Better Schools Magazine September 2021

CLXXV | SEPTEMBER 2021

Fundamental Resources and Editorials for School Administrators

IMPORTANT UPDATES TO THE OCTOBER 1

STUDENT COUNT 34

36

46

NAVIGATING HB1775

STATE AID EARLY MID-TERM PROJECTIONS

MAXIMIZING YOUR ESSER FUNDS

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CONTENTS CCOSA Executive Committee Melisa Kifer CCOSA Chairperson ODSS Past-President Special Services Director Stillwater Public Schools Kyle Reynolds OASA President Superintendent Woodward Public Schools Dr. Matt Posey OASA President-Elect Superintendent Bethel Public Schools David Beiler OASSP President Jenks High School Jenks Public Schools Randy Biggs OASSP President-Elect Principal, Frederick HS Frederick Public Schools Kate Creekmore OMLEA President-Elect Activities/Athletic Director Bixby Public Schools Robb Mills OMLEA President Principal, Dewitt Waller MS Enid Public Schools Rachelle English ODSS President-Elect Special Services Director Stilwell Public Schools Teresa Golden ODSS President Special Services Director Kingston Public Schools Dr. Gregg Garn Higher Education Liaison Sr. Associate Vice Provost of Digital Learning University of Oklahoma Ashley Hoggatt OAESP President Principal, Kirkland ES Putnam City Public Schools Janalyn Taylor OAESP President-Elect Principal, Nance ES Clinton Public Schools

7 Words From the Director

By Dr. Pam Deering, CCOSA/OASA Executive Director

8 2021-2022 CCOSA Membership Form 10 Calendar: July 2021–June 2022 32 E-Rate, Emergency Connectivity Fund, and Connected Learning

By Deborah Sovereign, CPA, CEMP and Rachel Botts, CEMP

34 Navigating HB1775

By William D. Parker, OASSP/OMLEA Executive Director

36 Very Early to Predict FY22 Mid-Term Funding Factor

By Derald Glover, OASA Assistant Executive Director

38 New Guidance from the American Rescue Plan ESSER III on Maintenance of Equity (MoEquity) at the District Level

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

42 Interim Studies: 2021 Tax Protests, EMOs, Student Success, and More

By Dr. Jeanene Barnett, CCOSA Education Policy and Research Analyst

44 What additional benefits are provided through CCOSA District Level Services membership?

46 Maximizing your ESSER Funds

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

49 SB229: The Redbud School Funding Act

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

ASSOCIATION UPDATES 51 OASA 59 OAESP 55 OASSP/OMLEA 63 ODSS

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Important Updates to the October 1

STUDENT COUNT 14 Understanding the Critical Differences Between Child Nutrition Forms and Economically Disadvantaged Forms in FY22

24 Gifted Count

17 Student Transportation Count

29 Project 613 Reimbursements and 615 Special Education Funds

Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

26 Counting Down to Child Count 2022

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel and Ginger Elliott-Teague, PhD., OSDE

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

By Derald Glover, OASA Assistant Executive Director

18 New Guidance for Identification of English Learners (EL) and Qualified Non-EL Bilingual Students

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel

By Kathy Dunn, Director of Professional Learning for State and Federal Programs, CCOSA, Daniel Ruhl, Executive Director of English Language Proficiency, OSDE, and Taylor Tribble, President, Eduskills

30 Principal Responsibilities in Student Counts

By Glen Abshere, OAESP Executive Director and Will Parker, OASSP/OMLEA Executive Director

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

Charlotte Murphy OASSP/OMLEA/CEC Executive Assistant

Elyse Maxwell Director of Marketing and Communications

Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator

Kathy Dunn Director of Professional Learning, State and Federal Programs

Laura Crabtree Membership Coordinator ODSS Executive Assistant

Cynda Kolar Business Manager

Holliann Burnett Marketing & Communications Executive Assistant

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

Can you use $3,517.17?

Yes, it is a trick question, but did you know that the state guarantees this amount for every student?

Of course, the guarantee always comes with a catch— your local and state dedicated monies help make up this amount, but you need to think about this amount of money every time you are building your student count numbers for your district.

This edition of Better Schools will help you understand the reasons for the student counts and how you can best identify students for the October 1 count that is the date that is used to determine state aid for midterm adjustments.

Based on this one graphic, you can see the value of one student IF the student is counted for the eligible categories for that student. In this case, the student generates $14,072.20 (before chargeables—other local and state income—revenue sources are considered)!

Student counts are critical to a school district’s funding in Oklahoma. Please take a look at each section of this magazine for the various student counts that your district will need to identify for funding and reporting October 1. We are pleased to offer training on budgets, student counts, and federal programs during the year.

Student counts are not just the responsibility of administrators. Teachers, principals, central office staff and superintendents must know the ins and outs of student counts that generate what may be, on the

average, the largest percentage (%) of the money to a school district. The money that supports each student is an annual appropriation by the legislature. When we advocate for public education, funding is at the top of the list. This year, public schools received an increase of $136.2M in the state aid formula to support education programs and operations in our school districts. Please be prepared to tell your district’s story about how you spend these dollars on education and thank them for their support of funding.

So, let’s get busy counting students for October 1!

Sincerely, Pam Deering, CCOSA/OASA Executive Director ■

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2021-2022 CCOSA MEMBERSHIP FORM

Phone: 405.524.1191 Email: membership@ccosa.org Mail: CCOSA, 2901 N. Lincoln Blvd., Oklahoma City, OK 73105 Fax: 405.524.1196

Please remember that if you are payroll deducting your dues, this form must be submitted to your district payroll clerk.

Step 1: Enter your information below making sure that all fields are completed (front and back).

Step 2: Check the box indicating that all of your information is correct before proceeding to the next step.

Step 3: Choose your association. Your national membership is optional.

Step 4: Choose your payment method: a. Payroll Deduction - You must submit your form to CCOSA and to your district payroll clerk. b. Personal Check (Payment in Full) - Mail form with a personal check to CCOSA. c. Personal Credit Card (Payment in Full) - Call CCOSA to pay by personal credit card and then submit form to CCOSA. Step 5: Choose optional membership benefits.

Step 6: Sign, date, and submit form.

Prefix/Title (Dr/Mr/Mrs/Ms) Last Name

First Name

Middle

Nickname

Suffix (Sr/Jr)

Birthdate (MM/DD/YYYY) Gender

Professional Title

Years in Current Position

District

Office Phone

Ext.

School

Office Fax Work Email

Grades

Home Email

Last 4 of SSN

Ethnicity

County

School Address

City

State

Zip

Home Address

City

State

Zip

Home Phone

Cell Phone

I verify that the above information is correct.

MEMBERSHIPS - CHOOSE YOUR ASSOCIATION

CCOSA Membership is for Administrators serving at ANY level at the state, school district, or site level. Members who serve as administrators are not precluded from joining other CCOSA Associations.

OAESP Oklahoma Association of Elementary School Principals — $300

If you selected OAESP or OASSP and you would also like to be affiliated with OMLEA at no additional cost, check the box below.

OASSP Oklahoma Association of Secondary School Principals — $315

OMLEA Oklahoma Middle Level Educators Association — $0

ODSS Oklahoma Directors of Special Services — $265

OASA* Oklahoma Association of School Administrators

OARSA Oklahoma Association of Retired School Administrators — $35

$385 - Central Office Staff

$405 - Superintendents

Not eligible for professional liability insurance or cyber security optional benefit and must have been an active CCOSA member for a minimum of three years prior to retirement.

*Active membership in OASA shall consist of personnel from the following educational groups who have paid dues to this association: public school superintendents, and, their respective central office administrative staff, State Department of Education administrative staff, Oklahoma colleges and universities administrative staff, Oklahoma School Boards administrative staff, State Department of Career and Technical Education administrative staff and technology center superintendents and their respective administrative staff, and executive directors of organizations formed to advocate solely for public schools and their respective administrative staff. Administrators, superintendents, members, employees, and similar of not-for profit charter, for-profit charter, virtual charter blended schools, non-local board of education sponsored charter schools, and any other organizations that have a similar purpose as these listed organizations are not eligible for any class of OASA membership.

Associate Memberships

Associate Memberships are for School Employees that are not Administrators and are not considered active CCOSA Members.

OAESP/OMLEA Associate — $150

OASSP/OMLEA Associate — $150

ODSS Associate — $150

OASA Associate** — $150

University Associate — $50

Persons currently ENROLLED with state colleges/universities & not holding an administrator position

Business Associate — $150

Business membership is open to any business entity willing to partner with CCOSA. Business members shall not be eligible to vote, hold office, or receive individual active member benefits.

**Associate membership in OASA shall consist of all other personnel who have not been defined as eligible active members and who have paid dues to this association: local board of education sponsored charter school and tribal school superintendents and their respective central office administrative staff, public school support staff serving in an administrative role and who are eligible for membership in any other educational related association. Associate membership will allow the member to participate in professional learning opportunities offered by the association at a member rate. Associate membership will be a non-voting status, not eligible for association awards or to hold an office in the association. Associate membership does not include advocacy efforts on the part of the member.

National Memberships (Optional)

Please note that joining a national association does NOT make you a member of CCOSA.

AASA American Association of School Administrators $235 Less than 350 students

$470 More than 350 students

NAESP National Association of Elementary School Principals $235 Principal

$195 Asst. Principal

$79 Retired

CEC/CASE Council for Exceptional Children/Council of Administrators of Special Education $270 Full Member NASSP National Association of Secondary School Principals $250 Full Member

$80 Emeritus

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2021-2022 CCOSA MEMBERSHIP FORM — Page 2 of 2 Professional Liability Insurance Coverage

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Benefit for active members

Liability coverage is afforded for lawsuits filed against the member while acting in the course and scope of his/her duties as an educator.

Coverage includes: • Up to $1,000,000 per insured, per occurrence for the defense of such suits • Personal Identity Theft claims – up to $10,000 per claim • Assault-Related Personal Property Damage – up to $5,000 • Bail Bonds, if the member is arrested – up to $1,000 per Bail Bond • Reimbursement of Attorney fees, so long as CCOSA member is acting in the course and scope of their duties – up to $5,000 Associate, university associate, business associate, national members and OARSA members are not eligible for this insurance coverage. For more information visit ccosa.org/ membership.

MEMBERSHIP PAYMENT INFORMATION Total Dues Owed

(Membership Dues 2021-2022)

Payment Options

Select only one:

$

Payroll Deduction

Submit your form to CCOSA and to your district payroll clerk.

Personal Check (Payment in Full)

Return form with a personal check.

Personal Credit Card (Payment in Full)

Call CCOSA to pay by personal credit card and then submit form to CCOSA. School district credit cards NOT accepted for dues.

OPTIONAL MEMBERSHIP BENEFITS CYBER SECURITY Enroll in cyber security coverage from CyberScout to protect you and/or your entire family from cyber threats. Coverage includes: • Credit monitoring • Dark web monitoring • Social security number monitoring • Change-of-address monitoring • Credit and debit card monitoring • Email account monitoring • Court records monitoring • Payday loans • Financial ID fraud • Sex offender notification • Password protector • Estate support • Document replacement • Expert resolution services • Child identity theft monitoring • Credit score tracker • Social monitoring • Mobile application • High-risk financial monitoring • Up to $2 million in expense & stolen funds reimbursement • Unauthorized electronic fund transfer recovery Please visit https://ccosa.e.paylogix.com/Login.aspx and sign in with your email address then select “Forgot Password” to set up your payment account.

