Better Schools, CCOSA, Nov/Dec2017

D E C E M B E R 2 017

CCOSA

C C O S A 2 9 0 1 L I N C O L N B L V D . O K L A H O M A C I T Y , O K 7 3 1 0 5 4 0 5 . 5 2 4 .1 1 9 1

OASA

OASSP

OMLEA

ODSS

Better Schools

OAESP

In This Issue 3 Anticipation in Making Me Wait 4 Like It or Not, Political Communication is Now Part of Our Jobs CCOSA E XECUTIVE BOARD Chair Carolyn Thomas (ODSS) Vice-Chair Julie Bloss (OAESP) Members Adam Beauchamp Dr. John Cox Dr. Greg Garn Rick Garrison Camille Holt Jeremy Jackson Clay McDonald Adam McPhail Lynn Schroeder Michele Scott

6-7 Association News 8 "Lead Like Me" Develops Students' Leadership Skills 9 Be Aware: Growing Fraud Trend in Unemployment 11 OMLEA's Annual Conference 12 Student Perceptions of Teacher Quality 14 Why Choose ACT? 15 Why Choose SAT? 22 At the End of the Day

CCOSA EXECUTIVE DIREC TORS & A D M I N I S T R AT I V E S E R V I C E S T E A M 2 0 17 - 2 0 1 8 Directors: Dr. Pam Deering Dr. Gracie Branch William D. Parker Andrea Kunkel Hayley Jones Susan Hardy Brooks, APR Administrative Services Team: Laura Crabtree Dawn Jones Cynda Kolar Charlotte Murphy Lynne White

Articles submitted to Better Schools do not necessarily reflect the policies or beliefs of the Cooperative Council for Oklahoma School Administration. All articles are subject to editing.

A publication of the Cooperative Council for Oklahoma School Administration Editor: Susan Hardy Brooks, APR Editorial and Advertising offices at 2901 Lincoln Blvd. Oklahoma City, OK 73105. Membership and advertising rates upon request. Better Schools is owned and published by the Cooperative Council for Oklahoma School Administration, Inc.

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

A N T I C I PAT I O N IS M A K I N G M E WA I T 3

Anticipation is Making Me Wait CAROLYN THOMAS CCOSA Chair

Do you remember the old Heinz Ketchup commercial from 1979? You would have to have been born in the 60’s at the least to remember that commercial. It featured Carly Simon’s song lyrics and the line “Anticipation is making me wait.” At the end of the commercial the straight haired, red-headed child delightfully asks, “Can I spend the night tomorrow night, too?”

Anticipation! We wait, we wonder and we anticipate what will happen next. For the entire first semester of this school year we have lived with anticipation. We have lived in anticipation of what would be next. What will be the outcome of the legislative special session? We wait in anticipation. What is the most recent discussion regarding school budgets? We wait. Where do the lawmakers stand on simplifying school funding formulas?

Questions and decisions lead to more anticipation and longer waiting. We have endured headaches and stressful days. We have endured educational highs and emotional lows. But, we endured. We have put our jobs and positions before ourselves in order to make something happen before the end of the day. Skipping lunch or eating a very unhealthy lunch between meetings. Anxiously waiting with anticipation of what will be next.

During this seasonal break in the school year, please don’t forget to take care of yourselves.

Let’s not forget the reason for the season and with our families share the 3-R’s: relationships, reminiscence, and resolutions.

Spending lost time with our families and strengthening relationships is monumental during this time of year. The nostalgia of

N O V E M B E R / D E C E M B E R 2 017

Christmas seems to overtake everyone as we make eye contact with those who pass us by and we offer them the warmth of the season by saying Merry Christmas or Happy Holidays. Feeling the warmth of Christmas is epic! Whether you believe in Rudolf or the Rabbi, relationship is important. Our families have taken the backseat as we have spent long hours in the office, attended extracurricular activities, and worked on weekends and Sunday nights. They have patiently waited for us to return home with nothing to do but spend time with them. The strength of relationships in our families is the push that keeps us in the game when the tough times come. Relationships render promise and hope.

During this seasonal break don’t forsake the opportunity to nurture family relationships.

I adore nativity scenes, lights and stockings, the amber glow in a fireplace, gifts under the tree, and garland and ribbons. Christmas decorations always make me reminisce of my happy childhood and the Christmas season.

As a child we didn’t have bountiful gifts under the tree in our home on Cooper’s Hill in Hollis,

OK. The gift of Christmas was not in a box. The Cooper family made memories that have lasted a lifetime. Cooking and singing in the kitchen with my sisters is one of my most precious memories. The atmosphere was filled with love and laughter as we reminisced, sharing favorite stories and memories. Stories of a lifetime were shared amongst us. As in every household the anticipation on Christmas Eve forced little ones to tear an ever so tiny hole in the wrapping paper of a gift, just enough to take a small peak at the surprise inside. The memory of our anticipation and excitement makes me smile as I reminisce. During this seasonal break don’t forsake the opportunity to reminisce with your family.

