Issuu

WINTER 2024

Fundamental Resources and Editorials for School Administrators

READY,

SET,

SUCCESS

Every student has the right to a bright future, and these SPED transition programs are setting the foundation to make dreams come true. PAGE 35

BUDGETING 101: HOW TO PROJECT WITHIN 95% ACCURACY

THE 7 ENERGIES OF MENTAL HEALTH

NO LIMITS: INNOVATIVE POLICIES THAT ARE BENEFITING KIDS

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CONTENTS CCOSA Executive Committee Janalyn Taylor Principal, Nance ES Clinton Public Schools CCOSA Chairperson OAESP Past-President Melissa Barlow Principal, Yukon HS CCOSA Vice Chairperson OASSP President Kevin Hime Superintendent, Lawton OASA President Scott Farmer Superintendent, Ft. Gibson OASA President-elect Matt Johnson Principal, Shawnee HS OASSP President-elect

6 Leadership Conversations What Kids Need By Dr. Pam Deering, CCOSA/OASA Executive Director

8 Transformational Leadership Training 10 Federal Funds Flowing Through Oklahoma By Kathy Dunn, CCOSA Director of Professional Learning for State and Federal Programs

Kimberly Elkington-Baxter Director Special Services, McAlester ODSS President Amy Swartz Director Special Services, Ponca City ODSS President-elect Dr. Gregg Garn University of Oklahoma Higher Education Liaison

25 The 7 Energies of Mental Health

Following these principles can build stronger teams, beat burnout, and forge a positive workplace. By Kristen Brown, keynote speaker at CCOSA’s upcoming Women in School Leadership Conference

How to effectively craft school budgets By Dr. Sam Robinson, CFO, Enid Public Schools

Laura Bullock Principal, Idabel MS OMLEA President-elect

Tara Burnett Principal, Highland Park ES Woodward Public Schools OAESP President-elect

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

14 Let’s Get Fiscal

Jennifer Patterson Asst. Principal, DeWitt Waller MS Enid Public Schools OMLEA President

Traci Newell Principal, Elgin ES OAESP President

21 Now You Know

The state testing window is right around the corner. How to unpack what performance levels are…and aren’t.

41 The Reach of Modest Grant Writing in a Rural Oklahoma District

Every district can support students with grant funds. Here’s how.

By Tanya Jones , Superintendent, Tahlequah Public Schools

17 In Session

Now that legislators are back at the Capitol, CCOSA continues advocating for a stronger public education system. By Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

READ TO LEAD 54 Read to Lead

ON THE COVER: Team Lone Grove Cheer is a part of the Lone Grove High School Cheer team. Members try out with the squad and are mentored by three senior high school cheerleaders.

The Yukon High School administrative team reviews “Stop Leading, Start Building: Turn Your School Into a Success Story With the People and Resources You Already Have” by Robyn R. Jackson.

ASSOCIATION UPDATES 43 OASA

51 OAESP

47 OASSP/OMLEA

53 ODSS

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CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director Chris LeGrande OASSP/OMLEA Executive Director

28 Success Stories Redefining policies that help students learn

By the administrative teams at Shawnee Middle School and Warner Public Schools

Glen Abshere OAESP Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Education Policy & Research Analyst Kathy Dunn Director of Professional Learning, State and Federal Programs Madeline Pollard Marketing, Events & Corporate Sponsorships Specialist Cynda Kolar Business Manager Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator Nicole Donnelly Membership Coordinator & CEC Executive Assistant Jen Knight Executive Assistant

35 Future Ready

Shining a spotlight on four successful special education transition programs

By Ashley Mackey, Assistant Principal, Deer Creek Middle School; Amy Reeder, Special Education Director and Title IX Coordinator, Lone Grove Schools; Rachael Laib, Project SEARCH Instructor and Transition Specialist for Moore Public Schools; and Carrie J. Schlehuber, Director of Special Education for Sand Springs Public Schools

Ashlee Lacy OASA Executive Assistant Catherine Goree OASSP/OMLEA/ODSS Executive Assistant

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Leadership Conversations What Kids Need Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org Relationships are at the core of who CCOSA is and what we represent. Since 1975, CCOSA has represented Oklahoma public school administrators who join as individual members to form a strong network that promotes Oklahoma student success. Did you know that in March 1975, the Oklahoma legislature recognized CCOSA as the organization designated to represent school administrators in Oklahoma?

CCOSA has been working on behalf of children for almost 50 years. CCOSA is not some bureaucratic entity; we are a membership organization. You are CCOSA. I know you, and I know your heart for almost 700,000 students we serve. You, our members, keep the focus on what is most important and what we believe in: 1. Children come first. 2. All students have value. 3. Leadership matters. 4. Education changes lives. 5. A robust system of public education preserves democracy. To promote and support these principles, the OASA Legislative Action Committee was organized in 1982, and CCOSA held its first Legislative Workshop in 1986; I think my friend John Folks was State Superintendent at that time. We have moved forward for public education with collaboration and support with most State Superintendents since then. Our membership has stayed strong and increased because of a focused mission for public education and the success of our students. The State Superintendent recently released a statement to the media ending all partnerships with CCOSA, claiming that we are “woke and anti-

parent.” My response is linked here. We all know he has a history of making hot political statements, but we believe this statement is also related to the fact that we surveyed our members to get information for legislators on the OSDE’s lack of response and backlog of federal and ESSER claims and applications. The first federal programs survey, released in November 2023, reflected the frustrations and challenges with OSDE Federal Programs’ processing of federal program applications and claims, and lack of reimbursements. The second survey that ended January 22 reflected improvements in approvals, claim processing, and reimbursements to districts. While some schools are still experiencing issues, many are seeing resolution in these three areas. As I said before, this is not a political issue, but a business issue that needed to be addressed by the OSDE. You may not know that CCOSA has contracted with the OSDE for many years to train special education directors. The OSDE will be sending out a new RFP this year for another term of the contract. They exercised their 60-day clause to let the contract expire when it was going to expire anyway. When the State Superintendent makes claims about CCOSA, he is referring to 3,000 Oklahoma school leaders. As school leaders, we sometimes face false and unfair accusations. Instead of lashing back, we continue to keep our focus on our students and schools. We are transparent, and we state the facts.

WI NTER 2024 | better sch o o ls

CCOSA will respond with action: ■ We will continue to provide training and

support for first-year special education directors as we have for the past 11 years.

■ We will continue to provide First Year

Superintendent Training based upon evidence-based professional standards.

■ We will continue to provide TLE

certification training for the Tulsa Model and McREL.

■ We will continue to provide research-

based training for principals.

■ We will continue to provide Quality

CCOSA will continue to take the high road. We will respond as our school leaders do, keeping our focus on our mission to provide support for school leaders, and our students and to advocate for public schools. And of course we will continue to urge the State Superintendent to collaborate with us. Kids need adults to work together. Kids are best served when all agencies join forces for the student’s sake. CCOSA will not lose focus of its mission because of noise from the outside. State Superintendents and political leaders come and go, but CCOSA is still here – for almost 50 years! Thank you for standing with us, shoulder to shoulder, as we all keep our focus on our core principles: Children Come First and Leadership Matters. Respectfully and on behalf of the great CCOSA team and Executive Committee Members,

Pam Deering, Ph.D. CCOSA/OASA Executive Director ■

School Framework training in the areas of school budgeting, virtual education, energy efficiency, and teaching and learning.

■ We will continue to provide state-

mandated beginning-of-the-schoolyear professional development.

■ We will continue to connect our

members through communication networks that allow them to share current information and best practices.

■ We will continue to provide networking

opportunities giving guidance in federal programs, student accounting, school budget projections, Indian education, instructional coaching, and any other need requested by you, our members.

■ We will continue to advocate for

legislation that benefits public schools and students while standing strong against legislation that hurts public schools and students.

■ We will continue to provide personal

benefits for our members.

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» Special Leadership Opportunity CCOSA and Milliken are partnering to bring superintendents training in transformational leadership.

TRANSFORMATIONAL LEADERSHIP By Mike Patrick, North America Sales Leader, Education Markets for Milliken Transformational leadership is a style of leadership where the leader is charged with identifying the needed change, creating a vision to guide the change through inspiration, and executing the change in tandem with committed members of the team.

CCOSA welcomed Milliken executive Mike Patrick to the OASA Legislative Conference in January of this year. The title of his presentation was “Transformational Leadership: The Milliken Story.” Milliken partners with CCOSA to provide leadership training at their headquarters in South Carolina. School superintendents can contact Dr. Pam Deering at deering@ccosa.org to let her know of their interest in attending one of the training sessions. School leaders are responsible only for airfare costs for this two-day trip to their headquarters. A description of the training is in the sidebar at right. Look for more information on transformational leadership in the spring issue of Better Schools magazine. ■

Change can be transforming. True transformation comes from vision, acute awareness of existing conditions, and a desire to be more than what’s dictated by circumstances. Transformational leadership is the ability to create and direct change. Through this conversation, we will discuss how Milliken survived a dying American textile industry using this method of leadership while every other major competitor disappeared. Our discussion will center around the power of ownership and how alignment throughout the organization on common goal and focus can create the wonder from the ordinary.