Following the set up of payments, CyberScout will reach out for more information regarding your coverage. Enrollment is $9.50/month or $114/annually for an individual or $17.50/month or $210/annually for a family. Associate, university associate, business associate, national members, and OARSA members are not eligible for enrollment. For more information visit ccosa.org/membership.

LIFE INSURANCE A life insurance policy is available as an option at a reduced rate from Liberty National to all members, including OARSA members, with the exception of associate, university, business associate and national members. If you are interested in this voluntary option, contact a Liberty National representative at 405-640-4494. For more information visit ccosa.org/membership.

MUTUAL BENEVOLENCE PLAN (MBP) The CCOSA/OkACTE Mutual Benevolence Plan (MBP) organizes and facilitates the voluntary, monetary contributions to the beneficiary of an eligible participant or their spouse (if also enrolled) upon the death of that participant. There is an initial one-time enrollment fee of $40 for the participant, and an additional one-time fee of $40 for the spouse. Each program participant contributes $10 per participant death to the MBP fund to provide financial assistance to the beneficiary of an active participant of the program. Visit ccosa.org/membership/mutual-benevolence-plan for more information and to enroll. Associate, university associate, business associate and national members are not eligible for enrollment.

Agreement to Pay Please check here to indicate you agree to the following terms. I authorize CCOSA to process this transaction, and I agree to pay CCOSA membership dues for the 2021-2022 membership year. In the event I selected payroll deduct, I certify that I have submitted my form to my district payroll clerk. I understand that my membership covers me as an individual and cannot be paid on a direct purchase order by my school district. CCOSA dues are non-refundable. I grant permission to CCOSA to communicate with me via email, phone, text, or fax regarding my CCOSA membership, advocacy, and educational issues.

Member Signature

Date

Membership year runs July 1, 2021 - June 30, 2022

Would You Prefer to Register Online?

The form is available at www.ccosa.org.

You can print your completed forms plus email them directly to your School’s Payroll Processing Clerk. Please note if your membership is to be paid by payroll deduction, it is imperative that you print and submit this completed form to your Payroll Processing Clerk. Your CCOSA membership will not begin until your School’s Payroll Processing Clerk has confirmed your payroll deduction submission to CCOSA. If you have any questions about this form or your online enrollment options, please contact our CCOSA staff at 405-524-1191.

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CALENDAR

Calendar

July 2021 – June 2022

CCOSA Conferences:

OASA Legislative Conference ■■ Jan. 26, 2022 OAESP Mid-Winter Conference ■■ Feb. 10, 2022 OASSP/OMLEA Conference ■■ TBD ODSS Conference ■■ TBD Women in School Leadership Forum ■■ TBD CCOSA Summer Leadership Conference ■■ June 7-9, 2022 CCOSA Summer Leadership Conference & Golf Tournament ■■ June 7, 2022

Fall Law Day ■■ Dec.

13, 2021

Admin. Certification Exam Preparation ■■ Oct. 13, 2021 - Zoom ■■ Jan. 11, 2022 - Zoom ■■ Apr. 5, 2022 - Zoom

Trauma Informed Classroom ■■ Sept. 29-30, 2021 - TBD ■■ Oct. 11-12, 2021 – CCOSA ■■ Apr. 7-8, 2022 - CCOSA

Legislative Briefings ■■ Wednesdays,

beginning Feb. 9, 2022.

(Excluding Mar. 14-18, 2022)

Principal’s Day at the Capitol ■■ Mar.

30, 2022

■■ Sept. 29-30, 2021 - In Person ■■ Jan. 5-6, 2022 - Zoom

Tulsa Model ½ Day Recertification Training

■■ Jan.

4, 2022 AM - Zoom

Creating Uplifting Classrooms ■■ Oct. 26-27, 2021, Dec. 7, 2021 ■■ Jan. 12-13, 2022, Mar. 8, 2022

New Principals Academy ■■ Sept. 16, 2021 ■■ Oct. 8, 2021 ■■ Nov. 18, 2021 ■■ Dec. 9, 2021 ■■ Mar. 30, 2022

& PM - Zoom Zoom

McREL New Administrator Training ■■ Jan. 12, 2022 Day 1 - In Person ■■ Feb. 3, 2022 Day 2 - Zoom

Prin. Day at Capitol

Principal Coaching & Supporting and Sustaining School Leaders ■■ Oct. 5, 2021 ■■ Nov. 09, 2021

Budget Boot Camps Boot Camp II: Advanced School Finance ■■ Sept. 30, 2021 - Owasso, ■■ Oct. 7, 2021 - CCOSA

Tulsa Tech

Boot Camp III: Preparing Next Year’s Budget ■■ Mar.

8, 2022

Early Career Supt. Finance ■■ Nov.

12, 2021

State Revenue Finance ■■ Jan

18, 2022

Treasurer & Encumbrance Clerks

■■ Oct. 13, 2021 - Gordon Cooper CT, Shawnee ■■ Oct. 20, 2021 - High Plains CT, Woodward ■■ Nov. 15, 2021 - NE CT, Afton

TeleSPED ■■ 2nd

Tulsa Model New Administrator Training

■■ Sept. 23, 2021 AM ■■ Jan. 13, 2022 AM -

McREL ½ Day Recertification Training

& 4th Mondays, 12pm-1pm

TeleLEAD ■■ 1st

& 3rd Wednesdays, 9:30am-10:30am

Federal Programs Boot Camps Monitoring: Establishing Routines to Always be Ready ■■ October

6, 2021

S EP TEM BER 2021 | better sch o o ls

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STUDENT COUNTS

Important Updates to the October 1 Student Count The October 1 Student Count deadline is approaching quickly.

In this issue, you’ll find tools to maximize funding opportunities, along with important updates and changes to the way you complete these counts.

FIND INFORMATION ON: ■ Child Nutrition Forms and Economically Disadvantaged Forms in FY22 ■ Student Transportation ■ New Guidance for Identification of English Learners (EL) and Non-EL Bilingual Students ■ Gifted ■ Special Education ■ Project 613 Reimbursements and 615 Special Education Funds ■ The Role of a Principal in Student Counts ■ E-Rate and Online Learning

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STUDENT COUNTS

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STUDENT COUNTS

Understanding the Critical Differences Between Child Nutrition Forms and Economically Disadvantaged Forms in FY22

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

Our goal at CCOSA is to inform our member districts of laws that govern our schools and best practices that elevate our schools to achieve maximum funding and ultimately maximum student success. The Economically Disadvantaged student count is intertwined with the Child Nutrition count and must be thoroughly understood to ensure schools are maximizing all available funding sources and services for our students.

Forms that Generate Funding through the Economically Disadvantaged Status Child Nutrition Designation CEP or NOT CEP Non-CEP Schools (NOT participating in Community Eligibility Provision; Most Oklahoma schools)

CEP Schools (Participating in Community Eligibility Provision)

Forms that Generate Title I Funding ■■ ONLY

through the Child Nutrition Free and Reduced Lunch Form; OR

■■ Direct

Certification (explained below)

■■ CEP

Application, percentages through Child Nutrition formula

Forms that Generate State Aid Funding ■■ Child

Nutrition Free and Reduced Lunch Form; OR

■■ Economically

Form; OR

Disadvantaged

■■ Direct

Certification (explained below)

■■ Economically

Form; OR

■■ Direct

Disadvantaged

Certification (explained below)

Action Steps for Maximizing Funding for Economically Disadvantaged Students: the Cliff Notes in the October 1 Student Counts 1. Collect the forms that verify a student’s eligibility for the Economically Disadvantaged count

A. CEP school sites: ■ Collect

as many Economically Disadvantaged forms as possible

B. Non-CEP school sites: as many Child Nutrition Free and Reduced Lunch Forms as possible to maximize your funding for Title I

■ Collect ■ Collect

Economically Disadvantaged forms for any students who will not complete the Child Nutrition Free and Reduced Lunch Form to maximize your funding in State Aid, State Teacher Index, and E-Rate

2. Once you have collected Child Nutrition Free and Reduced forms or Economically Disadvantaged forms from eligible students, you will then mark all students who are eligible in your student information system so that information is accurately reported through the WAVE in your Economically Disadvantaged student count through:

A. Free and Reduced Lunch forms B. Economically Disadvantaged forms C. Direct Certification

LET’S BREAK IT DOWN BY STATE AID AND TITLE I A. For State Aid Funding It is important to count all of your eligible students as Economically Disadvantaged. Did you realize that every student you are able to count is worth approximately $866.79, a weight of .25, for your District in the State Aid formula?

Significant changes to collecting information on a district’s number of economically disadvantaged children began in 2018. In order to mark a student in your Student Information System (SIS) to be counted as Economically Disadvantaged for State Aid, you must have direct certification or verification of the family’s income.

State Aid Funding Verification of a student’s Economically Disadvantaged status for State Aid must be on file by October 1 using one of the four ways that are approved for a student to be identified as Economically Disadvantaged: 1. the Economically Disadvantaged form, primarily used by CEP schools; OR 2. the Child Nutrition Free and Reduced Lunch applications from the current year; OR 3. direct certification through the Department of Human Services: ■ Foster

care students under the legal responsibility of a foster care agency or the court system

■ Children

ages 3-20, who are receiving SNAP/ TANF benefits

■ Children

participating in the school’s Federal Funded Head Start program; OR

4. direct certification through your school district’s Homeless Liaison for Homeless and unaccompanied youth

Significant education funding sources that are impacted by the Economically Disadvantaged student count in the WAVE are: ■ the

State Teacher Index

■ State

Aid

■ E-Rate

dollars

In addition to funding streams, the Economically Disadvantaged student count pulled from the WAVE is used in a district’s Accountability reports.

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STUDENT COUNTS

B. For Title I Funding Title I student counts come from direct certifications and the Child Nutrition Free and Reduced Lunch form ONLY (with the exception of Community Eligibility Provision (CEP) schools).

Title I Funding Verification of a student’s Economically Disadvantaged status for Title I must be on file by October 1 using one of the three ways that are also approved for a student to be identified as Economically Disadvantaged: 1. qualifying Child Nutrition Free and Reduced Lunch applications; OR 2. direct certification through the Department of Human Services: ■■ Foster

care students under the legal responsibility of a foster care agency or the court system

■■ Children

ages 3-20, who are receiving SNAP/ TANF benefits

■■ Children

participating in the school’s Federal Funded Head Start program; OR

3. direct certification through your school district’s Homeless Liaison for Homeless and unaccompanied youth

C. Unique Nature of Community Eligibility Provision (CEP) Schools In CEP schools, the collection of Economically Disadvantaged Data is unique and critical.

■ All

students in a CEP school receive free meals from the Child Nutrition Program.

■ The

CEP percentage determines the Title I student count.

for State Aid and State Teacher Index, in order for students in a CEP school to be included in the weighted count for Economically Disadvantaged students, districts must have an Economically Disadvantaged form signed by parents for each eligible student as verification of the low-income status, unless they have direct certification as explained above.

■ However,

D. For Free and Reduced Meal Prices What qualifies a student for Free or Reduced meal prices?

Economically Disadvantaged Form

Child Nutrition Free and Reduced Form

Direct Certification

Approved CEP Application

NON-CEP School

No

Yes

Yes

No, not eligible

CEP School

No

No

Yes

Yes

For the Economically Disadvantaged forms and more information, visit https:// sde.ok.gov/economicallydisadvantaged. If you have issues with your data, make sure you contact the Office of Data and Information Systems at the State Department of Education at StudentDataInfo@sde.ok.gov or (405) 521-3020.

Why is it important to collect Child Nutrition Free and Reduced Lunch Forms in October 2021 during a year when all students are eating free?

