developed after-school programs that would entice students to stay for special-interest clubs. One of their most successful was the Small Engine Repair Club, a group of students, mostly boys, who built and drove their own go-cart as a culminating activity.

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Cleveland Schools started a Photo-Journalists Club where students studied photography, writing for different purposes, and publishing. The students produced school newsletters and other promotional pieces.

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Better Schools With ESSER funds braided with donated community funds, schools have turned what started as “COVID Clinics” into full-service medical clinics on-campus to serve students and their families.

Washington Schools started a clinic for COVID testing and contact tracing in the fall of 2021 staffed by one nurse. They will open the doors of a full-service medical clinic on their campus this fall of 2022 with a Physician’s Assistant, a nurse, and an athletic wellness coordinator. The Warrior Wellness Clinic will serve students, staff, and families.

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HVAC systems that are old and inefficient are being replaced with new energy-efficient systems that reduce the possibility of mold from leaking units and also filter the air much better than older HVAC units. The energy savings is also a benefit of new HVAC systems.

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New school buses were purchased to reduce the number of children on one route bus.

As COVID numbers decrease, the older buses are taken out of the fleet and replaced with the newer, natural gas fueled buses that have a number of new safety features.

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Social, Emotional, and Mental Well-Being Counselor Corp Grants from the State Department of Education’s ESSER set-aside allowed schools to hire additional counselors or other mental health professionals to assist with the social, emotional, and mental well-being of staff and students who may have experienced loss of a family member or friend, and all who experienced lost social experiences when schools were closed for short and extended periods of time.

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The Counselor Corp Grant also allowed schools to contract with mental health professionals when certified school counselors could not be found to fill positions.

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Carpet has been replaced by tile for better daily sanitation.

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Teaching and Learning Aerospace and aviation programs have been implemented across the state in conjunction with tribal partnerships and ESSER funds.

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Computer Science courses will be required in every district starting fall of 2022.

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Concurrent and dual enrollment funding has increased the ability of every students to take advantage of college courses while still under the watchful eye of their public school.

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Professional Development ■

Teachers and administrators are using federal funds to seek much needed training in:

Most Oklahoma districts used ESSER and Emergency Connectivity Funds (ECF) to purchase enough devices for the students/ technology ratio to become 1:1.

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Distance learning

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Teaching with technology

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Teaching in aerospace and aviation programs

Server upgrades have allowed schools to utilize better systems for tracking attendance and online instruction.

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School culture and climate

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Parent and family engagement

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Community Schools

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Social-emotional learning

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Engaging the brain for evidencebased instruction and learning

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Seeing the future with our students in it and teaching to those students

Technology ■

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School Cleanliness and Sanitation Bathrooms and hallways have been remodeled to include touchless fixtures and hydration stations for filling water bottles rather than community drinking fountains.

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THE CHALLENGE As ESSER funds become depleted, how can schools continue to offer the programs and sustain the momentum for Oklahoma students? The conversation has already started about how to walk-back as the funding is depleted. In Oklahoma the legislature chose a flat budget for education in spite of wonderful increases in revenue, and with no regard for the devastation of inflation and ESSER funds depleted.

In closing, we appreciate your membership and support for each association. Representing CCOSA at these federal level meetings, gives us the opportunity to share your stories about your district and how you are taking care of students academically and emotionally. They take lots of notes and ask lots of questions. They depend on us to reach out to their state offices as well to keep them informed.

Thank you for all that you are doing for our Oklahoma kids! ■

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J U LY 2022 | better sch o o ls

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YOU CAN HANDLE THEM ALL

Even If They Say…I Don't Wanna and You Can't Make Me!

By Linda Mace, Associate Director Alt Ed, Behavior Supports, Norman Public Schools

As we all know the brain is a wonderful, powerful thing!

Effective management of behaviors begins with a basic understanding of the brain - yours as well as your students. We fluidly move through three states of the brain: Executive, Emotional, and Survival. The brain works together as a whole and all three states are needed, however the Executive State (Prefrontal Lobe) is where we need to operate and where our students are when they feel relaxed and safe. When adults are in the Emotional or Survival State of the brain they cannot assist a child….remember, dysregulated adults do not help create regulated children!! When we learn to effectively communicate by avoiding trigger words such as “no” we are able to avoid power struggles and non-compliance.

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In our work with students who have experienced trauma, thanks to COVID 19 100% of our population has had a traumatic event in their life (students and adults), we utilize key strategies and tools to not escalate and to get the behaviors we expect students to have in the academic settings. These tools and strategies also work for parents in their homes.

The first and most important strategy is to be in the Executive State of the brain! The adult must remain calm and stay in this state AND create an environment to support a student to be in the Executive State of the brain. A student must feel calm and safe in order to access this area of their brain. A few ways to help a student or staff member feel safe and calm is by greeting them when you see them, calling them by their first name (or preferred name) pronounced correctly and telling them you are glad to see them, having a morning check-in routine that allows for connection to emotional feelings (awareness) and other SEL strategies woven into the day. Keep in mind these 2 questions that students and staff are asking just by showing up each day: 1. Do you see me? 2. Do you care?

