Better Schools Magazine May 2023

OKLAHOMA… YOU CAN’T POUR FROM AN EMPTY CUP!

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.

WEBSITE DESIGN AWARDS

200+ 40+ SSO & DATA INTEGRATIONS

99% CUSTOMER SUPPORT RATING

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

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

8 Words From the Director

By Dr. Pam Deering, CCOSA/OASA Executive Director

11 To Recruit and Retain, Support, Coach, and Sustain

By Chris LeGrande, Guthrie HS Principal

12 Courageous Leadership and the Special Education Director

By Members of the ODSS Executive Committee

24 Leadership with a Servant’s Heart

By Andrea Sifers, Principal of Ft. Gibson Intermediate Elementary School

26 Three R’s for Digging Deeper in Student Learning

By William D. Parker, OASSP/OMLEA Executive Director

28 POWER

By Rebecka Peterson, 2023 National Teacher of the Year

14 Oklahoma…

You Can’t Pour from an Empty Cup!

By Todd Whitthorne, Speaker, Author

16 8 Secrets to Excellence in Every School

By John Wink, Wink Educational Consulting, Presenter at the 2023 CCOSA Summer Conference

21 Survey Says...

By Tami Evans, Employee Engagement and Levity Leadership Expert

38 Honoring Cultural Traditions Through

School Athletics

By Cecilia J. Robinson Woods, Superintendent, Millwood Public Schools

CCOSA Staff

Dr. Pam Deering

CCOSA/OASA

Executive Director

Derald Glover

OASA Assistant

Executive Director

William D. Parker

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 Coordinator

Kathy Dunn

Director of Professional Learning, State and Federal Programs

Cynda Kolar

Business Manager

Asia Allen

Marketing & Communications Coordinator

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

Catherine Goree

OASSP/OMLEA Executive Assistant

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Words from the Director

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

Oklahoma Legislators are proposing hefty investments in Education, BUT with a caveat—Tax Credits for wealthy parents with students in private schools funded with public tax dollars. How sad that we have to have a stick with the carrot for the 700,000 students in the state!

CALL TO ACTION: INVEST IN EDUCATION

CCOSA has sent Call to Action messages to our members as the Senate and House work toward a budget deal, although one has not been announced as of this writing. It was reported that state leaders are holding discussions at the Governor’s Mansion, with former Supreme Court Justice Steven Taylor mediating the education conversation. We await reports on the meetings.

➤ We urge our members to reach back out to their Senator and House Members and ask them to invest at least $650 million distributed equitably to schools that will support a significant teacher pay raise to recruit and retain teachers.

➤ Now is the time for you to talk with your legislators and help them to understand that you are making hiring and contract decisions for FY24. Describe for them some of the dilemmas you are facing as you try to plan and prepare for next year. Let them know your district decisions that are hanging in the balance as you await a final budget decision from the legislature.

➤ Continue communicating with your legislators. Talk with them about the real needs for an impactful investment in your district that includes equitable funding for students, a substantial teacher pay raise to help us retain and recruit the best teachers for our students, and sufficient funds to offset inflationary costs.

Here is the link to a graphic that CCOSA released earlier in session that illustrates why Oklahoma must make a real investment in Oklahoma students and our public education system this year in order to gain ground on our surrounding states in per pupil expenditures:

https://adobe.ly/3ImL2QT

Our kids are worth the same or more than those students in the surrounding states. As another school year closes, we have just celebrated Teacher Appreciation Week. It was our opportunity to thank the thousands of educators who dedicate their lives to Oklahoma students. The hurtful comments and rhetoric from partisan politics dims the spotlight on our wonderful educators. In the end with this negativity, Oklahoma loses teacher talent. In the end, without a significant investment in public education, Oklahoma loses momentum that we have made preparing public school students for the future workforce—the leaders that our state needs to succeed. Let’s lead FOR our schools. Let’s invest in public education for the future of our state.

Respectfully,

Pam Deering, Ph.D.

CCOSA Executive Director ■

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To Recruit and Retain, Support, Coach, and Sustain

By Chris LeGrande, Guthrie HS Principal

When I became a school administrator over 15 years ago, the applicant pool for filling certified teaching vacancies was deep, if not overflowing. It was not uncommon to receive ten or more quality résumés from which to select worthy candidates. Two and possibly three rounds of interviews might ensue to select the best person for the open position.

Fast forward to 2023, and the stakes are vastly different. You may be hard-pressed to find two or three viable applicants and if the individuals are not either emergency or alternatively certified or have not been recently released from their contracts at a previous school, consider that a bonus. To say we are in the middle of a nationwide teacher shortage is an enormous understatement. The problem is real with no immediate relief in sight. The number of postsecondary students enrolled in teacher preparation programs continues to decline in proportion to the perceived lack of respect for the profession. What can be done to curb this great exodus so that every child has access to a highly skilled and effective teacher? My solution is very simple yet profound: Support, coach, and sustain the forces under your direct supervision.

At Guthrie High School, that mission begins by leading with compassion in a family-centered environment steeped in a series of supports along this winding journey. The academic year is a marathon rather than a sprint with certain detours expected throughout the race. By guiding each individual new to the organization in a series of onboarding training sessions, offering continuous job-embedded professional development strategies, and recognizing, valuing, and rewarding performance for a job well

done, turnover is low and retention rates are high.

Any teacher new to our building receives a T-shirt with our school logo and is assigned a mentor who is charged with instilling the tenants of the “Blue Jay Way” (how we serve kids). Moreover, new teacher meetings are held during required pre-service professional development days as well as monthly thereafter to ensure staff know about upcoming events and remain on the path to success. Within the first few weeks of the school term, each new instructor is given a copy of Mark A. Forget’s book, MAX Teaching With Reading and Writing: Classroom Activities for Helping Students Learn New Subject Matter While Acquiring Literacy Skills They also meet individually with their supervising

administrator to become wellversed in the components of our evaluation instrument. The objective is that each teacher is equipped to give a lesson that scores very high on their initial evaluations. In addition, easy-toimplement teaching strategies are included in a weekly staff newsletter. We believe that early success breeds future success. Compassion and concern for our colleagues is an integral piece of our school culture—and extends far beyond the school building. For example, administrators have lent employees a hand to help change a flat tire alongside the road or traveled to a family member’s funeral to provide support and care. If necessary, the administration is available to cover classes should a family emergency occur or simply lend an ear in times of confusion or distress.

Finally, everyone has an innate desire to feel valued and appreciated for their hard work. Education can be a challenging profession. To showcase the talents of our faculty, two staff members are highlighted in our weekly newsletter. Colleagues present traveling trophies to deserving recipients at the conclusion of monthly faculty meetings to recognize positivity, love of kids, dependability, reliability, and fearlessness of failure. Food celebrations, such as our recent “Souper Bowl” party, are always nice ways to express gratitude.

As the teacher pipeline shortage continues with no immediate relief on the horizon, it behooves us as school leaders to enhance our current workforce. A little bit of compassion, concern, support, and appreciation goes a long way. ■

This article first appeared as a post on NASSP’s School of Thought Blog. Reprinted with permission.

COURAGEOUS LEADERSHIP AND THE SPECIAL EDUCATION DIRECTOR

By Members of the ODSS Executive Committee

Given the “Courageous Leadership” theme of this issue of Better Schools and the upcoming CCOSA Summer Leadership Conference, members of the ODSS Executive Committee drew on their experiences and challenges to explain how they think special education directors display courageous leadership.

Courageous Leadership for a special education director may look different during different situations; for me it is someone that must step up and be a voice for students and parents that get lost in understanding what is best for their child. Other times, it’s having the ability to know when you should remain quiet, listen, remain calm, and be the voice of understanding when others are not. Being able to have the courage to say “NO,” when others would rather you didn’t, because it would make things easier for them. Courage is having the ability to see both sides to an issue and being able to work through it to come to a mutual understanding.

— Nikki Ricks, Director of Special Education, Elgin Public Schools & ODSS At-Large Representative

I think courageous leadership is doing what is right and not just following what everyone else is doing.

Integrity!!

—Mandi Berry, Special Education Director, Texhoma Public Schools & ODSS At-Large Representative

A special education director has to be an advocate for their students, provide the strength their staff needs to hold them together, be courageous enough to hold their staff accountable while giving them the support they need to keep moving forward, and believe with all of their heart that our kids deserve the best.

— Rachelle English, Director of Special Services, Stilwell Public Schools & ODSS President

Reflecting on attributes of a “Courageous Special Education Director,” I believe those Directors in the field must be proactive in seeking out and implementing best practices. Because these practices are continually evolving, this requires Directors to be continually updating our knowledge base by being involved in organizations, such as CCOSA/ODSS, that provide valuable and usable continuing education and support. Courageous Directors know that collaboration amongst other special education professionals is invaluable, and this can be found by having meaningful, regular interactions with other directors and experts in the field. Again, CCOSA/ODSS provide these opportunities to interact with a variety of educational professionals, increasing capacity for leaders to accomplish more together. Courageous Directors must be intentional about relationship building with all stakeholders: parents, administrators, teachers, related service providers, and paraprofessionals, as these persons directly serve our students each day and are the team that will provide guidance and support in planning for the services that will promote the best outcome for the student. Courageous Special Education Directors promote growth and increased capacity for their team, which can mean thinking outside of the box and trying new things, while sharing outcomes with others in the field.