The Oklahoma Association of Youth Services (OAYS) is dedicated to fostering healthy habits, preventing tobacco use and promoting strong life skills for 3-8th grade students.

Transforming Adversity Into Opportunity Okmulgee/Okfuskee Successful Futures paired with Henryetta Public Schools to provide support instead of consequences for students using tobacco. By utilizing this partnership, the team was able to change this challenging landscape into a hopeful one.

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Federal Funds Flowing Through Oklahoma By Kathy Dunn, CCOSA Director of Professional Learning for State and Federal Programs

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he federal Consolidated Application is an annual requirement for school districts participating in Title I, II, III, IV, and V funding. Typically, the applications are due no later than September 30 of each year, but many districts complete the applications earlier so their districts may begin claiming reimbursements for expenditures made beginning on July 1, the start of the new fiscal year. One expenditure that cannot be put off until later in the school year is the salary of any employee paid with these federal project funds.

SPENT THROUGH MAY 31, 2023

52.2% spent

$1,494,647,051

$780,570,755 of ARP Act funds spent

SPENT THROUGH SEPTEMBER 30, 2023

62.9% spent

The FY24 school year brought particular fiscal challenges for many Oklahoma school districts. Four months into the new fiscal year, these districts had not yet received final approval on their federal applications, and no claims had been paid back for reimbursement of expenditures originally paid out of the district’s general fund account. Of additional concern is the “shelf life” of the ESSER III funds, which are set to expire on September 30, 2024. The U.S. Department of Education’s Office of Title Services offered guidance that districts could submit a claim if they had an application with preapproval status, but many districts felt it was too great a risk to spend federal budgets until they had final approval of projects because the Office of Title Services at the Oklahoma State Department of Education (OSDE) was inconsistent on what expenses were allowable for approval. The months were ticking by in the fiscal year with no ability for districts to move forward with their ESSER projects due to be completed by September 30, 2024. The graphics at right from the United States Department of Education ESSER Transparency Portal illustrate how the Oklahoma ESSER III expenditures and claims slowed dramatically in the FY24 fiscal year.

$1,494,647,051

$939,904,735 of ARP Act funds spent Funds available for obligation through Sept. 30, 2024.

SPENT THROUGH NOVEMBER 30, 2023

64.0% spent

$1,494,647,051

$955,952,252 of ARP Act funds spent Funds available for obligation through Sept. 30, 2024.

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From the beginning of the FY24 school year, approval of federal applications from the OSDE was a slowmoving process. Many superintendents reached out to the OSDE regarding their federal applications, claims, and reimbursements without resolution, then turned to CCOSA and to their individual legislators seeking advocates for the fiscal well-being of their schools. In mid-November, legislators asked CCOSA to conduct a survey of members to help them determine how widespread the issue was among school districts across Oklahoma. The survey was sent to all school districts and received responses from 184 superintendents by the deadline of November 22, 2023. Of the 184 school districts responding to the survey, 55% were still waiting in November for any of their federal applications to be approved, and 72% were waiting for their first claims of the year to be approved for reimbursement of funds that were spent between

July 1 and mid-November. In smaller districts in particular, where revenue and fund balances are limited, 33% of superintendents reported the possibility of having to issue nonpayable warrants to meet their payroll obligations if federal programs claims continued to be stalled and unpaid. At the time of the November survey, legislators requested a follow-up survey to be done in January to determine if their efforts to communicate with the OSDE were successful and federal funds were flowing back to districts in a timely manner. The follow-up survey was completed January 15-22, 2024, by 175 Oklahoma superintendents, and it shows a concerted effort by the OSDE to get reimbursement of federal funds flowing back to districts. The two survey items that showed the greatest improvement are in the tables below.

Districts With Final Approval on Federal Applications November 2023 45% – some grants have final approval

January 2024 81% – all grants have final approval

55% – no grants have final approval

18% – most grants have final approval 1% – no grants have final approval

Districts With at Least One Claim Paid November 2023 28% have at least one claim paid 72% have no claims paid

» With the reimbursement of federal funds beginning to flow back to districts, Oklahoma students can continue to benefit from the last round of COVID relief funds and the ongoing Title program funds to boost student outcomes.

January 2024 90% have at least one claim paid 10% have no claims paid

Dr. Pam Deering, Executive Director of CCOSA and OASA, recently expressed it best:

“As lifelong educators, we continue to encourage Supt. Walters and leaders at all levels to move beyond politics and prioritize public education with impactful investments and other support for Oklahoma students to succeed. Working together in a collaborative manner keeps the focus on meeting the needs of Oklahoma’s students and the wonderful public school educators who serve our students and families.” ■

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Let’s Get Fiscal For busy school administrators, time is money. An experienced CFO shares how to create school district budgets efficiently and effectively. By Dr. Sam Robinson Identifying school district employee needs and making budget projections is as simple as understanding revenue and expenditures with a student-first approach. For a simple and successful budget projection, administrators should budget for 90% of expected revenue and keep expenditures within 90% of those revenue projections. In reality, it is the details of projections and administrative and departmental staff collaboration that make employee staffing needs and budget projections accurate and successful. As humans, we are creators of habit. Determining staffing needs and making budget projections requires a good understanding of the revenue and expenditure habits of your school district. For minimal staffing with maximum efficiencies, it is important to form a good habit of communicating with stakeholders while understanding student needs and requirements. Employee staffing needs are pretty simple. Understanding

student enrollment is the first priority. Is enrollment increasing or decreasing? Are the special populations that require specialized teachers increasing or decreasing? What support personnel are needed to support and manage the school and the district? Once these questions have been answered after collaboration with site and district administrators, budgeters can move on to the next phase of personnel, evaluation.

Administrators working on budgets should evaluate student programming from academics to extracurriculars and the student-to-teacher ratios needed for the district based upon identified student and community needs. This will not always be what the instructional staff may want, but it might be the best fit to achieve desired outcomes within the fiscal limitations of the budget.

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“By reviewing previous revenue and expenditure patterns, administrators can put together budgets within 90-95% accuracy.”

Finally, budgeters should identify constraints. Can the budget support additional personnel to meet needs and wants? Are the staffing decisions sustainable over a period of time? Are new or additional personnel impacting and improving student learning? Based upon the answers to these questions and by utilizing the input of those closest to students – teachers, principals, and departmental staff – administrators can make adequate and sustainable personnel decisions. In order to meet student and community needs, it is important to make clear budget projections. Predicting revenue and expenditures for school districts might appear to be a simple endeavor, but in reality, it can be quite challenging if not enough thought and data review has been done. This is why I utilize an approach of habit and past history. By reviewing previous revenue and expenditure patterns, administrators can put together budgets within 90-95%

accuracy. It is important to always begin with revenue and to evaluate the following: one-time previousyear revenue, how revenues have increased or decreased over a five-year period, and how to manage increases or decreases in revenue. Questions to ask might include, “Did we purchase a bus?”, “Is revenue trending up, down, or remaining relatively flat?”, and “How are we staffing based on revenue increases or decreases?” A five-year look back is always a good idea to make sure previous years’ data is taken into account. This can demonstrate patterns and help identify changes in trends in revenue or expenditures to make future projections. As stated before, we are creators of habit. The spending habits of previous years do not typically change, especially in regard to recurring costs. Many times, onetime expenditures will occur in a pattern, such as transportation purchases or repairing heat and air systems. These may not occur every year, but rest assured, there will be an expenditure within a five-year period. Setting spending limits is important to establishing and projecting a budget. Administrators will know their expenditure limits because they have done the revenue review. Once expenditure limits are established, budget projection and formation can begin.

Administrators can develop budget projects by doing the following five things: 1. Evaluate patterns (revenue and expenditures). 2. Identify changes in revenue. 3. Identify new expenditures. 4. Identify eliminated expenditures. 5. Reduce or increase expenditures based on student and community needs. Once administrators have put in the time for collaboration, review, and projection, a budget will begin to emerge, first as a projection and then, with more collaboration, as a working budget centered around students and improved student outcomes. ■

Dr. Sam Robinson is the Chief Financial Officer for Enid Public Schools. In May 2023, Dr. Robinson was named the 2023 School Business Official of the Year by the Oklahoma Association of School Business Professionals.

