Fundamental Resources and Editorials for School AdministratorsCLXXXI | SEPTEMBER 2022 Back to the Student Counts Within the Oklahoma School Report Card OKLAHOMA LOFT RECOMMENDATIONSREPORT:&FINDINGS COUNTING HOMELESS STUDENTS ONE BY ONE: OPPORTUNITIES FOR HOPEDISADVANTAGEDECONOMICALLYSTUDENTCOUNT15 20 26
2 better schools | september 2022 Honor Y our TE A CElevatCHERSeTheir A REER S A TeachersAdvanctoCurriculumMaster’sMicro-credential-basedDegreein&InstructionRecognizeandeTeacherscanhonetheirskills, work toward salary advancement, and earn their degrees by demonstrating mastery in their own classrooms Core courses centered on foundational skills for instruction, including: • Teacher Leadership • Student Well-being • Learning Recovery • Classroom Culture A selection of concentrations,programincluding: • Social Emotional Learning • Blended Learning • Teaching English Learners • Teaching Students with Disabilities Ask me how your district can turn it's struggles into a strength. Contact www.bloomboard.comus! Let’s talk about putting a plan in place to recognize and reward teachers!your
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Director
By Andrea Kunkel, CCOSA General Counsel Executive Director Barnett, CCOSA
of Professional Development for State and Federal Programs 36 Mandatory Dyslexia Screening and “Counting” Your Students at Risk for Characteristics of Dyslexia By
ASSOCIATION UPDATES 49 OASA 52 OASSP/OMLEA 54 OAESP 55 ODSS CONTENTS9 Words From the Director
By Dr. Pam Deering, CCOSA/OASA Executive Director Kathy Dunn, CCOSA Director of
Professional Development for State and Federal Programs 18 Approving and Denying Transfers of Students with IDEA Disabilities and IEPs
President + CEO, Winsor Learning 40 Photo Gallery: Welcome Back to School 2022 47 Impact Aid: How Districts Qualify and Apply for Funding By
& ODSS Executive Director 38 The Oklahoma Dyslexia Law Solution: Complying With Ease and Effectiveness By
Professional Development for State and Federal Programs 34 Federal IDEA and Part B Special Education Allocations By
13 Using Daily Reminders So They Will Know: STUDENTS COUNT! By
& ODSS
18 Open Transfers Update By Dr. Jeanene
By Kathy Dunn, CCOSA Director of Kathy Dunn, CCOSA Director Andrea Kunkel, CCOSA General Counsel Amanda Burnette, Billie Jordan, OASIS Executive Director Crawford, OASIS Associate
Education Policy and Research Analyst 32 Alternative Education: HB 2520 Brought A New Way to Count Students and Audit Programs
and Steven
OASA Past-President Mrs. Janalyn Taylor Principal, Nance ES CCOSA Vice Chairperson OAESP President Dr. Matt Posey Superintendent, Bethel OASA President Mr. Kevin Hime Superintendent, Lawton OASA President-elect Mr. Randy Biggs Principal, Frederick HS OASSP President Mrs. Melissa Barlow Principal, Yukon HS OASSP President-elect Ms. Kate Creekmore Executive Dir. Athletics, Bixby OMLEA President Mrs. Jennifer Patterson Asst. Principal, Dewitt Waller MS OMLEA President-elect Mrs. Traci Newell Principal, Elgin ES OAESP President-elect Ms. Rachelle English Director Special Services, Stilwell ODSS President Ms. Kimberly Elkington-Baxter Director Special Services, McAlester ODSS President-elect Dr. Gregg Garn Higher Education Liaison
5september 2022 | better schools 5SEPTEMBER 2022 | better schools CCOSA
Superintendent, Woodward CCOSA Chairperson
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ExecutiveCCOSA/OASADirector Derald Glover OASA ExecutiveAssistantDirector William D. Parker ExecutiveOASSP/OMLEADirector
Glen Abshere OAESP Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Education Policy & Research Analyst & TLE Coordinator Kathy Dunn Director of Learning,ProfessionalStateandFederalPrograms Cynda Kolar Business Manager Charlotte Murphy OASSP/OMLEA/CECExecutiveAssistant
Counting26 Homeless
Who,
By Kathy Dunn, CCOSA Director of Professional Development for State and Federal Programs
Dr. Pam Deering
By June Gerred, Glenpool Public Schools, Director of Instructional Technology and Data Analytics Principal43 Responsibilities in Student Counts
By Dr. Pam Deering, CCOSA/OASA Executive Director, and Dr. Jeanene Barnett, CCOSA Education Policy and Research Analyst Students One by One: Opportunities to Give Hope
By Glen Abshere, OAESP Executive Director, and Will Parker, OASSP/OMLEA Executive Director
7september 2022 | better schools
Oklahoma20
CCOSA Staff
Economically15 Disadvantaged Student
LOFT Report Recommends Changing Who Appoints the State Board of Education
Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator Laura Crabtree Membership Coordinator ODSS Executive Assistant Nicole Donnelly OASA Executive Assistant Count: What, Where, When, and How for FY23
By Kathy Dunn, CCOSA Director of Professional Development for State and Federal Programs Back30 to the Student Counts Within the Oklahoma School Report Card
CONTENTS 7SEPTEMBER 2022 | better schools
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Dear CCOSA Members, Welcome back to the 2022-23 school year! With this issue, we hope that our information will help you improve your school finances with an improved process for counting students for first quarter reporting. In addition, it is our goal to keep you informed of the issues we see that impact your district and public education as a whole.
Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org
CCOSA is increasingly concerned with the pattern of this Board being consistently punitive to traditional public schools for infractions while simultaneously, for years, ignoring or defending significant financial and governance infractions by private and charter schools, most notably Epic Charter Schools.
Then, once board members were apprised that a second public school district had been recommended for the designation of Accreditation With Deficiencies, after self-reporting a single classroom incident related to course content, the board also separated that district out to downgrade their status to Accredited With Warning. These actions to reject the OSDE recommendations for Accreditation With Deficiencies for two public school districts and downgrade their accreditation status clearly demonstrate that the board chose to ignore the language, written and approved by this same board, and approved by the legislature [OAC Second,210:10-1-23].this
Words from the Director State Board of Education Actions and November Elections
As a professional organization of Oklahoma education leaders, CCOSA provides leadership as is reflected in our mission to serve, promote and enhance the opportunities for public school students and schools across the state. Our organization and members believe that children should come first in all decisions by our appointed and elected leaders at both the local and state levels. We must be vigilant regarding all things for our public schools in this era of attacks on public education.
The recent actions of the majority of the appointed members of the Oklahoma State Board of Education have created concerns because of how they are treating our local Oklahoma schools, instead of working with our schools to produce better opportunities and results for all children. Our schools have locally-elected boards whose members reflect the values of our communities as is demonstrated by the vast majority of families engaged in their local public schools and their consistent support of our schools’ efforts through the passage of bond issues.
Third, this Board did not follow the process outlined in Oklahoma Administrative Code (210: 35-3-201): If a school site is placed on warning or probation, the school board and administration will meet with one or more representatives from the Accreditation Section to review their accreditation status. After the review from the representative(s), a determination will be made concerning warning, probation or nonaccredited status. The Accreditation Section will then present a recommendation to the State Board of Education.
continues on next page
The actions at the July 28, 2022 board meeting set several very concerning precedents. First, one district’s accreditation status was singled out for a stronger penalty than the State Department of Education recommendation, for words used by a vendor professional development trainer at an event in August, 2021. HB 1775 (2021) prohibits explicit course content for students. It was not until the September 10, 2021 board meeting that emergency administrative rules, which added professional development to the HB 1775 language, were approved. The emergency rules added substantially new meaning to the original legislation. Thus, a district’s accreditation status was downgraded to Accredited With Warning based on a retroactive application of an emergency administrative rule with greatly expanded meaning. The OSDE had recommended Accreditation With Deficiencies, in alignment with the Board-approved Rules for HB 1775.
Board set another concerning precedent, that a violation of HB 1775, which is vague and subject to personal interpretation, no matter how minor or that occurred without the district’s knowledge, rises above egregious governance or financial violations, including fraud and misappropriated funds, by a public or privately-run school.
Let’s get out the vote FOR public education candidates on November 8. School leaders, we must UNITE behind pro-public education candidates! We face the loss of funding and the possibility of vouchers, or similar programs this next session, that will harm public Weeducation.needall of us working together to be at the polls to elect leaders who know the value of public education, understand school governance and proper oversight of taxpayer dollars, and reflect it in their actions. Please spread the word to those in your schools and communities to vote as if their local community school and all of public education in Oklahoma depends on it; because this year it really does!
10 better schools | september 2022
On August 25, 2022, the State Board of Education met on this same issue with a motion before them to reconsider the decision from the July State Board meeting. Representatives from both districts were given the opportunity to speak before the Board regarding the accreditation status and the impact on their students, staff and communities. Their comments were thoughtful, respectful and convincing. However, the majority of the State Board of Education voted against the motion to reconsider the accreditation status for these two districts.