— Christi Frederick, Special Education Director, Lone Grove Public Schools & ODSS At-Large Representative

A special education director must exhibit courageous leadership every day! This includes so many tasks that are specific to the position. The sped director must interact with district administrators in situations that require advocacy for students when the administration does not agree. It is an art to do so with diplomacy and tact. Those relationships with administrators are valuable and must be treated with kid gloves to maintain open and transparent communication about what is happening in the school buildings. Another side of courageous leadership involves parental interactions. Sped directors must have empathy and understand how difficult it is to parent a child with special needs. So many families are dealing with enormous adversity in their homes that school staff does not see. The sped director must give parents and guardians every opportunity to speak and express their feelings and concerns. Families need and want to feel heard! Courageous leadership also involves working with the district staff. Working with adults can be tumultuous at times. They are asked to perform difficult tasks for minimal pay. The sped director must always seek ways to make them feel valued and prepared for daily challenges.

— Melisa Kifer, Director of Special Services, Stillwater Public Schools, past ODSS President & 2021-22 CEC Chair

Courageous leadership for a special education administrator means showing up ready to tackle the tremendous challenges and situations faced daily, including discipline dilemmas, staffing shortages, compliance mandates and more. It means being willing to do the things you ask your staff to do and giving them the support and tools to be successful. It means being the advocate and voice for a student when it looks like there are no options left to try. Courageous leadership means holding it together, managing your stress while absorbing everyone else’s and being a voice of reason and clear direction no matter how difficult the situation.

— Scott McCall, Chief Special Services Officer, Putnam City Public Schools & Metro ODSS Leader

CCOSA SUMMER LEADERSHIP CONFERENCE

Oklahoma… You Can’t Pour from an Empty Cup!

By Todd Whitthorne, Speaker, Author

We’ve not met but I’d like to offer you two gifts… permission and encouragement.

Let’s start with permission. As a career “health & wellness guy,” I’ve been fortunate to interact with thousands of public educators for over 15 years. I’ve learned the majority of folks who work in education, whether it be in the classroom, the cafeteria, the field house, or the central office, are there for a reason…to serve others. My guess is you didn’t select your career path to become rich and famous. You do what you do in order to positively impact the lives of children and their families. For you, education is not a job, or even a career, it’s a calling. The odds are, much of your joy comes from your ability to make a difference but here’s the catch, and it’s extremely important, you can’t pour from an empty cup!

While giving to others is “your juice,” please realize your capacity is not infinite. Again, your capacity in not infinite. If you truly value your ability to positively impact others, then it’s imperative that

you take care of you! “Self-care” is NOT SELFISH…in fact, it’s the polar opposite. You already know that giving to others takes energy, LOTS of energy. If your tank is on low or empty, you simply are not going to have the capacity to effectively do what it is you’ve been called to do. It’s a cliché but appropriate… when flying with young children, in case of emergency, be sure to put the oxygen mask on yourself first before helping others. You’re a giver. In order to maximize your ability to impact your students and colleagues, not to mention your family and community, start by taking care of you. Not that you need it, but you have my permission.

Now, for the encouragement. You’re smart. You know many things. Remember though, knowledge does not change behavior! When it comes to being healthy, both physically and emotionally, I guarantee you already know that fitness, good nutrition, and getting plenty of sleep should be prioritized. How are you doing in each of those “buckets”? Be honest. On a scale of 1-10, give yourself a score in each category.

Now, add them together. Knowing what I know about those who work in public education, my guess is your total is most likely not in the 27-30 range. Guess what?...that’s absolutely fine!

The good news is the human body is beautifully designed. It will do exactly what you ask it to do. That means today is a fantastic time to start moving in a healthy direction! Don’t worry about where you’ve been or even where you are. You have zero ability to change the past. No need to trip over things behind you. Focus on where you want to go…and who you want to be.

Now let’s try something fresh. Every day when the sun comes up you have a new opportunity to prioritize yourself. Rather than setting your sights on some lofty goal like losing tons of weight or running a half marathon, which might take weeks or months to achieve, focus instead on simply winning today. Here are three evidence-based behaviors you can embrace which will help you start moving in a healthy direction:

1Hydrate…with water. Think about what took place while you were sleeping last night. You were respirating (breathing), possibly perspiring (sweating), and then, most likely as soon as you woke up you went to the bathroom. Basically, you lost quite a bit of fluid. Ladies, you’re about 55% water. Guys, we’re closer to 60%. Unfortunately, most of us operate in state of perpetual dehydration. You can notch a victory every day by simply drinking six to eight ounces of water when you first get out of bed. Yes, you can still have your coffee, but I suggest starting with water.

2Sunshine. Getting outside and viewing morning sunlight, without sunglasses, within 30 minutes of waking up is an outstanding way to jumpstart your day. Just five to ten minutes (double that on a cloudy day) will trigger the release of specific hormones and neurotransmitters (epinephrine, norepinephrine, dopamine, cortisol, etc.) which will help you wake up, increase your focus, and improve your mood. If you don’t believe me, just try it for a week. Mix in a little forward ambulation, i.e., walking, and you’ll increase the benefit even more. If you wake up before sunrise, turn on lots of lights. This is not as beneficial as natural sunlight but it’s a step in the right direction. Believe it or not, this will also let you “set your circadian clock” which will then make it easier for you to get to sleep at night. Remember, your eyes are an extension of your brain, so if you want to hit the “on switch,” leverage morning sunlight to your advantage. (Of note, I firmly believe this strategy would be of tremendous benefit to students as well).

3Embrace the cold. I’m guessing this will be met with a bit of resistance…but try ending your morning shower with one to three minutes with the water as cold as you can safely tolerate. This is known as “deliberate cold exposure” which is getting lots of attention because, well, it works! Now, don’t go “from zero to 60.” Start by lowering the temp gradually for around 30 seconds, then with each day, you can decrease the temperature a bit and increase the duration by 10-15 seconds. This will activate your sympathetic nervous system and, much like morning sunlight, it will trigger a cascade of positive responses throughout your body. Amazingly, we each have around 62,000 miles of arteries, veins and capillaries and they are all controlled by a phenomenal network of muscles to help expand or contract those vessels in order for us to regulate our core temperature. The goal is to become comfortable with being uncomfortable. The Navy Seals have been using this tool for years. I honestly resisted this for months until the research, and my son, goaded me into trying it for a week. I’m now a believer.

So, there you go… a bit of both permission and encouragement. No one on the planet has as much impact on your health, and your future, as you! Remember, time is an extremely valuable commodity, but it is not infinite. This is not a dress rehearsal. If you want to feel better, have more energy, improve your health, and positively impact others...invest in you. You’re worth it! ■

If you would like to take a deeper dive into strategies on how to effectively start your day, I highly recommend the work of Dr. Andrew Huberman, a neurobiologist from Stanford Medical School. www.hubermanlab.com

Todd Whitthorne in a Dallas-based speaker, author, advisor, and mentor. He holds a B.S. in kinesiology and exercise physiology from U.C.L.A. and spent 14 years as a senior executive at the Cooper Aerobics Center. He’s been enthusiastically working with leaders in the education arena since 2008. Feel free to reach Todd directly at: whitthornet@gmail.com or visit www.toddwhitthorne.com.

“The good news is the human body is beautifully designed. It will do exactly what you ask it to do. That means today is a fantastic time to start moving in a healthy direction!”

8 Secrets to Excellence in Every School

By John Wink, Wink Educational Consulting, Presenter at the 2023 CCOSA Summer Conference

The school year is coming to an end, and in the air, there is a sense of everything coming to an end. Testing season indicates that the instruction is winding down. The warmer weather reminds us that summer is right around the corner and a break is on the horizon. We see our exit coming up on this interstate of another school year, but we all need to remember this.

Every exit is also an entrance to something new.

The end of the school year is also the beginning of the next school year. So how do great leaders ensure that the next school year is better than the last?

In my 20+ years of school leadership, I have found that there are eight secrets that every great leader employs to ensure that the upcoming school year will yield the best results for kids first and adults second. In my work with schools in Texas, Oklahoma, and Arkansas, I have personally witnessed great leaders turn struggling schools around with these eight secrets. In my sessions at CCOSA this summer, I look forward to telling you more about them.

1Excellence starts with Leadership.

Everything rises and falls with the quality of leadership in the organization. In order for excellence to be achieved in any organization, it all starts with the leadership team. Whether you are a central office leader, campus leader, or a teacher leader, the outcomes leaders expect to generate always start with the inputs generated by the depth and detail of the leader’s plans and the execution of those plans. Great leaders establish high expectations for all members of the organization, but they take the extra step by creating high levels of support and communication to ensure that all members of the organization reach those expectations. Finally, they create strong accountability systems to ensure that what gets expected gets inspected and if expectations are not met, then they are corrected.

2Structural alignment and consistency are the foundation of excellence.

A house built on sand will not stand long; therefore, an organization that does not build strong structures for working and learning will not see a huge return on their investment. Great leaders establish clear and detailed routines, procedures, roles, and responsibilities for other leaders and teachers to deliver strong structure in every classroom. In addition, the health of a campus is directly correlated to the consistency in every classroom in the building. When teachers are on the same page in how they lead their students and respond to their misbehaviors, there’s a greater chance that students, regardless of obstacle or barrier in their life, will improve in both their academic achievement and behavioral expectations.