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Legislators have returned to the Capitol, and CCOSA will be keeping an eye on education policy and funding every step of the way. By Dr. Jeanene Barnett, Education Policy & Research Analyst The Oklahoma Legislature has had an overwhelming Republican majority since 2009. Now, the composition of the Senate sits at 40 Republicans and 8 Democrats, and State House Republicans have an 81-20 advantage over Democrats. On Monday, February 5, the 2024 Legislative Session officially began with the Governor’s annual State of the State speech. Regular Session convened the same day. This is the second year of the two-year legislative cycle. This session, legislators filed approximately 2,051 bills: The Senate filed 1,210 measures, and the House filed 841 bills and joint resolutions. There are 2,464 carryover bills still alive from last session that can be resurrected and move forward as well. Keep in mind – bill filing leads to a plethora

of bills that make headlines, but few actually become law. As we advocate with our local legislators and review the list of bills, we must keep our focus on what is important and beneficial for students and schools. Only 19% of bills filed will become law, and very few bills are signed by the Governor with the same language they had at initial filing. This reality shapes CCOSA’s advocacy efforts, where we take three approaches: promote legislation that responds to a call for help from our members

2024 LEGISLATIVE SESSION

IMPORTANT DATES February 29, 2024

Bills must be through Committees. March 21, 2024

Bills must be through first House of origin. April 12, 2024

Bills must be through Committees in opposite House. April 25, 2024

Bills must be heard in opposite House. May 31, 2024

Sine Die, or last day of session.

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and their schools, thus making public education stronger and better able to meet all student needs; respond to and work to defeat legislation that promotes unfairness and weakens public education; and/or collaborate with legislators to improve legislation, again with an eye toward fairness and quality in public education. See the 2023-2024 CCOSA/OASA Legislative and Policy Issue Guidelines below for more details. As the session unfolds, CCOSA members will receive weekly updates and alerts on an asneeded basis. The legislative alerts usually ask members to contact their legislators and let them know if you support a bill or not. CCOSA provides an overview of how the bill is beneficial or detrimental to schools and our students; it is important that individual members are prepared to share how such a bill will impact their local schools and students. Personal stories make all the difference with legislators.

Only 19% of bills filed will become law, and very few bills are signed by the Governor with the same language they had at initial filing. Overall, CCOSA encourages members to always be ready to tell stories of student success in their local public schools – and it isn’t necessary to be Shakespeare to do it. Being authentic and heartfelt is all it takes. Some areas you may want to reference include: ■ Using innovative approaches to

teach literacy and math skills

■ Improving children’s health ■ Teaching both critical thinking

and life skills

■ Preparing students for higher

education and/or the workforce

■ Passing down values

of the community

■ Broadening kids’ horizons ■ Teaching discipline and

developing informed, self-governing citizens

■ Creating a path out of poverty ■ Fostering both confidence and

character by experiencing wins and losses in competitions (sports, FFA, music, etc.)

2023-2024 CCOSA/OASA LEGISLATIVE AND POLICY ISSUE GUIDELINES CCOSA VISION As the state’s preeminent membership association for school administrators, CCOSA serves as Oklahoma’s most active and trusted voice in education policy, practice, and leadership, informing and shaping public policy and public opinion to ensure Oklahomans have the best public school system available. CCOSA MISSION To promote quality administrative leadership for Oklahoma schools through professional development, legislation, and member services.

CCOSA/OASA will consider taking a position on legislation or making a policy statement on issues relevant to its mission and vision. In making that determination, the following questions will be considered: Will the legislation support CCOSA’s vision and mission? ■ Will it improve the quality

and success of our school systems and their students or promote the development of a skilled, educated, and healthy workforce?

■ Have the expected fiscal

impact of the legislation and current economic environment been appropriately considered?

■ Will it divert public dollars

to be used for private purposes?

■ Is it supported in research to

be effective for schools and children?

■ Will it create less paperwork

and/or requirements for schools?

■ Will the support of CCOSA

likely make a difference to the outcome?

■ Does the issue impact

a large number of our members, their schools, and Oklahoma’s children?

■ Will taking a position create

a significant conflict among members or partners?

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WI NTER 2024 | better sch o o ls

Now You Know » What is the

In 2017, Oklahoma changed the names of the performance

meaning of the PERFORMANCE LEVELS on state-mandated assessments?

levels in the Oklahoma School Testing Program (OSTP) and

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

Generally, performance level descriptors are used to describe

aligned state assessments with national assessments (i.e. ACT, SAT, and the National Assessment for Educational Progress, or NAEP) that help define if a student is college and career ready. These new performance levels, spelled out in state law ( 70 O.S. § 1210.541 ), are Advanced, Proficient, Basic, and Below Basic.

the knowledge and skills expected of students on standardized tests at different achievement levels. On the next page is Oklahoma’s framework of how performance levels are defined with language directly from state law in quotation marks, followed by bullets with brief additional descriptions.

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» ADVANCED

» PROFICIENT

» BASIC

ADVANCED “which shall indicate that students demonstrate superior performance on challenging subject matter”:

PROFICIENT “which shall indicate that students demonstrate mastery over challenging gradelevel subject matter, can analyze and apply such knowledge to realworld situations, that students are ready for the next grade, course, or level of education and that students are on track to be ready for college or career”:

BASIC “which shall indicate that students demonstrate partial mastery of the essential knowledge and skills that are foundational for proficient work at their grade level or course and that students are not on track to be ready for college or career”:

■ Students at the “Advanced”

level typically demonstrate a broad and in-depth understanding of challenging subject matter and can apply complex skills.

■ They may show a high level

of critical thinking, problemsolving, and analytical skills.

■ Students categorized as

“Proficient” demonstrate mastery over appropriate grade-level subject matter of their grade-level subject-area standards.

■ They have a solid

understanding of the content and can apply it effectively.

■ Proficient students are

usually considered on track for success at the next grade level.

■ Students at the “Basic”

level demonstrate a partial understanding of the material but may struggle with more complex concepts.

■ They have a foundational grasp

of the content but may need additional support to reach proficiency.

» BELOW BASIC BELOW BASIC “which shall indicate that students have not performed at least at the basic level”: ■ This level may indicate that

students have a limited grasp of the required knowledge and skills.

Based on these performance levels, specific performance level descriptors (PLDs), which vary depending on the subject and grade level being assessed, were developed by Oklahoma teachers. The PLDs were designed to provide a clear picture of how well students are meeting academic expectations. Additionally, performance level descriptors, if used with full understanding and fidelity, can help educators, families, and policymakers understand the strengths and weaknesses of the education system, identify areas for improvement, and tailor interventions to support student success. For the most current information regarding performance level descriptors for the Oklahoma School Testing Program, educators should consult the official guidelines and resources provided by the Oklahoma State Department of Education.

Since Oklahoma aligned their performance levels with NAEP and Oklahoma student performance on NAEP is often used by policymakers to discuss Oklahoma school quality, it is important to note that NAEP tests only a portion of students at various (not all) schools across the state, using an assessment method called random sampling. Therefore, when Oklahoma NAEP performance is discussed, it is based on this small sample of students. In a Brookings article, Tom Loveless also points out, “NAEP does not report the percentage of students performing at grade level. NAEP reports the percentage of students reaching a ‘proficient’ level of performance. Here’s the problem. That’s not grade level.” More recently, Peter Greene wrote regarding this misunderstanding about the definition of ‘proficient’ in Forbes: “The National Center for Education Statistics operates the NAEP, and they are aware there’s

an issue. On their website, the language is quite clear. After noting that NAEP Proficient means that the students “demonstrate solid academic performance and competency over challenging subject matter,” the website says: “It should be noted that the NAEP Proficient achievement level does not represent grade-level proficiency as determined by other assessment standards (e.g., state or district assessments).”

» Calendar Alert The state testing window for this school year is just weeks away. It is important that you work with your school community and families to help them develop a full understanding of Oklahoma’s performance level definitions so they can use student and school information responsibly. ■

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The 7 Energies of Mental Health

How School Leaders Can Drive Initiatives to Improve Team Dynamics, Beat Burnout, and Encourage a Positive Workplace By Kristen Brown, CSP In today’s fast-paced world, mental health is critical to employee well-being, beating burnout, and driving organizational success. Leaders at all levels play a pivotal role in building a mentally healthy workplace. Leaders can effectively drive mental health initiatives by leveraging the seven energies of Vision, Strategy, Communication, Relationships, Confidence, Creativity, and Motivation. Here’s how each of the 7 Energies impacts mental health and actionable steps leaders can take.

Vision Energy

■ Impact on Mental Health:

Vision provides direction and purpose. When employees understand and connect with the organization’s vision, it enhances their sense of belonging and purpose, boosting their mental wellness.

■ Action Step: Articulate a clear

vision that prioritizes mental health. Organize sessions where this vision is communicated and employees are encouraged to share their thoughts. This fosters an environment where mental health is valued as part of the company’s future.