The State Board of Education is the governing board of the public school system of the state of Oklahoma with members appointed solely by the Governor. From the State Department of Education website, the State Board of Education members are charged with pursuing and implementing reforms that will boost student performance and ultimately help to create the kind of educated, highly skilled workforce that will bring more and better jobs to the state. This State Board of Education continues to send a message that they are more interested in working against traditional public schools and teachers than they are in collaborating and supporting them to ensure a quality education for all public school students in the state.
The recent Legislative Office of Fitscal Transparency Oversight (LOFT) Committee report included a policy recommendation to “amend the composition and appointment process for the State Board of Education members to allow the Speaker of the House of Representatives and the President Pro Tempore of the Senate to appoint members.” With this policy change, there is an opportunity for public education to be governed by a State Board of Education that truly seeks fairness and all things in the best interest of public education students. We hope that Legislators, in the upcoming session, will pursue this change to the State Board of Education.
Respectfully, Pam Deering, Ph.D.
Words from the Director Since this Board downgraded the accreditation status of the two districts from the recommendation by the Accreditation Section of the Oklahoma State Department of Education to warning, the public schools should have been given prior notice with a meeting between the school board and administration of the local schools and the Accreditation Section to review their accreditation status. By receiving prior notification, school representatives could have been present to provide any response to being Accredited With Warning. The private school, on the other hand, whose status was upgraded by the State Board of Education at this same meeting, was given ample time in the meeting to make their case for an upgrade in accreditation status.
CCOSA Executive Director ■ continued from page 9
As we approach the November 8 General Election, governance is a HUGE issue in the race for the State Superintendent of Public Education. We must have a public education leader who knows public education and how schools work. From 2011-2014, a foe of public education held that office. For four years, schools experienced chaos, school leaders were disrespected and dismissed, more administrative regulations were imposed and laws were supported by the person in that office to restrict traditional schools, but expand virtual and charter schools with limited oversight. We see how well that worked, didn’t we?!
This article is updated for the most recent actions regarding the Accreditation Status for two districts at the August 25, 2022 State Board of Education Meeting. Originally, it was sent on August 17 as a message to CCOSA members.
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12 better schools | september 2022
To do Four at the Door, the teacher stands at the door and greets their students by including the following suggested points:
So
By Kathy Dunn, CCOSA Director of Professional Development for State and Federal Programs
Four at the Door is a great way to show students that they matter. Each day begins with an engaged student.
“See, all you really need is one person to show you the epiphany of your own power, and you’re off. If you can hand people the key to their own power—the human spirit is so receptive—if you open doors for people at a crucial moment, you are educating them in the best sense. You are teaching them to open doors for themselves.”
Cards with positive messages can be slipped to students to recognize them for making the classroom a better community.
—Aimee Mullins, “The Opportunity of Adversity” TEDMED 2009
13september 2022 | better schools
Name to Name: The teacher greets the student and uses their name.
Keep in mind cultural norms to ensure touch is acceptable and/ or appropriate.
Another example of a classroom greeting to engage with every student at the beginning of the day is shown at Ms. Emily Jordan’s classroom at Soldier Creek Elementary School in Midwest City, Oklahoma.
The power of a well-timed smile, or a carefully spoken word can change how receptive a student will be to the lessons for the day. “Education” comes from the Greek word “educe” which means “to lead out from within, to raise up.” With all the promise of a new school year ahead, educators may be proud of their role in “leading out and raising up” the young people who are in our schools. ■ Reminders They Will Know: STUDENTS COUNT!
Four at the Door into the classroom each day allows the teacher to make connections with students that can ignite in them a sense of belonging in the classroom and a passion for learning. That passion for learning builds self-esteem, curiosity, and helps them develop confidence to interact socially with students and staff as well as confidence in themselves as a learner.
Eye to Eye: The teacher isn’t looking at their phone or computer screen. Give the student eye contact to show them you see them as a human and that they matter.
Heart to Heart: The teacher mentions something to the student about their world. For example, the teacher could comment on the new movie that just came out, or last night’s basketball game, or anything that is of interest to that student that shows that they are known and Extendingmatter.
Using Daily
Hand to Hand: The teacher offers some form of appropriate human contact like a high five, a fist bump, a handshake, etc.
14 better schools | september 2022
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15september 2022 | better schools
6
Every
5
Economically Disadvantaged Student Count: Who, What, Where, When, and How for FY23
ELIGIBILITY SCALE FOR
Coming through the COVID-19 pandemic has kept Oklahoma schools chasing new rules each year regarding Economically Disadvantaged student counts which ultimately impact funding for Child Nutrition, Title I, the State Aid factor, and E-Rate. It is our goal to maximize our knowledge so we can maximize the funding and benefits that our students qualify to receive. WHO qualifies for the Economically Disadvantaged status in the State Aid formula? Students whose annual household income is no greater than the limits on the chart at the right are counted as Economically Disadvantaged as marked in the school’s Student Information System. This household income level is equal to the “free AND reduced” rates in the Child Nutrition program in FY23. ECONOMICALLY DISADVANTAGED of Poverty Level Twice Per Month Two Weeks 25,142 2,096 1,048 967 484 33,874 2,823 1,412 1,303 652 42,606 3,551 1,776 1,639 820 51,338 4,279 2,140 1,975 988 60,070 5,006 2,503 2,311 1,156 68,802 5,734 2,867 2,647 1,324 7 77,534 6,462 3,231 2,983 1,492 8 86,266 7,189 3,595 3,318 1,659 For additionaleachfamilymember,add: 8,732 728 364 336 168
185 Percent
Household Size Income 1 Annual Monthly
3
WHAT verification of a student’s Economically Disadvantaged status for State Aid is approved to be on file? These four ways 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
4
By Kathy Dunn, CCOSA Director of Professional Learning, State and Federal Programs
Weekly
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 WHO qualifies for “Free and Reduced” meal prices in FY23? None of the previous pandemic waivers for students to receive free meals in school Child Nutrition programs were extended by Congress for the FY23 school year; therefore, school meal prices will return to the three categories – free, reduced, and full-pay – for the FY23 school year. Free and Reduced Application forms are critically important for students’ access to meals. WHAT forms are used to qualify a student for Free and Reduced Meals? DisadvantagedEconomicallyForm NutritionChild Free and FormReduced CertificationDirect ApprovedApplicationCEP SchoolNON-CEP No Yes Yes No CEP School No No Yes Yes
WHEN should the forms be filled out for the FY23 school year?
16 better schools | september 2022
*Census data is used to determine District Title I Allocations in districts whose community population is 20,000 or above.
WHERE can the Economically Disadvantaged and Child Nutrition forms be found?
■ For the Free and Reduced Meal Application forms and more information, visit https://cnp.sde.ok.gov/oknslp/PrintDocuments.aspx
■ For the Economically Disadvantaged forms and more information, visit https://sde.ok.gov/economically-disadvantaged. 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.
HOW can districts plan the collection of forms for maximum impact on funding?
One district’s strategy to maximize funding is to collect the Economically Disadvantaged Form from all students in the district’s enrollment packet. If the form indicates students would qualify for free or reduced meal prices, the district then makes sure a Child Nutrition form is on file in order to receive the other benefits that are associated with the Child Nutrition form.
Child Nutrition Designation CEP or NOT CEP Forms that Generate Title I Federal Funding Forms that Generate State Aid Funding Non-CEP Schools (NOT participating in Community Eligibility Provision; AND NOT on Census Data* with 20,000 or more community population; Most Oklahoma schools)
■ CEP Application, percentages through Child Nutrition formula ■ Economically Disadvantaged Form; OR ■ Direct Certification
WHAT forms are used to collect data on students’ household income levels?
Kathy Dunn, CCOSA Director of Professional Learning, State and Federal Programs dunn@ccosa.org 405-615-0844 ■
WHO could a district call for more information about Student Counts?
The Low-Income Report is the document used for determining E-Rate for all schools. In addition, the Low-Income Report determines the Title I allocation for all schools except Community Eligibility Provision (CEP) schools and schools with over 20,000 in community population.
■ ONLY through the Child Nutrition Free and Reduced Lunch Form; OR ■ Direct Certification ■ Child Nutrition Free and Reduced Lunch Form; OR ■ Economically Disadvantaged Form; OR ■ Direct Certification CEP Schools (Participating in Community Eligibility Provision)
The FY23 forms are found here:
Child Nutrition Form in Non-CEP Schools: Parents should be encouraged to complete the household income forms as soon as possible. For new students the Child Nutrition form is critically important to receive the free and reduced priced meals in Non-CEP schools. Federal Child Nutrition law allows a 30-day period during which a student may continue to have free and reduced meal prices based on a Child Nutrition form from the previous school year. After the 30th day, all students must have a current year form in order to receive the free and reduced-price meals.
■ 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 and E-Rate
The Low-Income Report is a required report of the cumulative total of all students who qualify for free or reduced-price meals using the data collected from Child Nutrition forms during the entire month of October.
Another successful strategy is to rename the Economically Disadvantaged Form for its inclusion in the enrollment packets. Districts have changed the title of the form to Household Income Form, and it is accompanied by an explanation that the data is used to apply for grants and other funding streams that rely on students’ household income data.