3 Excellence thrives in a vibrant culture for learning.

The quality of soil ultimately impacts the quality of growth in every plant. If you plant roses in sand, don’t expect the rosebush to live for long. The same principle applies to the growth of students. In order to cultivate a rich learning environment, great leaders create systems and structures to help teachers foster relationships with even the most reluctant students. A vibrant culture of learning is a highly engaging learning environment where students are actively pursuing learning from the moment they walk in the classroom until the moment they leave. Great leaders cultivate a culture of learning by modeling it in their leadership of their teachers. The key to retaining our teachers and support staff is found in the leadership team’s concerted effort to build strong relationships with all employees and then engage them in meaningful professional learning so that not only do they grow, but they also stay with the school and continue to grow both themselves and their students the following year.

4 Strategies for learning accelerate every student’s plan for growth.

The success of any team comes down to the strategies and the execution of those strategies in order to win the big game. The four key strategies to ensure excellence in every school are concentrated instruction, ongoing formative assessment, a system of targeted and prescriptive interventions, and purposeful and empowering extensions. This secret is the most challenging for school leaders because it requires leaders to be actively involved in all facets of curriculum development and the learning process to guarantee mastery of the curriculum. Before leaders can ensure strong strategies for learning, they ensure that secrets two (structure) and three (culture) are solidly in place. Without secrets two and three, the fourth secret will ultimately be a colossal failure.

5 Systems of professional learning ensure excellence in all classrooms.

In order for learning expectations to be achieved, great leaders realize that there will inherently be learning gaps for every adult in the building; therefore, every learning expectation is accompanied by a professional learning expectation for the adults in the building. Let’s be clear on the definition of professional learning. Professional learning is not an event for a day or two in the summer and sporadically throughout the school year. It is a 24/7/365 endeavor. Great leaders make continuous efforts to train their followers in face-to-face or virtual environments, synchronous or asynchronous events, weekly communications via email and daily interactions with all stakeholders. Great leaders remember that they are great teachers of teaching first.

6

Excellence accelerates with collaboration.

A PLC is a professional learning community, but in order for a professional learning community to accelerate excellence, it must first have access to a professional learning system in place first (see secret 5). Without a system of professional learning, PLCs become LPC’s, lesson planning committees. In order for this secret to come to fruition, leaders should provide opportunities for all educators to collaborate weekly or at least biweekly through formal and informal opportunities. Collaboration doesn’t just have to be teachers who share content or kids. Wherever two or more are gathered, collaboration has a chance to occur. Great leaders see the value in collaboration by modeling it in their leadership so that it can be an authentic or organic experience for all educators. Finally, a great leadership team is the model of collaboration for their followers.

7

Individualized excellence plans ensure each individual educator’s success.

The most outstanding athletes in every sport have a personal coach. Even Serena Williams, arguably the best women’s tennis player in the history of the sport, has a personal coach. If the best athletes have a coach, then shouldn’t every educator have a coach? In order to become the best leader or teacher, every person needs someone to help them become better. As the proverb says, iron sharpens iron; therefore, educators sharpen one another in order to become better. The purpose of this secret is not for evaluation only. It is for personalized professional development. Great leaders coach teachers and fellow leaders through observations as well as ongoing coaching conversations. They may all look different, but individualized excellence plans all share one common goal. Their explicit purpose is to grow the person into an even better educator than they already are.

Excellence only occurs when accountability is an active part of the process.

How do you know if you are healthy? The answer is not found in how you feel. The answer is revealed in the data you use to measure on an ongoing basis. If great leaders expect it, they also measure it with data. Anthony Mohammed said it best, “data is information, not condemnation.“ Behind every secret, great leaders find a way to gather data in both quantitative and qualitative ways to measure if they are getting closer to or further away from reaching success. Examples of data include common assessment data, intervention data, attendance data, discipline data, professional learning, feedback, parent and student surveys, questions from collaborative teams, and feedback from individual coaching conversations. The whole point of data is to reflect on the effectiveness of the work that has been done, curate best practices that need to be continued, and revise, edit or discontinue actions that are not yielding positive data. Think of it this way. Data is not the destination. Data is the GPS that leaders use to reach their destination of excellence in every classroom and ultimately excellence in every student.

Here’s a bonus secret...

The first step to your journey is not a step. It’s knowing where you currently are located. If you want to be successful, don’t implement all eight secrets at once. Reflect on each secret to evaluate two things. First, what is solidly in place in your leadership and then in your classrooms. Second, evaluate what is missing in your leadership first and then your classrooms second. Based on your evaluation of what’s in place and what’s missing, great leaders formulate a plan to prioritize the secrets in order of importance to make a specific plan to improve the school’s success. Great schools do not become great overnight. They become great one day at a time, one secret at a time. The ultimate goal is not to be the best, it is to be a little bit better every day. Great leaders adopt this philosophy and once they get to the top, they don’t stop and rest on their best. They make their best even better. ■

John Wink currently serves as coordinator for new schools and policy for Longview ISD in Texas. He previously served as superintendent, assistant superintendent, principal, and assistant principal. He has experienced the impact of his Excellence in Every Classroom framework and Excellence Support System in each of those roles and in various communities. In John’s experience, the culture for learning can transform the hearts and minds of students, staff, parents, and the community at large.

Member Benefits of the Oklahoma School Assurance Group

The Oklahoma School Assurance Group (O.S.A.G.) is the largest provider of workers’ compensation services to Oklahoma public schools, with four hundred ninety-seven members in our 2022-2023 policy year. OSAG operates under the motto “to provide the most efficient and economical workers’ compensation services to Oklahoma public schools.” Since OSAG inception in 1994, OSAG member school districts have accumulated a total savings of $109,455,968!

OSAG member benefits include the following:

• Insurance consulting services covering MOST lines of district insurance needs, i.e. workers’ compensation, property, liability, etc. NO COST for this service.

• Four Safety Training Seminars held annually at NO COST to membership. Various speakers include the Oklahoma Department of Labor, Oklahoma Safety Council, The Center for Education Law, as well as the OSAG third party administrator, marketing firm, private investigating firms, and so on.

• Online safety training video program with 1,000+ videos provided at NO COST to membership. Accessible with assigned school-specific username and password. All videos are accessible through the OSAG webpage at www.okschoolassurancegroup.org, 24 hrs/day, 7 days/week.

• Monthly newsletter providing current safety training tips, OSAG board correspondence, & notifications of upcoming OSAG events.

• Discounted membership with the Oklahoma Safety Council of only $99….just for being a member of OSAG!

• One premium quote for one year of coverage with absolutely no additional premium owed due to payroll auditing.

• Premiums based on individual school district’s workers’ compensation claim performance, and not based on group as a whole, with all loss control and claims managed by Consolidated Benefits Resources, known as one of the best TPAs in Oklahoma.

• THREE potential dividend earnings!

1. Individual district performance dividend used to reduce future premium costs! Since inception, approximately $26,842,033 has been awarded to qualifying members as premium refunds, performance dividends, $500,000 in Safety Equipment Grants, and premium savings.

2. OSAG is partnered with CompSource Mutual Insurance Company. Any dividend awarded to OSAG from CompSource Mutual is an ADDITIONAL DIVIDEND for OSAG members.

3. OSAG’s shared equity ownership of CompSource Mutual can result in a performance dividend based on the overall favorable loss ratio for the entire program.

• No risk policy! OSAG, as well as its members, assume ZERO risk or liability for claims made. OSAG is a fully insured program. All OSAG funds belong to OSAG membership.

Survey Says...

By Tami Evans, Employee Engagement and Levity Leadership Expert

Hi. I’m Tami. And I’m a recovering People Pleaser. I am happy to report that most of the time, at this stage of my life, I am successful in living my life doing what is right for myself and my family, and not worrying about what others think. Most of the time I can create boundaries between private and social life, work and play, and desire and obligation.

But every once in a while when my guard is down (sometimes it happens even before noon) I find myself uttering an impulsive “Yes” to an innocent request for my help, or my time, or my pledge. This is when things begin to swirl and fuzz around me.

And it’s not like I drew the curtains and was “Yes-ing” in the afternoon or that I went out “Yes-ing” all night long. No, it started as just ONE. One hasty “Yes” can start the slide down the slippery slope of People Pleasing for me, until I find myself face down in a pile of commitment and obligation trying to be all things to all people, and having a panic attack because I forgot to SCHEDULE a time to PEE!!! Who’s with me? Who’s off the wagon right now?

Here is a super secret to staying on the People Pleaser Wagon. Whenever anyone asks you to be involved in something in any way, smile and say, “Let me get right back to you on that.” It’s an easy and polite way to buy a little time to shove the People Pleaser back in the cupboard, and to check-in with yourself. Do you have the time, the energy, the room in your life to say Yes?

If so, great! Yes away! If not, here is another line for you, “I’ve checked into it, and I’m afraid I have to decline.” You don’t need to give any more information than that. Be direct, be polite, be firm. Be done.

Another time my People Pleaser tends to try sneak out when I am about to go on stage and deliver one my humorous motivational

keynote speeches. To combat that feeling, I always have a quick ask Up that I might help at least one person with my words and ideas. It calms my nerves immediately, as it is no longer about me, but about helping others, which is the whole reason I do what I do. That moment of clarity allows me to do the very best job I can.