Strategy Energy

■ Impact on Mental Health:

A well-defined strategy that includes mental health initiatives ensures systematic support for employee wellness.

■ Action Step: Develop a

comprehensive mental health strategy. This could include regular wellness check-ins, access to mental health resources, and training for managers on mental health awareness. Ensure this strategy is integrated into the broader organizational strategy, showing commitment at all levels.

Communication Energy

■ Impact on Mental Health:

Open and empathetic communication can destigmatize mental health issues, making it easier for employees to seek help.

■ Action Step: Create

channels for open communication about mental health. This could be regular team meetings focused on well-being, anonymous feedback tools, or mental health newsletters. Ensure that the tone is always empathetic and supportive.

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■ Impact on Mental Health:

■ Action Step: Encourage team-

■ Action Step: Encourage a

Relationship Energy

Positive workplace relationships provide support and reduce feelings of isolation and stress. building activities and peersupport programs. Leaders should model this by building strong relationships with their teams, showing genuine interest and concern for their team members’ well-being.

Creativity Energy

Creative expression can be a therapeutic and powerful tool for coping with stress, leading to a more positive mental state. creative work environment. Ask employees to think outside the box and offer creative solutions for workplace challenges, including mental health initiatives. This could involve brainstorming sessions, innovation labs, or even artbased therapy workshops.

Motivation Energy

A motivated workforce is more engaged and less prone to burnout. Recognizing and addressing the unique motivators of each individual employee can significantly improve their mental health.

■ Action Step: Understand what

motivates your employees. This could be professional development, recognition, or work-life balance. Incorporate these motivators into your mental health initiatives.

Wrapping Up

Confidence Energy

■ Impact on Mental Health:

Confidence in the workplace can reduce anxiety and improve mental health. When leaders show confidence in their employees’ abilities, it boosts their self-esteem and job satisfaction.

■ Action Step: Empower

employee confidence by recognizing their achievements and providing growth opportunities. Create a safe space for failure, emphasizing learning and improvement over criticism.

By harnessing the 7 Energies, leaders can create a more supportive, empathetic, and healthy work environment. Mental health is not just an individual issue but a collective goal that requires thoughtful leadership and a proactive approach. The journey toward a mentally healthy workplace is ongoing and evolves with the organization and its people. Leaders who are committed to using the 7 Energies to support mental health initiatives will enhance their employees’ well-being and contribute to a more productive, creative, and resilient organization. ■

Kristen Brown is a Certified Speaking Professional who redefines the energy of leadership in the modern workplace. Drawing from her transformative experiences as a young widow and 15 years in corporate leadership, Kristen’s keynotes have revolutionized workplace dynamics for giants like Microsoft, General Mills, and Target, small businesses across industries, associations, and everything in between. Brown will be the keynote speaker at the CCOSA Women in School Leadership Conference held at the Omni Hotel in Oklahoma City on March 27-28. Learn more at KristenBrownPresents.com.

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Two Oklahoma schools are leaning into innovative strategies to help students succeed.

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Reach. Restore. Release. Transforming Restorative Behavior Intervention in Public Schools By Levi Dobrinski, Hannah J. Holland, and Keely Tolin

In the dynamic landscape of education, the quest for effective behavior interventions that promote a positive and inclusive school environment is challenging. Amidst the myriad of approaches, at Shawnee Middle School we have sought to create a program to shift how we address student behavior among approximately 700 students. The Restorative Behavior Intervention (RBI) program “Reach. Restore. Release.” stands out as a beacon of success, heralding a paradigm that has not only demonstrated remarkable efficacy but has also redefined the narrative around discipline, emphasizing empathy, understanding, and personal growth. In this article, we delve into the core principles and successes, supported by data, of “Reach. Restore. Release.” Understanding “Reach. Restore. Release.” “Reach. Restore. Release.” is not merely a program; it is a philosophy that embraces the power of restoration. The three Rs encapsulate the essence of this intervention: reaching out to students, restoring relationships through dialogue and understanding, and ultimately releasing the positive change. It is no secret students have struggled behaviorally over the last few years. Kayln Belsha’s 2021 Chalkbeat article gives light to the recent shift, noting that “Schools across the country say they’re seeing an uptick in disruptive behaviors. Some are obvious and visible, like students trashing bathrooms, fighting over social media posts, or running out of classrooms. Others are quieter calls for help, like students putting their heads down and refusing to talk.” Developed as a response to the ineffectiveness of punitive

measures, our approach prioritizes collaboration, communication, and community-building while disincentivizing the behaviors that yield RBI assignment.

Reaching Out First The first pillar, “Reach,” emphasizes proactive engagement with students on a personal level. It recognizes that behavioral issues often stem from underlying challenges, be they academic, social, or emotional. Educators employing this intervention actively seek to understand the unique needs and perspectives of each student, creating a foundation for trust and mutual respect. Utilizing data to identify students who are at risk is a key component to building those relationships and creating that mutual trust. Instead of labeling students, we view the RBI curriculum as a set of standards to be mastered just as one would math, English, or science.

Students are expected to need interventions. Support is provided to students quickly, methodically, and intentionally to identify which student is in need of which support. Proactive beats reactive every time.

Restoring Behaviors Through Individualized Curriculum The second pillar, “Restore,” constitutes the heart of the intervention. Rather than resorting to punitive measures that often exacerbate the problem, “Reach. Restore. Release.” advocates for a restorative framework in which conflicts are addressed through structured dialogue; therefore, the student in need of behavioral intervention participates in a collaborative process aimed at understanding the behavior and finding constructive solutions. When a student is assigned RBI, they work through a specific behavioral module designed to

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meet the needs of the individual. Every module is adaptable to accommodate diverse learners, and the RBI teacher guides students through the restorative journey. Specifically, if two students engaged in an altercation, the module would include an introductory reflection that allows the students to write down their side of the story. Then, they would watch specifically chosen videos about respectful disagreements. After that, there would be an article study about conflict resolution as a teen. All of these steps are guided by the RBI teacher. The success of the “Restore” phase lies in its ability to promote empathy and accountability with each module. Students are encouraged to reflect

on their actions, consider the perspectives of others, and take responsibility for the consequences of their behavior. This process not only facilitates personal growth but also fosters a sense of community within the school.

The Results and Conclusion

“Reach. Restore. Release.” permeates our entire school community, fostering a culture of empathy, understanding, and collaboration. Students, parents, and educators express appreciation for the intervention’s focus on personal accountability and growth. Many report feeling heard and valued, leading to increased self-esteem and a sense of belonging. The intervention becomes a catalyst for building a resilient school community, not only resolving conflicts but also contributing to the development

In a comprehensive analysis of student behavior before and after the new program, we found a significant decrease in total behavior incidents, number of students assigned RBI, retention of students, and number of students identified as behaviorally at risk. The table below displays these successes.

Release and Don’t Retain The final pillar, “Release,” signifies the ultimate goal of the intervention: releasing the potential for positive change while disincentivizing the behavior that yielded the consequence. By holistically addressing behavioral issues, the intervention targets individual choices and consequences. We asked ourselves, “What do we consider a success with restoring behavior

in this age group?”, and decided every student is expected to need some support in their educational journey; however, the measure of success rests with the retention. If a student receives an intervention, then reintegrates without needing the same intervention again, this is considered a success. We treat the behavior as a standard. If students don’t demonstrate understanding on a math assessment, we reteach and reassess. If students again do not demonstrate understanding, we reevaluate how we are teaching the standard. Behavior should be no different.

of essential academic skills with students spending more time in the classroom. As we celebrate the triumphs of “Reach. Restore. Release.”, we recognize its success extends beyond reducing disciplinary incidents; it lays the groundwork for a more compassionate, inclusive, and empowering educational experience for all.

2022-23 School Year compared to 2023-24 School Year FY23 compared to FY24 Quarter 1

FY23 compared to FY24 Quarter 2

Total Number of Incidents

Decreased by 45%

Decreased by 39%

Number of Students Assigned RBI

Decreased by 28%

Decreased by 33%

Number of Repeat Offenders

Decreased by 51%

Decreased by 47%

Number of Students Identified as At Risk (5 or more incidents)

Decreased by 88%

Decreased by 83%

Levi Dobrinski, Hannah J. Holland, and Keely Tolin are the administrative leaders at Shawnee Middle School, where Tolin serves as Principal and Dobrinski and Holland as Assistant Principals.