The second strategy is to provide students and adults clear, simply stated expectations given to them positively and reinforced with positive specific praise. A positive specific praise example, “Thank you for sitting at your desk in the ready to learn position” vs.

“Good job”. This will change 80% of the unwanted behaviors in a classroom or school. Teachers only give positive specific praise 6.25% of the time. This makes the support staff, custodian, cafeteria staff, and anyone else in the building your culture changers.

Focusing on providing positive specific praise for what you WANT to see will make it happen! Try giving this positive specific praise to your staff for what you want from them this school year and see it come to fruition as well.

The third strategy is for avoiding the power struggle. We have 5 tools for your toolbox under this third strategy. These all address students' noncompliance and the common thread is” how you deliver the message”. Two important key factors of working with at-risk students and/or non-compliant students are, use fewer words and use words they are unable to twist into an argument or a cycle.

Remember, how you respond to a student/adult behavior will determine if that behavior will happen again! An escalating student is trying to gain control of the situation (aka take the power).

If the adult escalates with the student (goes into the Emotional State of the brain), the student will only go up as well and could end up in the Survival State of the brain. The adult must stay calm, remain in the frontal lobe (Executive State) and utilize the tools.

Tool #1: Take back your power by making a statement and NOT saying something you cannot follow through with. Don’t make me, vs. I’m going to stop reading until everyone is ready. Then stop reading and wait in SILENCE (fewer words!). They will comply if you are patient.

NEVER ask a potentially noncompliant student to do anything in the form of a question. For example, do you want to get started on the assignment? We all know their answer. Instead say, let me help you get started I see you have…..this is next…and so on.

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Tool #2: Two positive choices. Only choose choices for the student YOU want them to have. You may have this or this. Then wait for them to choose (silently). They will eventually choose. Note their choice so you get an idea of their interests. For example, you may sit at this desk or on the carpet during the whole group discussion. Don’t offer them to leave class because that will ALWAYS be their choice.

Tool #3: Yes I will! This is by far my most favorite!!! Using the word YES at the end of a request will get a yes answer in response. I do use this on my spouse. Honey, we are going to “restaurant” for dinner tonight, yes? His response is yes before he even knows he has said it. Another example is when asking

a middle school student to go somewhere they may not really want to go. You are going to the buddy teacher’s classroom this hour, yes? They will respond yes without hesitation.

Because the word “no” is a trigger to the Emotional State of the brain for anyone who has had a traumatic event in their past, using the word yes in response to their request keeps this from happening. This doesn’t mean you are granting every request a student or staff member has!

If a student asks to go to the restroom while you are teaching and it’s not the time, your response is “ yes, in 10 minutes”.

Think about how you can use this with your staff as well when they are making requests, “yes, when we are able to complete the process first”.

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Tool #4: Use of one liners. These are short statements that give the student nothing to twist and create an argument cycle. Examples: I understand, no thanks I have a banana, that’s not okay, we’ll see, etc. I am sure you too can think of some one liners to use when a student has started escalating.

However, to access those one liners you must be in that Executive State of the brain!

Tool #5: Let me get this right. This tool is especially useful when working with escalated students who need to tell their side of the story. You ask them to start talking while you are writing. Then you stop them, read what you have written, they will correct you, and you make the corrections. After you make the corrections you re-read it and then you ask clarifying questions. What you are doing is de-escalating without joining the story telling or giving “your version”. You are controlling the pace as well so the student does de-escalate. I have also used this with a staff member who was escalated over a student situation and needed to vent it all out first before we could really talk through the situation.

As a recap, always remember, you are an adult and must remain calm so you can access the Executive State of the brain when working with challenging students, staff and/or situations.

Keep the expectations simple, positively stated and practical.

And lastly, avoid those power struggles that are so easy to fall into by utilizing one of the five tools now in your toolbox and reshaping the delivery of your message. ■

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A Neurodevelopmental Approach to Behavior

By Anna Keltner, Program Development, Connected Kids

A CASE STUDY: SAM Sam spends most of his time in the block center.

He loves to stack the blocks into a high tower and run or kick to knock them down, causing the blocks to fly through the air, often hitting peers. During instruction, Sam reaches across the table to gather all the markers and tries to keep them for himself. He scribbles on his work instead of carefully practicing his letters and often has large outbursts. Sam is a struggling five-year-old. He is often described as impulsive, disruptive, inconsiderate, and unmotivated. His teacher is exhausted and feels like she doesn't know what else to do to manage his behaviors in class.

We have all had a Sam or a version of Sam in our classrooms and have few answers regarding how to change their behavior. We know that supporting his development in self-regulation is a good place to start, but to provide a complete picture that guides our next steps, there is more to understand about Sam and students like him.