It is in this spirit of striving to be my best that I often reach out to participants after an event to get their feedback, positive and constructive, both of which I consider a gift. Often I will use an on-line survey tool where the members who wish, respond to questions anonymously, and the data is sent to me with no identifying information. While it is nice that almost all of the feedback I receive is of the positive flavor, I have definitely used the constructive comments to

develop and grow as a speaker - I have improved the way I move or annunciate or tell a story based upon helpful feedback from willing participants.

Once in my experience, I received feedback that was negative to the point of being painful. I was scrolling through the comments about things people had learned and how they would use my ideas in their daily life. It made me smile to hear what a good time 99% of the respondents had laughing and learning with me on that occasion. Then came Anonymous #27, who gave short searing answers that indicated they felt my program was neither informative nor humorous, and actually used the phrase “waste of time” to answer one of the questions.

Now, I would absolutely expect that some of the members of my audience might not agree with

all my ideas or even my style of delivery, and I am ok with that. I know I cannot reach all the people all the time, I just have to deliver what I believe to be the best and most helpful tools in the very meest way I know how. As Wanda Sykes says, “Imma Be Me!” and try my hardest to ensure my message reaches the people it needs to. Here is what I wish I could say to Anonymous #27: I sincerely thank you for taking the time to complete the survey and to share with me the fact that you did not enjoy yourself, I am truly sorry about that, HOWEVER, it would be so helpful if you could please fill out the sections where I ask for ideas on how I, and your experience, could improve, all three of which you left BLANK!

But dropping a Yuck Bomb on my head and running away is not the real problem with Anonymous #27. The real problem with Anonymous #27 is... that I remember the words they wrote, still today, and yet I do not remember any of the many, many, many positive responses I received from that same event. This is where I know my People Pleaser would love to come out

and play. And this is where I sit my People Pleaser down hard in a chair, look her in the eye and say, Don’t. You. Dare.

Even if I could ever track down and find Anonymous #27, show up at their office with homemade pesto and apologize for wasting precious moments of their time on Earth, it wouldn’t help either of us because 1) Anonymous #27 would most likely, not even REMEMBER me or the comments they pounded into the keyboard that day and 2) If they DID remember me, neither pesto nor anything I have to say, is going to change their opinion. Period. It might not even have ANYTHING to do with me.

My dear friend and fellow speaker Christine Cashen (www. ChristineCashen.com) used to hand out surveys at the end of her programs containing boxes to check off, rating aspects of her program from 1 to 10. After several years of seeing nearly all 10s returned from her satisfied audiences, she was surprised to see all 1’s checked off on a survey being handed to her from the last audience member to leave the room. Believing he had

misunderstood the directions, she smiled and said with a wink, “You know, if you enjoyed the program today, the 10s are the boxes to check off. “ He leveled a cold stare and replied, “I know. I hated the program today.” Flustered, she responded, “I’m so sorry! Why did you hate the program?” He growled, “Because you remind me of my ex-wife, and I hate my ex-wife.”

There is NO WAY you could ever People Please your way out of a situation like that!

So, as you continue to embrace your resolutions, strive to broaden your horizons and reach for higher heights in this bright shiny new year, remember that there MAY be people along the way who are not thrilled by your aspirations. Do not let them stand in your way. Do NOT let someone else decide what your tomorrow is going to look like. Take a deep breath. Take it one day at a time. And take whatever time you need to secure the lock on your People Pleaser cupboard, and go out and be the you-est YOU you can be! ■

Leadership with a Servant’s Heart

By Andrea Sifers, Principal of Ft. Gibson Intermediate Elementary School

When your school is located in the same town as a National Cemetery, it would be ill advised to miss the opportunity of instilling a sense of patriotism and respect with your students, as well as taking the opportunity for your students to show leadership within their community. Fort Gibson Intermediate Elementary is located a little more than a mile from one of Oklahoma’s two National Cemeteries, sharing a street deemed “The Trail of Honor.”

Every December our administration and Student Council take a day to volunteer with our local American Legion and Wreaths of Honor to place wreaths on the headstones of the veterans interred at Fort Gibson National Cemetery. Leadership comes in many forms, and we see this as an opportunity to show our students that you can’t live a perfect day without doing something for someone who can never repay you. The lessons and hard work that come from this experience are invaluable. A few years ago, the previous principal, Sherry Rybolt, was discussing the importance of respect with a group of fifth grade students playing football on the playground. During the conversation, a funeral procession for a fallen service member began to drive past. Seeing the opportunity in front of her, Mrs. Rybolt had her students look to see how drivers would pull their cars over to honor the loss of a loved one as a showing of respect to the family. One of the students made a connection to the way players will “take a knee” during athletic events to show honor to an injured player. That day, a life lesson was planted in the hearts of those students as

they all dropped to a knee on the playground to show honor, respect, and patriotism.

Over time, the habit of dropping to one knee spread from the group of boys that played football to the students on the basketball court, the soccer field, and eventually to the whole playground. The now ongoing tradition is practiced without fail by every single third, fourth, and fifth grade student, as well as the adults on supervising duty on the playground. It’s one of the unspoken rules students just seem to know that helps define the culture of respect that makes us who we are at Fort Gibson Intermediate Elementary School. Our students carry this sense of patriotism with them even after their playground days are over. Our district’s baseball field is also along the “Trail of Honor” and our previous students that are now junior high and high school baseball players carry over their elementary tradition and stop playing for a funeral passing by.

As someone new to the district in the 2018-2019 school year, I was told of this act of patriotism that takes place on our playground. Nothing can truly prepare someone for the moment they get to experience this act of pride with

our students. A wave of students dropping to one knee will slowly move across the playground as a funeral begins to make its way to the National Cemetery. As the current principal at Intermediate Elementary, I can say the pride I felt when I saw our students honoring this person was one of the most overwhelming and emotional moments I have experienced in my career. This simple act of honor is felt by family members of those passed on as well. Over the years, our school has received countless cards, phone calls, emails, and even in person visits from people who were in awe of the respect shown by our students. One letter received from the daughter of a serviceman commended our students for kneeling in respect and encouraged them to keep it up. Every time a thank you letter is received it is read over the intercom to our student body. Being able to share the impact of their positive actions helps to further instill the sense of pride that Fort Gibson is known for.

Mahatma Gandhi said, “A nation’s culture resides in the hearts and in the soul of its people.” Fort Gibson Intermediate Elementary is instilling respect and pride in its culture, and growing decent human beings, one student at a time. ■

Three R’s for Digging Deeper in Student Learning

By William D. Parker, OASSP/OMLEA Executive Director

When I was growing up, we enjoyed a spring-fed creek that flowed below the woods near our house. In the summer, you could wade into the water on the hottest day and be startled by the frigid cold.

We had a trail marked from our house and through the woods to this area that we called the swamp. There lily pads bloomed yellow blossoms all summer and an open space was our place for swimming and fishing. A large oak tree stood at the base of the trail that followed the water’s edge. At the bottom of this oak, my father dug earthen steps that led to a source of water flowing directly under the bank and into the boggy waters beyond.

When we first moved there, my father took a shovel and began digging in this spot below the oak and its bank. With the mud removed, he soon found a layer of golden sand. Here my father dug three feet in depth and four to five feet in diameter. Together we cleared the mud and leaves, and placed rocks and bricks around the edges to form a small pool. Then we dug a small trench for overflowing water from the small pool to drift away into the swampy creek bed. The next day, we returned and found the small pool a glistening clear basin of spring water. Dad brought a small aluminumdrinking dipper that he hung from the nearest tree. The spring became the place where we dipped water into a thermos jug we would carry back to the house for drinking water. After my dad installed plumbing in our home, the spring was still our favorite place to go for a special drink.

One day in my 7th grade class at school, my teacher, Mr. Adams was reading a poem that contained a line about water. Although I cannot remember its title or author, the poem said something about water’s lack of taste, and my teacher paused to emphasize the writer’s meaning.

“As you know,” he said, “Water doesn’t have a taste. So the author is making the point here that this moment or experience must have had little or no meaning for him.”

I raised my hand.

“Yes, William?”

“Well,” I said, “I don’t agree. You see, when we drink water from the spring back home, it has the freshest and most wholesome taste of any water I’ve ever had.”

Mr. Adams paused to peer at me over the glasses perched on the end of the nose. At first, he looked puzzled. Then his expression softened into a smile.

“You know, that’s a good point, William.” Then he paused again, before continuing.

“I’d say that most people have probably never given much thought to the taste of water since we can find it so easily. Has anyone else here had the privilege of drinking water from a spring?” No one raised a hand.

“William, you’ve had some life experiences some of us might consider hard, haven’t you? But I’d dare say you’ve enjoyed a lot of adventure growing up - like the joy of camping out.”

“Yes, sir.” I replied.

I had never thought of my life as an adventuresome campout, but I liked the way Mr. Adams appreciated my thoughts. I think we both recognized the awkward moment. I had objected to the theme he raised from the poem while I had also said something that brought puzzled looks from my classmates. Looking back, I now recognize some ways Mr. Adams leveraged that moment for learning.

First, he invited a different perspective on the poem we were reading together. Second, he allowed me to bring my own experiences into the conversation. Finally, he reassured me in a way that I helped me feel safe to share those ideas in his classroom. Dr. Bill Daggett, the founder of the International Center for Leadership in Education (ICLE), provides much research on Model Schools. ICLE’s findings show that effective schools display three R’s: Rigor, Relevance and Relationship in the way students engage with learning (Dewitt, 2012).