HOW do schools develop action steps for collecting the correct forms to maximize their school funding for economically disadvantaged CEPstudents?school sites: ■ Collect as many Economically Disadvantaged forms as possible Non-CEP school sites: ■ Collect as many Child Nutrition Free and Reduced Lunch Forms as possible to maximize your funding for Title I and to establish eligibility for free and reduced meals
Open Transfer Changes HB 3038 modifies the open transfer law by:
However, the Open Transfer Act doesn’t apply to the approval or denial of transfers sought for students identified with disabilities under the Individuals with Disabilities Education Act (IDEA) who have IEPs. Rule 210:10-1-18, one of two transfer rules adopted by the State Board of Education, provides that “Open Transfers” are governed by the Open Transfer Act. The rule then lists types of transfers governed by other provisions of Oklahoma law, including: Students with disabilities. Transfers made for the purpose of providing FAPE to special education students shall be governed by 70 O.S. § 18-110 and 70 O.S. § 13-101, et seq. Such transfers shall not be considered Open Transfers subject to the part of the Rule that discusses capacity and other issues. So, receiving school districts don’t approve or deny transfers of students with IDEA disabilities and IEPs based on lack of capacity, excessive absences, or for disciplinary reasons – the reasons that apply to most students. Instead, they must use a different process to determine whether to grant or deny these transfer requests. Title 70, Section 13-103 of the Oklahoma Statutes, along with SBE-approved Rule 210:10-119(b) establish the following process for receiving districts to use: “Before approving the transfer, the receiving district shall establish availability of the appropriate program, staff and services.” Essentially, before approving the transfer of a student with an IDEA disability and IEP, the receiving district must determine that it can provide the student a Free Appropriate Public Education in the Least EnvironmentRestrictiveasrequired by the IDEA. That is why a joint IEP conference is required between the district of residence and the receiving district before the receiving district approves the transfer. In the joint IEP conference, which can be a simple phone call between district representatives, the receiving district has the opportunity to ask clarifying questions and ensure that it understands the student’s educational needs. There is one other important difference between transfers for most students and transfers of students with IDEA disabilities and IEPs. Parents can appeal the denial of most transfers. However, state law does not include an appeal for denial of the transfers of students with IDEA disabilities and IEPs. Therefore, school districts should make sure they are using the appropriate notice of transfer denial that accurately advises parents whether they have a right to appeal. ■
■ Allowing a receiving district to give priority to a student transfer regardless of capacity if the student was a resident student for at least 3 years but moved out of the district.
Open UpdateTransfers
18 better schools | september 2022
■ Allowing a district to accept the transfer of a child whose parent or guardian is a district employee regardless of capacity, if the district transfer policy gives preference to employee's children.
By Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director
Approving and Denying Transfers of Students with IDEA Disabilities and IEPs
The CCOSA team and our education partners, listened to our members, and worked with Senators Dwayne Pemberton, R-Muskogee and J.J. Dossett, D-Owasso to address some changes needed in the Open Transfer Law passed in 2021 through SB 783. We hope that HB 3038 (2022) modifies the state's open transfer law in a way that addressed the needs that you identified for your districts and students.
For most students, the Oklahoma Education Open Transfer Act (“Open Transfer Act”) provides that receiving school districts approve and deny transfer requests for the following reasons as set out in their local board policy: ■ Lack of capacity based on grade level for each school site within the school district, as defined in local policy; ■ Excessive absences; and ■ The acts and reasons described in 70 O.S. § 24-101.3.
■
By Dr. Jeanene Barnett, CCOSA Education Policy and Research Analyst
Open Transfer Website Reporting Requirements Remember that SB 783 (2021) requires that districts establish capacity numbers by grade level through their district policy. These capacity numbers, as established in your district policy, along with the number of current vacancies at each grade level for each school must be published in a prominent place on the school district website. These numbers should be updated Jan. 1, April 1, July 1 and Oct. 1 each year following discussions with the local Board of Education. [70 O.S. § 8-101.2 (OSCN 2022)] Districts are not required to publish special education caseload information or numbers since capacity reporting is by site and grade level, not by instructional method or program of instruction.
■ Allowing a district to accept any brother or sister of a transfer student regardless of capacity if the district's policy gives preference to sibling transfers.
■ Clarifying that transferred students may automatically continue to attend the school they have transferred to after their first year without the need to reapply.
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Provide additional funding to school districts with high concentrations of poverty.
(2) Despite increased investments in common education, the proportion spent on student instruction has remained flat Establish thresholds for ideal ratios of administrative to instructional expenditures.
By Dr. Pam Deering, CCOSA/OASA Executive Director and Dr. Jeanene Barnett, Education Policy & Research Analyst & TLE Coordinator
KEY FINDINGS POLICY CONSIDERATIONS
Raise the student weight for economically disadvantaged and bilingual students to .34 to be equal to the weight of gifted students (§70-3-101).
A new report (July, 2022) from the Legislative Office of Fiscal Transparency Oversight (LOFT) Committee on the distribution of state funds for K-12 public education included four key findings and seven policy considerations.
Oklahoma LOFT Report Recommends Changing Who Appoints the State Board of Education Among Other Key Findings
LOFT Key Finding #1 Oklahoma’s funding formula has been identified as one of the most equitable in the nation, given an A- rating by EdWeek’s 2021 Quality Counts report. EdBuild, a group hired to study the formula and give suggestions in an interim study a few years ago (IS-2020-38), stated that in general, Oklahoma has “a very good formula that is clear, fair, and based on needs of students.” At that time, EdBuild recommended that the bilingual identification be replaced with “Englishlanguage learner” to better direct funds where they were actually needed. This is one of the same recommendations being made by LOFT.
At issue, in making the change, is that there will be winners and losers in the formula. If the legislature does choose to make a shift, it would be preferable/ advisable that they put additional money into the formula to lessen the financial blow to those districts that would lose money under the new definition. So, while the formula is one of the nationa's oldest, it remains one of the nation's most equitable. It may need a few tweaks to be updated to meet current student needs but doesn’t need a major overhaul.
(1) Oklahoma’s outdated funding formula fails to account for the needs of today’s students Amend the definition of “bilingual” for funding purposes to match the definition of “English Learners” and update students receiving bilingual weight based on annual federally required assessments (§70-18-109.5).
(3) Current school finance governance limits accountability of education expenditures Amend the composition and appointment process for State Board of Education members to allow the Speaker of the House of Representatives and the President Pro Tempore of the Senate to appoint members (§70-3-101).
Direct new educational funding to instructional categories and require reporting of measurable outcomes.
(4) The legislature’s ability to assess educational investments and outcomes is hindered by the limited delivery of comprehensive data.
Require OSDE to produce and publicly deliver to the Legislature a comprehensive annual report on school financing, expenditures, and progress on targeted academic indicators.
STATE FUNDING PER PUPIL COMPARISON
21september 2022 | better schools LOFT Key Finding #2
COMMON EDUCATION
Key Finding #2 identifies what we believe is a false premise. It is true that Oklahoma Common Education has received increased investments since 2010. However, over that same time period, the entire Oklahoma budget has increased from $6.9 billion to approximately $10 billion. So, it stands to reason that Common Education is receiving more money than it ever has before. The true question, though, is how does this increase stand up to inflation. LOFT reports, “When adjusting for inflation, State funding per pupil has declined by two percent [since 2010]” (p. A9).
A more precise way of looking at Common Education funding over time may be to consider what percentage of the overall state budget has consistently been appropriated to Common Education. The following chart notes the variation since FY2014.
LOFT’s History and Purpose
STUDENT NEEDS
TOTAL FUNDING
SCHOOLSYSTEM-WIDE(2021)ADMEMPLOYEES
You can read the OSDE response to this key finding at the end of the LOFT report found here: PublicEducationFunding_Report.pdfhttp://www2.okloft.gov/Reports/
OKLAHOMA’S PUBLIC EDUCATION SYSTEM BY THE NUMBERS
In 2019, LOFT was created by legislation authored by House Speaker Charles McCall and Senate President Pro Tem Greg Treat. LOFT was created to serve as an independent office to provide the Legislature and the public with objective data on agency budgets and programs. LOFT is overseen by bipartisan committee of Senate and House members. The Senate president pro tem and the House speaker each name a co-chair and the members of the oversight committee. Current Co-Chairs are Senator Roger Thompson, R-Okemah and Representative Kevin Wallace, R-Wellston. Current members include: Senator Michael Brooks, D-OKC, Senator Kim David, R-Porter, Representative Meloyde Blancett, D-Tulsa, Representative Jeff Boatman, R-Tulsa, Senator Chuck Hall, R-Perry, Senator Julia Kirt, D-OKC, Representative Jon Echols, R-OKC, Representative Ryan Martinez, R-Edmond, Senator Dwayne Pemberton, R-Muskogee, Senator Frank Simpson, R-Springer, Representative Cyndi Munson, D-OKC, and Representative Mike Osburn, R-Edmond. ■ 540 SCHOOL DISTRICTS
The current Board membership includes:
Key Finding #4
Key Finding #3 Under Key Finding #3, the LOFT Report points to the need to amend the composition and appointment process for State Board of Education members to allow the Speaker of the House of Representatives and the President Pro Tempore of the Senate to appoint members (§70-3-101). This change could bring a balance of power (checks and balances) and more diverse representation of Oklahoma schools and their communities to the State Board. Currently, the Governor appoints all of the State Board. The Board members come from the five Congressional districts as is required by law, but all Board members reside in urban/suburban areas of the state. Thus, rural schools really have no representation on the Board. Additionally, besides Superintendent Joy Hofmeister, only one Board member, Carlisha Williams-Bradley, has any experience working in the educational field.