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Developmental Lag

Re-framing the Narrative

Dr. Bruce Perry, a leading expert in complex developmental trauma, describes how trauma that occurs early in life can create a developmental lag. Through his work, we have learned that children, such as Sam, who have experienced trauma lose about half a grade level each year. Curriculum and classroom instruction is designed to meet the needs of students on a typical developmental trajectory and often provide accommodations for those slightly behind or above the norm. However, these accommodations are not enough to fully support the developmental lag children from trauma bring to the classroom. Each year a child from trauma is in school, the lag becomes more pronounced and difficult for them to tolerate, leading to various diagnoses such as oppositional defiance or ADHD. When a student enters Pre-K significantly developmentally behind, by 5th grade, they will be functioning as a 1st or 2nd grader.

Our framing of behaviors matters.

Suppose we label students who run from the classroom as having attention-seeking behavior and do not understand the why of the behavior. In that case, we are not left with many effective interventions. Instead, moving beyond the externalizing behavior and considering the developmental stages of attachment, we can say that student has connection-seeking behaviors. Changing the narrative from attention-seeking to connection-seeking can produce interventions that are preventive, healing, and, in the long term, more effective.

In Sam’s case, he experienced complex developmental trauma and although he is chronologically five, he is developmentally functioning like a two-year-old.

Complicating matters, the development of different systems (e.g., physical, attachment, neurocognitive, social-emotional, sensory-processing, selfregulation) does not happen in parallel but instead is staggered. For example, a 14-year-old who is big for their age and has knowledge about adult topics can be significantly delayed in the development of their ability to take another perspective (e.g., their theory of mind). When a child looks like a grown-up and sounds like a grown-up but doesn’t have a basic understanding of the world around them, this can lead to surprising behaviors that can be misinterpreted.

It's tempting to focus on externalizing behaviors when dealing with struggling students. When a student runs from the classroom or hits a teacher, safety is the first priority, as it should be. However, focusing on behavior without understating their developmental lag leads to ineffective interventions. The "why" of the behavior impacts the "how" of supporting learning.

For Sam, his behavior is not that of an inconsiderate child, but instead of a child who is moving through typical developmental stages at a slower rate. To identify this developmental lag, educators must know the developmental processes that their instruction relies upon. For example, the stages of block play begin with exploration in ages 1-3 and move on to rows and towers in ages 2-4 before moving into more complex structures. Therefore, Sam needs materials like cardboard blocks or other soft building materials that will meet his developmental needs while not being a distraction in class. When students are allowed to move through the developmental stages they missed early in life, healing and academic growth will happen. For Sam's teacher, correctly identifying the underlying cause of his behavior shapes the narrative she has for him and ultimately impacts the quality of instruction she provides.

Sam is not an unmotivated learner who scribbles on his work. He is a child being asked to do a task, writing letters, that is not developmentally appropriate. When Children have underdeveloped self-regulation and are continually asked to do tasks for which they lack the necessary skills, they become explosive in the classroom. Supporting children's development in self-regulation is a start to addressing the negative behaviors that children with complex developmental trauma bring to school. Still, it's only part of the required interventions. We must build our strategies to reach and teach these struggling students from a foundation of developmentally appropriate instruction, that meets children where they are in the developmental processes. ■

QUESTIONS TO CONSIDER What is this student's behavior telling me about their development?

What processes of development is my instruction relying on?

How can I support their current developmental stage within the context of my classroom?

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Relentlessly Removing Barriers

By Melissa Barlow, Yukon High School Principal

As we begin a new school year, it is vital that we not lose sight of where our students have been, while we prepare to lead them forward to success. Oftentimes we categorize students based on their test scores, graduation progression, or their negative behaviors. However, we must see them for their potential, provide them opportunities that overreach their situations. Educator James Vint encourages us by stating, “You must see in kids what they don’t see in themselves. See them for what they are, and then teach them accordingly. You may be the only hope in the lives of many of your students. Believe in every single one of them every single day.”

This dedication, in the form of a vision and mission, propels our work in education as we must re-establish the “why” behind the work we love.

Teams at Yukon High School (YHS) consist of administrators, faculty and staff who have committed, through their vision, to sustain high academic and behavioral standards for all students by removing barriers and recognizing the value in every individual. Our commitment to being relentless in removing barriers, begins with the dedicated work that we do within our Professional Learning Community (PLC).

Student-Focused Data Analysis and Intervention During weekly team collaboration time, teachers and facilitating administrators discuss the four critical questions that guide PLC work, placing emphasis on the collection of data on essential standard mastery of every individual student. In the current educational climate, where student learning gaps are deeper than

ever, it is critical that we determine the specific areas of deficiency for every student. Student understanding and classroom success, in the form of qualitative and quantitative data, drives team conversations regarding interventions for struggling students. Collaboration leads to focused data analysis, which in turn leads to the development of intervention geared towards individual students.