My teacher, Mr. Adams, had probably not read Bill Daggett’s work, but he practiced all three R’s in his classroom that day.

How are you practicing the three R’s in the way you lead learning?

A Three R’s Inventory

Take a moment to do a short inventory of your own practice by reflecting on these questions:

Rigor

■ How are you setting and communicating clear expectations?

■ How do your teachers, students and community members know the learning standards covered at each grade level?

■ What maps, routines, rituals and schedules are available to help guide daily practices?

■ How is student learning supported by equitable assessment and re-teaching practices?

Relevance

■ In what ways does learning connect students to ideas, experiences or contexts that ‘hook’ them for deeper understanding?

■ How are practices in teacher professional development tied to the kinds of solutions and outcomes they really need for improved student learning?

■ In what ways are you collaborating with design-thinking or innovative solutions in the way you pilot programs, beta-test ideas, or invite collaboration?

■ How are forming partnerships, internships or apprenticeships among post-secondary or industry with students seeking opportunities beyond academics or extracurricular activities?

Relationships

■ Do you know those whom you serve, and do they know and trust you as a person, not just a professional?

■ Are you prioritizing your schedule so that you are visible with every student, every teacher, everyday?

■ How are you taking advantage of the small moments throughout each day to give someone your undivided attention - even for 60-seconds?

■ When are you scheduling time into your calendar for feedback from students, teachers and community members in order to stay connected with their ideas and concerns?

Let’s Wrap This Up

A few years ago, I was visiting my parents along with my son Jack who was 12 years old at the time. We were walking the trail beneath the house when we found the large oak and the place where my father had dug the spring. Years had passed with no one cleaning or caring for the space. In fact, it looked just as it had the first time I saw my father dig it out: a dark, wet space surrounded by swamp grass. I asked Jack if he wanted to dig out the spring.

We found a shovel and began the long process of clearing the original space. Jack worked the shovel. He dug deeply, removing all the leaves and twigs that now covered the dark ground.

Soon he found the rocks and bricks that had once lined its edges. With the trench re-opened, the muddy water flowed again into the swamp and creek bed beyond. The next day we returned to find a clear, beautiful pool of spring water. Jack even found the aluminum dipper and cleaned it. We drank from the spring and agreed that it was the best water we had ever tasted.

Learning moments happen around us every day. Sometimes the ones that stay with us the longest require us to dig deeply, to get our hands dirty, and to wait patiently. When we take time to lead and learn through hard work (rigor), meaningful experience (relevance), and human connection (relationships), we build lasting memories together.

Now, It Is Your Turn:

What standards or learning outcomes are you most committed to in the days and weeks ahead? How can you help learning be more relevant to the experiences of your learners? In what ways can you be mindful of those around you today even as you dig deep in learning together? ■

To learn more about the three R’s, check out: Rigor, Relevance & Relationships: An Interview with Bill Daggett, by Peter DeWitt, January 4, 2012.

POWER

By Rebecka Peterson, 2023 National Teacher of the Year

The other day my husband’s Fortune magazine came in the mail. The cover read, “The Fifty Most Powerful Women.”

I cringed a little on the inside for a couple reasons. First, I don’t particularly like it when women are seen as a special interest group. I want to read articles about women because they are smart, competent, and powerful in their field in their own right. Alongside men. Second, I cringed because, well, you’re never going to see a teacher on that list. As a child, I dreamed of being one of those women. A game-changer. And then I realized that I just wanted to be an educator.

Do you see the trouble with that sentence?

Just an educator.

I am only a public high school math teacher.

I am so, so far removed from those fifty women.

But, what I’m realizing is—I have power.

I have the power to lift a kid up.

I have the power to help a teenager love mathematics again.

I have the power to speak life into a child.

I have the power to turn a bad day into a good one.

I have the power to show people that they have something to contribute—always.

I have the power to turn enemies into friends.

I have the power to model peace, acceptance, and unconditional love.

I have the power to help students envision their dreams and make them a reality.

I have the power to tell a kid that the world is a better place because of her.

I have the power to tell her that the world needs her.

I have the power to make a child feel safe, welcome, and secure.

I have the power to raise a student’s confidence.

I have the power to evoke a smile.

I even have the power to be who the next generation looks up to...and wants to become.

We as educators may “only” run a classroom or school or district— not a corporation—but we have so much power nonetheless. I urge you to view your position as such, because we hold in our hands both a tremendous gift and responsibility.

We may not be making the cover of Fortune any time soon (ever), but I want to tell you, educators: you matter, you are making a difference, and you are powerful. ■

Rebecka Peterson is the 2022 Oklahoma Teacher of the Year. She shared her story at the Fifth Women in School Leadership Conference on April 6, 2023. A 10th—12th grade mathematics teacher at Union High School in Tulsa, Oklahoma, Peterson was recently named one of six statelevel finalists for the Presidential Awards for Excellence in Mathematics and Science Teaching and was named the 2023 National Teacher of the Year.

Be Bold. Be Brave. Be Brilliant.

Be Be Brilliant.

Bold. Brave. Brilliant. These are words that describe the women in school leadership conference this year! Lots of “buzzing” about the conference with opportunities for women school leaders to meet with their teams, learn from each other and from our guest speakers, and enjoy time together as women leaders— over 400 in attendance! CCOSA hosted its fifth Women In School Leadership (WISL) Conference, April 5 & 6, along with the Arkansas Association of Educational Administrators (AAEA and their Executive Director, Dr. Mike Hernandez. Thanks to CCOSA women leaders who offered their reflections on  the conference as follows.

of Educational Administrators (AAEA) and their

Strengthen Your Wings

By Melissa Barlow, Yukon High School Principal, Yukon Schools

As I sat in a room with hundreds of other women leaders from across Oklahoma and Arkansas, I was in awe at the experience, devotion and passion that surrounded me. To be in the company of colleagues that share the same enthusiasm for and unyielding dedication to education, fueled me in a way that, at this time of year, was vital to finishing out what can be described as a marathon of a school year.

During a breakout session, Dr. Andrea Martin and Dr. Karla Neathery, both from Arkansas, shared a quote that ignited a focus in me. They shared, “A bird sitting on a tree is not afraid of the branch breaking. The bird’s trust is not in the tree, but rather in its wings.” As the end of the school year approaches and the ever changing climate of education is at the forefront of leaders’ minds, it was this statement that propelled me to remember that I must believe in my wings, my ability to lead and to soar. Beyond just belief and trust in my leadership wings, it was this conference and fellowship that allowed me to strengthen those wings in order to better serve my school community.

The strengthening process began with the imperative insight that Jennifer Abrams, author of Stretching Your Learning Edges: Growing (Up) at Work, shared in

her keynote address. She shared information about trust, which became an underlying theme for professional development and growth, and led each of us leaders through a self-assessment that allowed for impactful insight into relational trust factors and the recognition of our “edges”. I knew my limits in my job, but I had never focused on my edges when it came to such leadership aspects as assumptions/values, communication skills, timely approach to tasks, listening with empathy and equitable participation in collaboration. As we shared with other leaders at our table, I learned about their edges while vulnerably sharing the identification of mine. Once our edges had been identified, it was the focus on stretching them that allowed my leadership wings to become stronger. I was able to identify ways in which I could grow

in this profession as I lead teachers and students at my school. Jennifer poignantly stated that, “Human development is not an indulgence,” which provided me with a sense of peace during this time of learning.

The ballroom was a “buzz” with the realizations of growth from women leaders that were encouraged through the conference theme of “be bold, brave, brillant” and a matching theme of bumblebees to welcome in the new and fresh changes of spring. Every aspect of this conference was one to remember, with consistent encouragement and acknowledgement from relational leaders.

The celebration of CCOSA’s Difference Make-Her in Education, allowed the hive of the ballroom to give a standing ovation and resounding appreciation for Former State Superintendent of Public Instruction, Joy Hofmeister. Her message, along with motivational words from Rebecka Peterson and Traci Manuel, both Oklahoma State Teachers of the Year and Labor Commissioner Leslie Osborn, strengthened my belief in the power of women in leadership positions. They each shared stories of bold, brave and brilliant aspects of their leadership

journey with an unwavering support of public education. Their experiences allowed me to focus on strengthening my dedication to my pursuit of excellence in this profession, as I serve the students and teachers at my school.

Focus and development continued with informational sessions that prioritized boundaries and selfcare, with the reassurance of being aware of the ability of your wings. As I collaborated with those at my table, including women leaders from my school and my district as well as dear friends I have connected with over the years, I found that the trust I had in my wings grew to encompass the many positive aspects of each of my colleagues' journeys and shared insight.

The motivation and excitement I was energized with grew to an exponential level, when Sherri Coale took the stage to give her keynote address on the second day of the conference. Her mesmerizing ability to connect through relational storytelling made my heart swell with pride in the decision that I made many years ago to dedicate my life to serving students, teachers and families. Sherri’s message began by emphasizing that, “Confidence

is a gift you give yourself and no one can take it away.” While this profound statement had my mind reeling with vision and personal connection, it was her following statement that solidified my epiphany at this conference. She said, “Confidence is demonstrated ability. It is not knowing everything but rather the belief that you will figure it out.” Soaring on the wings of her words, I realized that, as a female leader, confidence is a trait that can be controversial to self-proclaim, but as Sherri stated, confidence is simply the belief I have in myself to solve the problems, build the relationships and construct the learning culture to lead all students to success. While the Women in School Leadership Conference came to a close much faster than I would have liked, the time was filled with details that made me feel special, appreciated and important. I was able to, without guilt, focus on myself in order to ensure I am a better leader for my school. For I know now that I do not need to trust the branch, but rather my wings, which have been strengthened by the outstanding women in school leadership who came together for learning, fellowship and personal growth.