“Should old acquaintance be forgot and never brought to mind. Should old acquaintance be forgot and Auld Lang Syne?” Bidding farewell to the old year with the pressures it promised and delivered leads us to make determined commitments to ourselves and others that we will do better in some area of our lives. Vows of New Year’s Resolutions become our focus for at least the first month of the New Year. As the school year progresses we fail to remember the resolution and the farewell we bade as we sang “Auld Lang Syne.”

Take time with your family to reflect on your blessings. Reflect on how to make things better for those around you. Don’t forsake the opportunity to make a resolution to yourselves and your families as you reflect on your blessings.

When you have Christmas in your heart, it doesn’t matter what’s under the tree.

To a child, all Christmas trees are 30-feet tall. Merry Christmas, everyone, and enjoy your family!

BETTER SCHOOLS

4 ADVOCACY

Like It or Not, Political Communication is Now Part of Our Jobs RICH BAGIN, APR Executive Director National School Public Relations Association

There is no denying that our jobs have changed. At the national level, the new wave of elected officials is empowered as a result of their recent political victories.

Psychologically they seem to be on a roll and are trying to move their agenda items through as quickly as possible.

So like it or not, we need to think like politicians—more than ever. It’s the world in which we now compete for better understanding of our school-related issues.

Writing for a New York University publication, Jay Rosen asked us to answer these questions if we are to think politically: • What do we stand for that others also believe in?

• Who is aligned against us?

• Where are we most vulnerable?

• What are our opponents’ strengths?

• How can we broaden our base?

• Who are our natural allies?

• What can we unite around, despite our internal differences?

• What are the overlapping interests that might permit us to make common cause with people who are not (education leaders)?

The truth is losing David Ignatius of The Washington Post, wrote a piece after the last November’s national election entitled, The Truth Is Losing. In an interview with the State Department’s Richard Stengel, Ignatius offered: • “We like to think that truth has to battle itself out in the marketplace of ideas. Well, it may be losing in that marketplace today. Simply having fact-based messaging is not sufficient to win the information war.”

The article points out that going “tit for tat” in arguing with extremists through social media was not that fruitful. Stengel noted that by empowering others to be the messenger, they could make the case more emphatically.

• “The central insight was that we’re not the best messenger for our messages because in the post-truth world, the people we are trying to reach automatically question anything from the U.S. government.”

With today’s climate, this may ring true with some of your local community audiences as well.

Have others tell your story: Begin or revitalize a true Key Communicator Program In my 40 years in this business, I’ve never seen this tactic fail if executed correctly — Never!

Over the years, it has been watered down by some, but used correctly, a Key Communicator Program can be valuable.

Some key points are: • This trust-building tactic is critical in today’s instant communication world. You truly need a Key Communicator Program to inspire confidence in what you say and do.

It adds credibility.

• Unfortunately over recent years, as I noted, we’ve seen an increase of Key Communicator Programs that have turned into little more than listservs in certain communities. If you’re tapping the old and new power structures in your community, regularly meeting with small segments of your key communicators, and communicating with them electronically, you’ll be on your way to building a base of well-respected spokespeople for your schools. As David Ogilvy reminded us, “Don’t count the people that you reach, reach the people who count.”

• Remember, many parents and others may prefer to hear their school messages from respected leaders and neighbors rather than from school officials. If run appropriately, this Key Communicator process can help you develop credibility in this era of anything-goes social media.

• One last note on Key Communicators: People need to get to know you face to face.

Only after that can you can begin using your earned credibility through videos, Twitter, email, Facebook, etc. But first, you need to start with in-person meetings — otherwise people may just see you as another empty pitchman or woman for your schools — sort of like the ones you see on late-night insurance commercials.

Most of us did not start our education careers thinking that we will be dealing in the political arena. Any excellent communication program normally excels at developing positive relationships with its key audiences. So in some respects, we’ve been practicing political communication for some time.

It’s time to place an even stronger focus on the political leaders and influentials who can make or break your next education initiative. Step up and prove what great communication and engagement can do for your school community.

If we don’t do it, who will?

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

6 A SS O C IAT I O N N E W S

Association News OMLEA November 6-8, OMLEA President Adam Beauchamp, OMLEA President-Elect Adam McPhail and I attended the AMLE national conference in Philadelphia, Pennsylvania. AMLE Executive Director Will Waidelick brought greetings, and attendees heard powerful keynotes from speakers like Kim Campbell and Rick Wormelli. We also attended great breakout sessions from thought leaders and educators from across the nation on how to reach middle level learners.

Branding Your School Takeaways!

One session by Nashville middle school and high school educator Marlena GrossTaylor (photo) was on “Branding Your Middle School.” Marlena convincingly explained how none of us are exempt from people perceiving our schools as a brand.

The question is: will you make that brand a positive or negative impression?

Your commitment to celebrating, publishing, sharing, and highlighting students, teachers, and programs will determine what others are saying about your school.