Intervention, our systematic response to identified deficiencies, requires the removal of multiple barriers for students. Identification leads this process, followed closely by the components of adequate response. Twice a week YHS offers Rethink, thirty minutes of intervention built into the school day. This intervention is often leveled and the instructional responsibility is shared by all members of the teaching team, on a rotating basis. With all teachers

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having the same commitment to the goal of student success, all students have an advocate to ensure they are being given the best opportunity to learn.

Academic Behavior Focus Teamwork extends beyond the collaboration mentioned and is a component of the assistant principal and counselor pairings at YHS. Every student is connected to an administrator-counselor team, based on their last name, removing the barrier of disconnect and providing students and families with a single link within the school community. During weekly collaboration, administrators and counselors identify students who are at-risk academically, behaviorally or emotionally. There are resources available for each of these areas in which students are struggling, including Reboot our intervention for students struggling with academic behaviors. These teams select a total of 20 students, who are often failing multiple classes, to attend a three-hour morning session where they are given specific task lists containing such items as missing assignments, assessment retakes and additional learning opportunities. Reboot has allowed educators in our school to display our commitment to removing barriers for these students by facilitating dedication to increasing learning and improving academic behaviors.

Equitable Grading In recent years, Yukon Public Schools implemented 50-based grading at the secondary level. Countless educators at YHS committed themselves to developing a school-wide grading system that supports this initiative and yields a grading system focused on learning.

The grading guidelines require educators to build practice assignments that directly correlate to essential standards and mastery assessments that provide valuable feedback on teaching and learning.

Students may earn no lower than a 50 percent on a practice assignment. However, mastery assessments are exempt from this requirement to ensure the score reflects the mastery level of the

individual student. Removing this uneven scoring differential builds capacity in students to see the value in practice to reach their mastery goal.

Relevant Relationships Building relationships has proven to be a key component in reaching all students, increasing their engagement in school and the learning process. In addition to teachers providing critical insight into student understanding of the content, they also play a key role in identifying the social and emotional needs of individual students. Josh Shipp, former YHS student and motivational speaker, says, “Every kid is ONE caring adult away from being a success story.”

This quote is the cornerstone to the most valuable work that we do, building relationships with the students we encounter each day.

At YHS, this dedication translates into a process called the SOS list, which asks educators to identify the students they are connected to through an analysis of their level of individual personal understanding.

Teachers are asked to place their name next to student names based on facts ranging from knowing something about a student outside of their classroom, knowing a

student’s academic performance outside of their subject, to being able to communicate with a student regarding their behavior triggers.

This identification allows educators to claim and build stronger connections with students.

The Result is Hope Over the past several years, our work at YHS has yielded an increase in our graduation rate and a significant decrease, from 3.4% to 1.52%, in the number of F’s earned each semester. We continue to strive to fulfill our vision through our dedication to removing barriers by providing intervention during the school day, communicating academic expectations, and connecting every student with a caring and supportive adult.

However, at the core of our work we focus on providing HOPE. Every student deserves to be successful, regardless of their current or past situations. The hope we lay out for our students, allows them to see the light of success in their educational journey. ■

J U LY 2022 | better sch o o ls

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Reporting a Crime Committed by a Student with an IDEA Disability

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel

When Congress last reauthorized the Individuals with Disabilities Education Act (IDEA) in 2004, it included a new provision about agencies reporting crimes committed by children with IDEA disabilities. It provides, first, that nothing in IDEA Part B (concerning children and youth ages 3 through 22) prohibits an agency from reporting a crime committed by a child with a disability to appropriate authorities or prevents state law enforcement and judicial authorities from exercising their responsibilities under state and federal law to crimes committed by a child with a disability.

It also places certain responsibilities on agencies, including local education agencies (LEAs), that report such crimes. Although these responsibilities have been part of the IDEA for almost 20 years, they seem to be largely unknown.

Under the law, an LEA or other agency reporting a crime committed by a child with an IDEA disability must ensure that copies of the child’s special education and disciplinary records are transmitted for consideration by the appropriate authorities to whom the LEA reports the crime. The purpose of this requirement is to give law enforcement the opportunity to review and use information from student records to make decisions about the child’s culpability. The IDEA language suggests that the LEA is obligated to simply transmit the child’s records to that authority.

However, the law also provides that the LEA or other reporting agency may transmit copies of the child’s records only to the extent permitted by the Family Educational

Rights and Privacy Act (FERPA), another federal law. Reading those provisions together, we suggest that LEAs create a form letter to send to authorities to whom they may report the commission of a crime, such as the local police department or county sheriff’s office.

LEAs may choose to use the following sample language as part of a dated letter on school district letterhead addressed to the law enforcement official and/or department to whom the crime was reported and referencing the child by name: I recently contacted your office concerning the referenced student.