Courageous Leadership

by Dr. Michelle Chapple, CFO, Guthrie Public Schools

Engaging! Empowering! Excellence!

These are three words to describe the 2023 Women in School Leadership Conference held in Tulsa, Oklahoma. What an awesome opportunity to learn alongside 400 women from Oklahoma and the Arkansas Association of Educational Administrators. Women with multiple roles in the work place representing over 500 school districts in Oklahoma alone. After foregoing the conference for two years amidst the Covid-19 pandemic, the fifth annual conference was methodically planned to perfection.

Several benefits evolved during the breakout sessions for central office women leaders that guided us on the power of positive thinking, having hard conversations, balancing leadership and leading professional learning communities without consternation. The conference presenters challenged the attendees to invest in their personal development first as leaders in an effort to enhance influence of others while

empowering them to achieve their desired goals. Additionally, they suggested that having hard conversations embodies best strategies for optimal outcomes that account for the environment in which to speak, the questions to ask yourself before you speak, and action plans to enact if necessary. Many people consider balanced leadership as getting all tasks completed and managing your staff on equal footing. However, women are overlooking the best part of being a leader. The end goal is to be servant leaders and balance being in sync with professional networks, focusing on family and friends and even having a little fun in an effort to not be held hostage by daily routine duties.

My greatest take-a-way is that women leaders must, “Stretch your learning edges as we grow (up) at work” as presented by author Jennifer Abrams. Ms. Abrams along with keynote speakers Sherri Coale (Retired University of Oklahoma Women’s Basketball Coach), Leslie Osborn (Oklahoma Labor Commissioner) and special guest Joy Hofmeister (Former State Superintendent of Public Instruction) each communicated that fear is not an option when advancing in leadership. Being

the first women in positions of leadership in many of their perspective arenas has allowed them to use their platforms to encourage women leaders to be bold, be brave, and be brilliant! If you fall and fall again, get up. Never stop believing that you are capable and able to achieve tasks before you. Even the ones you didn’t seek!

The great thing about this conference for future women central office attendees is that they will walk away with creative ideas to advance innovation in their districts, have a greater sense of belonging in the field of choice, make connections statewide with others in their roles and be able to fully embrace the charge before them to lead with conviction for their districts. I will use the resource guides given to us as an aid for teachable moments with staff to close the gap on the recognition of emerging challenges and ever be reminded that there are five facets women in leadership must garner to effect change personally and professionally. They are knowing your identity, suspending certainty, building resiliency, taking responsibility, and most importantly engaging in reciprocity (Abrams, 2021)*.

In summary...

Be Bold. Brave. Brilliant.

By Shelley Free, Superintendent, Kiamichi Tech

Attending the Women in School Leadership conference can be a transformative experience for women leaders in all areas of education, including CareerTech. This conference offers a unique opportunity to learn from the experiences of others and gain insights into the challenges and opportunities faced by women in leadership roles, all of which I have been able to translate well to my experience as the Superintendent of a technology center district.

One important benefit of attending this conference is the opportunity to learn from the stories of others. Listening to the experiences of other women in leadership roles can be a powerful way to gain insights into the challenges and opportunities that lie ahead. These stories can provide inspiration, guidance, and motivation as you work to overcome your own obstacles and achieve your goals. Women bring a unique perspective to school leadership, maybe even more so in the tech center space. We all have different experiences, backgrounds, and approaches to leadership, and these differences can be a strength in school leadership roles. Surrounding yourself with leaders from all types of education in Oklahoma can help you understand and appreciate the value of their perspectives.

Understanding and embracing these differences can help you become a more effective leader and create a more inclusive and supportive school culture.

While the women that attend this conference bring unique perspectives to school leadership roles, it is also important to recognize that we are more alike than we are different. Attending the Women in School Leadership conference has given me the opportunity to connect with other women who share similar goals, aspirations, and challenges. We are stronger together. We may represent different segments of education in Oklahoma, but we all have a seat at the table at this conference. We all know that we face unique challenges, and it can be difficult to navigate these challenges alone. By connecting with other women in school leadership roles, you can build a supportive network of peers who can provide guidance, encouragement, and support when you need it most. Together, we are stronger, more effective, and courageous leaders, which improves our schools, systems, and most importantly, outcomes for our students.

With over 400 women leaders in attendance, the room was filled with energy and excitement to be back together. Thanks to our sponsors for their support to make this an extra special event. Thanks to Coryell Roofing for sponsoring a great social event and the “Being Your Best Self” journal with a quote from Theresa Coryell as follows: “My advice to fellow women in leadership: Lead with empathy, listen with intent, act with integrity, and empower others to shine.”

We appreciate the support of our school leaders who value this conference. While we know that many women leaders could not attend, we know that they were there in spirit. Looking forward, we want you to register (bit. ly/3npeU7X) for the CCOSA

Summer Conference to be held, June 14, 15 and 16, 2023, so that you can come to the Women In School Leadership Breakfast at 7:00 AM (yes, it is early once again), to hear Lisa Hinkleman, ROX, talk about how we build confident girls in our schools. She will discuss the research about girls in schools and how important it is that we intentionally plan to help them grow and learn with confidence. She will also offer a breakout session at the conference. You don’t want to miss it!

Thanks to the tremendous CCOSA team who made this event possible. Thanks to all school leaders who lead our schools with care and compassion for their students and staff. CCOSA is proud to work for you as you serve students— it’s what we are all about! ■

*Abrams, J. (2021). Stretching your learning edges: Growing (up) at work. MiraVia.

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HONORING CULTURAL TRADITIONS THROUGH SCHOOL ATHLETICS

By Cecilia J. Robinson-Woods, Superintendent, Millwood Public Schools

As superintendents, we are committed to ensuring all students get the best education possible and one that is customized to meet their needs and honor their experiences and differences. We work tirelessly to provide resources and teacher training to build capacity in our students to be critical thinkers, readers and writers.

The need to create a safe environment where students respect and honor each other’s differences is paramount. But often this need receives less attention due to time constraints, as well as increasing politicization to minimize our recognition of diversity in schools or even to acknowledge the differences in our racial past. Perhaps we should consider the opportunities that interscholastic sports provide to highlight and promote the diversity of others. Cultural displays are innate and need no invitation to show up in everyday life. Researchers of culturally responsive practices aver that practitioners grounded in sociocultural consciousness recognize and accept cultural beliefs and attitudes that students bring to school.

Pronounced Differences

Likewise, students bring these displays of culture and traditions to interscholastic sports. These displays are more pronounced when teams are composed primarily of a homogenous culture, such as our community of Millwood in Oklahoma. The Millwood Public Schools is 96 percent African American, one of the few predominantly Black school districts in the Midwest. As superintendent, I try to ensure that, in the face of

heightened racial tensions during interscholastic competitions, we do not mute our traditions. As a host for interscholastic athletic events, our district carries responsibility to provide safe and welcoming venues for competitors. This includes recognizing and honoring cultural displays of tradition. Just as among churches and other places of worship, different denominations have different displays of worship or prayer. Some denominations kneel and pray, some pray silently, and others pray in a call-and response fashion. All are prayers germane to their denomination. All are valid. Similarly, cheerleading routines, band performances and even player interactions Iook different across cultures. If we understand and accept displays of varied worship, we should be able to accept that schools’ cultural displays during sports activities also may differ.

An Authentic View

Why is this important? Who cares about student displays during athletic competitions?

We should! Few opportunities are available to see in real time these types of unsolicited displays or to get a glimpse into an authentic cultural space. Openness to recognizing our differences can lead to acknowledgment regarding cultural differences in learning.

When spectators of the Millwood band or cheerleaders hear our chants, it yields one of two responses. We hear a “wow” or a “why.” The wow is an acceptance that one should enjoy the celebration and recognize our display as an authentic representation of our culture. The why is a closed-minded response that questions why we would dare break from their tradition as well as a non acceptance of different forms of expression.

The why fuels negative bias and perceptions regarding our celebrations as a lack of structure. Non-acceptance of cultural displays in something as innocent as interscholastic sports helps cement the mindset there is only one way to learn, one way to celebrate and one way to be American. The U.S. Constitution’s preamble “We the People” sets the expectation of a pluralistic union.

Validating Diversity

In today’s socio-political climate, superintendents face a monumental challenge to ensure the communities we represent are validated and supported. When we take our students into the world, we want the world to know they carry diverse thoughts, gifts and talents. Displaying this through interscholastic sports gives us a low-stakes opportunity to present pride and unity in our unique ways. As community leaders, we owe it to one another to recognize and support each other in this endeavor. United we stand.

Divided we fall short in opportunities to educate our students. ■

Cecilia J. Robinson-Woods is superintendent of Millwood Public Schools in Oklahoma City, OK. E-mail: crw@millwoodps.org. Twitter: @crobiwoods

ENGAGING MULTILINGUAL FAMILIES: What Opportunities Are Your District Missing?