So take control of your own public relations. Use social media to your advantage.

Share colorful newsletters. Wear your school swag with confidence. Instead of reacting to negativity, go on the offensive by promoting the positive!

OMLEA Conference February 2, 2018 We are so excited for next semester’s OMLEA Conference on February 2, 2018.

Grow your capacity for reaching middle-level learners by attending this event at the beautiful Owasso campus Tulsa Tech Conference Center. Author and motivational speaker Josh Shipp will open the conference with his presentation, “One Caring Adult.” The day will be packed with valuable breakout sessions.

We are still accepting RFP’s (Requests for Presentations) if you have a valuable presentation idea, email Will Parker at parker@ccosa.org for more information.

OASA OASA continues to talk about critical issues facing public education. Our past two meetings have included discussions around Virtual Charter Schools and state funding. The Executive Committee continues to read through the book, “Marching OFF the Map,” a book by Tim Elmore. He challenges us to take the journey of helping students navigate a brand new world. He advises that we must prepare ourselves by learning how to work with students to prepare them for this new world.

OASA approved 2017-18 Legislative Goals: 1. FUNDING: OASA supports raising new recurring revenue that will provide a long term funding plan for public schools in Oklahoma that includes a pay raise for teachers and support staff, and district operational money; we will oppose any efforts to divert public funds to non-public schools.

2. ACCOUNTABILITY: OASA supports accountability measures that are research-based multi-criteria indicators of student growth; we seek the same accountability measures for all public schools that includes charter schools and virtual charter schools.

3. ASSESSMENT & ACADEMICS: OASA supports educational opportunities that are both rigorous and relevant for students and employs rigorous and relevant student assessment.

4. EMPLOYEES: OASA supports fair treatment and improved compensation for all education employees.

5. LOCAL CONCERNS: OASA seeks to reduce state intrusion in local board of education matters; we support the expansion of charter schools ONLY with the approval of the local board of education.

Plans for the OASA Legislative Conference are almost complete. Save the date for January 24, 2018 to learn more about how to advocate; hear more about a forecast for the 2018 Session; and listen to how Kansas and Arkansas dealt with state revenue and consolidation challenges.

Finally, look for your OASA Leadership nominations for a few of the Director’s positions and for Executive Officer leadership positions. The information will be sent out before the Christmas holiday.

ODSS On November 1, 2017, with President Michele Scott and President-Elect Lynn Schroeder in attendance, the Council of Administrators of Special Education (CASE) welcomed ODSS as an official state affiliate. CASE is an international professional educational organization with 40-plus state and provincial affiliates that is affiliated with the Council for Exceptional Children (CEC). It is an active participant in the federal legislative process and in the creation of federal education policy. Like its CCOSA partner associations – OASA, OASSP, OAESP and OMLEA – ODSS is now a real part of the national conversation about public education, with an emphasis on students with disabilities.

BETTER SCHOOLS

The ODSS Best Practices Conference on October 26-27 had a full house.

Participants enjoyed the content, the TED talk-style format, the J.D. McCarty Center venue and the excellent food. They also loved being able to use Project 613 funds to reimburse their districts for Conference registration, travel expenses and sub pay. The ODSS Executive Committee is planning the 2018 Conference now, so anyone with topic and speaker ideas should share them with Andrea at kunkel@ccosa.org.

N O V E M B E R / D E C E M B E R 2 017

A SS O C IAT I O N N E W S 7

Association News (continued) OASSP OASSP Fall Conference “Leading with Courage” The Boathouse Event Center in Oklahoma City provided a wonderful setting for principals to share ideas at the Fall Conference on October 25, 2017. OASSP President Clay McDonald and the Guthrie High School JROTC Honor Guard began the morning the session.

NASSP President Dan Kelley brought greetings from the National Association of Secondary Principals.

Keynote speaker Jimmy Casas, author and former Iowa Principal of the Year, brought a powerful message for principals about moving from average to excellence.

During our EdCamp sessions, twelve separate breakouts were offered on topics ranging from improving school culture, parent outreach, reaching difficult students, and more!

October Principal Month Both the Governor's and the State Department Proclamations were presented at the OASSP Fall Conference on Wednesday, October 25, 2017. Receiving the award on behalf of Oklahoma principals was (photo left to right) OASSP President Elect Jeremy Jackson, OASSP/OMLEA Executive Director Will Parker, OASSP President Clay McDonald, NASSP President Dan Kelley, CCOSA Executive Director Dr. Pam Deering, and OAESP Executive Director Dr. Gracie Branch.

Interview with Aspasia Carlson During our afternoon conference session, Will Parker interviewed John Marshall Mid-High School Principal Aspasia Carlson, who shared ideas on how to change school culture, transform a school into a place of excellence, and continue your own growth as an education leader.

Leadership Takeaways Finally, a former OASSP President Robert Schornick, Instructional Director at Tulsa Public Schools, provided a great closing session for the conference on ways to reflect on lessons in leadership. The entire day was a reminder why your leadership is so essential for moving schools from average to excellence!