As required by federal law, the purpose of this letter is to advise

you that the District maintains certain type of “education records” for this student. The information in those records may be relevant to action under consideration by your office. The District may release information from the student’s education records to your office upon receipt of a lawfully issued court order, subpoena, signed parent consent form or via another applicable exception to the parental consent requirements of the Family Educational Rights and Privacy Act, a federal law also known as FERPA. If you have questions about this letter, please contact me.

We suggest LEAs send a cc of the letter to the child’s parent or guardian and the LEA superintendent or other designated person. The LEA should not identify the child as having a disability in the letter or send any of the student’s education records with the letter. It should upload the letter to EdPlan or otherwise maintain a copy as part of the child’s education record. The LEA may never hear from the law enforcement authority to which the crime was reported, but if a representative makes contact to obtain the child’s records, LEA staff can work with them to ensure FERPA compliance before any records are provided. ■

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Visit gcu.edu 250+ Online Programs1 Travis Crow | 602-247-3766 | travis.crow@gcu.edu gcu.edu/ccosa2022

As of December 31, 2021 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/academicpolicies.php. The information printed in this material is accurate as of APRIL 2022. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu ©2022 Grand Canyon University 22COEE0239

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ASSOCIATION UPDATES

OASA

Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director The CCOSA Conference was a huge success!

The effort to host such a large event should not be taken for granted.

Our CCOSA staff worked for months securing the conference center and hotel, scheduling meeting spaces, preparing promotional materials, developing the conference app, securing sponsors and vendors, and answering thousands of questions from administrators and sponsors.

Our directors spent months getting input on presentations, planning presentations, securing speakers, and creating schedules to maximize the professional development opportunities for the attendees.

Finally, the conference wouldn’t be possible without the support of you, our OASA membership.

OASA leaders create a culture within their school of continuous learning and encourage the rest of their leadership team to attend conferences like ours. It is your leadership that makes CCOSA the most powerful voice for public education. With 97% of our school superintendents as members, OASA participation is at an alltime high. So, during this summer let’s celebrate the end of another challenging year, but also be proud of the leadership of our OASA membership.

How do we top what we have accomplished? Our OASA executive committee attended an Association of State Executives conference and met as a team to develop the next steps. Our OASA Board of Directors met this summer to discuss what the leadership team developed and provide input to make OASA even stronger. Besides

continuing to provide the highest quality professional development, OASA must lead the way in helping CCOSA reach the lofty goal of 3,000 active members. CCOSA had over 2,900 members this past year and hope to eclipse 3,000 in FY23. While we have 97% of school superintendents as members, central office, principals, and special education directors are not at that level. Superintendents can lead CCOSA to the 3,000-member goal by ensuring CCOSA dues are included in all administrators and directors’ contracts.

Increasing membership makes CCOSA’s voice even stronger as we fight back legislation that is detrimental to kids and helps us pass legislation that improves opportunities for kids.

Increasing membership means more administrators are included in the most powerful network of collaborative leaders in the state.

It is unlikely that any other state entity has over 100 leaders meeting weekly to discuss ideas, share best practices, and solve problems like OASA is doing with our Touch Bases meetings. Increasing membership means that more networking opportunities can be added that engage all leaders in our schools.

Examples of those networks are the Federal Programs and EL Consortium, the Indian Education & Tribal Leader Collaboration, the Student Accounting Consortium, the Virtual Education Network, and the Facilities and Operations Network.

These networks are growing and are being utilized by the State Department of Education as vehicles for information and feedback for decision making. Finally, increasing membership means that more leaders are exposed to high quality training and frameworks that lead to successful leadership. ■

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OASA Executive Committee 2022-2023 Dr. Matt Posey, President Superintendent, Bethel Public Schools Kevin Hime, Pres.-Elect Superintendent, Lawton Public Schools Scott Farmer, Vice-President Superintendent, Fort Gibson Public Schools Kyle Reynolds, Past President Superintendent, Woodward Public Schools Tom Schroeder, D-1 Superintendent, Texhoma Public Schools Dale Spradlin, D-2 Superintendent, Buffalo Public Schools Dr. Darrell Floyd, D-3 Superintendent, Enid Public Schools Shelley Arrott, D-4 Superintendent, Ponca City Public Schools Sherry Durkee, D-5 Superintendent, Sand Springs Public Schools Patrick Dodson, D-6 Superintendent, Grove Public Schools Dr. Nick Migliorino, D-7 Superintendent, Norman Public Schools Dr. Jeff Taylor, D-8 Superintendent, Pretty Water Public Schools Mark Bowlan, D-9 Superintendent, Grove Public Schools Erik Puckett, D-10 Superintendent, Hilldale Public Schools Geri Gilstrap, D-11 Superintendent, Stilwell Public Schools Jason Goostree, D-12 Superintendent, Sentinel Public Schools Chad Hance, D-13 Superintendent, Cache Public Schools Jerime Parker, D-14 Superintendent, Amber-Pocasset Public Schools Jimmie Dedmon, D-15 Superintendent, Walters Public Schools Matt Holder, D-16 Superintendent, Sulphur Public Schools Lee Northcutt, D-17 Superintendent, Caddo Public Schools Rachel Pugh, D-18 Superintendent, Wister Public Schools Doug Brown, D-19 Superintendent, Idabel Public Schools Tony Hancock, D-20 Superintendent, Caddo Kiowa Tech Center AASA Governing Board Office 1 Drew Eichelberger Superintendent, Bethany Public Schools AASA Governing Board Office 2 Dr. Melonie Hau Superintendent, Newcastle Public Schools At-large Members Nathan Elliott Secretary, Dept of Education, Chickasaw Nation Cecilia Robinson-Woods Superintendent, Millwood Public Schools Advisory Dr. Sharon Lease Mid-America Christian University Dr. Kent Shellenberger Southern Nazarene University Dr. Pam Deering OASA Executive Director Derald Glover OASA Assistant Executive Director