The Child Nutrition Free and Reduced Lunch Form is the only form that will generate funding for the Title I allocations. The Child Nutrition Free and Reduced Lunch form is also the only form to confirm eligibility to receive free and reduced meal prices in a “normal” school year.

For the Free and Reduced Meal Application forms and more information, visit https://cnp.sde. ok.gov/oknslp/PrintDocuments. aspx. ■

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STUDENT COUNTS

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Student Transportation Count

By Derald Glover, OASA Assistant Executive Director

School funding has many different components, and it is vital that school administrators maximize those funding opportunities. Student transportation represents one of those areas where accurate student counts are important.

A wise school administrator will ensure that every student living 1.5 miles or more from the school is counted and included in their October counts.

Oklahoma statute is as follows: 210:30-5-3. Transportation of students

Each eligible student is worth 1.39 times the Per Capita rate in the state funding formula. Per Capita rates range from $33 per student up to $157 and are calculated by dividing the previous year’s average daily haul (ADH) by the square miles of the district to get the district’s “density figure.” The Per Capita rate is then determined by entering the density figure in the Per Capita table in the SDE Technical Assistance Document.

(a) A student must live in a school district authorized by law to furnish transportation. (b) A student must live one and one-half (1.5) miles or more by commonly traveled road from the school attended. Students living less than one and one-half (1.5) miles from school may be transported, but shall not be counted in determining state aid. (c) A normal school day consists of not less than six (6) hours, exclusive of lunch period, with the exception of the first and kindergarten grades.

Transportation may be provided for kindergarten age students to and from school during the normally scheduled morning and evening bus operation.

Districts desiring to provide additional transportation for kindergarten students at midday may do so at local district expense but it is not required. (d) The local school district is responsible for providing transportation for those students with disabilities identified under the Individuals with Disabilities Education Act (IDEA) for whom transportation has been identified as “related service” necessary to enable the students to receive the educational services outlined in their Individualized Education Programs (IEPs). (e) Students living in a school district not offering the grade which they are entitled to pursue are entitled to transportation to a school authorized by law to provide transportation to and from school provided they have been legally transferred and reside in the high school transportation area of the school they choose to attend.

Make sure you have a process in place to identify the addresses of all students, verify that all eligible students are being counted, even if they choose not to ride the bus, and finally, compare that number to previous years.

Verifying data takes a little time, but it can pay off in more dollars to the district! ■

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STUDENT COUNTS

New Guidance for Identification of English Learners (EL) and Qualified Non-EL Bilingual Students

By Kathy Dunn, Director of Professional Learning for State and Federal Programs, CCOSA, Daniel Ruhl, Executive Director of English Language Proficiency, OSDE, and Taylor Tribble, President, Eduskills

Did you know that English Learners and Non-EL Bilingual Students receive the .25 Bilingual Weight in the State Aid formula, which adds approximately $880 per qualified student?

In addition to the Bilingual Weight in the State Aid formula, English Learners also generate a Title III allocation of approximately $100 per pupil, and Immigrant students may generate an additional approximately $200 per pupil*.

EL and Non-EL Student Counts That Count Students

Bilingual Count in the State Aid Formula approximately $880 per student

Title III, Part A (Project Code 572) English Learner Federal Count approximately $100 per student

Title III, Part A (Project Code 571) Immigrant Federal Count approximately $200 per student

Non-EL Bilingual

✔

X

X

English Learner

✔

✔

X

Immigrant

✔

✔

✔

(Possibly if also qualified as Bilingual)

(Possibly if also qualified as EL)

(To receive an immigrant allocation a district must have a 2% increase in immigrant students over the previous two years’ average)

Who are My English Learners, Non-EL Bilinguals, and Immigrants?

■■ English

Leaner: A student who did not demonstrate English language proficiency when administered a WIDA or state screening tool and has yet to demonstrate English language proficiency via the annually administered English Language Proficiency Assessment (ELPA).

■■ Non-EL

Bilingual: A student determined to be initially English language proficient through participation in the WIDA K Screener or Screener, or subsequently through participation in the ACCESS or Alternate ACCESS assessments, but who meets the criteria necessary (explained below) to generate Bilingual funding through the State Aid equalization formula.

■■ Immigrants: ■■ The

immigrant student is between the ages of 3 and 21;

■■ The

immigrant student was not born in any of the 50 United States, the District of Columbia, or the Commonwealth of Puerto Rico;

■■ The

immigrant student has not been enrolled in a US school for more than three years.

Identifying Both English Learners and Non-EL Bilinguals in the Student Information System to generate the .25 Bilingual Weight in the State Aid formula.

A student’s status as an English Learner or a Non-EL Bilingual Student must be coded within your district’s Student Information System. The WAVE pulls the EL/ Bilingual status from your district’s Student Information System to be used in the State Aid funding formula.

■■ Students

enrolling within the first thirty calendar days of the start of school must have their English Proficiency Code determined within those thirty days.

Students enrolling after the first thirty calendar days of school must have their English Proficiency Code determined within fourteen calendar days of their enrollment.

■■ The

best resource to review a student’s EL-specific assessment and identification history is the Accountability Reporting application housed in Single Sign On.

■■ All

students must be assigned one of the English Proficiency Codes in the chart at right.

English Learner/Non-EL Bilingual Codes for the Student Information System State LEP Status

OK Bilingual State Aid Approx. $880 per student

English Learner/ Bilingual Status

2349

English Learner Limited English Proficient (weighted)

Yes

1633

Fluent English Speaker (not weighted)

No

1634

Fluent English Proficient (weighted Non-EL Bilingual)

Yes

1637

English Learner, Declined LEA EL Services (weighted)

Yes

1636-01

Other Code 01: Former EL, First Year Proficient and Non-EL Bilingual Qualified

Yes

1636-02

Other Code 02: Former EL, Second Year Proficient and Non-EL Bilingual Qualified

Yes

1636-03

Other code 03: Former EL, First Year Proficient and NOT Non-EL Bilingual Qualified

No

1636-04

Other code 04: Former EL, Second Year Proficient and NOT Non-EL Bilingual Qualified

No

1636-05

Other Code 05: Former EL, Three or More Years Proficient and Non-EL Bilingual Qualified

Yes

1636-06

Other code 06: Former EL, Three or More Years Proficient and NOT Non-EL Bilingual Qualified

No

Definitions located in the Appendix of the OSDE’s guidance document found here: https://sde.ok.gov/sites/ default/files/EL%20%26%20Non-EL%20Bilingual%20Process%20Guidance%20FINAL_0.pdf

NEW! Home Language Survey (HLS) for 2021-2022

What else is NEW for the 2021-2022 School Year?

The first step in identifying a districts’ English Learners and Non-EL Bilingual Students is dependent on collecting and keeping on file a Home Language Survey (HLS) form for every student in the district. It is no longer required to collect a new form for every student every year, but it is a requirement to have on file an HLS signed by the parents for every student enrolled in the district. All students must complete an HLS:

The new “Less Often” Non-EL Bilingual Qualification Form is a re-formatting of the previous Home Language Survey score reporting section. A completed form will be required in the annual Bilingual Audit to qualify a “less often” Non-EL Bilingual students who:

■■ During

their initial enrollment with a district, or

■■ When

they re-enroll in a former district after an absence of more than one year

■■ An

LEA must have a completed HLS on file or have the ability to generate a digital HLS with all required information, for EVERY STUDENT.

■■ Conflicting

(e.g., “all English”) HLS responses submitted after a student has been identified as an English Learner have no bearing on that student’s EL status.

New HLS form for 2021-2022 must be used for all new enrollees in FY22. New Guidance as of September 2021: If the HLS form for 2020-2021 has already been obtained through enrollment packets, the new HLS form for FY22 may be used with new enrollees as we move though the school year.

■■ The

1. Tested proficient on the WIDA assessment; AND 2. Tested below Proficient on one of the following assessments: ■■ SAT:

Evidence-Based Reading and Writing score at or below the 35th percentile in the Nationally Representative Sample

■■ ACT:

Current year qualifying Reading scale score will be determined annually in collaboration with ACT

■■ Pre-kindergarten

NRT:

■■ Acadience

Reading Pre-K (PELI): A score at or below the 115 composite level

■■ Istation:

A score in either the Tier 2 or Tier 3 level

■■ NWEA

MAP Reading Fluency assessment: A Level 0 score on the Foundational Skills component

■■ Grades

K-12 NRT: A score at or below the 35th percentile (or equivalent) on any assessment or reading subtest noted on the Norm- Referenced Tests Approved for “Less Often” Non-EL Bilingual Qualification) guidance document (See next page).

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Pre-Kindergarten EL/Non-EL Bilingual Qualification Process If a student is being served prior to kindergarten, the parent or guardian is required to submit a completed a Home Language Survey (HLS). The student should be administered the Oklahoma Pre-K Screening Tool (PKST) if a language other than English is submitted on any one of the three primary language questions (home language, dominant language, and first language learned). Similar to a student enrolled in kindergarten through 12th grade, the submission of a language other than English for any one of these questions means the student is considered “less often,” and the submission of a language other than English for two or more of the questions above means the student is considered “more often.”

Based on the student’s submitted HLS responses and subsequent PKST score, the LEA should proceed as follows: ■■ If

a pre-K student meeting either “less often” or “more often” status does not demonstrate English language proficiency (six or fewer correct responses) when administered the PKST, the student should be assigned 2349/ EL/Limited English Proficient status.

■■ If

a pre-K student with “more often” status demonstrates proficiency (seven or more correct responses) when assessing with the PKST, the student should be assigned 1634/Fluent English Speaker status.

■■ If

a pre-K student with “less often” status demonstrates proficiency (seven or more correct responses) when assessing with the PKST, the LEA may either:

1. Assign the student 1633/Native English Speaker status.

2. Assign the student 1634/Fluent English Speaker if the student achieves a fall semester score that meets the qualifying criteria on one of the approved pre-K assessments below: A. Acadience Reading Pre-K (PELI): A score at or below the 115 composite level B. Istation: A score in either the Tier 2 or Tier 3 level C. NWEA MAP Reading Fluency assessment: A Level 0 score on the Foundational Skills component A student administered the PKST at the pre-K level, regardless of the level of proficiency demonstrated on the assessment, must be re-assessed with the WIDA Kindergarten Screener at the outset of their kindergarten year.

The assessments detailed below are approved for use when qualifying a “less often” student for Non-EL Bilingual status. Note that regardless of the “more often” or “less often” status of the student (determined by the current Home Language Survey responses), a student assigned Non-EL Bilingual status must first demonstrate English language proficiency, either through the initial administration of the WIDA Screener or through subsequent participation in the WIDA ACCESS or Alternate ACCESS assessments.

NORM-REFERENCED TESTS APPROVED FOR “LESS OFTEN” NON-EL BILINGUAL QUALIFICATION

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Where Do I Find More Information on the Process for Identifying English Learners and Non-El Bilinguals for our October 1 Student Counts?

The following resources for understanding the identification of English Learners and NonEL Bilinguals are available for reference on these Oklahoma State Department of Education websites: ■■ EL

and Non-EL Bilingual Process Guidance: Guidance document detailing the state EL identification process and conditions necessary to qualify a student as Non-EL Bilingual (not EL, but still generating a Bilingual allocation through the State Aid funding formula). The document includes an updated EL identification and language coding flow chart for LEA reference.

■■ EL

and Non-EL Bilingual Process Guidance Webinar: Webinar discussing the state EL identification process, updates to the state Home Language Survey, the addition of the “Less Often” Non-EL Bilingual Qualification Form, and an EL identification scenario walkthrough.

■■ Home

Language Survey: Updated version of state Home Language Survey mandated for all new enrollments beginning in the 2021-2022 school year.