OAESP Early Bird Registration!

Join us on Wednesday, January 31, 2018 for the OAESP Mid-Winter Conference at the Reed Conference Center in Midwest City. Adam Welcome, author of Kids Deserve It, and presenter Diana Rogers Jaeger, “Five Languages of Appreciation in the Workplace,” will be the keynote speakers. A special early bird registration rate of $99.00 will be available until Dec. 15 so register now at www.ccosa.org. You won’t want to miss this dynamic event planned by elementary school leaders for elementary school leaders.

OAESP Administrator of the Year/National Distinguished Principal

N O V E M B E R / D E C E M B E R 2 017

Nominations are now open for our administrator of the year. Nomination forms can be accessed on the OAESP section of the CCOSA website. Forms are due back to OAESP/Attention Gracie Branch by Friday, Dec. 15, 2017. Please consider nominating a deserving colleague for this amazing honor.

President-Elect Voting will soon begin for OAESP President-Elect. This year’s candidates are Dana House from Rattan ES, Rattan OK and Josh Pierce from Mannford Lower ES, Mannford, OK. Be sure and look for the voting link in the OAESP update.

Lead Like Me Update This year we piloted Lead Like Me in six schools around our state. A huge thank you to our principal hosts: Brenda Davis, Janna Davis, Vicki Wilson, Linda Reid, Brandy Peters, Tara Burnette, and Ty Bell. We appreciate your wonderful hospitality and we are already looking forward to future trainings. We will have more information on this fantastic student/ advisor leadership training at our OAESP Mid-Winter Conference on January 31st.

May each and every one of you have a wonderful holiday season!!!!

BETTER SCHOOLS

8 “LE AD LIKE ME” DE VELOPS STUDENTS’ LE ADER SHIP SKILL S

“Lead Like Me” Develops Students’ Leadership Skills SUSAN HARDY BROOKS, APR Director of Communications and Marketing

“Always remember, the best leaders are the ones who want to help other people be successful.”

Rep. Todd Thomsen shared these words of wisdom with students participating in a “Lead Like Me” workshop in Ada this fall. The workshop, sponsored by the Oklahoma Association of Elementary School Principals (OAESP), was offered in six communities across Oklahoma in its kickoff year.

Dr. Gracie Branch, OAESP executive director, brought the initiative to Oklahoma based on a similar program developed by the Texas Association of Elementary School Principals. The workshops were designed to teach leadership skills to student council leaders in fourthsixth grade and their advisors.

Students learned the characteristics of being a leader, discovered their own leadership goals and learned student council officer roles and responsibilities. They also had an opportunity to network with student leaders from other schools.

“I think because they were selected to participate, as the day goes on they realize some strengths and capabilities that other people recognized in them that they may not have even recognized yet,” Branch said. "They are leaving with more confidence in themselves and know how to become a better leader.”

Brandy Peters, principal of Plato Elementary School in Duncan, hosted the first Lead Like Me program in Southwest Oklahoma.

“I thought it would be a great opportunity for our students and for our school,” she said. “As we work through high academic standards and all of those things, leadership just seems to be a wonderful offering. If we can bring those leadership qualities to them before they leave and go the middle school, and they can understand the importance of being leaders, then they will take those roles on in middle school, and in high school and on into life.”

Due to the success of the workshops this year, Branch said plans are underway to expand the number of “Lead Like Me” programs next year. To schedule a workshop in your area, contact Branch at branch@ccosa.org.

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

9

Be Aware: Growing Fraud Trend in Unemployment & How to Avoid Being a Victim JESSICA SHERRILL OPSUCA Director OSSBA Staff Attorney

Fraud in unemployment has been an issue for years and annually results in millions of dollars in overpayments. In the last year, the unemployment benefit overpayment rate increased from 11% to 12%.

One example of fraud is when an individual returns to fulltime employment yet fails to notify the OESC and continues to collect unemployment benefits. Secondly, the increase in identity theft has opened the door for criminals to commit unemployment fraud.

At a recent national unemployment law conference, OPSUCA attorneys learned more about this growing problem with identity theft fraud in unemployment, and the schemes are becoming more sophisticated.

Criminals, including organized crime groups, use stolen identity information to file fraudulent claims and collect unemployment benefits. Many times, the fraud will go undetected if the employer does not protest the claim.

Identity theft victims are unaware of the unemployment fraud unless their employer asked them why they filed a claim while still employed, or they later file a legitimate claim and it is denied.

Unfortunately, OPSUCA has already seen this type of fraud hit our schools, and we are taking steps to minimize

N O V E M B E R / D E C E M B E R 2 017

your risk. The United States Department of Labor and state employment agencies, including the OESC, are also combatting this trend by investigating tips and auditing claims. OPSUCA seen an uptick in audit requests from the OESC as a result.

What can you do to prevent fraud?

In the fraudulent claims OPSUCA has handled, the claimant name and/or social security number and/or home address did not match the records on file at the school. In a few cases, the claimant’s address was found to be an abandoned home on a foreclosure list.