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ASSOCIATION UPDATES

OASSP / OMLEA Will Parker, OASSP/OMLEA Executive Director

NASSP Summer Leadership Summit The National Association of Secondary School Principals hosted a school leadership summit in Louisville, Kentucky, July 12-14, 2022. OASSP Executive Director Will Parker attended along with OASSP President Randy Biggs, Principal of Frederick High School and NASSP State Coordinator Chris LeGrande, Principal of Guthrie High School.

In addition to sessions on national principal surveys, presentations on the effects of the pandemic on students, members also heard from states on advocacy and membership efforts. Will Parker and Chris LeGrande presented alongside Jen Silva, NASSP Director of Advocacy, on ways school leaders can engage in

advocacy. Mr. LeGrande shared strategies and suggestions for principals who want to engage state and federal elected officials on school visits and promoting better funding for public schools.

Please mark your calendars for July 12-15, 2023 as NASSP will host its next national conference in Denver, Colorado. ■

OASSP Executive Committee Members 2022-2023 Each year, OASSP & OMLEA elects officers, regional representatives and consultants provide valuable governance, feedback and a state-wide perspective on our associations' legislative goals, professional learning, and collaboration opportunities for 2022-2023. During the June 2022 CCOSA Summer Leadership Conference, OASSP & OMLEA Executive Committees met and approved the members elected to serve in this upcoming school year.

OASSP Executive Committee Officers OASSP President, Randy Biggs Principal, Frederick HS Frederick Public Schools OASSP Region Representatives Region 1, Jason Schreiner Principal, Goodwell HS Goodwell Public Schools Region 2, Ron Sunderland Principal, Woodward HS Woodward Public Schools Region 3, Tom Betchan Principal, Pioneer-Pleasant Vale Pioneer-Pleasant Vale Public Schools Region 4, Crystal Szymanski Principal, Stillwater Middle School Stillwater Public Schools Region 5A, Stan Trout Principal, Charles Page HS Sand Springs Public Schools Region 5A, Eric Fox Asst. Principal, Jenks HS Jenks Public Schools Region 5B, Sharon James Executive Director, Broken Arrow Public Schools Region 6, Pamela Chaney Principal, Oklahoma Union Oklahoma Union Public Schools Region 7, Bobby Kreutz Principal, Grove HS Grove Public Schools

OASSP President-Elect, Melissa Barlow Principal, Yukon HS Yukon Public Schools

OASSP Past-President, David Beiler Principal, Jenks HS Jenks Public Schools

Region 8, Chad Pugh Principal, Clinton HS Clinton Public Schools Region 9, Bret Stone Asst. Principal, Guthrie HS Guthrie Public Schools Region 10, Kory Mitchell Principal, Mannford HS Mannford Public Schools Region 11, Della Parrish Principal, Wagoner HS Wagoner Public Schools Region 12, Steven Goss Principal, Keys HS Keys Public Schools Region 13, OANHS Coordinator, Katy Korstjens Asst. Principal, Mustang North HS Mustang Public Schools Region 14A, Michelle Grinsteiner Principal, Cheyenne MS Edmond Public Schools Region 14B (Vacant) Region 15, Matt Johnson Principal, Shawnee HS Shawnee Public Schools

Region 16, Joe Ballard Principal, Poteau HS Poteau Public Schools Region 17, Jeremy Newton Principal, Frederick MS Frederick Public Schools Region 18, Kevin Kelly Asst. Principal, Duncan HS Duncan Public Schools Region 19, Andy Davis Asst. Principal, Ardmore HS Ardmore Public Schools Region 20, Terry Painter Principal, Latta MS Latta Public Schools Region 21, Kevin Robinson Principal, Calera HS Calera Public Schools Region 22, Brent Smith Principal, Haworth HS Haworth Public Schools

ASSOCIATION UPDATES

Consultants: OASSP University Consultant, Dr. William Frick Professor, University of Oklahoma OASSP University Consultant, Dr. Stephoni Case Professor, Southern Nazarene University