■■ “Less

Often” Non-EL Bilingual Qualification Form: New form that will be required in the LEA Bilingual Audit in cases where a student is both “less often” and assigned Non-EL Bilingual status.

■■ Approved

“Less Often” NormReferenced Tests: Guidance document detailing those assessments approved for the purposes of “less often” NonEL Bilingual qualification.

■■ English

Proficiency Coding and the Accountability Reporting Application: Guidance document detailing the steps in correctly determining a student’s appropriate English Proficiency Code using the Accountability Reporting application.

For any additional assistance or clarification regarding this matter, please contact Dan Ruhl at Daniel.ruhl@sde.ok.gov or (405) 522-1220. ■

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STUDENT COUNTS

Gifted Count

Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst Only those students identified as gifted before October 1 become part of the school district’s funding, so it is very important that you have a game plan to ensure a full count of any newly identified students before October 1 to maximize your state dollars. The identification and subsequent service of gifted students are carefully prescribed through Oklahoma Statutes and Oklahoma Administrative Code cited on page 19 of the OAC.

A gifted student receives a 0.34 weight in the Foundation and Salary Incentive Formula.

each nationally standardized test of intellectual ability technical manual. (OAC 210:15-23-1.2)

Schools receive funding based on their gifted student count through two categories.

b. No additional criteria are required for placement. Students can qualify for gifted services through either group or individual tests of ability.

1

Category One students are those identified by their performance on an aptitude test, or nationally standardized test of intellectual ability. Schools will receive funding for ALL Category One students.

There is no cap for the number of students identified and served through Category One. a. Students must score in the top 3% on any nationally standardized test of intellectual ability. This means a composite, total or full scale score in the 97th percentile or above, including the standard error of measure as denoted in

i. Group tests of ability examples: 1. The Otis-Lennon School Ability Test - Pearson 2. Raven’s Progressive Matrices - Pearson 3. Cognitive Abilities Test (CoGAT) - Riverside 4. Naglieri Nonverbal Ability Test- Pearson 5. Multilevel (NNAT) (previously called Matrix Analogies) ii. Individual tests of ability examples: 1. The Stanford-Binet

Intelligence Scale (Fourth Edition and L-M - Riverside) 2. Wechsler Intelligence Scale (III, for Children, and Preschool and Primary - Pearson) 3. The Slosson Intelligence TestRevised - Slosson Publications 4. Kaufman Brief Intelligence Test (KBIT-2) - American Guidance 5. Test of Nonverbal Intelligence (TONI-3) - American Guidance 6. The Woodcock-Johnson Psychoeducational Battery Riverside

A gifted student receives a 0.34 weight in the Foundation and Salary Incentive Formula. c. Students cannot be identified for Category One funding through performance on an achievement test. Examples of achievement tests include, but are not limited to: i. Oklahoma’s Subject-Area Tests through the Oklahoma School Testing Program (OSTP) ii. Comprehensive Test of Basic Skills iii. Metropolitan Achievement Tests iv. SRA Achievement Series v. California Test of Basic Skills vi. Stanford Achievement Test vii. California Achievement Test viii. Iowa Tests of Basic Skills ix. Woodcock-Johnson Tests of Achievement

2

Category Two students are those who meet two or more criteria (a.k.a. multicriteria) that are determined by the local school district and spelled out specifically in each district’s Gifted Educational Plan (GEP). a. This identification process yields information obtained through a variety of procedures and from many independent sources, such as, but not limited to, teacher referrals, parent nominations, achievement tests, observations, a predetermined ability test score (less than 97th percentile), etc. This process is clearly articulated in the district’s Gifted Educational Plan (GEP). b. Although there is no cap to the number of students that can be identified through multicriteria and served, state funding will only be available for up to 8% of the district’s average daily membership (ADM) in this category.

Providing a program to serve students with gifted behaviors is very important. Maximizing your state dollars will help you with enrichment programs and services to meet the specific needs of your students.

It is time for districts to make sure that they have reviewed and updated their Gifted Educational Plan (GEP). Last year, the Oklahoma State Department of Education published a draft for Rules (https:// sde.ok.gov/sites/default/files/ PROPOSED%20DRAFT%20 210.15-23%20Gifted%20and%20 Talented%20Education%20 Regulations.pdf) that would have significantly impacted local district practices as they served students identified as gifted. CCOSA and other education partners immediately responded to the Rules with grave concerns, and the OSDE decided not to pursue passing the new requirements through the Rules process. The concern, however, from the OSDE was valid.

Apparently, some districts have not updated their GEP for over 20 years. If that is the case, it is time — even past time — to update the local GEP. You can access resources from the OSDE here: here: https:// sde.ok.gov/sites/default/files/ documents/files/_District%20 Coordinator%20Manual%20 NEW%20%282%29.pdf to help you as you work through that process. Or, contact us at CCOSA (405.524.1191 or barnett@ccosa.org) if you are interested in your district becoming a CCOSA District Level Services member and receiving technical support as you revise your local GEP. ■

GT Timeline SEPTEMBER 15: Local Advisory Committee Members must be appointed by the local Board of Education

OCTOBER 1: First Local Advisory Committee meeting must be held [subject to OK Open Meetings Act]

OCTOBER 1: GT student count taken

OCTOBER 15: GT Reporting window in Single Sign-On(SSO) opens

NOVEMBER 15: GT Reporting window in SSO closes ■■ NEW!

Districts must upload the district Gifted Education Plan (GEP) [Local Advisory Committee can provide input on the development of the GEP] AND

■■ NEW!

Districts must upload evidence of your Local Advisory Committee meeting [i.e. agenda, minutes, sign-in sheets] ■

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Special Education

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel and Ginger Elliott-Teague, PhD., OSDE

For special education purposes, Child Count is a count of students enrolled in Local Education Agencies and on an IEP as of October 1 of the fiscal year. In addition to identifying children currently served, the count collects primary, secondary and suspected disabilities, as appropriate; child-level least restrictive environments and early childhood environments; and demographics, including race and ethnicity. It serves two purposes: to determine state and federal aid and to measure several annual accountability indicators.

Because accountability and money are involved, it’s critical that districts provide quality child count data. How? In every record in the OK EdPlan, the student must have: ■■ a

valid STN

■■ finalized ■■ an

eligibility and IEP events

educational environment code

■■ complete

disability category information (primary, suspected, etc.) and related services

■■ a

valid grade code

■■ valid ■■ EL

race & ethnicity entries

status

■■ a

date of birth

■■ a

gender

■■ an ■■ a

accredited site code and

valid enrollment status

■■ Students

in Developmental Delay (DD) districts (who are categorized as DD) must have a finalized eligibility document in EdPlan and a suspected disability on their current MEEGS

■■ No

students age 10 or greater can have a disability category of DD

■■ Students

with grade PK must have an updated early childhood environment recorded

■■ Students

no longer present in any district must be exited in EdPlan to match the Student Information System (SIS) un-enrollment date and reason

■■ Every

student must have the correct enrollment status selected on their personal page — Public School, Residential Facility, Correctional Facility, Home/ Hospital, Separate School, or Private School

■■ Students

must be enrolled in the district SIS with the appropriate code (including 3 and 4 year olds being served on IEPs), and

■■ All

duplicate records must be resolved.

How can your district prepare to provide quality child count data?

First, have appropriate personnel participate in OSDE’s annual child count training and continue the work to complete and correct incomplete and inaccurate information on EdPlan well before October 1, 2021. If a district doesn’t have a student’s IEP finalized

by October 1, then the student will not be included in the FY22 SPED child count. Remember, if a district isn’t able to resolve an error prior to October 1, it can still be corrected before the end of the day on October 15 – the day by which the superintendent must certify the district’s data for it to be considered timely. If the error isn’t resolved by that time, the child will not be counted. So, to ensure that every child is counted, participate in training, continue working on your data, get your IEPs completed and get help from OSDE’s Special Education Services staff to resolve lingering errors. ■

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Project 613 Reimbursements and 615 Special Education Funds

By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel

Project 613 The purpose of Project 613 is to increase participation in both OSDE-sponsored events, trainings and conferences and in activities sponsored by other groups that would benefit special education teachers and district staff in improving outcomes for students with disabilities. The list of approved Project 613 learning activities is found here. Each approved activity is tracked in OSDE’s Grants Management System (GMS).

Districts must create an application in the GMS and submit it for preapproval. Thereafter, districts must make a claim that adheres to and is approved through the OSDE Joint Federal Programs Claims Procedures. Depending on the activity, Project 613 reimbursement is offered for mileage, substitutes, registration fees and lodging.

Districts do not receive an allocation for Project 613 funds.

They are available on a first-come, first-served basis to all districts.

Project 615 Again for FY2022, OSDE’s Special Education Services (SES) Section has allocated funds to every school district under Project 615. Its purpose is to provide additional funds to districts for professional development. The only permitted use is for PD activities that increase teachers’ ability to ensure positive outcomes for students with disabilities.

The Project 615 application has been released and is available for districts to complete their FY2022 budget. Access the application through Single Sign On and then: ■■ Click

on the Grants Management/Expenditure Reporting.

■■ On

the GMS Access Select page and change the Select Fiscal Year to 2022.

■■ Create

the Project 615 budget.

Districts must complete a budget for their entire allocation, but can amend their application any time. They can use the funds for a variety of PD opportunities, including inviting speakers in, purchasing books for staff, attending conferences, conducting trainings and attending webinars.

Districts that don’t submit a budget by December 1, 2021 forfeit their allocation, with the funds going back to OSDE-SES for redistribution.

Special education directors, start planning now, keeping the December 1 deadline in mind for Project 615. If you’re not in charge of fiscal matters, help your Superintendent complete the process to use these funds. ■

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Principal Responsibilities in Student Counts

By Glen Abshere, OAESP Executive Director and Will Parker, OASSP/OMLEA Executive Director

As the annual child count day approaches in Oklahoma on October 1, let’s take a look at the weights that affect child count and the funding for school districts. Principals have a responsibility to make sure their data is correct in their school information system.

Students are given certain weights when calculating the state aid for school districts based on their grade and any of their category identifications (listed in the chart on this page). The weights assigned to students show the importance of making sure your data is correct in your student information system.

A few areas for principals to review at the beginning of school include: ■■ Free/Reduced

Lunch Forms: Try to get as many of these forms completed and turned in to child nutrition as possible. Explain to parents that having these forms turned in, even when breakfast and lunch are provided free to everyone, is important to Title 1 funding for your school.

■■ Home

Language Surveys: While a new HLS form is no longer required to be collected from every student each year, each student must have a completed HLS form on file with your district.

If a student re-enrolls in your district after being gone for a year or more, that student is required to complete a new HLS form.

Having families mark if English is spoken “more often” or “less often” is important for additional funding if they qualify as a bilingual student.

■■ Special

Education Referrals: If you have a student that has begun the process of testing for any learning disability, work with your special education department to complete these PRIOR to October 1. Try to have those meetings with parents of identifying students for special education services early. Waiting until October 2 or later will leave money on the table.

■■ Gifted

Education (GT) Referrals: Just like referrals for special education, the process for testing and identifying students for GT services must be completed

by October 1. GT student count data is pulled from your district’s Student Information System (SIS) via the Wave. The student count page of your Gifted and Talented Education Report (due October 15) will be automatically populated with this information.

Below is a breakdown of the grade weights for students and their categories. It is important for school building administrators to ensure their data is correct to make sure dollars are not left on the table.