Dr. Taylor Tribble, President, Eduskills

Since the early 2000s, numerous studies have demonstrated the relationship between family engagement and student outcomes (Arias & Morillo-Campbell, 2008; Giles, Henderson & Mapp, 2002; Howard, et al., 2018; Sibley & Dearing, 2014; Yulianti, et al 2021). For this reason, there is no doubt that most school district educators are aware of the benefits of engaging families in the education of their children, but too often educators get discouraged by the lack of family involvement and turn their efforts elsewhere.

For a variety of reasons, the challenges of engaging families are more pronounced with multilingual families who may not be proficient in English. While teachers are key agents in engaging families, family engagement to support multilingual families requires transformational and courageous school leadership to set the tone and expectations for relationship building with multilingual families and parents (Yulianti, et al 2021).

There are several proven methods that effective school leaders can implement to increase family engagement among multilingual families, including:

■ Recognize that parents of ethnically and linguistically diverse students have high aspirations for their children and want to be involved in promoting their academic success, but sometimes they just don’t know where to start.

■ Instead of focusing on the lack of English proficiency, highlight the assets that multilingual families bring to the school and community. Ethnically and linguistically diverse families bring a wealth of knowledge and experience that can help your school community grow.

■ Create parent advisory committees with parent volunteers who are willing to help welcome new families. This is a great way to involve families that may have been in the school system and understand the challenge of navigating a new system.

■ Provide resources to help parents better understand the school system and provide guidance related to opportunities to become more involved in the schools.

■ Hire bilingual support staff that can build stronger ties with students and families.

■ Provide language support and adult programs for speakers of languages other than English: Multilingual families may face language barriers that hinder their engagement with the school. Schools can offer translation and interpretation services in multiple languages, as well as multilingual sign and materials translated into other languages to ensure that all families can access the information they need to support the academic success of their children.

■ Host events led by parents of ethnically and linguistically diverse students. For example, allow parents to organize a night to teach others about their languages and cultures.

■ Integrate opportunities for families to share literature, music, art, and other cultural resources that reflect the diverse backgrounds of the families.

■ Offer English classes to support their efforts toward transitioning into the community.

■ Use technology and texting features to facilitate communication: Using bilingual communication technology tools can support federal parental communication requirements, and it can help overcome language barriers. Schools can take advantage of texting translation software, multilingual websites, and social media platforms to provide information to families in their preferred language.

As a former educator, I can attest to the value of developing and implementing programs that support better relationships with families. When I was a teacher in Oklahoma City Public Schools, almost 20 years ago, I ran an after-school program for families in which we utilized a curriculum focused on helping parents and families better support the education of their children. In the program we focused on topics such as the importance of native language literacy, reading to your child and understanding how to approach a parent teacher conference. These efforts led to higher levels of parent involvement, increased academic performance and higher attendance among students. Currently, as the president of EduSkills, I continue to contemplate how we can leverage technology to support families and parents of ethnically and linguistically diverse students within the state of Oklahoma.

Promoting engagement among ethnically and linguistically diverse families requires courageous leadership and a concerted effort of all staff members to overcome obstacles, create an inclusive environment, and build relationships with families.

By adopting the strategies mentioned above, educators and school leaders can help ensure that all families feel welcome and involved in their child’s education. Thoughtful school leaders focus on developing school environments that create a sense of belonging for families of all linguistic and cultural backgrounds. I look forward to collaborating with you and educators across the state to make a positive impact on the lives of students and families. ■

Look for me at the upcoming CCOSA summer conference where I will have the opportunity to share details regarding our new services that include a family engagement curriculum and parent communication tools. Feel free to reach out with any suggestions or to discuss opportunities to collaborate (taylor@eduskills.us).

Bringing Everyone to the Table: A Special Education Advisory Council

By Kim Baxter, Director of Special Services, McAlester Public Schools

For the second year, a bill to establish a Special Education Parent Advisory Council (SEPAC) in every school district is being considered. This year SB148, sponsored by Carri Hicks, would require the creation of a Special Education Advisory Council in every school district. The purpose is to increase the involvement of parents and legal guardians of students with disabilities in the school district board of education policy-making and decision-making. As the Director of Special Services for McAlester Public Schools, the idea of bringing together different viewpoints about practices and policy was intriguing.

We rarely let others outside of education behind the curtain to see the work to create programs, move staff, and make curriculum choices. Like most in the field of education and specifically special education, decisions are filtered through the lens of our experience and training. Asking parents and district staff to the table to consider their thoughts about established practices and policies was intimidating.

A survey was posted on the district website and sent to staff seeking individuals interested and available to attend monthly meetings. A surprising number showed interest, and only some of those that completed the survey were asked to serve. The criteria to be met were that the members of the Council would need to be varied, willing to speak up and share, and those that haven’t always agreed with the direction we have taken in the past. The final Council consists of parents, certified staff, certified staff who were a parent of a student with an IEP, administration, and non-certified staff.

Meetings are held once a month and once in the summer. Before each session, Council members are sent an agenda and information they were asked to bring. The school year’s first meeting is a “State of the Department” report. Information is presented about the number of students served, staff, current programs, changes to state laws, and needed modifications to policy and practices that school year. The Council is encouraged to ask questions and bring ideas to the table. Before the first meeting, the Council was asked to complete guiding statements and discuss the different points of view. The guiding statements included:

■ I believe special education should teach…

■ I want my school to become a place where…

■ A successful special education student is one who…

■ The kind of school I would like to teach in is…

■ An effective special education classroom is…

■ A productive school faculty is one who…

■ A quality special education instructional program includes…

Although the guiding statements helped the Council understand the group’s different perspectives, there needed to be a way to determine a consistent direction based on needs and resources.

Logic models are an invaluable tool for teachers and administrators to visually represent a program’s structure, process, and goals. The Council used the model to identify resources, practices, and activities the Special Services Department was currently making. The process also highlighted areas of need and addressed what the Council thought was the program’s direction. Using this tool, all members of the Council, whether in education or not, had a common language and were able to make the intention behind our program clear.

A plan for the school year was developed based on the Logic Model and input from the Council. A list of priorities was decided upon and the following three focus areas were identified for the 2022/2023 school year:

1. An increase in Professional Development for all staff and parents. Specific areas identified were:

■ Helping general education staff understand the students they are working with and ways to support them

■ Assisting parents in understanding the IEP process.

2. Expanded sensory/calming rooms in all school sites

3. Accessibility for students in areas that are not just academic (extracurricular, playgrounds, lunch, recess, drop off, fun days)

With the priorities as a focus, the special services department has increased the opportunities for professional development for general education staff. It has developed a plan for parent universities starting this summer. All school sites will have a play therapy or Calm Room for the 2023/2024 school year. Furthermore, this year will be the first Explorers Day which will allow our students to try extracurricular activities in a safe environment. At IEP meetings, conversations about how the student will access and participate in all activities are considered.

Special Education is about inclusion and parent involvement. The Special Education Advisory Council is the next step in bringing everyone to the table. ■

Whenever schools face challenges, leaders must step forward to lead through those challenges. It seems as if schools are facing more challenges than ever, and leadership is needed more than ever. OASA is the professional organization for leaders in our public schools and we proudly serve the school leaders who take on challenges for the sake of the 700,000 students in Oklahoma schools.

OASA membership is at an all-time high with 865 members, topping last year’s 796 members. Over 90% of our school superintendents are members as well as hundreds of central office staff. There is truly strength in numbers and this show of support sends a message to legislative leaders that school leaders in Oklahoma are united and committed to the important mission of public-school leadership.

The Women in School Leadership Conference had a record number of participants as well, topping 400 attendees. OASA once again, believes that school leaders must be strong and united. As more and more women are taking on school leadership positions, building a network of these leaders is vital.

Record funding levels are being proposed from both the House and Senate, but unfortunately, they have tethered record amounts

OASA

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

of tax credits to the funding. OASA has stood strong behind our legislative goals in stating that we support the funding, but we cannot support diverting tax dollars to private schools. The cyclical nature of Oklahoma state revenue collections does not lead to confidence that these record state collections can be maintained. Along with the funding bills, there are still many other bills that we continue to track and provide input to legislators when possible.

The OASA weekly zoom “Touch Bases” meetings are still going strong and have proven to be the best way to network with each other. This communication network may be more important than ever this year as we battle vouchers and head toward some very important elections. Other networks that OASA facilitates are the Federal Programs consortium, Indian Education consortium,

English Learner Consortium, Virtual Education Network, and the Facility and Operations Network. The power of engaging all these important groups in constant communication helps OASA spread consistent messaging to our member schools.

OASA is your professional organization, and our strength is through engaged members. We will continue to fight on behalf of public-school administrators by advocating on your behalf at the State Capitol. Through our Quality School Frameworks, our communications networks, and our advocacy, we continue to show that schools are being led by true professionals. We hope you will continue to be an active part of this amazing organization and continue to ride with the OASA brand! ■

OASSP / OMLEA

Will Parker, OASSP/OMLEA Executive Director

OASSP UPDATE Membership

For the 2022-2023 membership year, we currently have 916 secondary members, an increase of 64 members since the last update to CEC and 26 members more than our 2021-22 membership of 890. We are excited to be a part of reaching CCOSA’s goal of 3,000 active members.