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Success Is More Important Than Cell Phones By Misty Durrett, Brian Hummingbird, and Jeremy Jackson

Cell phones are a widely debated topic in relation to use in schools. Where do students’ rights to utilize them for school or personal use overlap? In 2012, a group of 20 staff members from Warner Public Schools attended the Model Schools Conference in Orlando, Florida. Presenters championed the use of cell phone technology in the classroom to bridge the divide between those who had devices (laptops, tablets, Chromebooks) and those who did not. As a staff, we decided that same year to take another route that has propelled us to be a leader in academic achievement and growth for more than ten years. A Policy Is Born Warner Public Schools’ approach to cell phones is simple – we do not want to see them or hear them during the school day. We have professional educators who are some of the best in the state, and they should not have to compete with the distractions of cellular technology. Our teachers and staff frequently allude to the lack of competition with cell phones as one reason for remaining with the district. They are truly able to just teach. Warner Public Schools has a 1:1 initiative, so all of our students have a Chromebook they can use in each class. They are allowed to communicate with their parents via email if they need to. Our students have adapted. During passing periods or lunch, we witness them having authentic conversations and interactions. Friendships are cultivated, and students engage with each other regularly. We do not witness gaming, heads down on phones, or constant texting or posting to social media. Our cell phone policy is administered consistently

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from elementary school through high school. Students of all ages understand the importance of maintaining a distraction-free environment and the responsibility and consequences of violating our policy.

Violations Are Few Students at Warner Public Schools are expected to turn off and keep their phones put away for the entirety of the time they are on campus. If a student is found in violation of the cell phone policy, their parent/ guardian has two options. We will return the cell phone to the family with their student, and the student will be home-based for three school days. Option 2 is to leave the cell phone in the school vault for one week. The average rate for discipline is less than 10 cell phone violations per year. When parents/guardians choose a discipline option, around 87% of the time, they choose to leave the phone at school. Many times during those conversations with parents/guardians, they express disdain for how much their child is engrossed in their phone. In the fall 2023 semester, a middle school student had a cell phone violation. Her guardian said it took her three days to adjust to not having it, but then her attitude and demeanor reverted to the sweet child they remembered. She went on to say that she almost wished we would keep the phone permanently.

Benefits Are Many The lack of cell phones has also allowed us to reduce bullying threats, violence threats, and digital anxieties that schools who allow cell phones deal with regularly. Our students have expressed that they do not feel like they have to constantly check their social media to see who is talking about them or posting about them. They get a break from the constant digital presence. Monitoring texts, Instagram, Snapchat, BeReal, and many more consumes them at times. Continual notifications is their world, and we allow them a break from that. Warner Middle School and High School have recorded fewer than 11 “fights” since the inception of our cell phone policy. We believe much of that can be attributed to students not having cell phones to plan, coordinate, and record those incidents. So much of the fighting culture in today’s schools is driven by the opportunity to get views, clicks, or attention. Without cell phones, those opportunities are virtually nonexistent.

ADHD, or other hyperactivity disorders, and cell phones are just another stumbling block.

We have witnessed the benefits of the policy to our staff and students. Student performance for regular education and special education is regularly near the top in the state. Staff retention is improved as professional educators enjoy working in an environment free from continual distraction. Many students are already struggling with ADD,

It is time we make changes to our education environments. In the early to mid-20th century, tobacco companies promoted cigarettes as having health benefits. In the early 21st century, cell phones were promoted as helpful in the classroom. Both of these are untrue. It is time we take action to help our students better prepare themselves for the future. ■

In the past year, at least seven schools have asked for input or modeled new cell phone policies in their district after what we do daily. Students who transfer into the district and their families quickly adopt and adapt to the policy. Schools around the nation are slowly beginning to transition to policies restricting the use of cell phones. We will gladly help, share information, or provide input to anyone considering making a change to their cell phone policy. It has been a foundational element of our success since the conference in Florida more than a decade ago. We believe our cell phone policy is the most important aspect of our academic performance. The majority of our students – 73% – qualify for free and reduced lunch, so our demographics do not typically lead to the classroom success we consistently achieve.

Numbers Don’t Lie 2012 73% 10-12 11 7

Year Warner Public Schools adopted a no-cell-phone policy Percentage of WPS students eligible for free and reduced lunch Number of cell phone violations per school year at WPS Number of fights among WPS students since the no-cell-phone policy was adopted Number of schools asking for input or modeling their policies on WPS’ no-cell-phone policy Misty Durrett, Brian Hummingbird, and Jeremy Jackson are members of the administrative team at Warner Public Schools, where Hummingbird is the High School Principal, Jackson is the Middle School Principal, and Durrett is the Middle and High School Counselor.

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FUTURE READY In this article, four school leaders share the innovative district special education transition programs that are equipping their students for long-term success.

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Deer Creek Transition Center SIMON HURST PHOTOGRAPHY

By Ashley Mackey The Deer Creek Transition Center (DCTC), opened in January 2022, stands as a testament to the power of collaboration. This program, made possible through the work of district administrators, school leaders, teachers, and parents, focuses on empowering 18- to 22-year-old students in our special education program for postsecondary life. At the heart of DCTC’s success is our commitment to stakeholder collaboration. Regular meetings bring together the expertise of our team, ensuring a holistic approach to student development. Recognizing that each student is on a unique journey, we tailor our strategies to meet them where they are, all while embracing adaptability. By identifying student passions, we create real-world projects that not only engage but also prepare them for life beyond the transition program. Communication and leaning into strengths of those working directly with students has proven beneficial. One of our students demonstrated a strength in helping other students. This led to an opportunity for collaboration in a Deer Creek elementary school, where this student now assists within a Pre-K classroom. Students who are ready for other independent experiences have had the opportunity to work

Deer Creek’s Transition Center, opened in early 2022, includes a fully equipped kitchen where students learn cooking and hospitality skills, a group classroom where students can collaborate on their postsecondary interests, and a laundry facility for kitchen linens.

with our front office staff and assist with athletic events in various capacities. Students assist with concessions, ticket sales, and even social media/video for events. As we look forward to future opportunities, we are excited to expand into navigating public spaces and transportation options, providing laundry services for local families in need, and assisting with the organization of our district’s comfort closet and backpack program. Our program, still in its growth phase, thrives on the strengths of our teachers. As an administrator,

Lone Grove Schools Transition Program By Amy Reeder Lone Grove Schools always puts relationships, connections, and community first. This vision extends into every program within our school community and is especially seen, heard, and actively lived out in our special education program. Our goal is to truly serve others and set our students up for future successes. We want to make our program unique to our students because each of them is unique and

my focus is on empowering educators by assigning leadership roles that align with their strengths. This collaborative approach not only enhances the effectiveness of the program but also fosters a strong sense of efficacy among the staff. The Deer Creek Transition Center is not just a facility; it’s a dynamic community dedicated to shaping the future for our students with special needs. Ashley Mackey is an Assistant Principal at Deer Creek Middle School and Assistant Principal of the Deer Creek Transition Center. In December, Mackey was named OASSP’s 2023-2024 Assistant Principal of the Year. PHOTO: HONEY DUSK PHOTOGRAPHY

has varying interests and goals. Our special education teacher, Lyndsay Cathey, is passionate about not only her students but also transition and ensuring students succeed in their future paths. Mrs. Cathey has gone back to school to gain her master’s focused on transition and has been digging into what our transition program needs to benefit our students. This school year, our district chose the OATECA curriculum for transition to help ready students ages 18-22 for their journey beyond high school. We involve students and caregivers in the process to determine students’ goals and the skills

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Lone Grove students get hands-on experience at the Ring of Gold livestock show, caring for the animals and even choosing an animal to show while there.

Lone Grove students get real-life experience by running the high school clothes closet. They sort the donated items and hang them or fold them according to size and category.

they need to accomplish them. Our transition program is based on those interests and goals and gives students hands-on, real-life experiences. For example, students run and organize our food bank and clothes closet, they receive classroom and care experience by helping with our extended care and primary special education classrooms, they can get food service and cleaning experience by helping in our cafeteria, they get customer service experience and use communication skills when they take the kindness cart around monthly to give snacks and drinks to our teachers, and they have opportunities for vital workplace experience by working jobs with a mentor at participating local businesses. These activities – plus classroom-based activities like setting a table, making lists, following a recipe, and following a daily schedule – will help our students.

Lone Grove Schools students also participate in events like our FFA chapter’s “Ring of Gold” day, where they show livestock; our local Special Olympics game night; and our Team Lone Grove cheer squad. These events allow past and present families of students in special education to stay in contact and continue vital relationships. Lone Grove Schools are new to expanded transition programming; however, we are excited about how it will set up our students ages 18-22 for lifelong success. We are thrilled to continue to plan and build this program with unique, hands-on, and, most importantly, real-life experiences for our students. Amy Reeder is Director of Special Education and Title IX Coordinator for Lone Grove Schools. PHOTO: NEW CENTURY PHOTOGRAPHY

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Project SEARCH at Moore Public Schools By Rachael Laib Project SEARCH is an incredible transition program for young adults with disabilities. Its main goal is to equip students with employment skills and foster their independence, all while helping them find competitive, integrated employment. The program started in 1996 and has since grown into an international success, with over 700 sites worldwide. In fall 2017, Moore Public Schools partnered with the Oklahoma Department of Rehabilitation Services, DRTC in Oklahoma City, The National Center for Disability Education and Training-OU, and Norman Regional Health System to launch their own Project SEARCH program. This initiative has been a game-changer for students, allowing them to gain valuable insight into professional work through hands-on training in a real-world work setting in various departments within the Norman Regional Health System. Each intern participates in three 10-week rotations in departments that have volunteered to host an intern, such as Linen, Cafeteria, Kitchen, Emergency, Ortho Spine, and Progressive Cardiac Care Units.