Grade Level

Funding Weights

Students in Early Childhood or PK3 (3-year olds with an IEP)

1.2

PreK (Half-day)

0.7

PreK (Full Day)

1.3

Kindergarten (Half Day)

1.3

Kindergarten (Full Day)

1.5

1st-2nd Grade

1.351

3rd Grade

1.051

4th-6th Grade

1.0

7th-12th Grade

1.2

In addition to receiving funds for these students, students also receive additional weights based on categories.

Gifted and Talented Identification

0.34

Bilingual Student

0.25

Economically Disadvantaged (F/R Lunch)

0.25

Special Education Weights

Funding Weights

Specific Learning Disability (SLD)

0.40

Deafness/Hearing Impairment (HI)

2.90

Visual Impairment (VI)

3.80

Multiple Disabilities (MD)

2.40

Speech or Language Impairment (SI)

0.05

Intellectual Disability (ID)

1.30

Traumatic Brain Injury (TBI)

2.40

Autism

2.40

Emotional Disturbance (ED)

2.50

Orthopedic Impairment (OI)

1.20

Other Health Impairment (OHI)

1.20

Deaf-Blindness (D/B)

3.80

Special Ed Summer Program (ESY)

1.20

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As your superintendents are asking for a count of students physically in your classrooms, remember they not only want to know how many students are in your building but the categories of students as well. Accurate student counts mean appropriate funding and subsequent appropriate services for students during the school year ahead. ■

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E-Rate, Emergency Connectivity Fund, and Connected Learning

By Deborah Sovereign, CPA, CEMP and Rachel Botts, CEMP For decades, the Federal E-Rate program has supported student learning by investing in campus connectivity. First through telephone and early internet services, and now with diverse, cutting-edge technologies to connect campuses to highspeed networks and outfit school buildings with the latest wireless technologies, ensuring learning can happen no matter where they sit.

The COVID-19 pandemic pushed the limits of every system, but few more than education. Many districts had little to no experience with distance learning and those that did have experience also had aging and broken devices, if any at all. Districts that were already 1:1 struggled with lagging internet and connectivity issues. The Emergency Connectivity Fund (ECF) was designed to address some of these challenges by making funding available to eligible schools and

libraries for connected devices and broadband connections for students, school staff and library patrons.

funding among school sites as you see fit. The minimum budget has increased to $25,000 for smaller districts.

Schools and libraries requested $5.137 billion during the first ECF window that will support:

Both E-Rate and OUSF will support bandwidth levels recommended by SETDA.

■■ 5.4

WAN bandwidth recommendation is 10Gbps per 1000 users.

■■ 9.1

Internet Bandwidth

million broadband connections and million connected devices.

The initial demand and rising COVID-19 infections across the country prompted the FCC to change course and open a second window September 28, 2021, to October 13, 2021 to provide for any additional need for this coming year. Nearly $2 billion remains for this window and all eligible entities are encouraged to submit requests to meet their needs Schools have E-Rate budgets of $167 per student for the period of July 1, 2021, to June 30, 2026. The budget cap is calculated districtwide so you can allocate the

■■ 4.3

Mbps/Student

■■ 3

Mbps/Student

■■ 2

Mbps/Student

The Oklahoma Corporation Commission may provide support for bandwidth increases in response to COVID-19 through June 30, 2022. Upgrades are reviewed for reasonableness and evidence supporting the need for additional bandwidth. Find more information at: http://www.occeweb.com/PU/ OUSF/OUSF.htm ■

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Navigating

HB1775 Be Proactive.

Be Intentional.

By William D. Parker, OASSP/OMLEA Executive Director

A middle school principal talked with a parent who was upset about what she perceived was Critical Race Theory being taught in the school. The parent was fearful of what political messages the school may be sending, but wasn’t fully aware of what lessons were actually taught in the classroom.

The principal shared that it is not the school’s job to take a position on politics, but instead to teach respect for the dignity of others, specifically through the Oklahoma Academic Standards (OAS).

CCOSA created the School Leadership Guide to the OAS, which includes a summary of HB1775, the Emergency Rules issues from the Oklahoma State Board of Education and a guide to the OAS with practical suggestions. Access the guide here: https://tinyurl. com/4ajsd2c6.

These include the following considerations (abbreviated here): the OAS, particularly 1 Know in Social Studies.

2 3

Share links to the OAS so that everyone has access to the standards.

Share the focus on positive citizenship promoted in the standards within your building’s grade levels. For example, PK-2 emphasizes pride in country, its people and its symbols — the flag, the Pledge of Allegiance, and the national anthem.

4

Emphasize the positive.

OAS in Social Studies teach children the principles that unite, inspire, and honor all Americans. This includes

S EP TEM BER 2021 | better sch o o ls

lessons on the Revolutionary War (5th and 8th grades), the Declaration of Independence (5th, 8th, and US History — 11th grades), and the Constitutional Convention (5th and 8th grades).

Educators should teach with intellectual honesty and accuracy so that students learn to embrace and preserve the successes of previous generations while also identifying and avoiding their mistakes.

5

Be prepared and know standards that may create questions. Acknowledge that the standards, at appropriate grade levels, do include painful, difficult, and uncomfortable parts of our history. However, these subjects are included alongside topics that generate pride in our country by recognizing entrepreneurship (OKH.5.4) and American contributions during World War II (OKH.5.9).

6

Make sure that any supplemental instructional materials align with the OAS. Avoid teaching by Pinterest or the latest cool thing on YouTube or TikTok. Be intentional when choosing supplemental materials.

7

Ensure that your teachers are intentional about choosing their instructional activities and that the content clearly aligns with and supports the OAS and does not teach or promote any of the eight prohibited concepts identified both in law and in Rules.

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CCOSA’s School Leadership Guide to OAS includes an article by Alicia L. Moore and Molly Deshaies on Ten Tips for Facilitating Classroom Discussions on Sensitive Topics. Ensuring your teachers are prepared to lead productive, wellfacilitated conversations is essential to good teaching. Moore and Deshaies explain ten areas in their article, including: 1 Set the stage.

2 Know yourself.

3 Recognize the diversity of your students.

4 Set a framework and objective for the discussion.

5 Provide a common base for understanding.

6 Be an active facilitator.

7 Foster civility.

8 Be prepared to deal with tense or emotional moments.

9 Summarize.

10 Reflect.

As Moore and Deshaies note, “Every teacher will inevitably face a moment in the classroom when a sensitive topic, situation or event arises. You can never be sure of when these topics will come up, but you can prepare yourself.” Managing feedback and concerns from students, teachers and parents can be challenging in the face of these new rules, but CCOSA is here to help in applying these practical suggestions in your schools. Reach out to Dr. Jeanene Barnett at barnett@ccosa.org with questions. ■

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Very Early to Predict FY22 Mid-Term Funding Factor

By Derald Glover, OASA Assistant Executive Director An early estimate of what the state funding factor maybe be at mid-term this year.

Facts: XXThe FY22 initial state aid factor

is $3,517.17 per weighted average daily membership (WADM). An increase of $126 over the final FY21 allocation.

XXThe state appropriated

$2,437,246,699 to the funding formula in FY22, which was an increase of $136.2 million over FY21.

XXThe state held out $7.6 million

for the Lindsey Nicole Henry Scholarship, $965,814 for two new charter schools, and $48,744,934 (2%) for the midterm adjustment.

XXThe high year WADM (based on

FY20 and FY21) to start the year is 1,196,319 which is 37,000 higher than the FY21 initial WADM and 18,000 lower than the end of the year FY21 count.* * If HB2078 were already in effect and funding was based upon FY21 WADM only, the WADM would be 1,124,837.

Variables that will affect the mid-term Factor estimate: XX The growth of WADM at mid-term: ■■ Last

year saw an unprecedented growth of 55,000 WADM due to students transferring to statewide virtual schools.*

■■ Indications

are that many of those students are returning to their community schools.

Until we know that number, it will be very difficult to make an accurate prediction.

■■ Before

COVID, the average mid-term WADM increase over the previous 5 years was approximately 23,000 WADM which included increasing charter weights from 1.331 to actual weight (which is no longer a factor). At this time, an increase of 30,000 is estimated.

* Something to watch! Last year a new law was passed that allowed statewide virtual schools to be funded on the previous two high years as with all schools. However, if a virtual school’s WADM drops 15% at mid-term, that school will be funded on that mid-term figure and not the high year. The Statewide Virtual Board stated in their last meeting that EPIC One on One was starting FY22 with 5,000 less students than they started FY21. Their high year count was 33,000 students. 15% of 33,000 is 4,950. If EPIC’s funding is adjusted from their high year to current year, that will help offset the growth of the transfer students and infuse money in the formula.

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All indications point to an economic recovery in the state. This means that schools don’t have to worry about state cuts this year. This fact along with the addition of ESSER funds put schools in a positive position. Schools that were already in the black can look for innovative ways to improve academic opportunities using ESSER funding.

Schools that were operating marginally can use ESSER funds to plan cuts needed to be in better financial shape when ESSER runs out in FY25.

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For clarity, these numbers instead of the above numbers and calculations are provided below.

Please understand that there are variables that had to be estimated and a more accurate estimate will be given as we get more information.

We will keep a close eye on the drop in EPIC One on One counts as that could sway the mid-term growth numbers greatly.

If you would like to make your own estimate and try to “out guess” our CCOSA estimator, visit https://ccosaorg.finalsite. com/advocacy/mid-term-estimate and enter your estimate for the FY22 Mid-Term Factor by December 1. The CCOSA member with the closest guess to the factor at mid-term will receive free registration to the OASA Legislative Conference! A win-win!

Mid-Term (Very Early) Formula Calculations FY22 Available Formula Dollars: 2% set aside...........................................................................................$48,744,934 Estimated Ad Valorem increase..................................................+ $53,000,000 Estimated County 4 mill increase.................................................+ $6,000,000 Total Dollars Available............................................................... $107,744,934

WADM Calculations: XXAd Valorem growth: ■■ CCOSA

uses an average Ad Valorem growth of $53 million at mid-term. This can vary greatly, but is a general estimate.

■■ The

only other variable that could affect mid-term is county 4 mill as the initial county 4 mill chargeable is based on the previous 11-month collections.

The final month will slightly affect the mid-term. A general estimate is to anticipate a $6 million growth.

■■

Slight adjustments may be needed to fund the LNH Scholarship in December.

Initial FY22 WADM........................................................................................ 1,196,319 Estimated “Very Early” Increase 30,000 (See explanation above)

FY22 WADM (mid-year)............................................................................ 1,226,319 Total Dollars Needed........................................30,000 x $3,517 = $105,515,100 Extra $ available at mid-term......$107,744,934 - $105,515,100 = $2,229,834 Gain to factor..........................................................$2,229,834/1,226,319 = $1.82 FY22 Initial Factor............................................................................... $3,517.17 Mid-term gain ......................................................................................................$1.82 FY22 Mid-term Factor............................................................................... $3,518.99

NOTE! These are very early estimates. Many variables can sway this estimate several dollars. However, with these early estimates it appears that a 30,000 WADM growth will keep the factor relatively the same.

Anything less than 30,000 WADM growth will add to the factor, and anything more will reduce it. ■

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New Guidance from the American Rescue Plan ESSER III on Maintenance of Equity (MoEquity) at the District Level

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

Overview of MoEquity In FYs 2022 (SY 2021-2022) and 2023 (SY 2022-2023), LEAs may not reduce: ■■ Per-pupil

state and local funding to high-poverty schools more than the total reduction in per-pupil funding to all schools (ED calls this “funding equity”), AND

■■ Per-pupil

FTEs to high-poverty schools more than the total reduction in per-pupil FTEs in all schools (ED calls this “staffing equity”).

■■ LEAs

must satisfy both tests.