Source: Legislative Office of Fiscal Transparency (2022, July). Priority Program Evaluation: Distribution of state funds for k-12 public gov/Reports/PublicEducationFunding_Report.pdfhttp://www2.okloft.
The current requirements that apply to the composition of the state board are as follows: Excluding the State Superintendent, there must be at least one member representing each congressional district of the State. Any remaining members are appointed from the state at large, provided that only one member may represent any given county, city or town.
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■ Superintendent Joy Hofmeister, Chair of the Board ■ Carlisha Williams Bradley of Tulsa; represents Congressional District 1 ■ Sarah Lepak of Claremore; represents Congressional District 2 ■ Trent Smith of Yukon; represents Congressional District 3 ■ Brian Bobek of Oklahoma City; represents Congressional District 4 ■ Jennifer Monies of Oklahoma City; represents Congressional District 5 ■ Estela Hernandez of Oklahoma City; at-large
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By Kathy Dunn, CCOSA Director of Professional Development for State and Federal Programs
26 better schools | september 2022 COUNTING HOMELESS STUDENTS ONE BY OPPORTUNITIESONE:TOGIVEHOPE
Educating homeless children and youth can be very challenging, but so very rewarding. In the words of Maya Angelou: “Do the best you can until you know better. Then when you know better, do better.”
Figure 1. Percentage of enrolled homeless students by primary nighttime residence, School Year 2018-19, Ungraded, 3 to 5 year olds and Kindergarten to Grade 1.
■ Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, also called unsheltered; and ■ Migratory children who qualify as homeless because they are living in circumstances described above. ■ Unaccompanied youth who qualify as homeless because they are living in circumstances described above
According to the National Center for Homeless Education, homeless students were most frequently found to be living “doubled-up” with another family because of an economic hardship. School teachers and staff don’t always recognize these students’ homeless status, and indeed even the students may not think of themselves as homeless. However, the doubled-up students are eligible for the count and to be served.
The homeless student’s family must be in a situation of economic hardship, and they must be unable to provide adequate, stable, independent housing for their family. The charts below give some examples of the considerations that must be made to determine a student’s homeless status.
Summary-SY-16.17-to-18.19-Final.pdfhttps://nche.ed.gov/wp-content/uploads/2021/04/Federal-Data-Figure2.Whenidentifyingthatastudentishomeless,schoolsmustconsiderwhythestudentsarelivinginthesituationtodetermineiftheirsituationfitsthefederaldefinitionofhomelessness.
■ Children and youths who are: ■ sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as “doubled-up”); ■ living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations; ■ living in emergency or transitional shelters; or ■ abandoned in hospitals;
McKinney-Vento Act defines “homeless children and youths” as individuals who lack a fixed, regular, and adequate nighttime residence. The homeless designation includes:
Section 725(2) of the
■ Children and youths who have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings, also called unsheltered;
HOMELESS HOMELESSNOT HOMELESSNOT HOMELESSNOT
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Preparing the homeless count is the beginning of services for students who likely carry a heavy Adverse Childhood Experiences (ACE) score. Oklahoma’s public schools are in the business of seeing a high ACE score as a challenge for us to bring all of our students into a climate of respect and culture of success.
Perhaps the greatest challenge to those of us in Public Education today was first given by Ron Edmunds in the Effective Schools Movement: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.”
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Figure 3. Unaccompanied Youth Eligibility. Unaccompanied Homeless Youth are living in a situation without a parent or legal guardian present. These students are counted in a school district’s Homeless Children and Youth student count if their living situation is one that meets the definition of homeless as explained by the chart from the National Center for Homeless Education below.
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While learning all the survival strategies of keeping our schools open safely, we have continued to seek and implement the best, evidence-based practices for student learning, evidenced by the new high school aviation curriculum that will be implemented with industry certifications in 57 Oklahoma schools in the 2022-23 school year and many other innovative programs building bridges to a strong future for Oklahoma students. Never let it be said that schools were just trying to survive COVID, when in truth schools continued to thrive in spite of COVID’s numerous interruptions of our schools’ operations causing us to adopt the word “PIVOT” as a part of schools’ academic vocabulary.
In reflection over the past two years in Oklahoma schools, as educators we must take pride in what we have learned in a crash course which we will remember as the “COVID years.” We have learned and implemented many measures of school safety, student and staff well-being, distance learning, blended learning, student attendance codes and protocols in various instructional settings, and more.
Back to the Student Counts Within the Oklahoma School Report Card
By June Gerred, Glenpool Public Schools, Director of Instructional Technology and Data Analytics
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■ Develop Common Formative Assessments (CFAs) at multiple Depth of Knowledge (DOK) levels to track student growth during the school year.
■ How many days did your district shut down or move to distance learning either due to COVID or weather?
■ The number of students who were in the classroom more than 90% of the time.
Based on the experience of your district, begin to look at your data now to know what to expect, and to plan strategies to address challenges as we enter the new school year. The Accountability Reporting site in the Single SignOn (SSO) has all your data easily accessible from last year.
■ The students who experience assessment growth from the previous year ■ The EL students who met English proficiency. ■ The number of students who reached their graduate.
■ Add or expand student internship opportunities for students.
■ Think about using virtual options for to increase AP courses
Use Accountability School Data > School Courses to: ■ Ensure Advanced Placement, Career Tech, College level courses are coded correctly for credit.
Thisopportunities?exercisewill paint a picture of what you can expect when the school report card is published. There should be no surprises. Begin to have conversations in your school about areas of celebration, for example:
Plan for the new school year. You have refreshed your memory, and you know the challenges ahead. Begin to identify the things you have control over and the things you can change. Formulate plans and procedures for success within your school using the data systems we have available. Use Accountability to regularly monitor chronic absenteeism.
■ Set a schedule and identify staff for checking the data.
We will PIVOT once again in the fall of 2022 as Oklahoma schools return to the use of the state report card system. Oklahoma schools have not seen a published Oklahoma school report card since the 2018-2019 school year. Before looking at the results of your school’s academic achievement, ELAP progress, chronic absenteeism, graduation, and postsecondary opportunities, take some time to reflect on last year. Be ready to tell your school’s stories of success and challenges during the “COVID years.” Ask yourself: ■ How many students were in distance learning last year?
■ How many of your students had opportunities to participate in post-secondary learning
Assessments ■ Sort by the Performance Level column. ■ Calculate the number or percentage of students advanced or proficient.
■ The number of students who were able to participate in postsecondary opportunities.
■ By the 2nd week of school, you can identify at risk students and begin interventions.
Telloffered.thestory of your school along with your school report card. Brainstorm with your staff, students, and community. What do you want your schools to be known for? What is your school’s action plan to achieve your goals? What makes your school standout, what makes you special? Why should families choose your community and school? While it is very important for schools to be accountable, it is also important to recognize the uniqueness of your district and school that can’t be measured with a score or letter grade. Celebrate your successes and tell your story! ■ Links to Oklahoma school report cards overview and website: School Report Card Overview OSDE School Report Card Website
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■ Develop early intervention strategies and parent engagement. Use Accountability to identify students: ■ With scale scores near the next performance level.
■ Use the Scale Score PY column to see students who experienced growth from last year.
■ How many students graduated last year in 4, 5 or 6 years? Coursework ■ Sort by the PS (post-secondary) Credit Eligible column.
■ Identify students who did not make any growth and help the student set a growth goal for themselves.
■ You can easily determine the percentage of students who were chronically absent. English Learners ■ Sort by the EL Proficiency Status column. ■ What is the percentage of students who are “On Track”?
Enrollment Graduations ■ Sort by the Graduated column
■ Were parents instructed to keep symptomatic students at home?
■ Were symptomatic students sent home? ■ For families who chose virtual school, was student learning monitored and supported at home? ■ How well do EL students learn in a distance learning environment?
Attendance Tab ■ Sort students by site or grade level by the Absence Rate column.
■ During even years, programs in even regions will have an on-site audit by an Alternative Education field specialist. During this visit an Alternative Education support rubric will be completed. This rubric will help determine the criteria areas in which the school is highly effective, effective, or in need of improvement.
By Kathy Dunn, CCOSA Director of Professional Development for State and Federal Programs
Student Selection Student Selection Student Selection Name (student) Name (student) Index on the left Information (down the left side) Federal (tab on the left) Student information – on the left State/Province - OK Click New (on the far right) General Special Program Federal Code Enrollment – on the top Alternative Education* Drop Down Box Most current line of enrollment (important for WAVE to pick up) Alternative Education * State reporting field Save Alternative Education SaveAcademy
The new Audit/Evaluation process for Alternative Education programs will include:
■ Support will be provided to programs in the areas needing improvement. Programs can also reach out to their Alternative Education field specialist to request specific assistance. ■
Beginning FY23, the Alternative Education Department will make changes to the evaluation and audit process of programs. The new process is fully compliant with HB 2520, the current legislation involving Alternative Education.