A Project SEARCH student working and learning in the Emergency Department at Norman Regional Health System. The goal is to gain marketable, competitive, transferable job skills through each rotation. Job development is individualized to accommodate intern skill development and employment goals. By taking students out of the traditional school setting, we’ve been able to help them gain confidence and independence while learning problem-solving, social, and communication skills. One of the key factors contributing to the success of our program is the incredible support from the health system and our partner agencies. We have been supported and encouraged since day one by MPS and NRHS administration. We’ve also seen how important

Norman Regional Health System is a key Project SEARCH partner, offering opportunities for students to work in a variety of hospital departments. it is to have buy-in from students and support from their families. We meet as a team for student progress and planning at least five times during the school year. The benefits for students are immense. Not only do they get the opportunity to interact with others and have fun, but they also gain valuable experience to add to their resumes. We encourage students to connect with employment agencies like DRTC to ensure a smooth transition into the workforce. We also consider their goals and needs, such as transportation, guardianship, and independent living and connect them to resources to assist them in meeting those needs as they transition into adulthood. Our students have obtained their driver’s licenses, obtained full-time work with benefits, and some have held the same job since graduating the program. We can’t express enough gratitude to the amazing employees at the health system who have embraced our program. Their support and partnership have been invaluable, providing our interns with essential work experience and preparing them for future employment. We’re now in our seventh year, and we’re thrilled to see the connections and success that have come from this program.

Nearly 50 students have participated in Moore Public Schools' Project SEARCH program, gaining real-world job experience with employers including Tinker Air Force Base, Home Depot, Walmart, Crest, and more.

Rachael Laib is the Project SEARCH Instructor and Transition Specialist for Moore Public Schools.

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Sandite Transition Academy at Sand Springs Public Schools By Carrie J. Schlehuber The new Sandite Transition Academy (STA) provides independent living and working experiences for Sand Springs special education students ages 18-22. We believe all students in the program should have the opportunity for meaningful and engaging life experiences driven by their passions, talents, and abilities. Our program allows students to first explore career pathways in a simulated classroom to demonstrate understanding, success, and competency in their desired career field. When ready, they are placed in businesses in the Sand Springs community with a job coach. For example, one student works at one of our kindergarten classrooms as a teacher assistant two days a week, where she assists students in resource classes, plays one-on-one with them, and listens to them read their sight words. One day a week, she also works at a local boutique, completing sales, stocking inventory, and modeling products for social media. These placements are based on her personal goals, interests, and career plans, in keeping with our program’s core value – personal choices drive employment opportunities. Students cultivate independent living skills through weekly grocery planning, shopping, preparing, and cooking in our full kitchen. They also provide a monthly “party” for the Central Administrative Services staff, complete with table settings, seasonal decor, and tasty treats. It is the highlight of the month for our staff! They also practice their work skills in a live setting by providing shredding services to our entire Central Administrative Services building each week, where they are required to greet each person properly, ask specific questions regarding their shredding, and then complete the work. One unique highlight of the Sandite Transition Academy is our partnership with our Charles

A Sandite Transition Academy student gains work experience at a local clothing boutique, where modeling inventory is among her job duties.

Page High School internship program for seniors. We currently have two Sand Springs seniors on the Teaching and Learning career path who we have employed as student interns at STA. These seniors want to pursue a degree and career in education, and this is a real-world, handson experience that benefits them and our young adults. Our morning intern spends time in the classroom with students, assisting them with their functional living skills and practicing job skills like handling money, completing applications, and doing mock interviews. Our afternoon intern goes to job sites with one student and shadows and supports her as needed.

We also have a partnership with The Bridges Foundation and their Work Adjustment Training (WAT) program. This is a fabulous partnership that provides our students the opportunity to receive training to get them adjusted to the workforce. Since students remain with us through the year of their 22nd birthday, this WAT training in their first two years of the STA program will allow them to be part of our local workforce in their last two years of STA. ■ Carrie J. Schlehuber is the Director of Special Education for Sand Springs Public Schools.

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The Reach of Modest Grant Writing in a Rural Oklahoma District

Every district can support students with grant funds. Here’s how. By Tanya Jones Reprinted with permission from the December 2023 issue of School Administrator magazine, published by AASA, The School Superintendents Association.

In the rural, northeastern corner of Oklahoma roughly 60 miles from Tulsa is the picturesque city of Tahlequah. The foothills of the Ozark mountains surround our community, and an active Native American population keeps tribal traditions alive. As superintendent of Tahlequah Public Schools, I and my team are filling some critical gaps between needs and revenues. My small grants team generates nearly $8 million annually from local, state, and federal grants and community partners. Every year we receive multiple small external donations of perhaps $500 each and several large grants that generate $150,000 yearly. Our goal is to help vulnerable children and families, many of whom live in poverty, through enriching academic programs, providing for basic needs, offering mental health services, and much more. That mission keeps us motivated and busy. The four-member team, five when you include me (a former director of grants and federal programs in the district), help write, track, and oversee all grants. Everyone has other responsibilities as well. For years, we have successfully developed and managed grants. You can, too.

Rigorous Review Several years ago, we set our sights on improving literacy and sought a new large multiyear competitive grant from the U.S. Department of Agriculture. We knew competition was stiff and that pulling together a large grant would take months of effort. So before we invest the time and effort for a full-fledged application, we vet the grant and grantor. We look at three areas to check the “fit”:

Review the grantor’s mission and goals. Some 60% of our 3,600 students are Native Americans who represent nearly 30 tribes, and for many of them, reading scores were low. These demographics are key targets for competitive grants.

Check the typical size of grants awarded and your budget. Federal grants can offer years of stable funding, which is a necessity for districtwide reforms like our preK-12 literacy initiative. Our budget proposal included a

new curriculum and professional development for teachers in the science of reading.

Research the fine print. Some grants have qualifications such as requiring the district to partner with a community organization or to serve a specific population. Fortunately, our research revealed that this grant was a fit. At that point, our attitude was, “We have nothing to lose and everything to gain.”

Keys to Success The three keys to success are a deep knowledge about your school district, a vision, and hard work. Everyone starts somewhere! Smart grant writers create a profile that includes basic facts about the district like demographics, community statistics, achievement data, and survey data to help with every grant application. You can recycle this information with each grant. Find a mentor with grant-

writing experience and seek advice from community coalitions that can help you locate and write grants. Hire a professional grant writer to work with you on large-scale projects. This is not easy work. If you do not get funded, ask for feedback! Failure is one of our greatest teachers, too. Persevere!

Meaningful Grants Mental health is a priority for many districts. In Tahlequah, we’ve found grants that support staff positions, including counselors, social workers, school resource officers, student advocates, nurses, and academic coaches. Grants provided us with “calm rooms” for students, programs to help at-risk youth, and an outreach center. We also help families enroll in federal assistance programs such as the Supplemental Nutrition Assistance Program, better known as SNAP, and assist families with basic needs through CARE teams, food pantries, and backpack programs. This is not nearly a complete list of the services and staff we have provided through the braiding of funds. Amazingly, the district has sustained many of these programs for years. ■

Tanya Jones is superintendent of Tahlequah Public Schools. Reach out to her via email at jonest@ tahlequahschools.org. PHOTO: MOONDANCE PHOTOGRAPHY

ASSOCIATION UPDATES

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OASA

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

OASA has always been the go-to organization for school superintendents and central office administrators. FY24 is proving how important our professional organization is to our members. Once again, OASA has stepped up to provide communication and up-to-the-minute information to its members as we go through another challenging year in Oklahoma public education leadership. The OASA Legislative MidWinter Conference was another success. Besides hearing from state legislative leaders, attendees received information on human trafficking, teacher retirement, national school finance news, and transformational leadership. The move to expand the conference from a one-day legislative conference to two days including high-level professional development has been well received. The legislative reception was also a success, as many of our school leaders had time to visit with legislators from their areas. The OASA weekly Zoom “Touch Bases” have consistently had 200 attendees or more and have proven to be a strong communication tool for our members. Feedback from Touch Bases on frustrations over the OSDE Federal Programs response was what led directly to the CCOSA federal programs survey. The survey had almost 200 responses from schools and detailed concerns of our members with the lack of response and payment of federal claims. Legislators and OSDE staff took note, and the follow-up survey conducted in mid-January showed a much better response by OSDE, but

CCOSA members attended the OASA Legislative Mid-Winter Conference on January 23-24, 2024.