Key Points in Maintenance of Equity (MoEquity) at the District Level ■■ Maintenance

of Equity (MoEquity) is a new fiscal rule under ARP ESSER that limits funding or staffing cuts to certain schools in 2021-2022 and 2022-2023.

■■ It

applies even if an LEA is maintaining or increasing its overall budget.

■■ ED

expects LEAs to calculate MoEquity “once it has final appropriated and allocated amounts” for each school

■■ It

applies to all LEAs that receive ARP ESSER funds, with limited exceptions

■■ LEAs

that are exempt from MoEquity are: ■■ LEAs

with a total enrollment of less than 1,000 students,

■■ LEAs

that operate only one school, and

■■ LEAs

that have only one school per grade span.

■■ For

MOEquity determinations in FY 2022 only, the USDE recognizes that LEAs may face certain one- time implementation challenges due to the enactment of the ARP Act in March 2021— when LEA budgeting was already underway in many places—and the impact of the pandemic that has resulted in significant ongoing uncertainty about school-level enrollment

for the 2021-2022 school year.

Therefore, an LEA experiencing these circumstances may demonstrate that it is excepted from the MOEquity requirements for FY 2022 by certifying to the Department that it did not and will not implement an aggregate reduction in combined State and local per-pupil funding in FY 2022 (i.e., is not facing overall budget reductions).

(Updated FAQ 32. https://oese. ed.gov/files/2021/08/Maintenanceof-Equity-updated-FAQs_ final_08.06.2021.pdf)

Identifying a District’s High Poverty Schools for MoEquity ■■ For

MoEquity purposes, highpoverty schools are the poorest 25% of schools in the LEA, with the USED rounding up for any decimal. For example, a district with 9 schools would have to consider 3 schools in the top 25% (rounding up from 2.25)

■■ SEAs

determine which poverty measures LEAs should use.

■■ SEAs

may choose from among the following measures: ■■ Census

data,

■■ Free

and reduced-price lunch eligibility,

■■ TANF

eligibility,

■■ Medicaid ■■ A

eligibility, or

composite of the above measures.

What is Included in Calculating Fiscal MoEquity?

■■ State

and local funding includes all sources of state and local funds the LEA has available for “current expenditures for free public education.”

■■ This

is a term defined by ESEA (Sec. 8101(12)).

■■ It

includes administration, instruction, attendance and health services, pupil transportation services, operation and maintenance, fixed charges and net expenditures to cover deficits for food services.

■■ It

excludes community services, capital outlay, and debt services.

■■ It

does not include federal funds or charitable contributions.

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■■ LEAs

can exclude one-time disbursements for a specific purpose, like a revenue surplus that was distributed only for one year. (New option as of 8/6/2021.)

What is Included in Calculating Staffing MoEquity?

■■ Includes

all employees and contracted staff who perform school-level services.

■■ Staff

who split time between one or more school should be apportioned among the schools.

■■ Calculations

should be done once enrollment and staff decisions are “final for a specific school year.”

■■ LEAs

do not have to recalculate based on unpredictable changes in enrollment or staff assignments later in the school year.

■■ As

with fiscal equity, the LEA cannot reduce per-pupil FTEs in high- poverty schools below the reduction in per-pupil FTEs in all schools.

■■ As

with fiscal equity, as things stand now, under ED’s guidance, if per-pupil FTEs in the aggregate for all schools across the LEA stays the same or goes up in 2022-2023 compared to 20212022, then LEAs will not be able to cut per-pupil FTEs in any highpoverty school below its 20212022 levels.

Considerations for LEAs Regarding Staffing MoEquity:

Unintended Consequences The current calculations for Staffing MoEquity are simply to divide the number of staff by the number of students in the school. ED has said it will consider exceptions but cautions there will be few

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circumstances that will qualify for an exemption. Situations such as these are concerning: ■■ Increasing

staff diversity. Staff in a high-poverty school retire or resign, and the LEA replaces them with more diverse but less senior staff. The school’s FTE levels will remain the same, but its per-pupil allocation may go down.

■■ Program

adjustments to improve services for high-need schools. An LEA decides to make program adjustments like replacing paraprofessionals with fewer but possibly higher-impact FTEs like reading specialists. Perpupil spending remains the same, but the school’s FTE levels will go down.

■■ Integration

initiatives. An LEA wants to change its attendance boundaries to reduce poverty concentrations and increase integration. Enrollment shifts will affect MOEquity calculations in ways that may be hard to predict.

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For 20212022 only at this time, Exception for LEAs with No Funding Cuts ■■ If

an LEA can certify that it will not implement an aggregate reduction in state and local per-pupil funding in 2021-2022 compared to 2020-2021, then ED will consider that to be a qualifying exception to the MOEquity requirement for this year. (The exemption covers both the fiscal equity and staffing equity tests.)

ED Announced It Will Seek Input on the MoEquity Plan ■■ ED

announced it plans to release a Request for Information to invite public comment on MOEquity issues, which will inform ED’s future guidance (and potentially regulations).

■■ It

is important to hear from a diverse range of LEA staff – including perspectives from leadership, finance staff, data and reporting staff, program staff, etc.

■■ The

more ED understands how LEA budgets, staffing, and programming decisions work, the better informed its guidance will be.

Educators Should be Diligent to Study and Respond to ED’s Offer for Input ■■ Be

informed about how MoEquity will affect Oklahoma schools.

■■ When

given the opportunity, provide input to guide ED’s understanding of the realities of schools’ fiscal and staffing decisions

■■ Support

the professional organizations who advocate for good policy (CCOSA, AASA, etc.) ■

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Interim Studies 2021 Tax Protests, EMOs, Student Success, and More

By Dr. Jeanene Barnett, CCOSA Education Policy and Research Analyst

The work from interim studies can guide future legislation and reveal topics that interest leaders.

Any member of the House or Senate can request an interim study over legislative and policy issues. Sometimes, interim studies address issues that have been the subject of legislation that failed to pass in previous sessions but members desire more in-depth consideration.

A committee may devote anywhere from one hour to several full meetings to each study. Local

and national experts may be invited to testify at interim study meetings. In the past few years, CCOSA members and staff have been asked to make presentations.

In the Senate, the President Pro Tempore approves the interim study requests and then assigns them to the appropriate standing committee. The committee chair then decides which studies will be heard and when. Of the 72

Senate interim studies, 14 are education-related.

In the House, the Speaker decides which studies to approve or disapprove. In some cases, House study requests on similar subjects are combined into a single study. Some studies may be considered jointly by the House and Senate. Of the 135 approved House interim studies in 2021, 43 are education-related.

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Some Interim Studies to Watch Wind/Oil/Gas Tax Protest: PROTEST Fund - finding a solution for Wind Ad Valorem that funds local schools when that funding is protested (House 21-098 & House 21-009) Rep. John Pfeiffer, R-Mulhall and Rep. Carl Newton, R-Woodward have the goal of bringing all the players to the table (Department of Education, Local Schools, and State Auditor's Office) to come up with a legislative solution so schools that depend on those wind ad valorem dollars can still. (Scheduled for Sept. 22)

Educational Management Organization (House 21-013) Rep. Shelia Dills, R-Tulsa, will review contractual agreements, including, but not limited to, competitive bidding and purchasing requirements. (Scheduled for Oct. 4)

Education post covid's effects on learning outcomes and possible solutions (House 21-089; Senate 2021-58) Rep. Rhonda Baker, R-Yukon, and Sen. Adam Pugh, R-Edmond, will study how Covid has effected learning outcomes in Oklahoma students and what can be done to bring students back up to level. This study will look at K-12 and college freshman, where it is anticipated there will be remediation levels needed.

Study on teacher credentialing and certification (House 21-093; Senate-59) Rep. Rhonda Baker, R-Yukon, and Sen. Adam Pugh, R-Edmond, will study innovative approaches to education human capital.

Oklahoma, like most states, faces an acute teacher shortage.

This study will look at how other states have attempted to address the teacher shortage through changes in certification law and/ or investing in programs aiming to reward highly effective teachers.

This study will also encompass teacher certification and teacher quality.

Charter School Sponsors (House 21-014) Rep. Shelia Dills, R-Tulsa, will review contracts agreements and best practices for charter school sponsors. (Scheduled for Oct. 4) Comparing public, charter, online, and private schools (Senate 2021-69) Sen. Jessica Garvin, R-Duncan, will study graduation rates, attendance rates, school achievement, and student success, comparing between public, charter, online, and private schools.

Computer Science Education (House 21-088) Rep. Rhonda Baker, R-Yukon, will explain what computer science education looks like at the elementary, middle and high school levels.

CCOSA team members remain engaged with legislative issues, but we depend on our superintendents, principals and special services leaders to keep us informed of any local legislator conversations that may give us insight into the 2022 Legislative Session. Please let us know if your legislator approaches you about presenting at or providing input for an interim study. We want to make sure that we credit our CCOSA members who are called upon as experts for the interim studies.

Each time that you tell your story, you build the credibility of Oklahoma education professionals. The more you build respectful relationships with your legislators, the easier it makes our jobs at the Capitol. ■

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Maximizing your

ESSER Funds

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

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47

ESSER ALLOWABLE EXPENSES

1 2

Any activity under ESEA, IDEA, Perkins Act, the Adult Education and Family Literacy Act, or subtitle B of title VII of McKinney-Vento.

Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus.

3 4

Providing principals and other school leaders with the resources necessary to address the needs of their individual schools.

Activities to address the unique needs of lowincome children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.

5 6 7 8

Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies.

12

Planning and implementing activities related to summer learning and supplemental after-school programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care.

Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including by:

■■ Administering

and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction.

■■ Implementing

evidence-based activities to meet the comprehensive needs of students.

■■ Providing

Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases.

Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency.

Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the IDEA and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.

9

10 11

Providing mental health services and supports.

Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.

information and assistance to parents and families on how they can effectively support students, including in a distance learning environment.

■■ Tracking

student attendance and improving student engagement in distance education.

13 14 15

School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.

Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.

Other activities that are necessary to maintain the operation of and continuity of services in local educational agencies and continuing to employ existing staff of the local educational agency. ■

For questions about ESSER funding and allowable expenses, reach out to Kathy Dunn, CCOSA Director of Professional Learning for State and Federal Programs at dunn@ccosa.org.

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A Second $250,000 Safety Equipment Grant Awarded to All Members of the Oklahoma School Assurance Group in 2021-2022 The OSAG Board of Trustees has unanimously approved an award to ALL OSAG member school districts with a $250,000 OSAG Safety Equipment Grant! This is the 2nd OSAG Safety Equipment Grant award, and will provide every OSAG member with funding to purchase safety equipment for the district to assist in making a safer workplace environment. Increased awareness of safety helps to decrease workers’ compensation claims, resulting in lower premiums due by our schools.

The Oklahoma School Assurance Group was founded in 1994 as an avenue for public school districts to obtain fully insured workers’ compensation services. OSAG is the largest provider of workers’ compensation services to the Oklahoma public schools, with a current membership of four hundred ninety-five member districts. All OSAG members are owners of the program, sharing equity ownership in both OSAG and CompSource Mutual.

OSAG is an Interlocal Cooperation Act Agency of Schools, governed by a five-member board of trustees. OSAG operates under the motto “to provide the most efficient and economical workers’ compensation services to Oklahoma public schools.”

OSAG has partnered with the CompSource Mutual Insurance Company since inception, providing a ZERO risk, fully insured program, with all OSAG funds belonging to OSAG members.

Because of this partnership, OSAG member districts have accumulated a total savings of $105,066,916 since 1994. This savings includes upfront premium discounts compared to outside markets, along with refunds and performance dividends awarded to membership in the amount of $22,452,981!