■ Leslie Frazier (Regions 5, 6, and 7) leslie.frazier@sde.ok.gov
POWERSCHOOL WENGAGE
■ During odd years, programs in odd regions will have an on-site audit by an Alternative Education field specialist. During this visit an Alternative Education support rubric will be completed. This rubric will help determine the criteria areas in which the school is highly effective, effective, or in need of improvement.
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■ Completion of the digital folders is due Sept. 1 each year.
Districts should make sure that each student who is being served in the district’s Alternative Education program, as defined in the Alternative Education Implementation Plan, is coded as “Alternative Education” in the Student Information System (SIS) for their daily attendance to be counted for the Alternative Education funding. The chart below gives examples of how to navigate three widely used Student Information Systems to “flag” the Alternative Education status to capture their daily attendance from their first day of enrollment in the program Prompt enrollment and daily attendance records can be checked in the WAVE Portal Reporting site to ensure accurate records will lead to optimal funding for the Alternative Education program. Locating the Alt Ed status in the WAVE is explained in this link: documents/2021-04-01/checking-alt-ed-status-wavehttps://sde.ok.gov/
■ Districts must email their field specialist to request access to their digital folders.
Alternative Education: HB 2520 Brought A New Way to Count Students and Audit Programs
Since the passage of HB 2520 in the 2020 legislative session, funding for Alternative Education programs is based on the Average Daily Membership (ADM) of students served by an Alternative Education program and reported through the Annual Statistical Report (ASR) in the prior school year. The per-student funding amount shall be based on the funding allocated by the legislature for the program each fiscal year divided by the state Alternative Education student count reported through ADM in the previous school year.
If you have any questions, please reach out to your Alternative Education field specialist:
■ Each year, all districts will submit evidence of adherence to the 16 criteria in the Alternative Education Implementation Plan in digital folders.
■ Missy Corn (Regions 1, 2, and 3) missy.corn@sde.ok.gov
■ Michelle Butler (Regions 4, 8, 9, and 10) michelle.butler@sde. ok.gov INFINITE CAMPUS
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34 better schools | september 2022
IDEA Part B funds are awarded on the basis of a formula rather than a noncompetitive application.
3. The poverty level reported on the Low-Income Report of the LEA (defined as the free and reduced lunch count within the CountingLEA)every student for various funding streams is important to maximize school funding, but more important than that is making sure EVERY student COUNTS in your schools’ programs and decisions! ■
Did you know that eligible free and reduced lunch forms generate a student count that fuels your Special Education allocations in the federal IDEA, Part B programs? Funds are awarded to the OSDE by the United States Department of Education (USDE), Office of Special Education Programs (OSEP), to "flow-through" to the LEA contingent upon an LEA's application for Part B funds.
IDEA Part B, Section 611 Flow-through funds are for children with disabilities aged three through twenty-one, and are awarded on a formula based on:
• The District must have been previously awarded before the Site can apply.
Two categories of grant monies are available: School Districts and School Sites. Amounts range from $2,000 – $120,000 based on criteria level and enrollment. For details and to apply, visit: bit.ly/healthygrants
By Kathy Dunn, CCOSA Director of Professional Learning for State and Federal Programs
2. The total enrollment in the LEA (in both public and private schools located in the LEA)
• The application acceptance period is: Sept 1st – Sept. 30th at 4 pm.
• Applications will be considered on a first-come, first-served basis.
• The criteria checklist is available online.
GrantsforAvailableSchools
Federal IDEA and Part B Special Education Allocations
TSET designed the Healthy Incentive Grants for School Sites and Districts to help adopt and implement tobacco-free environments that promote nutrition, physical activity and wellness for both staff and students.
1. The number of children with disabilities aged three, four, and five served on October 1 of the previous school year
1. The number of children with disabilities aged three through 21 served on October 1 of the previous school year 2. The total enrollment in the LEA (in both public and private schools located in the LEA) 3. The poverty level reported on the Low-Income Report of the LEA (defined as the free and reduced lunch count within the LEA) IDEA Part B, Section 619 Preschool funds are earmarked for children with disabilities aged three through five, and are awarded on a formula based on:
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theThroughoutyear Administer interventions as described on the IPRI. Monitor student progress (recommended monthly, more often for more intensive interventions) and make appropriate adjustments to intervention.
No later Novemberthan1
Dyslexia information
Within 30 days of completing the universal screener, but no later than November 1, administer the dyslexia screener to all students in grades 1-3 who did not meet the grade-level target on the universal Beginscreener.any changes to IPRI intervention right away. Technical guidance for dyslexia screeners
Technical guidance for RSA screeners, coordinators-distict-administrators-reading-sufficiencyhttps://sde.ok.gov/rsa-
By Andrea Kunkel, ODSS Executive Director/CCOSA General Counsel
IPRI, found at documents/files/21-22%20IRPI%20Form_0.pdfhttps://sde.ok.gov/sites/default/files/
May 31 RSA End of Year report due Video tutorial, found at watch?v=WmJLvhVR8-ohttps://www.youtube.com/
No later Septemberthan1
Mandatory Dyslexia Screening and “Counting” Your Students at Risk for Characteristics of Dyslexia
Within 30 days of completing the dyslexia screening, but no later than september 1, communicate the results with families through the IPRI addendum. Adjust IPRI intervention plan as needed. Provide the information sheet on dyslexia to families. IPRI, found at documents/files/21-22%20IRPI%20Form_0.pdfhttps://sde.ok.gov/sites/default/files/
Coming out of House Bill 2804 from the 2021 Oklahoma legislative session, beginning in the 2022-23 school year, any student enrolled in grades kindergarten, 1, 2, or 3 who is assessed under the Reading Sufficiency Act (RSA) and is not meeting gradelevel reading targets after the forassessment,beginning-of-the-yearshallbescreenedcharacteristicsofdyslexia.
.
No later Novemberthan1
Oklahoma Dyslexia Handbook, found at pdfsites/default/files/Oklahoma%20Dyslexia%20Handbook.https://sde.ok.gov/
JanuarySeptember- Administer middle-of-year universal (RSA) screening assessment to all students in grades K-3. Specific assessment window set by the LEA. Within 30 days of completing the universal screener, administer the dyslexia screener to all students in kindergarten who did not meet the grade-level target on the universal screener. Create IPRI for students in kindergarten.
The Oklahoma State Board of Education has approved assessments to be used for this screening. Districts and schools may use any of the assessments found on page 13 of OSDE’s Implementation Guide: Early Screening for Reading Difficulties, including Characteristics of Dyslexia (“Implementation Guide”), found at Implementation%20Guidance.pdfsde.ok.gov/sites/default/files/documents/files/22-23%20Screener%20https://
Districts and schools will follow the timeline for screening for characteristics of dyslexia, including the timeline for reporting results to families, as found on page 23 of the Implementation Guide and recreated below: For information about providing appropriate interventions for students identified as at-risk for characteristics of dyslexia, OSDE refers districts and schools to the extensive information found in the Oklahoma Dyslexia Handbook. ■
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Within 30 days of identifying a student in grades 1-3 as at-risk for a reading difficulty by not meeting the grade-level target on a screening assessment, complete IPRI. Begin intervention plan. Individualized Program of Reading Instruction (IPRI), found at files/21-22%20IRPI%20Form_0.pdfhttps://sde.ok.gov/sites/default/files/documents/
April-May Administer end-of-year universal (RSA) screening assessment to all students in grades K-3. Specific assessment window set by the LEA. Technical guidance for RSA screeners, found at sufficiencyok.gov/rsa-coordinators-distict-administrators-reading-https://sde.
SeptemberAugust- Administer beginning-of-year universal (RSA) screening assessment to all students in grades K-3. Specific assessment window set by the LEA. Technical guidance for RSA screeners, found at sufficiencyok.gov/rsa-coordinators-distict-administrators-reading-https://sde.
October 1 RSA Beginning of Year report due Video tutorial, found at watch?v=_XEc2TFvghEhttps://www.youtube.com/
Oklahoma Dyslexia Handbook, found at pdfsites/default/files/Oklahoma%20Dyslexia%20Handbook.https://sde.ok.gov/
Timeline Action Resources
4. How difficult will it be to implement? With a new curriculum in any subject area, an immediate challenge is building capacity. This means making sure you understand the training requirements — both initially and over time. A program that requires extensive training for teachers can have real implications for you and your bottom line. Before choosing a curriculum, make sure you understand:
■ How much initial training is required? ■ What kind of training will be needed in the future?
5. Are there any hidden costs? Every district faces budget pressure. Every decision, no matter how student-centered, has a financial component. That’s why it’s so important to understand all of the costs. With dyslexia curriculum, that means knowing:
2. Is it proven? Orton-Gillingham is one of the most widely studied approaches of instruction for students with dyslexia and has been cited by the National Reading Panel as one of the most effective approaches for teaching reading. But the fact is, not all trackcurriculumOrton-Gillinghamcomeswithaprovenrecord.