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schools still expressed frustration over the difficulties of the process. While CCOSA’s action yielded positive outcomes for many of our members, it came with a price. Soon after the press and legislators pressed OSDE on the survey results, the State Superintendent ended all partnerships and collaborations with CCOSA, OSSBA, and another state association. The OSDE and CCOSA have a long history of collaboration with a singular purpose – supporting public school leaders and their efforts to benefit students. Without adults collaborating, kids suffer. Dr. Deering made it clear in CCOSA’s response to the State Superintendent that our survey was not political, but rather a business issue. Schools needed action. CCOSA will continue to keep serving our public school administrators and ensuring they have the best information possible to best serve their students. CCOSA has done that for almost 50 years!

ASSOCIATION UPDATES We have detailed language that supports our legislative goals and provides specific direction for our advocacy efforts. Our communication networks and defined goals may be more important than ever this year as we anticipate an intense battle against expansion of school choice tax credit legislation.

Our legislative goals are set, and the OASA Legislative Briefings are held every Wednesday at 9 a.m.

OASA’s communication networks do not stop with superintendents. Biweekly and monthly Zoom networks continue to meet in the following areas: federal programs, student data and information, Indian education, facility and operations directors, and virtual education directors. Feedback from these groups has helped us update the original Blended Framework guide for virtual education in the new Blended Framework 3.0. Any school wanting to have a truly successful virtual education offering can contact CCOSA to get a copy and is encouraged to have a virtual education leader join the monthly Zoom calls with other virtual education professionals.

OASA’s strength comes from its many members. We want to be sure all of our superintendents, principals, special services directors, and central office staff have the opportunity to become members of CCOSA/OASA and the other organizations under the CCOSA umbrella. We are so much stronger with advocacy efforts and professional learning when we are joined together as members. Thank you for renewing if you are already a member, and please help us bring new members in your districts to CCOSA/OASA. Please remember that school administrators must pay for their own dues but can have that amount included in their contract. If you would like sample language to include professional dues in your contract, please contact Dr. Deering at deering@ ccosa.org or Derald Glover at glover@ccosa.org.

CCOSA’s District Level Services (DLS) provides a great opportunity for you to add directors, finance staff, and other members of your leadership team to participate in CCOSA workshops, get advice from CCOSA staff, and take advantage of Zoom consortiums and frameworks. Besides the free workshops and Quality School Framework support focused on virtual education, finance, curriculum and instruction, and energy efficiency, DLS member schools have access to required beginning-year professional development presentations. This easy-to-access digital training takes the burden away from the school to find experts and presenters for those topics. We are committed to continuing to build quality frameworks and trainings. If you have needs or ideas you would like us to add, please do not hesitate to contact us.

OASA is also busy assisting schools with other “Quality School Frameworks.” Schools that are utilizing the Professional Budget Framework and tools are gaining a better understanding of their school budget. Energy Efficiency Framework schools are saving thousands of dollars in energy costs, and the “Winning Strategies” training is taking schools to another level in teaching and learning. OASA is your professional organization, and our strength is through engaged members. We will continue to fight on behalf of public school administrators by advocating on your behalf at the State Capitol. Through our professional development, our communication networks, and our advocacy, we continue to show that schools are being led by true professionals. We hope you will continue to be an active part of this amazing organization and spread the word – our goal is for every public school leader to be a member. ■

FY24 OASA Officer Team President Kevin Hime, Lawton President-elect Scott Farmer, Fort Gibson Vice-President Dale Spradlin, Buffalo Past-President Dr. Matt Posey, Bethel

OASA is your professional organization and will always respond to the needs of its members. We will continue to fight on behalf of public school administrators by advocating at the State Capitol. Through our professional development, our communication networks, and our advocacy, we are committed to highlighting the fact that schools are being led by true professionals. We hope you will continue to be an active part of this amazing organization! ■

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ASSOCIATION UPDATES

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OASSP/ OMLEA Chris LeGrande, OASSP/OMLEA Executive Director

OASSP membership continued to show steady growth during the fall 2023 semester. For the 2023-2024 membership year, 807 individuals have joined our association. We have welcomed 165 new members to OASSP. The week of October 18-21, 2023, OASSP Principal of the Year, Ron Sunderland of Woodward High School, joined award-winning principals from across the country for the annual NASSP recognition event in Washington, D.C. During the trip, Sunderland visited the U.S. Department of Education and toured the White House. I was privileged to join him on Friday evening for the dinner gala, where each state Principal of the Year was celebrated with a personalized, prerecorded video piece and a joint trophy presentation from NASSP President Aaron Huff and NASSP CEO Ronn Nozoe. During the gala, guests were treated to a keynote presentation from Dr. Bernadine Futrell, Deputy Assistant Secretary for Equity and Discretionary Grants and Support Services at the U.S. Department of Education. In November and December, OASSP held two regional meetings. On Thursday, November 9, 2023, Region 16 Representative Joe Ballard, Poteau High School Principal, hosted a regional meeting at Warehouse Willy’s in Poteau. Ballard invited me to bring greetings and updates from the association. School leaders discussed several challenges, including student attendance, teacher shortages, and accreditation concerns. Other attendees included Ryne Perdue, Cameron; Bobbi Gillham, Eric Hackler, and Jennifer Lamb, Poteau; Richard Reed, Arkoma; Brooks

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OASSP UPDATE Ashley Mackey, Assistant Principal at Deer Creek High School, Deer Creek Public Schools, has been named the OASSP 2023-2024 Oklahoma Assistant Principal of the Year. An assistant principal for the past two years at Deer Creek High School, Mackey has played an instrumental role in the research and development of the Deer Creek Transition Center for students with special needs. She has also implemented the “Bright Idea” award in which a staff member is recognized weekly for an innovative teaching strategy that positively affects student achievement. Mackey will be recognized as the Oklahoma Assistant Principal of the Year by the Cooperative Council for Oklahoma School Administration (CCOSA) and the Oklahoma Association of Secondary School Principals (OASSP) at the CCOSA Summer Leadership Conference in June 2024. She will also be recognized by the National Association of Secondary School Principals (NASSP) as a State Assistant Principal of the Year. She is eligible to become one of three finalists to be considered for the National Assistant Principal of the Year award.

Cawhorn, Howe; Dustin McLemore, Spiro; Chris Hempfling, Red Oak; and Cory Wood and Michael Culwell, Kiamichi Technology Center. The morning of December 1, 2023, OASSP Region 12 Representative Steven Goss, Keys High School Principal, hosted a luncheon for area administrators at Keys High School. Special guests were Carolyn Allen, a representative from the Cherokee Nation, who shared details on upcoming events as well as resources available to tribal students, and Bob Lewandowski, School Resource Officer and psychology teacher at Keys. Lewandowski discussed systems and procedures designed to ensure the safety

of staff and students and the security of the entire campus. School leaders shared concerns on topics ranging from vaping to nuances of the school report card. Participants enjoyed a lunch catered by Cantina Bravo Mexican Grill. Attendees included OASSP/ OMLEA Executive Director Chris LeGrande; James Bliss, Gore High School; Justin Brown, Sequoyah High School; Russell Tillery and Shawn Winton, Sallisaw High School; James McInerney, Sallisaw Middle School; Dara Tyler, Roland High School; Janelle Tyler, Muldrow High School; LaKisha Blandon, Hulbert Junior High/High School; and Marilyn Oliver, Vian Middle School. ■

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ASSOCIATION UPDATES

OMLEA UPDATE The week of November 1-4, 2023, OMLEA Presidentelect and Idabel Middle School Principal, Laura Bullock, along with OASSP/OMLEA Executive Director, Chris LeGrande, traveled to National Harbor, Maryland, for the Association for Middle Level Education’s 50th Anniversary celebration and conference held at the Gaylord National Resort and Convention Center. AMLE conference attendees were treated to keynote presentations and breakout sessions from acclaimed speakers and authors Jason Reynolds, Phyllis Fagell, Jack Berckemeyer, and Rick Wormeli. Conference participants left inspired, excited, and equipped with practical strategies to implement in their respective schools. While in National Harbor, Bullock and LeGrande were able to experience some of the most inspiring sites of the nation’s capital, including the breathtaking views of the D.C. area atop the famed Capital Ferris Wheel. Oklahoma educators from across the state attended this year’s OASSP/OMLEA Leadershp & Learning Conference, “Leading With a Servant’s Heart,” held at the Edmond Hilton Garden Inn Conference Center on February 13-14, 2024. Keynote speakers included Andrew Marotta, former principal, Division I basketball official, and author of “The Principal Surviving & Thriving: 125 Points of Wisdom, Practical Tips, and Relatable Stories for All Leaders”; and Beth Houf, 2022 NASSP Principal of the Year, co-author of “Lead Like

a Pirate: Make School AMAZING for Your Students and Staff,” and co-facilitator of the NASSP Women in Leadership Network. The conference featured two days of practical professional development solutions and breakout sessions designed specifically for middle-level and secondary educators and school leaders. Requests for Presentation were open to teachers, administrators, and educators who wished to share classroom and leadership best practices. During the conference, OMLEA recognized the 2024 Middle-Level Educator of the Year, Robert Newman, who teaches seventh-grade math and Gifted and Talented at Jay Middle School. ■

OMLEA membership is comprised of members of CCOSA’s umbrella associations who also elect to become members of the Oklahoma Middle Level Education Association/OMLEA. At the end of 2022-2023, OMLEA membership represented 715 educators. For the 2023-2024 school year, OMLEA has 447 members. If you have yet to renew your membership for 2023-2024, email us at membership@ccosa.org. Upon receipt, you will receive a username, temporary password, and log-in instructions. Encourage your colleagues and principal friends to join CCOSA today! There is universal power in numbers.