When your school receives notice that an unemployment claim has been filed, review it carefully by: • Checking that this claimant is or was an employee for your school; • Ensuring the claimant’s name and social security number match your records; and • Verifying the claimant’s address (if provided) is correct.

If you suspect that a claim may be fraudulent, please notify OPSUCA immediately. Acting fast is the best method in preventing fraudulent overpayments!

BETTER SCHOOLS

Oklahoma school leaders smile... because Oklahoma teachers shine.

Welcome to a new era in K12 education, a world where teachers are empowered by data insights and inspired by outcomes. Enter a world where teachers can target instruction and guide growth for all students. It’s a world where teachers have time to teach and school leaders know what’s happening in their schools and districts.

You’ve got this.

Experience Renaissance at www.renaissance.com or call (800) 338-4204 to request a demo.

© Copyright 2016 Renaissance Learning, Inc. All rights reserved.

(800) 338-4204

www.renaissance.com

All logos, designs, and brand names for Renaissance’s products and services, including but not limited to Accelerated Reader 360, Accelerated Math, Renaissance, and Star 360 are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.

Brooklyn | Dallas | Fremont | Hood River | London | Madison | Minneapolis | San Francisco | Sydney | Toronto | Vancouver | Wisconsin Rapids

112644.090216

MARK YOUR CALENDARS FOR

OMLEA’S ANNUAL CONFERENCE WITH KEYNOTE SPEAKER

F E B RUA R Y 2 , 2 0 1 8 T U LS A TE C H N OLOGY C E N TE R O WA S S O CA M P US Shipp will lead discussions on “One Caring Adult” and “How to Reach This Generation.”

Is there a “teenage human” in your life? A student, a mentee, a niece, nephew or grandchild, or gulp, your own offspring… If so, you’ll LOVE this new book from Shipp, aptly called, “The Grown-Up’s Guide to Teenage Humans” This book provides a direct, no fluff, unflinching guide to decoding your teen’s behavior, as well as the practical, proven, and hands-on strategies for reestablishing peace and navigating through even the most triggering, “do I really need to talk about this?” topics.

Things like: How to get your teens to take ownership over their actions and even apologize WITHOUT being condescending or resorting to power trips and empty threats. How to co-create “House Rules” that establish mutual respect and foster open, honest and grunt-free dialogue.

Seven warning signs that every parent must know.

What to do if you suspect your teen is getting bullied, cutting, experimenting with drugs, watching pornography or any other topic that feels impossible to bring up without initiating WW3 in your living room.

Every kid is one caring adult away from being a success story.

The Grown-Up’s Guide to Teenage Humans lays out practical ways to make a difference in a teen’s life. As Shipp reminds us, raising a respectable adult comes down to investing in teens and giving them the boundaries, time, and support they need to thrive.

12 S T U D E N T P E R C E P T I O N S O F T E A C H E R Q U A L I T Y

Student Perceptions of Teacher Quality JOHN JONES, ED. D. Clinical Associate Professor of Educational Leadership Jeannine Rainbolt College of Education University of Oklahoma

Can there be excellence in the classroom without firstrate teachers? We can change our curriculum, buy more materials, change the physical environment, give more standardized exams, but without quality teachers all the change in the world will not produce the desired effect.

The desired effect must promote greater depths of student learning. Everyone seems to be looking for a “silver bullet;” that special program that will captivate students and arouse them to greater levels of academic achievement. Those of us who understand teaching know the teacher is the “silver bullet.”

Today, schools are under tremendous pressure to improve student achievement and sometimes at the expense of failing to help teachers get better at instruction. It seems the emphasis is placed on the lack of student achievement and not on its remedy.

The pressure has been applied from several sources, but mostly from state and federal mandates. Schools are being asked to prepare students who can demonstrate mastery.

This is needed today more than ever, but mandates are lacking in their ability to really address the issue and especially, how students learn.

Teachers must be allowed to guide students in ways that will allow them to make connections to their learning. Students are telling us they are unable to make these connections, because everything seems to be structured on teaching

content and then immediately testing students on what was taught. We must stop searching for short-term solutions and every quick-fix that is available. It is time we realize that our problems in education, require long-term solutions, such as teacher-focused professional development that leads to instructional improvement. My years in this profession of observing teachers and students tell me that quality instruction leads to better depths of student achievement, not programs or mandates. You might say that instruction is the heart of learning.

If instruction is the heart of learning, then how do we know if quality instruction is taking place? Test scores cannot be the sole indicator. We have looked at teaching from every possible venue: from teachers who are professionally prepared by colleges of education to those who have been prepared through alternative routes. It is not so much the route of preparation as it is the quality of the preparation.

One crucial perspective that is seldom considered, is what students are saying about quality instruction. My experience tells me that schools rarely listen to or even value what students say about teacher quality, but there are some who do.