OSAG understands the monetary budget restraints placed on our district members.

Collectively, we continue to search for ways to help our districts in this area.

The OSAG Safety Equipment Grant will be awarded to ALL OSAG members in the 2021-2022 policy year effective July 1, 2021. Communications are underway to determine distribution amounts, application process, and further notifications. Watch for your award notification soon!

www.okschoolassurancegroup.org 800-699-5905

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SB229: The Redbud School Funding Act

By Dr. Pam Deering, CCOSA/OASA Executive Director and Derald Glover, OASA Assistant Executive Director Oklahoma has always had one of the most equitable state funding formulas for schools’ general funds. However, building funds have not enjoyed the same equity. The state has had a “State Public Common School Building Equalization Fund” for many years but it was never funded. In the 2021 state legislative session, the Redbud School Funding Act, which provides funding for the Common School Building Equalization Fund, was passed. Below are some key components of this new law: ■■ The

money for the fund will come from medical marijuana retail sales.

■■ Redbud

■■ For

FY2022, the first $65 million collected will apportion 59.23% to the Building Equalization Fund.

■■ For

■■ For

■■ SDE

FY2023 and beyond, apportionments will be based upon prior year tax collections of medical marijuana retail sales, not to exceed three-fourths of the tax collected. If this amount is insufficient an additional amount will be apportioned from sales tax collections.

■■ All

brick-and-mortar public schools may participate in the fund including those who utilize “blended instruction” opportunities.

“Blended Instruction” is defined as a combination of brick-and-mortar learning and virtual learning that includes elements of a student’s control over place, pace, and path of learning. A blended student must participate in at least one unit or set of competencies at a physical school building in a traditional classroom setting. An eligible charter school must provide traditional or blended instruction to at least two-thirds of its students. Schools sponsored by the Statewide Virtual Charter School Board are not eligible.

■■ The

State Department of Education (SDE) shall disburse redbud school grants annually from the State Public Common School Building Fund to public schools and eligible charter schools.

School Grants shall be determined as follows:

each district, the SDE will add one-fourth of a district’s county fourmill levy to the new revenue generated by the five-mill building levy to determine the nonchargeable millage. will total all of the nonchargeable millage and divide that total by the average daily membership (ADM) of the preceding school year to obtain the statewide nonchargeable millage per student (known as the baseline local funding per student).

■■ All

eligible charter schools will be included in the above calculations as unique school districts.

■■ For

each school district below the baseline local funding per student, SDE will shall subtract the baseline from the average nonchargeable millage per student for each district to determine the shortfall for each district.

■■ The

shortfall will then be multiplied by the ADM of the preceding school year of the eligible district. The resulting amount will be the Redbud school funding amount for that district.

Except as authorized by state law, a charter school shall not be eligible to receive state-dedicated, local, or county revenue. A charter school shall be considered a local education agency for purposes of funding. The legal average daily attendance (ADA) for purposes of distributions contained in state law shall not include the ADA for students enrolled in a charter school.

In conclusion...

The Redbud School Funding Act is one of the bright spots of the past legislative session for Oklahoma’s public schools. Once the state gathers the data and establishes the rules for distribution, eligible schools will start receiving the funds. This should occur after the fall of each school year. ■

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OkC | Tulsa | Ardmore | Enid | Muskogee www.summittruckgroup.com

ASSOCIATION UPDATES

S EP TEM BER S EP2021 TEMBER | better 2021 |sch bet o otls er sch51 o o ls

OASA

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

OASA is continuing its efforts to provide strong advocacy and quality member services while at the same time delivering the highest quality leadership training. Legislative interim studies are being scheduled and OASA will be there to present to those studies that will affect school leadership.

Tax protests, education savings accounts, the new transfer law, and school funding are just a few of the areas that OASA will continue to focus on this year.

■■ The

State Department of Education sent out the initial state aid allocations to schools on July 20th. Since $136.2 million was added to the formula, we did see a nice increase in the factor as we predicted. The factor increased $126 from the final factor last year, bringing the total factor to $3,517.17/ WADM. OASA made an early prediction of $3,504 in May. The good news is that SDE held out 2% for mid-term instead of the usual 1.5%. That, combined with normal ad valorem growth, will hopefully cover anticipated increases in WADM. ■■ In

July, Dr. Deering, Dr. Melonie Hau, and Drew Eichelberger attended the AASA Federal Relations Network in Washington D.C. They were able to meet with legislative staff and express our concerns over various education issues, along with our appreciation for the COVID-related federal dollars.

■■ Last

year OASA provided numerous “Touch Bases” meetings to provide up-to-date information and ideas for handling the pandemic in their schools. Due to the everchanging issues around COVID, Touch Bases meetings are being held when discussion as needed, and we will resume providing lunch time CCOSA Connects zoom meetings to address current topics.

OSSBA/CCOSA Education Leadership Conference was held August 26-29. It was great to be back together face-to-face.

Another training that is in-person again this year is the First Year Superintendent’s Program.

OASA is proud to have integrated the Professional Standards for Educational Excellence (PSEL) and Oklahoma’s Vision for Education Standards to the required standards in state law.

This rich combination of standards has made the training a truly professional accomplishment for new superintendents. Currently, there are forty-two first year superintendents attending the training. It is important that you reach out to those in your area to offer guidance and direction.

■■ The

OASA School Finance Bootcamps are a great way to ensure that you stay abreast of the current state of Oklahoma school funding, learn about the nuances of the school funding formula, and work towards becoming a truly professional budget maker.

■■ The

■■ All

bootcamps will give a report on the state of school funding, but Bootcamp I will focus on basic school finance principles. Bootcamp II is advanced school finance and will go deeper into budget development.

Bootcamp III is a spring workshop that guides a school in projecting the budget for the upcoming school year and assists in making wise decisions on hiring. Look for registrations for remaining Budget Bootcamps in your email soon.

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This series of trainings will be your best guidance for maximizing your federal program dollars.

Kathy Dunn, CCOSA’s Director of Professional Learning for State and Federal Programs, will lead the trainings. They are a must for central office staff who are leading your federal programs.

ASSOCIATION UPDATES

■■ The

Join Us! OASA’s strength comes from its many members. We want to be sure that all of our superintendents, principals, special services directors and central office staff have the opportunity to become members of CCOSA/OASA and the other organizations under the CCOSA umbrella. We are so much stronger with advocacy efforts and professional learning when we are joined together as members. Thank you for renewing if you are already a member! Help us grow new members in your district! . Please remember that school administrators must pay for their own dues, but can have that amount included in their contract.

If you would like sample language to include your professional dues in your contract, please contact Dr. Deering at deering@ccosa.org or Derald Glover at glover@ccosa.org.

➤ CCOSA’s District Level Services (DLS) provides a great opportunity for you to add directors, finance staff, and other members of your leadership team to participate in CCOSA workshops, get advice from CCOSA staff, and take advantage of the zoom consortiums and Frameworks. Besides the free workshops and Frameworks, now DLS member schools have access to 8 out of the 10 required beginning year professional development presentations. This easy to access digital training takes the burden away from the school to find experts and presenters for those topics. We are committed to continuing to build quality frameworks and trainings. If you have needs or ideas that you would like for us to add, please do not hesitate to contact us.

➤OASA is your professional organization and will continue to respond to the needs of its 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 network, 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! ■

OASA Executive Committee: President: Kyle Reynolds, Woodward Public Schools President-Elect: Dr. Matt Posey, Bethel Public Schools Vice-President: Kevin Hime, Lawton Public Schools Past-President: Dr. April Grace, Shawnee Public Schools D-1: Angela Rhoades, Guymon Public Schools D-2: Dale Spradlin, Buffalo Public Schools D-3: Dr. Darrell Floyd, Enid Public Schools D-4: Shelley Arrott, Ponca City Public Schools D-5: Sherry Durkee, Sand Springs Public Schools D-6: Patrick Dodson, Grove Public Schools D-7: Dr. Rick Cobb, Mid-Del Public Schools D-8: Dr. Jeff Taylor, Pretty Water Public Schools D-9: Mark Bowlan, Grove Public Schools D-10: Scott Farmer, Fort Gibson Public Schools D-11: Geri Gilstrap, Stilwell Public Schools D-12: Jeff Daugherty, Merritt Public Schools

D-13: Chad Hance, Cache Public Schools D-14: Jerime Parker, Amber-Pocasset Public Schools D-15: George Coffman, Marlow Public Schools D-16: Matt Holder, Sulphur Public Schools D-17: Lee Northcutt, Caddo Public Schools D-18: Dr. Beatrice Butler, Wilburton Public Schools D-19: Doug Brown, Idabel Public Schools D-20: Tony Hancock, Caddo Kiowa Tech Center AASA Governing Board–Office 1: Drew Eichelberger, Bethany Public Schools AASA Governing Board–Office 2: Dr. Melonie Hau, Newcastle Public Schools At Large: Corey Bunch, Cherokee Nation At Large: Cecilia Robinson-Woods, Millwood Public Schools Advisory: Dr. Keith Ballard, OU-Tulsa Campus Advisory: Dr. Sharon Lease, Mid-America Christian University Advisory: Dr. Kent Shellenberger, Southern Nazarene University

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

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ASSOCIATION UPDATES

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OASSP / OMLEA Will Parker, OASSP/OMLEA Executive Director

The new school year still has its challenges as principals navigate new legislative actions and changing public health conditions.

Thank you for the collaborative work you are doing to serve Oklahoma secondary schools!

Summer Business Meeting On June 30, 2021, the OASSP Executive Committee met virtually for its final 2020-2021 business meeting. President Dusty Throckmorton acknowledged this year’s retirees: ■■ Marshall

Brence, Principal, Pansy Kidd MS, Poteau Public Schools

■■ Kira

Kelsey, Principal, Owasso 6th Grade Center, Owasso Public Schools

■■ Derek

Hallum, Assistant Principal, Lone Grove HS, Lone Grove Public Schools

■■ Marie

Howard, Assistant Principal, Capitol Hill HS, Oklahoma City Public Schools

■■ Ross

Ridge, Principal, Marlow MS, Marlow Public Schools

Members took a moment to say thanks to retirees and outgoing officers. Service awards for both retirees and outgoing board members were mailed this year. Motions and approvals were made for new executive committee positions, a review of association financial statements, and discussions for membership services. Mr. Throckmorton conducted his final meeting before passing along the gavel to incoming OASSP President David Beiler.