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OAESP

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Glen Abshere, OAESP Executive Director OAESP membership is currently at 811. Last year, OAESP had a total of 849 members. Our goal this year is to become 3,100+ members strong for all of CCOSA. Encourage your colleagues and administrator friends to join CCOSA today! Membership rates are prorated for the remainder of the year. The OAESP Presidential election is coming in early March. Candidates for President this year are Jenny Affentranger, Bethel Public Schools, and Amy Estes, Hollis Public Schools. Both candidates will speak at the OAESP Leadership Conference. The OAESP Principal of the Year/NAESP National Distinguished Principal (NDP) program honors outstanding elementary and middle-level principals across the nation who ensure that America’s children acquire a solid foundation for lifelong learning and achievement. This year, 19 principals were nominated for Principal of the Year, and we have received their application packets. The OAESP Executive Committee has selected NDP committee members, who will review all packets and score them based on the OAESPapproved rubric. The committee will narrow the candidates to the top three by the end of March, then the top three candidates will be selected for a site visit. The committee will conduct interviews with the principal, a teacher committee, and a parent/community committee to make a decision on the OAESP Principal of the Year/NAESP National Distinguished Principal, with a final decision expected by the end of April.

The OAESP Leadership Conference will be held February 28-29, 2024, at the Embassy Suites Oklahoma City Downtown Medical Center. Author Jessica Cabeen will give the opening keynote on February 28. Her latest book, “Principal in Balance: Leading at Work and Living a Life,” focuses on how to balance work with your home life. Amber Teamann will give the closing keynote on February 29. She is the author of “Lead with Appreciation.” Breakout sessions will also be available. Dr. Earl Franks, NAESP Executive Director, will be our special guest.

The Annual NAESP National Leaders Conference will be held March 10-13 in Washington, D.C. OAESP President Traci Newell, OAESP President-elect Tara Burnett, NAESP State Representative Andrea Sifers, and Executive Director Glen Abshere will attend the conference and visit with the Oklahoma delegation at the U.S. Capitol. The NAESP National Conference will be held this July 15-17, 2024, in Nashville, Tennessee. Bestselling leadership author Jon Gordon will be one of the keynote speakers. Other keynote speakers will be announced soon. Registration is now open on the NAESP website. ■

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ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director In mid-December, the Oklahoma State Department of Education (OSDE) terminated its contract with CCOSA/ ODSS to administer the First-Year Special Education Directors Project. This collaboration had been in place for 11 years. Under the contract, OSDE’s Special Education Services (SES) staff members worked with ODSS to suggest training topics and provide SES presenters. It also provided funding, consisting primarily of stipends for firstyear directors, stipends for mentor directors, and travel reimbursement for mentors who attended certain inperson training sessions. The ODSS Executive Committee met in early January to discuss this situation and decide how to continue supporting first-year directors for the remainder of FY2024 and beyond. For FY2024 we anticipate that OSDE will provide funding for all services delivered by ODSS and for stipends and travel reimbursement incurred through the notice of termination date. ODSS will continue its mentoring program for first-year directors and provide at least two webinars for this group and other interested directors through June 30. These are the same services ODSS

would have delivered had the contract with OSDE remained in place. For FY2025, we’ll take the opportunity to talk to current and former first-year directors about how to redesign the program. It will certainly continue to include training and mentoring components. We’ll also have conversations with ODSS members at all experience levels to determine how to incorporate training and support for all as part of the new program. Many ODSS members with at least three years of experience as a director have served as mentors in the first-year program, and that has been an excellent learning and networking experience for them. However, we hope to identify roles for directors with other levels of experience and training options that can help not only first-year and early-career directors grow but more experienced directors as well. Although we have enjoyed our long collaboration with OSDE-SES and view it as having been mutually beneficial, we’re enthusiastic about this new opportunity. We’ll be in touch. ■

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READ TO LEAD “Stop Leading, Start Building”

by Robyn R. Jackson By the Yukon High School Administrative Team

Summary of the book Rebecca Middaugh: This book defines what it means to be a builder and how to use that information to truly transform a school. Rather than leaning on outdated practices that are considered traditional, Jackson provides a new approach to lasting change. How does the author differentiate between leadership and buildership? Melissa Barlow: Jackson lists and describes several characteristic descriptors of leadership which are traditional and familiar verbiage for today’s administrators. However, it was when she began to describe a builder using such terms as engage, enlist, and empower that I took an interest. Builders are described as inviting others to come along with them to create an extraordinary environment – a culture that is transformed without control, reaction, and response. School administrators embody buildership when they get their faculty to come along on the journey without dragging them but rather by building something so compelling, they choose to join in. Clark Crawford: Before reading this book, I probably would have had a hard time describing the difference between being a leader and a builder, but it is clear there is a significant difference between them. Although simple, the author describes a leader as being one who focuses on the processes of how things are done and is willing to inspire, delegate, coach, and intervene. On the other hand, she says a builder focuses on values, engages, enlists, co-creates, and prevents. Interestingly, Jackson notes that practicing leadership in schools is not necessarily enough to expect big results from students or schools. Some aspects of school leadership

are flawed because they would need the perfect conditions with the right staff, the right students and parents, and the right boss. She goes on to say that buildership can help move your school forward right now with the current staff and other stakeholders. Finally, she differentiates leadership and buildership by explaining that leaders try to convince others to follow them, whereas builders invite others to help them build something extraordinary. Steve Hunt: Leaders do everything they can to put people in position and offer supports to be successful in achieving goals. On the other hand, builders do the work together with others and allow others to lead based on common goals. How is this book different from other educational books you’ve read? Vicky Kesler: This book causes you to look at working together as a whole school team effort. The priority becomes 100% of the students benefiting from the collective group working as one. We must start by having the same vision; to do that, we (staff, teachers, administrators) need to work together to make the school vision our own. Natalie Haworth: This book was different from other educational books I have read because it includes specific, actionable, and tangible steps that can be taken to improve schools and organizations on both a large and small scale. It also makes you ponder specific things that need to be addressed or fixed within your

own school and does not offer blanket advice or steps when addressing areas of concern and building people up to improve the school. What is one “aha” from this book you plan to apply to your role as a school leader? Michael Perez: The intentionality of being a builder as opposed to just being a leader. I believe leadership and buildership coincide with one another and that different qualities must be displayed in order to be a leader or builder effectively. I plan to be intentional with my school’s mission and vision statements and always go back to the “why” when addressing issues. Core values will be important to reflect on as they will be the foundation for teachers and even administrators. Buildership is a process, but staying consistent will allow me to develop builder traits and characteristics that will foster growth and my ability to help others with their “why.” I plan on staying consistent and tracking my individual growth in hopes of seeing builder qualities in this process. Vicky Kesler: Our goal should always be that 100% of our students will succeed in our school. Often in this job, we move from one task to the next with little time to fully process that our decisions will forever impact students. I always want our students to be successful outside of these school walls. However, putting into perspective that this must include ALL of our students is really impactful, and that our students will not fail if we work together as a team. Melissa Barlow: My “aha” moment came very early in the book, when Jackson states, “Without a clear sense of purpose, you’ll never escape it. You’ll be trapped there for your entire administrative career, always chasing your goals but never reaching them.” She goes on to walk the reader through the process of defining their purpose, which in turn guides each next step in a builder’s journey. ■

The Yukon High School administrative team consists of Principal Melissa Barlow and Assistant Principals Clark Crawford, Natalie Haworth, Steve Hunt, Vicky Kesler, Michael Perez, and Rebecca Middaugh. Each semester, they select a book to study together, giving them collaborative opportunities centered around professional growth and school improvement.

WI NTER 2024 | better sch o o ls