One school that allows its students to advise and even rate their teachers is George Mitchell School in London, England. According to Wilce (2006), students observe and critique lessons, and make suggestions to teachers regarding how they could improve their teaching. Teachers use this information to improve their instruction. Changes made by teachers because of student comments have provided an overall growth in student achievement. All of this was accomplished without legislative mandates and the cost was negligible, but results have been enormous.

My research spans a ten-year period in which I gathered data from over 17,000 students in eighth grade mathematics classes from mostly the state of Oklahoma.

A survey listing 15 teaching behaviors was administered to these students. Students indicated on the survey if teachers exhibited the behaviors that promoted their learning.

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

13

Teacher Checklist Data Teacher to Students: I want to be the best teacher I can be. To do that, I need feedback from you. Below is a checklist that will help me see what I am doing that is helpful to you and what I need to improve. Be honest and please let me know what I can do to make learning more meaningful for you.

Instructions: Place an “X” on the line under the category that, in your opinion, best describes each statement. Do not write you name on this paper.

All of the time Some of the time Never

The results suggest that teachers needed to improve in each of the 15 teacher behaviors.

The results are significant and say a lot, but more so, the results say that state and federal mandates are missing out on what students are telling us is essential to their learning. It is important to note that out of these 15 teaching behaviors, 10 of them relate specifically to time on task. It is a tragedy that we have allowed so many students to slip through the cracks. This research tells us that students should be afforded more time to spend on content. They need to openly discuss it, and teachers should be allowed to spend the time necessary to make sure students do learn what is being taught.

I really believe teachers do want to spend more time with students, but the stress which they are under by mandates, to make sure they cover content, and then test to see if students learned it is out of balance. And we wonder why students have difficulty learning and retaining what they have learned. It’s time to address this in a logical manner so teachers can teach for content mastery and students have the freedom and the time it takes to fully understand and apply what was learned.

1

0

1

You give explanations we understand

9327

5234

2998

2

You teach us at a speed that is not too fast and not too slow

2,468

2,766

12,325

3

You stay with a subject until we understand it

1,406

3,225

12,928

4

You teach things step-by-step

10,874

3986

2699

5

You explain a subject and then give us time to ask questions

10,973

4999

1987

6

In each lesson you teach, you prepare us for the next lesson

2,768

3,689

11,102

7

You allow us to talk about what we have learned

4,786

2,082

10,691

8

You ask if we know what to do and how to do it

10, 321

4231

3007

9

You show us how to do our class work

11, 073

4885

1961

10 You explain an assignment and how to complete it

11, 692

4761

1106

11 You spend enough time on difficult subjects

1975

2698

12, 926

12 You show and explain how to do our homework

9874

5647

2038

13 You give us enough time for practice

2133

2879

12, 567

14 You answer our questions

12, 095

3789

1675

3324

3246

10,989

15

N O V E M B E R / D E C E M B E R 2 017

2

You help us understand what we have learned and why it is important

BETTER SCHOOLS

14 W H Y C H O O S E A C T ?

Why Choose ACT? TONY CORTEZ ACT Account Executive

It’s a question many high school educators may ask.

Across the nation, districts, schools and even states are choosing ACT® assessments and instructional programs to improve their students’ college and career readiness. Here are some reasons why: A Comprehensive Suite of Solutions Using ACT solutions together gives schools the ability to build a comprehensive assessment plan down to third grade, track college and career readiness longitudinally, and measure the social and emotional needs of your students with curriculum and educator playbooks to address those needs in the classroom.

Rich Data for Actionable Insights ACT provides a robust set of reports for each of our assessments to help you turn insights into action. Reports include more than a score, giving you information to drive informed conversations about instruction, curriculum, grading practices, student course patterns, benchmarks, and social/emotional learning factors.

Support for Dual Enrollment Programs ACT works with policymakers and education organizations to ensure that all eligible students have the opportunity, at as little cost to them as possible, to earn college credit from qualified instructors in high-quality dual enrollment programs. Results from PreACT® and the ACT® test in combination with the ACT College Readiness Benchmarks

BETTER SCHOOLS

can be used to determine student readiness for these courses.

Free Resources Like OpenEd Over 500,000 of the best educational videos, games, assessments, homework assignments, and lesson plans (including Khan Academy) have been gathered all in one place. OpenEd is designed to blend easily and seamlessly into your classroom. Using advanced algorithms powered by best-in-class machine learning, the OpenEd smart library finds relevant instructional content for each student or classroom, based on scores from PreACT and the ACT. Professional Development Opportunities ACT provides educators the opportunity to participate in free annual professional development sessions throughout the state. Workshops have focused on how to increase rigor and relevance in the classroom using ACT data and leverage free instructional tools.

Access You have free access to the ACT Oklahoma state organization which provides the latest information from ACT as well as opportunities for: scholarships, professional development, current research and development, statewide data releases and networking opportunities.

ACT assessments will help your students prepare and succeed from their earliest grades through their careers.

Together, we can make students unstoppable.