■ Is teacher training included?
The Oklahoma Dyslexia Law Solution: Complying With Ease and Effectiveness
■ How much teacher training is required?
■ Are all instructional materials included?
More information about the Sonday System®, its Orton-Gillingham lesson plans, its cost-effective teacher training requirements and its simple, multisensory reading intervention strategies for students with dyslexia may be found at winsorlearning.com.
ABOUT THE AUTHOR: Amanda Burnette is President + CEO of Winsor Learning. She is a former teacher and school administrator and is a nationally recognized expert in instruction.reading ■
By Amanda Burnette, President + CEO, Winsor Learning
■ How detailed and specific are the lesson plans?
■ Will I need to replace materials every year?
3. How will it impact my staff?
■ Can the lessons be effectively taught by classroom aides or volunteers?
■ Will additional training be required?
■ Who can participate in the training sessions?
It’s no secret that teachers already have a lot on their plates.
The best curriculum in the world is no good if they don’t have the capacity to teach it correctly. When evaluating dyslexia reading curriculums, make sure to ask the following questions:
WINSOR LEARNING’S SONDAY SYSTEM® stands apart across all these considerations. Developed by nationally renowned Orton-Gillingham expert Arlene Sonday, the program has simplified an otherwise complex approach into a streamlined, easy-toimplement multisensory curriculum that empowers teachers to get more students reading sooner—without the added time and cost of additional training. Teachers need just one day of training to be up and running, and lesson plans are just 35 minutes in length.
Every child can be a successful reader. With the passage of Oklahoma’s new law, HB 2804, requiring dyslexia screening for students in grades K through 3 not reading at grade level, it’s more critical than ever that schools and districts have the resources needed to comply with ease, effectiveness, and affordability and ensure success when students with dyslexia are identified. Choosing a dyslexia intervention program can seem daunting, and there are many factors to consider. To help schools and districts cut through the noise and make a curriculum choice with confidence, we’ve developed a simple five-step checklist:
■ Cumulative. Each lesson must build on previous learning to ensure a strong foundation.
38 better schools | september 2022
■ Systematic. The curriculum must ensure consistency so that it can be taught in the same way by different teachers.
■ Sequential. It should meet children at their current level and progress as they develop.
1. Does it comply with existing law and nationwide legislative trends? When evaluating curriculum for legal compliance, the first thing to ask is, “Is this program Orton-Gillingham based?” More than three quarters of states have passed dyslexia laws, and though each statute is unique, a central feature of all dyslexia laws is the requirement of four essential Orton-Gillingham instructional techniques:
■ How much prep time is required for each lesson?
■ Structured. The curriculum should begin with simple concepts and proceed in a logical progression to more complex tasks.
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40 better schools | september 2022
Welcome Back to School 2022
41september 2022 | better schools
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■ 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 additional funding for your school. These have been rather difficult to obtain during the pandemic since the federal government allowed for all students to eat free.
If you are an educator, specifically a public school administrator, then you know the importance of October 1 of every year. This is the day that every child in public schools is counted, otherwise known as Child Count Day in Oklahoma.
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■ Home Language Surveys: These forms are probably included in your enrollment packets. If they are not or it has been a year since your families have completed them, send them home again. Having families mark if English is spoken “more often” or “less often” is important for additional funding if they qualify as a bilingual student.
■ Economically Disadvantaged Forms: These forms help your district funding through the State Aid Funding Formula. This is the not the same as a lunch status form. This is an easy form with samples on the Oklahoma State Department of Education website. Some districts will use this form to determine if there is anybody that would most likely qualify for F/R lunch.
By Glen Abshere, OAESP Executive Director, and Will Parker, OASSP/OMLEA Executive Director
Principal Responsibilities in Student Counts
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 with validity and reliability. 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
found on the next page). The weights assigned to students (breakdown shown on next page) 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:
■ 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.
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■ 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 populatedautomaticallywiththisinformation.
■ Special Education 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 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 Grade Level Funding Weights Students in Early Childhood or PK3 (3-year olds with an IEP) 1.200 PreK (Half-day) 0.700 PreK (Full Day) 1.300 Kindergarten (Half Day) 1.300 Kindergarten (Full Day) 1.500 1st-2nd Grade 1.351 3rd Grade 1.051 4th-6th Grade 1.000 7th-12th Grade 1.200 Below is a breakdown of the 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.
■ Enrollment centers or enrollment taken at the building sites is a great place to try to gather this information while parents are filling out forms. 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.
Contact me today to get started!› OK Teacher’s Retirement System › Detailed Analysis of Pension Options › Spousal and Beneficiary Choices › EESIP (Wear Away) & Salary Caps › Social Security › Delayed Retirement Credits › Restricting to Spousal Record › Earnings Limits & Taxation of Benefits › Retirement Accounts › Regulations, Income & Legacy Planning › Asset Allocation & Risk Analysis I WILL HELP YOU NAVIGATE: RICHARD COLLINS www.HorizonOK.net Financial Advisor of GWN Securities, Inc. 405-359-7500 | RichardCollins@HorizonOK.net Securities & Registered Investment Advisory Services offered through GWN Securities, Inc., 11440 N. Jog Road, Palm Beach Gardens, FL 33418 (561) 472-2700 Member FINRA & SIPC. Horizon Financial, GWN Securities, CCOSA are non-affiliated companies. Horizon Financial Services and its representatives do not represent, nor are they affiliated with the Oklahoma Teacher’s Retirement System (OKTRS).
46 better schools | september 2022 Oklahoma Schools Insurance Group 866-444-0061 • OSIG.org The CHOICE INSURANCE PROVIDER for public school districts in Oklahoma, focused on protecting our children and their productsCustom,schools.$claimshandledOSIGfuture.hassuccessfullymorethan15,700andpaidmorethan386milliontoOklahomaquality,reliableinsuranceforOklahomaschools: · Property & Automobile Insurance · General Liability & Educators Liability · Crime & Cyber Liability · School Violent Acts Protection Coverage · STOPit Solutions
The Impact Aid Program, funded through the U.S. Department of Education, is designed to reimburse districts for the financial burden caused by the acquisition of property by the Federal government. Since the program is only partially funded, on average districts receive about 40% of what they would be allocated if the property remained on the tax rolls. There is currently legislation to fully fund the program, which would provide an additional $40 million to Oklahoma Thereschools.are two main categories of funding.
Civilian whose parent either works OR lives on Federal Property* .05
How Districts Qualify and Apply for Funding
Student living on Indian Trust, Treaty, or ANSCA Land 1.25 Active Military Living On Base 1.0
Active Military Living Off Base .20 Student living in Low-rent Government Housing .10
While 7002 applications are very simple since the number of Federal acres in a district change very little, the 7003 application requires yearly verification that students qualify.
Type of Federally Impacted Student Allocations
inCalculatedWeightsImpactAid
The Oklahoma Association Serving Impacted Schools, OASIS, provides technical assistance to districts, helping them navigate the application process. The OASIS state conference, November 9-10 at River Spirit Tulsa, starts with a morning of very basic training to help district personnel understand the process and to provide them examples and other information to assist them in applying. For questions about Impact Aid, superintendents can contact OASIS Executive Director Billie Jordan or Associate Director, Steven Crawford. Contact information and other resources are available at oasisok.com ■
INDIANLANDLOW-RENTGOVERNMENTHOUSINGCIVILIAN
By Billie Jordan, OASIS Executive Director and Steven Crawford, OASIS Associate Director
*These students can only be calculated into a school district’s payment if there are 1,000 in ADA or they represent at least 10 percent of the school district’s ADA.
MILITARY
47september 2022 | better schools
Section 7003: Payments to reimburse districts who identify students who (a) reside on Federal property including government low-rent housing (b) have a parent on active military duty, (c) have a parent who works on Federal property, or (d) reside on Indian lands. Additional funding is provided for those eligible students on an IEP. In Oklahoma, 202 districts received approximately $32 million in Section 7003 funding in FY20, more districts than any other state. Districts receiving Impact Aid funds must apply before January 30 each year. The application is webbased through the IAGS system. Superintendents register as the core user, then may assign other users to work on the application. Each district is assigned a “Program Analyst” with the USDE Office of Impact Aid to assist them with the application process and to answer questions if needed.
IMPACT AID:
Most districts use Impact Aid Student Surveys to count eligible students. The date of the survey must be at least 3 days after school starts, but before January 31. Program Analysts will provide sample surveys if requested. Districts use a variety of methods to ensure that every student returns a survey, counts the students in each category, inputs the data into the IAGS system, uploads required documentation, and submits the application. Districts have until June 30 to amend their application, and when they undergo a “field review,” may be asked for the actual survey forms or other documentation. It is important that all records are kept for 3 years.
Section 7002: Payments to reimburse school districts that have significant amounts of federal land within their boundaries, such as military installations, Veterans Administration hospitals, Corp of Engineers property or national parks. In FY20, 33 Oklahoma districts received a total of $1,798,121.