Save-the-Date for February 23-24, 2022 OASSP & OMLEA officers are already busy planning this year’s combined Leadership & Learning Conference for secondary leaders and middle-level educators. We are excited to share more details in the coming weeks. For now, please save-the-dates February 23-24, 2022 and begin inviting team members to be a part of this year’s learning! ■

OASSP Executive Committee: President: David Beiler, Jenks Public Schools President-Elect: Randy Biggs, Frederick Public Schools Past-President: Dusty Throckmorton, Guthrie Public Schools Region 1: Jason Schreiner, Goodwill Public Schools Region 2: Ron Sunderland, Woodward Public Schools Region 3: Tom Betchan Pioneer-Pleasant Vale Public Schools Region 4: Jerry Burnett, Perkins-Tryon Public Schools Region 5A: Stan Trout, Sand Springs Public Schools Region 5A: Terry Adams, Bixby Public Schools Region 5B: Sharon James, Broken Arrow Public Schools Region 6: Michelle Gibson, Vinita Public Schools Region 7: Bobby Kreutz, Grove Public Schools Region 8: Michael Higgins, Hammon Public Schools Region 9: Bret Stone, Guthrie Public Schools Region 10: Steve Anderson, Mannford Public Schools Region 11: Gary Ellis, Coweta Public Schools Region 12: Steven Goss, Keys Public Schools Region 13: Katy Korstjens, Mustang Public Schools Region 14A: Dr. Tony Rose, Edmond Public Schools

Region 14B: Stephanie Williams, Norman Public Schools Region 15: Matt Johnson, Shawnee Public Schools Region 16: Joe Ballard, Poteau Public Schools Region 17: Jeremy Newton, Frederick Public Schools Region 18: Kevin Kelly, Duncan Public Schools Region 19: Andy Davis, Ardmore Public Schools Region 20: Terry Painter, Latta Public Schools Region 21: Kevin Robinson, Calera Public Schools Region 22: Parker Harless, Soper Public Schools University Consultant: Dr. William Frick, University of Oklahoma University Consultant: Dr. Stephoni Case, Southern Nazarene University State Deputy Consultant: Dr. Shelly Ellis, OK State Dept. of Education Business Consultant: Jan Barrick, Alpha Plus Career Technology Consultant: Kerry Sit ton, Tulsa Technology Center OANHS Coordinator: Katy Korstjens, Oklahoma State Dept. of Education NASSP Coordinator: Chris LeGrande, Guthrie Public Schools POY: Melissa Barlow, Yukon Public Schools MS POY: Laura Bullock, Idabel Public Schools APOY: Jennifer Patterson, Enid Public Schools

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ASSOCIATION UPDATES

Middle level leaders serve an essential role for students at such an important time in their developmental stages of learning. OMLEA is committed to connecting educators with best practices for those middle years!

OMLEA Summer Business Meeting On June 30, 2021, the OMLEA Executive Committee met virtually for its final 2020-2021 business meeting. President Jonathan Atchley conducted the meeting with motions and approvals for new executive committee positions, a review of association financial statements, and discussions for membership services. President Jonathan Atchley finished his final meeting by passing the gavel to 2021-2022 OMLEA President Robb Mills.

Principals of the Year Recognized On June 8-10, 2021, more than 700 administrators joined in-person with 250 others who participated virtually for this year’s conference at the Embassy Suites Conference Center in Norman, Oklahoma. In addition to insightful keynotes and breakout sessions, Oklahoma administrators of the year were recognized and awarded. OASSP/ OMLEA awards included: ■■ Laura

Bullock, Idabel Middle School, Middle Level Principal of the Year ■■ Melissa Barlow, Yukon High School Principal, High School Principal of the Year ■■ Jennifer Patterson, Dewitt Waller Middle School, Enid PS, Assistant Principal of the Year Congratulations to each principal for representing excellence in school leadership!

New Principals Academy Based on the Professional Standards for Educational Leaders (PSEL), the New Principals Academy is led by experienced Oklahoma principals and includes four days of professional learning throughout your first semester and one day of public education advocacy during second semester.

Training modules include: ■■ School

Climate/Instructional Leadership

■■ Principal’s

Role in Instructional Leadership, Family Engagement and Balance

■■ Principal’s ■■ School

Role in Student Social Emotional Needs and Special Education

Security/Safety/Complex Role of the Principal

■■ Advocacy

This year’s sessions include 4 trainings and 1 advocacy experience: ■■ September ■■ October

16, 2021

18, 2021

■■ December

9, 2021

■■ September ■■ October

8, 2021

■■ November

The Principal Coaching sessions includes three trainings.

5, 2021

■■ November

■■ March

30, 2022 - Principals Day at the Capitol

Principal Coaching: Supporting & Sustaining School Leaders Designed to provide tools for individuals that supervise principals or individuals that mentor other principals, Principal Coaching: Supporting & Sustaining School Leaders will give participants tools to use when mentoring other leaders to provide thoughtful guidance. This cohort meets three times in the Fall Semester.

9, 2021

09, 2021

If you are a veteran education leader, whether as a principal, director, or central office administrator, you will benefit from the research and practices necessary to mentor, support and coach principals. With guidance from NAESP Certified Coaches, you can join this cohort to learn the latest strategies, tools and resources necessary to grow the capacity of other leaders, retain strong leaders, increase the leadership pipeline and reduce turnover. ■

OMLEA Executive Committee: President: Robb Mills, Enid Public Schools President-Elect: Kate Creekmoore, Bixby Public Schools Past-President: Jonathan Atchley, Norman Public Schools SW Reg. Director: Christy McIntyre, Duncan Public Schools SE Regional Director OASSP/OMLEA MS POY: Laura Bullock, Idabel Public Schools

NE Regional Director: John Potter, Pryor Public Schools NW Regional Director: Kurt Myers, El Reno Public Schools OKC Area Reg. Director: James Werchan, Mid-Del Public Schools Tulsa Area Reg. Director: Alton Lusk, Owasso Public Schools OKC Area Regional Director: Kenny Ward, OKCPS

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One-Stop Shop for Procurement The BuyBoard Purchasing Cooperative, a free CCOSA service, provides reduced pricing on bulk cleaning supplies, personal protection equipment (PPE), desks, oral interpretation needs, and more. Make a plan, coordinate with your neighboring school districts or local governmental entity, and save more.

Learn More nsba.org/BuyBoard

Endorsed by

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ASSOCIATION UPDATES

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OAESP

Glen Abshere, OAESP Executive Director

Association Business:

OAESP Elementary Principal of the Year

The OAESP Executive Committee met virtually on June 24th, 2021. Ashley Hoggatt, Putnam City Public Schools, will serve as the 2021-22 OAESP President.

Congratulations to Janalyn Taylor, Clinton Public Schools, for being selected as the OAESP President-Elect. The OAESP Executive Committee expressed gratitude and appreciation to Donna Boles for her excellent leadership as OAESP President the last year. The Executive Committee approved the appointment of a subcommittee to review the Principal of the Year application and rubric in order to update it to current practice.

President Donna Boles, President-Elect Ashley Hoggatt, Oklahoma State Representative Julie Bloss, and Executive Director Glen Abshere attended the 100th Anniversary of NAESP at their annual conference in Chicago.

OAESP is pleased to announce Mark Lea, Principal at Stilwell Grade School in Stilwell Public Schools, as the 2021 OAESP Administrator of the Year.

OAESP also named Reuben Bellows, Principal at Earl Harris Elementary School in Bethany Public Schools, as the OAESP Principal of Excellence. Bill Pierce, Principal at Surrey Hills Elementary School in Yukon Public Schools, is the James Burnette Principal of Distinction.

2022 OAESP Mid-Winter Conference The OAESP Mid-Winter Conference will be held February 10, 2022. Make plans to join us for this conference that will be at the Edmond Conference Center.

PROFESSIONAL DEVELOPMENT OPPORTUNITIES TeleLEAD: TeleLEAD kicked off on

September 15, 2021. This year, the time has changed to 9:30-10:30 on the 1st and 3rd Wednesday of the month beginning September 15th. We have partnered with OSU Tele ECHO to provide this free professional development twice a month. Each session has a real-life case study in the life of a principal.

Participants hear the case, have an opportunity to ask clarifying questions, and provide feedback or recommendations to the case. A short didactic is followed by each case. If you have a case that you would like to see showcased, please email Glen Abshere. All cases follow FERPA regulations.

New Principals Academy:

The CCOSA’s New Principals Academy is designed to promote an interactive discussion on topics essential for participants to develop understanding and knowledge of the leadership role at the school level. The purpose is to provide guidance to steer an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator.

The academy will meet four times in the fall semester virtually and provide for an advocacy experience in the spring.

NEW! Principal Coaching and Mentoring: Supporting and Sustaining School Leaders

We are excited to present our new training opportunity for veteran school leaders who mentor other principals, leaders who supervise principals or leaders who just want to hone their own skills as a leader.

This cohort will meet three times: Sept. 9, Oct 5, and Nov. 9. There are five modules covered over the 3-day training, including learning how to ask the right questions and assisting others in becoming better leaders. Learn to ask the right questions to assist leaders in thinking through their decisions and how to be a better leader. ■

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ASSOCIATION UPDATES OAESP Executive Committee:

President: Ashley Hoggatt, Putnam City Public Schools President-Elect: Janalyn Taylor, Clinton Public Schools Past-President: Donna Boles, Perkins-Tryon Public Schools NAESP State Rep./Fed. Rel. Officer: Julie Bloss, Grove Public Schools OKCPS Representative: Michelle Lewis, OKC Public Schools OKC Area Representative: Michele Milner, Edmond Public Schools Tulsa Area Representative: Lindy Risenhoover, Jenks Public Schools NW Quadrant Representative: Tara Burnett, Woodward Public Schools NW Quadrant Representative: Julie Moore, Cashion Public Schools NE Quadrant Representative: Andrea Sifers, Fort Gibson Public Schools

NE Quadrant Representative: Angela Wade, Fairland Public Schools SW Quadrant Representative: Terri Hamilton, Altus Public Schools SW Quadrant Representative: Traci Newell, Elgin Public Schools Lawton PS Representative: Hailey Crow, Lawton Public Schools SE Quadrant Representative: Jenny Affentranger, Bethel Public Schools SE Quadrant Representative: Katie Brister, Silo Public Schools At Large University Representative: Dr. Kathy Curry, Oklahoma State University At Large Diversity Representative: Dayna Hamilton, Edmond Public Schools OARSA Representative: Sherri Brown OARSA Representative: Cathey Bugg

Join OAESP! It’s that time of year!!! Renew your OAESP/CCOSA membership

if you haven’t already done so. Encourage other leaders in your area to become a member. We are the premier association for school leaders. As always, please let us know if there is anything that we can do for you!

EXPERIENCE

1954

FOUNDED

1,200

K-12 PROJECTS

72

PUBLIC SCHOOLS

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ASSOCIATION UPDATES

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ASSOCIATION UPDATES

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ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director ODSS is in great hands!

To take advantage of the relative safety of early summer, ODSS held an in-person Special Education Directors Boot Camp on July 14 at Yukon High School for over 100 new and more experienced directors.

It was great to be back together!

On July 7 and 21 and August 4, to provide opportunities for colleagues to ask and answer questions and share information in preparation for the new school year, ODSS hosted three virtual Keep in Touch meetings.

Finally, for the ninth year, ODSS is continuing to provide the First-Year Special Education Directors Project for FY2021-22, with new directors participating from all over the state. In addition to training and resources, ODSS pairs each new director with an experienced mentor-director. There is no cost to the new director or their district to participate. For more information or to sign up, contact Andrea or Laura Crabtree at laura@ccosa.org.

Stay safe and join ODSS! ■

ODSS Executive Committee: President: Teresa Golden, Kingston Public Schools President-Elect: Rachelle English, Stilwell Public Schools Past-President: Melisa Kifer, Stillwater Public Schools Metro Leader: Scott McCall, Putnam City Public Schools TADSS Leader: Katherine Stufflebeam, Sapulpa Public Schools Southeast Co-Leader: Linda Dickinson, Ada Public Schools Southeast Co-Leader: Jeanie Neal, Ada Public Schools Northeast Representative: Michelle Dalton, Eufaula Public Schools

Northwest Representative: Kendra Mitchell, Mooreland Public Schools Southeast Representative: Lori McCoy, Durant Public Schools Southwest Representative: Gabe Winn, Cache Public Schools Legislative & Policy Liaison: : Kim Elkington-Baxter, McAlester Public Schools At-Large Representative: Christi Frederick, Lone Grove Public Schools At-Large Representative: Julie Geiger, Claremore Public Schools At-Large Representative: Nikki Ricks, Elgin Public Schools At-Large Representative: Amy Swartz, Putnam City Public Schools

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