OASSP Business Consultant, Jan Barrick Owner, Alpha Plus Systems, Inc OASSP Career Technology Consultant, Kerry Sitton Assistant Director, Tulsa Technology Center NASSP State Coordinator, Chris LeGrande Principal, Guthrie HS Guthrie Public Schools

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Principals of the Year OASSP HS POY, Terry Adams Director, Norman Aviation Academy Norman Public Schools OASSP/OMLEA POY, Michelle Brumley Principal, Chouteau-Mazie MS, Chouteau-Mazie Public Schools OASSP APOY, Dr. Fielding Elseman Principal, Pryor High School Pryor Public Schools

OMLEA Updates: CCOSA Summer Leadership Conference Highlights On June 7-9, 2022, more than 1,200 participated in this year's summer leadership conference at the Oklahoma City Convention Center. In addition to insightful keynotes and breakout sessions, Oklahoma administrators of the year were recognized and awarded. Congratulations to each OASSP/ OMLEA principal for representing excellence in school leadership!

Save-the-Date!

OASSP & OMLEA officers are already busy planning this year's combined Leadership & Learning Conference for secondary leaders and middle-level educators. We are excited to share more details in the coming weeks. For now, please save-the-dates February 8-9, 2023 and begin inviting team members to be a part of this year's learning! ■ OASSP/OMLEA Awards Pictured left to right: Dr. Pam Deering, CCOSA Executive Director; April Buoy, American Fidelity; HS Principal of the Year Terry Adams, Bixby HS; Will Parker, OASSP/OMLEA Executive Director

Third from left: Michelle Brumley, Chouteau-Mazie Middle School, Middle Level Principal of the Year

OMLEA Executive Committee 2022-2023 OMLEA Officers OMLEA President, Kate Creekmore Activities/Athletic Director Bixby Public Schools OMLEA President-Elect, Jennifer Patterson Asst. Principal, Dewitt MS Enid Public Schools OMLEA Past-President, Robb Mills Principal, Dewitt Waller MS Enid Public Schools OMLEA Regional Directors Southwest Regional Director, Christy McIntyre Asst. Principal, Duncan MS Duncan Public Schools Southeast Regional Director, Laura Bullock Principal, Idabel MS, Idabel Public Schools

Northeast Regional Director, John Potter Asst. Superintendent Pryor Public Schools Northwest Regional Director, Kurt Myers Principal, Etta Dale JHS El Reno Public Schools Tulsa Area Regional Director, Blaine Wise Principal, Glenpool MS Glenpool Public Schools Oklahoma City Area Regional Director, Traci Kay Asst. Principal, Alcott MS Norman Public Schools OASSP/OMLEA POY, Michelle Brumley Principal, Chouteau-Mazie MS, Chouteau-Mazie Public Schools

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ASSOCIATION UPDATES

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OAESP

Glen Abshere, OAESP Executive Director Association Business: Membership

OAESP Presidential Election

OAESP membership had tremendous growth last year! It is time to renew your membership for the 2022-2023 school year. Join online today at www. ccosa.org/membership. Our goal this year is to grow CCOSA membership to more than 3,000. Encourage your colleagues and administrator friends to join CCOSA today!

The OAESP Presidential candidates for this year will be Tara Burnett, Woodward Public Schools and Angela Wade, Fairland Public Schools. Both candidates will speak at the OAESP Leadership Conference. The election will take place after the conference.

OAESP Leadership Conference

TeleLEAD is preparing the beginning of our 3rd year. TeleLEAD returns on September 7th. TeleLEAD meets on the 1st and 3rd Wednesday of the month. We are in need of case studies to present. If you have a case study for consideration, please get in touch with me. FERPA and privacy are guaranteed.

The OAESP Executive Committee approved changes to the OAESP Conference. The conference will be held November 9-10, 2022 at the Embassy Suites OKC Downtown/ Medical Center. Information about the conference including keynote speaker, registration and hotel reservations will be released in August. The reason for the change in date is to avoid any weather disruptions. The format is also changing from a 1 day conference to a day and a half. This will allow for some breakout sessions. RFPs for breakout sessions will be released in late August/early September. Please mark your calendars now to join us for the OAESP Leadership Conference.

New Principals Academy 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 an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator. The academy meets four times in the fall semester and once in the spring for an advocacy experience.

TeleLEAD

Principal Coaching and Mentoring: Supporting and Sustaining School Leaders This training is designed for individuals that supervise principals or individuals that 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.

Oklahoma Principal Leadership Institute The Oklahoma Principal Leadership Institute is brand new this year.