N O V E M B E R / D E C E M B E R 2 017

W H Y C H O O S E S AT ? 15

Why Choose SAT ?

DAVID GUPTA Regional Vice President The College Board

Thanks to the Oklahoma State Department of Education, districts now have the opportunity to choose to administer the SAT® to their 11th graders for free during the school day, and offer the PSAT/NMSQT® at no cost to 10th graders.

Districts are increasingly choosing the SAT, along with the PSAT/NMSQT, because they see real, meaningful benefits for educators and students.

The new SAT makes it easier for students to show their best work. It’s aligned to Oklahoma state standards, reflects what’s being taught in the classroom, and its accepted at all colleges in Oklahoma and nationwide. When Oklahoma students take the SAT, they’re taking a test that focuses on the few things that evidence shows matter most for college and career readiness. By eliminating the guessing penalty and “SAT” words, giving students 43% more time per question than the ACT®, and only testing relevant math concepts, students say the new SAT is “easier to understand,” “more straightforward,” and “reflect[s] what [they] have learned over the years.”

The new SAT is easier than ever to prepare for—it’s the only college admission test that comes with free study tools from Khan Academy® and the makers of the test.

Official SAT Practice on Khan Academy (satpractice.org), the number one tool for SAT preparation, gives all students a free, personalized study plan and access to thousands of interactive practice questions, video lessons, test-taking tips, and strategies, including eight full-length practice tests. New data link 20 hours of practice using Official SAT Practice on Khan Academy to a 115-point average score gain from the PSAT/NMSQT to the SAT—an increase nearly double the average score gain compared to students who don’t use it. Researchers found that practice advanced all

N O V E M B E R / D E C E M B E R 2 017

students without respect to high school GPA, gender, race and ethnicity, and parental education.

Through the state’s district choice program, five times as many students will take the SAT during the school day than the previous year. Urban, suburban, and rural districts are participating in SAT School Day this spring, including Oklahoma Public Schools and Tulsa Public Schools, the two largest districts in the state. Educators in these districts have responded enthusiastically to the benefits the SAT provides, including administering PSAT-related assessments and connecting students to Advanced Placement® courses, and professional development opportunities for staff.

In addition, administering the SAT during the school day fosters a college-going culture and increases access to college, especially among first-generation college-bound students and students who may otherwise face barriers to standard Saturday administrations.

The U.S. Department of Education has already approved the use of the SAT as part of ESSA accountability. In addition to Oklahoma, eight states are using or plan to use the SAT for accountability, including Illinois, Michigan, and West Virginia. The SAT meets or exceeds every one of the standards for statewide assessments established under ESSA, including that the assessment be valid and reliable and measure academic achievement for all students; provide focused, useful, and clear diagnostic reports; and be aligned to state standards.

To learn more about administering the SAT and PSAT/ NMSQT at no cost, please contact Melany Franklin, Director, State & District Partnerships at mfranklin@collegeboard.org or 512-721-1822.

BETTER SCHOOLS

ARCHITECTS Freedom Elementary

Lawton Public Schools

BOYNTON WILLIAMS & ASSOCIATES Oklahoma’s School Architect Since 1984

bwaarchitects.com 405.329.0423

OSAG

OSAG Updated Email Request In October, OSAG sent an “Action Required” form to all members requesting up-to-date email information for the school district Superintendent, and the district personnel responsible for completion of workers’ compensation claims’ paperwork & filing.

THANK YOU for the expedient responses! We now have approximately 80% of our membership forms, and will begin working to update records on our end.

If you have not completed your form yet, please take a moment to do so, and either fax to our office at 405-842-0051, or email the OSAG Secretary at twamsley@okschoolassurancegroup.org.

OSAG FREE Online Safety Training As a member of OSAG, your district has access to FREE safety training videos located on the OSAG webpage at www.okschoolassurancegroup.org. All OSAG members have been assigned school-specific login credentials to access our video library, 24 hrs/day, 7 days/week, totally FREE! The OSAG video library contains 500+ videos covering all areas of employment. New additions to our library in November are: The Knock at the Door - Driving Safety Cold Stress - Working Safely in Cold Weather Combustible Dust Awareness - Ag & General Safety The First Step - General Safety Winter Driving: When the Rules Change - Driving Safety Stop & Think - General Safety Please call the OSAG office at 800-699-5905 for your login credentials.

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

The question isn’t at what age I want to retire... it’s at what income?

Helping you understand all of your options in Retirement has been our focus since 2000. Contact us today for a free consultation on your Teacher’s Retirement, Social Security, & Retirement Accounts.

Don’t retire without us.

Richard J. Collins ~ Financial Advisor 315 West Edmond Road, Suite B, Edmond, OK 73003 405.359.7500 • www.horizonok.net Securities & Registered Investment Advisory Services offered through GWN Securities, Inc., 11440 N. Jog Road, Palm Beach Gardens, FL 33418 Member FINRA & SIPC. Horizon Financial and GWN Securities are non-affiliated companies.