Federally Connected Students Have a Weighted Formula. The formula to calculate a school district’s payment recognizes there is varying tax loss associated with where federally connected students live and assigns different weights for different categories of students: Section 7003 FY 2022 Funding: $1,557,112,000 ■ 847,630 ConnectedFederallyChildren ■ 1,100+ MillionEnrollingDistrictsOver10Students https://www.nafisdc.org/wp-content/uploads/2022/08/The-Basics_Fall-2022-FINAL-1.pdf
Civilian whose parent both lives AND works on Federal Property 1.0
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Thanks to our OSSBA education partners and the work on the conference for school board members and school leaders. Under the leadership of Dr. Shawn Hime and his team, we have once again experienced a highly successful conference. Thanks to the CCOSA members who contributed to the success of the conference as well. The CCOSA team did a fabulous job preparing for the conference, presenting at the conference, and working the conference as we welcomed many of the same sponsors and exhibitors with whom we work at our June Conference.
Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director
We hope that the weekly emails for dates around the run-off elections to register and to vote have been helpful.
Run-off CommunicationsElection
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OASA JanuaryCONFERENCELEGISLATIVE24-25,2023EmbassySuites,DowntownMedicalCenterOKC
OSSBA/CCOSA Conference
The OASA leadership, OASA Officers and the OASA Executive Committee have been busy working for you this summer. Derald and I met with state executives from across the nation for professional learning, discussions regarding national education issues, and ideas for improving our associations. The OASA Officers had met earlier in the year to outline a plan that included a retreat with the OASA Executive Committee. These school leaders met in late July to learn more about how CCOSA works as an organization; to identify Oklahoma legislative challenges and solutions to engaging our communities in the support of public education; to discuss CCOSA’s Professional Liability insurance and the possibility of a new plan to serve school superintendents; and to discuss how we can better engage our Executive Committee, retain current members and recruit new members. We served 97% of Oklahoma Superintendents last year. Our goal is to serve all Oklahoma public school superintendents. We will continue to update you on OASA Executive Committee work during the year as plans unfold for legislative advocacy, goals, and the conference that will be held on January 24-25, 2023 at the Embassy Suites in OKC. Save the dates!
Hope the start of school was the best one yet! On the first OASA Touch Bases of this school year on August 17, school leaders shared their stories about the start of school, run-off election concerns and other topics. In particular, the actions of the State Board of Education at their July 28, 2022 meeting were noted as “concerning” for how two traditional public schools were treated with accreditation deficiencies without the opportunity to discuss the rating as outlined in administrative rules. We will continue to keep you informed with our reports from each State Board of Education meeting.
OASA Executive Committee Retreat
OASA
Working with Don Ford, OROS Executive Director, we have targeted messages to our school superintendents and to all CCOSA members as reminders to get out the vote. We must not be complacent, we must vote for our voice to be heard for public education!
TLE and McRel Training
We are sad to report that Elyse Maxwell, samememberswhoprocesshardcareer!herandthathome)homeopportunityspaces.conventionfortheCoordinator,CCOSAbest!business.herhasCommunicationsCCOSADirector,leftCCOSAtostartowncommunicationsWewishhertheToo,HolliannBurnett,CommunicationsleftCCOSAatendofAugusttoworkacompanythathandlesexhibitorShewillhavethetoworkfrom(wherevershecallsandtravel.WeknowshewilldoagreatjobthatCCOSApreparedforthenextstepinherSayinggood-byeistodo!WeareintheoffindingpeoplewillserveCCOSAwiththepassion!
■ EXPERIENCE PUBLIC72K-121,200FOUNDED1954PROJECTSSCHOOLS
The CCOSA office has been extremely busy this year with in person and zoom meetings for TLE and McRel training. Over 1,000 school administrators have benefited from the expertise and experience of Oklahoma education leaders, and almost 500 are signed up for trainings in September and October. Of those who have participated in training, 196 were in the TLE Tulsa Model New Administrator training; over 150 new administrators have signed up for September trainings. It is exciting to see so many new folks willing to step up to the challenge and being willing to provide leadership in Oklahoma schools.
First Year Superintendent Training
50 better schools | september 2022 ASSOCIATION UPDATESbetter schools | september 202250
Saying goodbye is hard to do
We are pleased to continue our partnership with the State Department of Education in the training of First Year Superintendents. We began this partnership 7 years ago and it has continued to grow and improve each year with new information and support for the first year superintendents. To date, we are training 63 first year superintendents. We are also in the process of helping them find mentors with the support of our OASA Executive Committee members. OASA has worked hard to transform this training into a truly valuable experience with information that first year superintendents can use to make their first year a success. The training covers state required components but is also in line with standards from the Professional Standards in Educational Leadership (PSEL) and the components of the “Vision for Public Education” that was developed in a joint effort of CCOSA, OSSBA, and the OU K20 Center.
ASSOCIATION UPDATES 51 Travis Crow | 602-247-3766 | gcu.edu/ccosa2022travis.crow@gcu.edu Private. Christian. Affordable. Visit gcu.edu 250+ Online Programs1 1As of December 31, 2021 Grand Canyon University is accredited by the Higher Learning Commission (hlcommission.org), an institutional accreditation agency recognized by the U.S. Department of Education. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Important policy information is available in the University Policy Handbook at gcu.edu/academicpolicies.php. The information printed in this material is accurate as of APRIL 2022. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu ©2022 Grand Canyon University 22COEE0239 Jason Davey 405-230-7186 jason.davey@trane.com Trane’s K-12 education programs turn your facility into a hans-on, work-based training experience that prepoares students for the future high-demand careers - all while achieving a more sustainable, cost-e cient school building. BTU Crew ™ (Ideal for Grades 4-12) STEM Education • Easy integration • Flexible lesson plans • Career exploration and awareness NC3 (Ideal for Grades 9-12) • Trane’s non-pro t education partner • Real-world skills training • Stackable, industry recognized certi cations Renaissance Architecture is experienced in providing: Architectural Solutions Inspiring Community Pride 11100 Stratford Drive Ste. A100, Oklahoma City, OK 73120 405.749.4642 | renaissancearchitecture.com • Architecture • Programming • Feasibility Studies • Master Planning • Sustainable Design • Interior Design • Project Management • Code Compliance • Permitting • Value Analysis • Bond Support • Branding Solutions © Jon B. Petersen Photography, Inc. Tulsa. All Rights Reserved.
■
New Principals Academy
TeleLEAD TeleLEAD is Oklahoma’s Principal Leadership network for ongoing virtual conversations, hosted by the OSU-Echo Program and CCOSA. TeleLEAD is entering into its 3rd year, beginning on September 7th with ongoing meetings the 1st and 3rd Wednesday of the month from 10am -11am. Our Hub Team members include Julie Bloss, Grove Early Childhood Center Principal; Kas Nelson, Vici Elementary Principal Kas Nelson; Eric Fox, Jenks High School Assistant Principal; Blaine Wise, Glenpool Middle School Principal; Kristy Vandorn, Deer Creek Public School, Executive Director; Glen Abshere, OAESP Executive Director; and Will Parker, OASSP/OMLEA Executive Director. We are in need of case studies to present. If you have a case study for consideration, please get in touch with me. FERPA and privacy are guaranteed. TeleLEAD is a virtual discussion through Zoom with great insight to complex issues facing public schools.
Save the date for February 8-9, 2023, when OASSP & OMLEA will host secondary and middle-level educators for a combined conference at the Hilton Garden Inn Conference Center in Edmond, Oklahoma. Our conference speakers will focus on both the leadership and instruction necessary for exceptional middle school and high school student outcomes. Dozens of breakout sessions from fellow educators will available. Begin inviting teacher teams and fellow admins now. More information and registration will be available soon.
OASSP UPDATE
Our collective goal this year is to become 3,000+ members strong for all of CCOSA, and your part as an OASSP member makes a difference. Encourage your colleagues and administrator friends to join CCOSA today!