This year long 7-day training is designed for principals and assistant principals that are beyond the first year of service. This cohort takes a deep dive into essential skills of school leaders to be effective leaders. The application period for this Institute is now closed for this year. The application period of the next cohort will open in April 2023. ■

OAESP Executive Committee 2022-2023 Janalyn Taylor, President Principal, Nance ES Clinton Public Schools Traci Newell, President-Elect Principal, Elgin ES Elgin Public Schools Ashley Hoggatt, Past President Principal, Kirkland ES Putnam City Public Schools Julie Bloss, State Rep. /Federal Relations Officer Principal, Grove EC Grove Public Schools Michele Milner, OKC Area Principal, Northern Hills ES Edmond Public Schools OKC Area: Open Gene Ray, NW Quadrant Principal, Washington ES Clinton Public Schools Tara Burnett, NW Quadrant Principal, Highland Park ES Woodward Public Schools Terri Hamilton, SW Quadrant Principal, Altus ES Altus Public Schools Amy Estes, SW Quadrant Principal, Sallie Gillentine ES Hollis Public Schools Dana Moore, Lawton PS Principal, Edison ES Lawton Public Schools Angela Wade, NE Quadrant Principal, Fairland ES Fairland Public Schools Andrea Sifers, NE Quadrant Principal, Fort Gibson Int. ES Fort Gibson Public Schools Lindy Risenhoover, Tulsa Area Principal, Southeast ES Jenks Public Schools Janice Thoumire, Tulsa Area Principal, Delores Huerta ES Tulsa Public Schools Dana McMillin, SE Quadrant Principal, Marietta ES Marietta Public Schools Jenny Affentranger, SE Quadrant Principal, Bethel ES Bethel Public Schools Dayna Hamilton, Diversity Rep. Principal, Charles Haskell ES Edmond Public Schools Dr. Kathy Curry, University Representative Oklahoma State University Cathey Bugg, OARSA Sherri Brown, OARSA

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Oklahoma School Assurance Group Largest Provider of Workers' Compensation Services to Oklahoma Public Schools

Welcome to the OSAG 2022-2023 policy year! We are excited to welcome new members to OSAG, bringing total membership to 497 school districts. As a member of OSAG, you are an important part of the largest provider of workers' compensation services to Oklahoma schools. Your district will participate in receiving many FREE BENEFITS simply by being a member.

FREE Member Benefits Insurance Consulting Services provided as an automatic built-in membership benefit. Our marketing team is the largest privately-owned Oklahoma insurance agency, with knowledge in ALL lines of insurance for district members. DO NOT PAY a consulting fee outside of your membership!

This is yours as a FREE benefit with OSAG. Four Safety Training Seminars held annually at NO COST. OSAG provides these seminars in the fall & spring of each policy year.

Notifications will be broadcast announcing seminar schedule.

Online Safety Training Video Program with 1,000+ videos. This video library is located on the OSAG webpage at www.okschoolassurancegroup.org. Login credentials & instructions have been provided to all members. New videos are consistently added, so check often & take advantage of this training tool.

On-Campus Safety Consultations at your convenience. OSAG contracts with the safety department of CompSource Mutual Insurance Company to provide this service to membership at NO COST. Contact the OSAG office at 800-699-5905 to schedule this service.

Potential for Performance Dividends! Since inception, approximately $24,242,033 has been awarded to qualifying members as premium refunds, performance dividends, premium savings, & safety equipment grants.

Discounted Membership with Oklahoma Safety Council. OSAG members can join the Oklahoma Safety Council for a discounted membership fee of only $99!

This is a tremendous savings to our schools as typically membership fees are based on number of employees within the district. Contact Tina Wamsley, OSAG Secretary, at twamsley@okschoolassurancegroup.org to begin your membership process.

The OSAG motto is "to provide the most efficient & economical workers' compensation services to Oklahoma public schools". We stand by that motto, and strive to provide the best service to each and every member of our program.

ASSOCIATION UPDATES

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ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director For the 2022-23 school year, ODSS welcomes the following leaders to the Executive Committee: Rachelle English, President Stilwell Kim Elkington-Baxter, President-Elect McAlester Teresa Golden, Past President Kingston Amy Swartz, Legislative & Policy Liaison Ponca City Mandi Berry, At-large rep Texhoma Michelle Dalton, Northeast rep Eufaula Linda Dickinson, Southeast co-leader Ada Christi Frederick, At-large rep Lone Grove

Julie Geiger, At-large rep Claremore Scott McCall, Metro OKC leader Putnam City Lori McCoy, Southeast rep Durant Kendra Mitchell, Northwest rep Waynoka Jeanie Neal, Southeast co-leader Ada Nikki Ricks, At-large rep Elgin Katherine Stufflebeam, Tulsa Area leader Sapulpa Gabe Winn, Southwest rep Cache

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ODSS is in excellent hands!

ODSS held an in-person Special Education Directors Boot Camp for approximately 100 new and early career directors on July 21 at Yukon High School. For the tenth year, ODSS is providing the FirstYear Special Education Directors Project, with more than 60 directors participating from all over the state. In addition to training and resources, ODSS pairs each new director with an experienced mentor-director. There is no cost to the new director or their district to participate. For more information or to sign up, contact Andrea Kunkel or Laura Crabtree at laura@ccosa.org.

Stay safe and join ODSS! ■

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