BREAKFAST IN THE CLASSROOM GRANTS AVAILABLE FOR OKLAHOMA SCHOOLS Do you want to increase breakfast consumption among schoolchildren and spark the academic and nutritional gains associated with the morning meal through the implementation of breakfast in the classroom?

Apply today for the Partners for Breakfast in the Classroom grant.

The grant is targeted to help high-need schools and districts cover the upfront costs often associated with the startup and implementation of breakfast in the classroom and “grab n’ go” programs, such as purchasing equipment, outreach efforts to parents, program promotion, and other related expenses.

GRANT QUALIFICATIONS Eligible schools must meet the following criteria: • Either 70 percent or more students qualify for free or reduced-price (FRP) meals, or else the school operates community eligibility; • Average daily participation (ADP) in school breakfast is at 50 percent or less; • Able to serve breakfast in the classroom at no charge to all students after the morning bell; • Strong stakeholder support from school leadership and staff; • 3-year commitment to making reasonable efforts to continue the program; and • Willingness to promote the program through social media and school district communication channels.

Want to learn more? Visit www.breakfastintheclassroom.org for more information about the initiative, resources, and to download the grant application.

Questions? E-mail partnersbic@outlook.com.

BETTER SCHOOLS

N O V E M B E R / D E C E M B E R 2 017

A clearer test.

A clearer path to college.

The SAT® tests what students are already learning in class. Preparing for it is easier

than ever with free, personalized practice on Khan Academy®. Encourage your students to register today.

sat.org

© 2017 The College Board.

00679-104-Oklahoma-CCOSA-Ad.indd 1

10/31/17 11:24 AM

22 EXECUTIVE DIRECTOR

At the End of the Day PAM DEERING Executive Director

Intended Consequences In the midst of another Special Legislative Session (yes, TWO), we are reminded that our Legislative leaders are not about preparing our state for the future with the budget deal that was sent to the Governor. Our state is set up for more failure and embarrassment.

Thankfully, the Governor took courageous action to help state agencies that need immediate financial help, but said “NO” to most of the budget deal which did not have a long term state funding plan or teacher pay raise.

It's not hard to make decisions when you know what your values are.

— Roy Disney

A call for the second Special Session followed the Governor’s veto, and when we thought that education was a priority with the Executive Branch, we had a NOT SO FAST moment! Education and educators took another step backward with a series of Executive Orders that target administrative services in common education and higher education.

Decisions sometimes have unintended consequences—those that were not meant to harm. However, we are seeing decisions made by a few with the intended consequences of advancing a platform that harms public education and eliminates many services that help our children and families.

John Maxwell, one of the most renowned authorities on leadership, explains in his book, 5 Levels of Leadership how genuine leadership works. It’s not about title or position – it’s about inspiring others and building teams that produce results AND future leaders.

BETTER SCHOOLS

Here are the 5 Levels of Leadership summarized from lowest to highest: 1. Position—Focus on control rather than contribution. Feeds on politics.

2. Permission—Focus on valuing people, caring for people, building trust.

3. Production—Focus on leading by example, building teams, getting results.

4. People Development—Focus on developing people, teaching leadership, practicing leadership, developing leadership.

5. Pinnacle—Focus on creating a legacy for the organization (not self), mentoring others, creating a succession plan.

Whether we are learning how to better prepare students for their life’s journey or asking that our leaders prepare for Oklahoma’s future by supporting public education and educators, it is incumbent on us to speak up and to act boldly.

Where we direct our resources reflects our priorities and values. Let’s continue to communicate our expectations and values for public education and support elected officials who hold those same values.

At the end of the day, we want top-level leaders guiding our state. We want leaders who understand and value public education!

N O V E M B E R / D E C E M B E R 2 017

Comprehensive Literacy Solutions Scholastic’s mission has remained constant for 95 years – to encourage every child’s intellectual and personal growth that begins with literacy, the cornerstone of all learning.

English Language Arts & Content Area Support

Reinforce and sustain instruction with our comprehensive, customizable print and digital blended literacy solutions. From whole class to small group to independent learning, we have the research-based resources to help you differentiate ELA and content area instruction and maximize success for every learner.

Professional Learning Services

Collaborate with us to design a targeted, systemic plan to enhance every educators’ instructional skillset and content knowledge around literacy. Working together, we will help you prepare today’s students for tomorrow’s fast-moving world of information and technological change.

Family & Community Engagement Resources

Harness the power of fully integrated learning supports as we partner with you to assess and remove barriers that interfere with students’ ability to succeed. Our programs and services help build capacity and create the critical connection between home, school, and community. Together we will boost literacy development and foster a positive learning environment for children wherever they are.

For more information on our products or services, contact a Scholastic Representative at 800-387-1437, or email SCCG@scholastic.com.

Presorted Standard U.S. Postage

PAID

Okla. City, OK Permit #1019

2901 N. Lincoln Blvd. • Oklahoma City, OK 73105-4225 Phone: 405.524.1191 • Fax: 405.524.1196