OASSP President-Elect Update

Congratulations to Mr. Matt Johnson, Principal of Shawnee High School, who won the majority of votes for this year's OASSP President-Elect Election. Current OASSP President Randy Biggs will present Mr. Johnson's election results to membership at the June CCOSA Summer Leadership Conference OASSP Business Breakfast with a request for approval. At that time, current OASSP President-Elect Melissa Barlow will transition to OASSP President for 2023-24, and Matt would begin service in his new role beginning with the new school year calendar, pending approvals at the June meeting.

OASSP President and State Coordinator Attend National Advocacy Conference

During the week of March 27-29, OASSP President Randy Biggs, principal of Frederick High School, and NASSP State Coordinator Chris LeGrande, principal of Guthrie High School, joined over 400 administrators and state executive directors in Washington D.C. for the National School Leaders Advocacy Conference hosted by NASSP and NAESP. Our contingent of Oklahoma school leaders also included OAESP members Mr. Glen Abshere, OAESP Executive Director; Julie Bloss, Principal of Grove Early Childhood Center; Janalyn Taylor, Principal of Nance Elementary School, Clinton Public Schools; and Traci Newell, Principal of Elgin Elementary School. We conducted successful meetings with six of the seven Oklahoma congressional members and/or staffers. The three-day conference included sessions on crafting personal stories to share with congressional delegates and utilizing various social media platforms to make our voices ring loud and clear. The final conference session was highlighted by a keynote address from the United States Deputy Secretary of Education, Cindy Marten.

The wisdom acquired during the training sessions was put to practical use as school leaders converged on Capitol Hill to meet with their elected officials to advocate for mental health support for students, educators, and staff, increased Title II funding to strengthen professional development opportunities for teachers and administrators, and additional money to enhance the teacher/principal pipeline. A special thankyou to Dr. Jeanene Barnett for scheduling meetings with Congressional offices for the team visits!

Assistant Principal of the Year Timothy Ray Goes to Washington, D.C.

On April 22-25, 2023, Mr. Timothy Ray, Assistant Principal at Charles Page High School, Sand Springs Public Schools, 2022-23 Oklahoma Assistant Principal of the Year, was recognized at an event by the National Association of Secondary School Principals in Washington, D.C. NASSP’s Trailblazing Leadership Weekend honors all 2023 State Assistant Principals of the Year and the 25 2023 NHS Student Scholarship Finalists. The program not only saluted these school and student leaders but also provided a forum for current and past honorees to advocate for education and share best practices and expertise.

As assistant principal for the past ten years at Charles Page High School, Mr. Ray has been an integral part in shaping school culture, supporting student learning, and transforming student behavior outcomes. For the past three years, Mr. Ray has implemented a new program, We Always Return with Purpose (WARP) as an alternative to long-term suspensions. Using the book 7 Habits of Highly Effective People by Stephen Covey, students return from a shortened suspension to attend 2 days of training, followed by monthly meetings with Mr. Ray. As a result, the school has reduced long-term suspensions (10 days or more) from an average of 24 per year to five on average. Only 5% of students in the WARP program have had subsequent behaviors requiring long-term suspension. CCOSA will also recognize Mr. Ray at the CCOSA Summer Leadership Conference, June 2023. ■

OMLEA UPDATE

Membership

OMLEA membership is based on members of CCOSA’s associations who also self-select to become the Oklahoma Middle Level Association alongside their other CCOSA memberships. For 2022-23, we currently have 708 members, which is a 71-member increase from the last report and an increase of 56 from our 2021-22 total membership of 652 educators. OMLEA shares members mostly from among our elementary and secondary groups, including 241 assistant principals, 416 principals, and 51 directors, coordinators or superintendent members. We are excited that CCOSA has reached its goal of 3,000 active members for 2022-23!

Principals and Special Education Directors Day at the Capitol

On March 22, 2023, Principals & Special Education Directors attended CCOSA's Legislative Briefing and Principals & Special Education Directors Day at the Capitol. Attendees received legislative updates from CCOSA and OSSBA. Afterwards, Dr. Jeanene Barnett, CCOSA's Legislation and Policy Analyst, gave a brief overview of Oklahoma school and funding and advocacy highlights. Attendees met with CCOSA's Lobbyist Megan Benn, who introduced them to Representative Mark McBride, in a private meeting at the state capitol. Principals and Special Education Directors met with various representatives and state senators throughout the morning. Afterwards, CCOSA hosted a luncheon with Dr. Pam Deering, Will Parker, Glen Abshere, Andrea Kunkel and participating members to share insights from their visits. Thank you to everyone who was able to attend!

OANHS Annual Convention

On Friday, April 14, 2023, Mustang High School hosted the first in-person event for the Oklahoma Association of National Honor Societies. Eleven Oklahoma schools represented with 120 students and teachers in attendance. Keynote speaker Timothy Alexander, from Birmingham, Alabama, spoke to students about his personal story of resilience and hope as the first paraplegic athlete in history to receive a full-ride athletic scholarship to an NCAA Division 1 college football program. Afterwards, students met in small groups to share ideas on fundraising and leadership. A special thank you to OANHS President Olivia Bennett from Mustang High School and OASSP/OMLEA member Assistant Principal Katie Korstjens at Mustang Middle School for serving as OANHS Treasurer.

OMLEA Pres-Elect Nominations

Elections for OMLEA President Elect are underway and include nominees Laura Bullock, Principal of Idabel Middle School and Traci Kay, Principal of Alcott Middle School, Norman Public Schools. We will update you soon with results! ■

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Association Business: Membership

OAESP membership continues to grow this year. OAESP has 842 members. Of those 842 members, 179 of those members are new to OAESP this year. Thank you for being a member of OAESP!

NAESP National Leaders Conference

The Annual NAESP National Leaders Conference was held February 26-29, 2023 in Washington, D.C. Attending this year was OAESP President Janalyn Taylor, OAESP President-Elect Traci Newell, State Rep and Federal Relations Officer Julie Bloss, and OAESP Executive Director Glen Abshere. We had great visits with the Oklahoma Senators and Congressional Representatives to promote public education.

OAESP Amended Constitution and Bylaws

The OAESP Constitution and Bylaws was amended to update some language to current practice. Thank you to those that voted. It passed unanimously.

TeleLEAD

TeleLEAD is wrapping up its 3rd year. We averaged 33 participants this year. TeleLEAD will return in September 2023.

OAESP Presidential Election

The OAESP Presidential election took place in February. Tara Burnett, Principal of Highland Park Elementary School, Woodward Public Schools was voted as the next OAESP President-Elect. She will begin her role as PresidentElect in July.

OAESP

Glen Abshere, OAESP Executive Director

OAESP Principal of the Year Program

The OAESP Principal of the Year program honors outstanding elementary and middle-level principals who ensure that America’s children acquire a solid foundation for lifelong learning and achievement. The OAESP Administrator of the Year/National Distinguished Principal (NDP) application packet was sent to 11 nominees. The NDP selection committee reviewed and scored the application packets and narrowed the list to the top three candidates. The NDP Committee conducted school visits last month. The committee interviews the principal, a committee of teachers and a committee of parents and community members. The site visit also includes a tour of the school. The results after conducting the site visits are:

■ Oklahoma Principal of the Year – Danielle Patterson, Principal of Ethel Reed Elementary School, Holdenville Public Schools

■ Oklahoma Principal of Excellence – Darren Nelson, Principal of Westwood Elementary School, Stillwater Public Schools

■ James R. Burnette Distinguished Principal – Jeff Gibe, Principal of Jay Elementary School, Jay Public Schools

NAESP National Conference

The NAESP National Conference will be held this summer in National Harbor, Maryland. The conference is July 10-12, 2023. Some of the speakers include Houston Kraft, Co-Founder of Character Strong; Joanne McEachen, CEO and Founder of Learner First; and Freeman Hrbowski, III, President Emeritus of the University of Maryland. Registration is now open. ■

ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

This year CCOSA’s annual Principals’ Day at the Capitol became Principals’ and Special Education Directors’ Day at the Capitol and, for the first time, 15 special education administrators joined their principal peers for this advocacy experience. On March 22, the group attended a legislative update and advocacy training at the CCOSA office and then adjourned to the Capitol for a group meeting with Representative Mark McBride and individual conversations with their own senators and representatives. Because the event fell during a busy legislative week, office meetings with House and Senate members were

harder to schedule, and directors often had to send notes to their legislators for pages to carry onto the floor of the House or Senate. Sometimes the summoned members were able to take a few minutes away from the session for quick meetings. Sometimes the director waited for a member unable to take time away from other business. The directors had a variety of messages for their members, from general concerns about special education issues to specific concerns about pending legislation. They all wanted to invite their legislators to visit their district programs and to contact them whenever special education questions or issues arose. Whether or not their legislators saw the issues the same way they did, the experience left all participating directors interested in building the relationships.

The idea to participate in the Day at the Capitol arose from participation in the 2022 CEC/CASE Special Education Legislative Summit (SELS) in Alexandria, Virginia and Washington, DC. Registration for the July 2023 SELS opened recently, and several ODSS members are again making plans to attend.

ODSS is so pleased to announce its wonderful 2023 award recipients: Teresa Golden, Director of Special Services, Kingston Public Schools, is the Outstanding Director of the Year. Kelli Hosford, Assistant Superintendent for Student Services, Choctaw Nicoma Park Public Schools, is the recipient of the Maurice Walraven Award. Kaitlyn James, Southwestern Oklahoma State University student, is the recipient of the Jimmie Prickett Scholarship. ■