If you have not renewed your membership for the 2022-2023 school year, join online today at www.ccosa.org/membership
52 better schools | september 2022 ASSOCIATION UPDATESbetter schools | september 202252
pandemic.duringslightevenmembership,growthconsistentseeninwithadeclinethe202122 membership ended last year with 890 members. You can see membership growth trends in the following data:
Beginning September 14, 2022, the New Principals Academy is designed to promote an interactive discussion on topics essential for participants to develop understanding and knowledge of the leadership role at the school level. The purpose is to provide guidance to steer an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator. Principal Academy Sessions include 4 trainings and 1 advocacy experience. Dates are: September 14, 2022; October 20, 2022; November 14, 2022; september 8, 2022; and March 22, 2023 - Principals Day at the Capitol. Spots are filling up fast! Register today to reserve your spot at academyprofessional-learning/leadership-development/new-principals-https://www.ccosa.org/
The past five years, OASSP has
OASSP / OMLEA
On Friday, September 16, 2022, OASSP Executive Committee Members will meet at the CCOSA office in Oklahoma City. This meeting allows time for officers and region representatives to set legislative goals, to plan for upcoming conference days, to provide feedback from schools across the state, and to seek nominations for ongoing elections. You can see our Executive Committee members and their contact information at www.ccosa.org/oassp/boardhttps://
OASSP/OMLEA Leadership & Learning Conference
Membership
OASSP CommitteeExecutiveMeeting
. Principal Coaching and Mentoring: Supporting and Sustaining School Leaders
This training is designed for individuals that supervise principals or individuals that mentor other principals. This training will give participants tools to use when mentoring other leaders to provide thoughtful guidance. The Principal Coaching sessions includes 3 trainings: September 9, 2022; October 10, 2022; and September 1, 2022. Go here for more information: professional-learning/coaching-and-mentoringhttps://www.ccosa.org/oaesp/
Will Parker, OASSP/OMLEA Executive Director 2022
890
2018 776 2019 784 2020 819 2021 811
The Oklahoma Principal Leadership Institute is brand new this year. This year long 7-day training is designed for principals and assistant principals that are beyond the first year of service. This cohort takes a deep dive into essential skills of school leaders to be effective leaders. This summer CCOSA's Oklahoma Principal Leadership Institute began its first cohort July 26-28, 2022. Elementary and Secondary Principals from across Oklahoma met at the UCO Boathouse Event Center in Oklahoma City for three days of professional learning. Participants were led through strategies on identifying strengths among staff members, developing vision and mission statements, influencing positive school culture, and strengthening professional learning communities. We are grateful to Dr. Bryan Duke at the University of Central Oklahoma for generously hosting principals at the Boathouse Event Center. OPLI also included ropes course and water activities at the Riversport Adventure Park. We are excited to continue ongoing professional learning with this OPLI Cohort in October and March! The application period for this Institute is now closed for this year. The application period of the next cohort will open in April 2023. ■
OMLEA’s membership is a combination of OAESP, OASSP or other CCOSA members who also serve middle-level learners. In 2021, OMLEA had 651 members representing 403 principals, 192 assistant principals, and 56 directors, deans or central office administrators. You can join OMLEA as a free option when you become a member of CCOSA’s other membership options. If you have not renewed your membership for the 2022-2023 school year, join online today at www.ccosa.org/ membership. Our collective goal this year is to become 3,000+ members strong for all of CCOSA, and your part as an OASSP member makes a difference. Encourage your colleagues and administrator friends to join CCOSA today!
Save the date for February 8-9, 2023, when OASSP & OMLEA will host secondary and middlelevel educators for a combined conference at the Hilton Garden Inn Conference Center in Edmond, Oklahoma. Our conference speakers will focus on both the leadership and instruction necessary for exceptional middle school and high school student outcomes. Dozens of breakout sessions from fellow educators will available. Begin inviting teacher teams and fellow admins now. More information and registration will be available soon.
an intuitive learning management system that is integrated to your school app.
Oklahoma LeadershipPrincipalInstitute
singleneedyourEverythingfamiliesinaapp
OMLEA UPDATE
On September 2, 2022, OMLEA held its first executive committee meeting of the school year to discuss upcoming conference planning, legislative goals, ongoing professional development and nominations for elections. You can see our OMLEA Executive Committee members and their contact information at the CCOSA website here: &OASSP/OMLEAorg/omlea/boardhttps://www.ccosa.LeadershipLearningConference
Rooms is apptegy.com/rooms
Membership
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OMLEA Executive Committee
OAESP Presidential Election
The OAESP Presidential candidates for this year will be Tara Burnett, Woodward Public Schools and Angela Wade, Fairland Public Schools. Both candidates will speak at the OAESP Leadership Conference on November 9-10. The election will take place after the conference.
TeleLEAD TeleLEAD is Oklahoma’s Principal Leadership network for ongoing virtual conversations, hosted by the OSU-Echo Program and CCOSA. TeleLEAD is entering into its 3rd year, beginning on September 7th with ongoing meetings the 1st and 3rd Wednesday of the month from 10am-11am. TeleLEAD is a virtual discussion through Zoom with great insight to complex issues facing public schools. Our Hub Team members include Julie Bloss, Grove Early Childhood Center Principal; Kas Nelson, Vici Elementary Principal Kas Nelson; Eric Fox, Jenks High School Assistant Principal; Blaine Wise, Glenpool Middle School Principal; Kristy VanDorn, Deer Creek Public School, Executive Director; Glen Abshere, OAESP Executive Director; and Will Parker, OASSP/ OMLEA Executive Director. We are in need of case studies to present. If you have a case study for consideration, please get in touch with me. FERPA and privacy are guaranteed.
Our goal this year is to become 3,000+ members strong for all of CCOSA. Encourage your colleagues and administrator friends to join CCOSA today!
Association
onlineschoolforyourItgrowthhadmembershipOAESPtremendouslastyear!istimetorenewmembershipthe2022-2023year.Jointodayat
54 better schools | september 2022 ASSOCIATION UPDATESbetter schools | september 202254
MembershipBusiness:
The OAESP Leadership Conference, formally known as the OAESP Mid-Winter Conference, will be held November 9-10, 2022 at the Embassy Suites OKC Downtown/ Medical Center. Registration is now open, and the hotel is now accepting reservations under the OAESP group rate of $139/night. The OAESP Leadership Conference is one and a half days of learning. The keynote speakers were recently announced. The opening keynote speaker on November 9th will be Tami Evans. Tami is the former president of the National Speakers Association of NYC. She has also worked as a professional actress. This session will have you laughing and inspired to have more fun in your work. The closing keynote speaker on November 10th will be Dr. Brad Johnson. You have probably seen his content shared on Facebook and Twitter and reshared by your friends. He is the author of 10 books including “Principal Bootcamp” and his best seller: “Dear Teacher.” His session will help leaders to understand your own strengths and how to lead with a strengths-based focus. Register now for the OAESP Leadership Conference.
www.ccosa.org/membership
Glen Abshere, OAESP Executive Director
OAESP
OAESP Leadership Conference
Principal Coaching and Mentoring: Supporting and Sustaining School Leaders
Oklahoma LeadershipPrincipalInstitute
That’s the highest number we’ve ever had, and since it’s still early, we expect even more to join as the year goes on. In July ODSS hosted new and early career directors for a one-day boot camp at Yukon High School, emphasizing the topics the group needed to begin the school year. Fall training sessions for the First-Year Project begin in JoinSeptember.usonOctober 26 and 27 at Moore-Norman Technology Center’s South Penn Campus for the ODSS Best Practices Conference. Our day one presenter is entertaining and knowledgeable school attorney Karen Haase, a frequent speaker at LRP and other popular education conferences. On day two, we’ll be focusing on behavior topics and other burning issues addressed in the new Special Education Policies and Procedures Manual, which the State Board of Education approved and made immediately effective on July 28. Watch for registration information soon! ■
For the 202223 school year, ODSS has already welcomed 70 new special thedirectorseducationinto DirectorsFirst-YearProject
This training is designed for individuals that supervise principals or individuals that mentor other principals. This training will give participants tools to use when mentoring other leaders to provide thoughtful guidance. This cohort meets three times in the Fall semester: September 9, 2022; October 10, 2022; and September 1, 2022. Sign up today: learning/coaching-and-mentoringccosa.org/oaesp/professional-https://www.
The OAESP Principal Podcast is a production of OAESP. New episodes are released every Tuesday morning. You can listen to the podcast anywhere you listen to podcasts. Search for The OAESP Principal Podcast and subscribe to receive alerts when new episodes are released. This podcast is designed to elevate the voices of Oklahoma principals and assistant principals. Guests that have been interviewed include Traci Newell, Elgin; Ashley Hoggatt, Putnam City; Amy Estes, Hollis; Janalyn Taylor, Clinton; Michele Milner, Edmond; Andrea Sifers, Ft. Gibson; Tara Burnett, Woodward; and Jenny Affentranger, Bethel. New interviews are being scheduled now with Oklahoma leaders for future episodes.
Principal Academy Sessions include 4 trainings and 1 advocacy experience. Dates are: September 14, 2022; October 20, 2022; November 14, 2022; september 8, 2022; and March 22, 2023Principals Day at the Capitol. Spots are filling up fast! Register today to reserve your spot at principals-academyleadership-development/new-ccosa.org/professional-learning/https://www.
The Oklahoma Principal Leadership Institute is brand new this year. This year long 7-day training is designed for principals and assistant principals that are beyond the first year of service. This cohort takes a deep dive into essential skills of school leaders to be effective leaders. This summer CCOSA's Oklahoma Principal Leadership Institute began its first cohort July 26-28, 2022. Elementary and Secondary Principals from across Oklahoma met at the UCO Boathouse Event Center in Oklahoma City for three days of professional learning. Participants were led through strategies on identifying strengths among staff members, developing vision and mission statements, influencing positive school culture, and strengthening professional learning communities. OPLI also included ropes course and water activities at the Riversport Adventure Park. We are excited to continue ongoing professional learning with this OPLI Cohort in October and March! The application period for this Institute is now closed for this year. The application period of the next cohort will open in April 2023. ■
Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director
ODSS
New Principals Academy
The New Principals Academy is designed to promote an interactive discussion on topics essential for participants to develop understanding and knowledge of the leadership role at the school level. The purpose is to provide guidance to steer an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator.
55september 2022 | better schoolsseptember 2022 | better schoolsASSOCIATION UPDATES 55
.
The OAESP Principal Podcast
