Better Schools Magazine Winter 2021

CLXXIII | WINTER 2021

Fundamental Resources and Editorials for School Administrators

Federal Programs: Game Plan for Next Year

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MEANT TO MENTOR: TEN TIMELY TAKEAWAYS

FOUR INGREDIENTS TO HELP STUDENTS RECOVER FOLLOWING A PANDEMIC

42 HERE FOR YOU: THE OSDE OFFICE OF STUDENT SUPPORT

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CONTENTS CCOSA Executive Committee Justin Mann CCOSA Chairperson OMLEA Past President Principal, Washington Middle School, Washington Public Schools Dr. April Grace CCOSA Vice Chairperson OASA President Superintendent, Shawnee Public Schools Kyle Reynolds OASA President-Elect Superintendent, Woodward Public Schools Dusty Throckmorton OASSP President Assistant Principal, Guthrie High School, Guthrie Public Schools David Beiler OASSP President-Elect Principal, Jenks High School, Jenks Public Schools Jonathan Atchley OMLEA President Principal, Irving Middle School, Norman Public Schools Rob Mills OMLEA President-Elect Principal, Dewitt Waller Middle School, Enid Public Schools

7 Words From the Director

By Dr. Pam Deering, CCOSA/OASA Executive Director

8 Total State Revenue As It Affects Local School District Budgets

By Vernon Florence, CCOSA Consultant

12 CCOSA Legislative Goals 2020-2021 16 Parent Advocacy Group Making A Difference At The Capitol

By Sherri Brown, PLAC

18 Could Your District Be Saving Money on Energy Costs?

By Derald Glover, OASA Assistant Executive Director

20 Creating a Strong Relationship Between Your School Board and Administration

By Dr. Don Raleigh, Superintendent, Pryor Public Schools

22 Federal Programs: Game Plan for Next Year

By Kathy Dunn, CCOSA Federal Programs Consultant

28 Meant to Mentor: Ten Timely Takeaways

By Glen Abshere, OAESP Executive Director

Donna Boles OAESP President Principal, Perkins-Tryon Intermediate Elementary, Perkins-Tryon Public Schools Ashley Hoggatt OAESP President-Elect Principal, Kirkland Elementary School, Putnam City Public Schools Melisa Kifer ODSS President Special Services Director, Stillwater Public Schools Teresa Golden ODSS President-Elect Special Services Director, Kingston Public Schools Dr. Gregg Garn Higher Education Liaison Senior Associate Vice Provost of Digital Learning, University of Oklahoma

ASSOCIATION UPDATES

44 OASA

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

45 OAESP

By Glen Abshere, OAESP Executive Director

46 OASSP / OMLEA

By Will Parker, OASSP/OMLEA Executive Director

48 ODSS

By Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

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LOOKING FORWARD: COVID-19 RECOVERY 34 Four Ingredients to Help Students Recover Following a Pandemic

By Dr. Tim Elmore, Founder, Growing Leaders

38 Self-Care in the Time of COVID-19

By Tina H. Boogren, Ph.D

40 Trauma Skilled Schools Model

By Ray McNulty and Sandy Addis, National Dropout Prevention Center

42 Here for You: The OSDE Office of Student Support

By Shelly Ellis, OSDE

CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director William D. Parker OASSP/OMLEA Executive Director Glen Abshere OAESP Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director

Dr. Jeanene Barnett Education Policy & Research Analyst & TLE Coordinator

Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator

Elyse Maxwell Director of Communications

Laura Crabtree Membership Coordinator ODSS Executive Assistant

Cynda Kolar Business Manager Charlotte Murphy OASSP/OMLEA/CEC Executive Assistant

Holliann Burnett Marketing & Communications Executive Assistant

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Words from the Director Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org The transition from 2020 to 2021 sure brightened my spirits! Yes, we have the same issues and challenges now that we had last year. But we’ve gained some powerful new advantages, too.

First, we have developed a solid system for swiftly getting vaccines into the arms of Oklahomans. We’re currently in the throes of Phase 2, working to vaccinate about 600,000 folks age 65 and older. We’re catching some education personnel in that group – teachers, administrators and support staff ages 65+. We all want to see more vaccines in the state so we can make sure those already vaccinated get their booster dose on time, add vulnerable folks under 65 to the mix of those getting their prime vaccine and then move on to school personnel at the end of Phase 2. We are truly thankful for the hope the vaccine represents.

Second, after much waiting and debating, we’re getting a second, larger round of federal stimulus dollars. Those federal dollars help a lot as school districts received a $200 per weighted student loss in State Aid this year. With those federal dollars our districts can better address the many long-term student needs arising from the pandemic.

The Coronavirus Response and Relief Supplemental Appropriations (CRRSA) provided this second round of stimulus funds to Oklahoma public schools in the amount of $665,038,753. Both the first and second rounds of COVID-related stimulus funds are provided through the Elementary and Secondary School Emergency Relief (ESSER) Fund, known now as ESSER 1 and ESSER 2. Districts can use the new ESSER 2 funds for all the same purposes defined in ESSER 1, along with these three additional areas: 1. Addressing learning loss among students of the local education agency, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, including by...

■■ Administering

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

■■ Implementing

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

■■ Providing

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

■■ Tracking

student attendance and improving student engagement in distance education.

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

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

CCOSA has developed a guidance document about “Maximizing ESSER Funds” to help clarify some of the questions you may have about allowable expenses under the new ESSER funding. You can find that document here.

Please contact your federal legislators to express your gratitude for the ESSER 2 funding. Share your longrange budget plan and explain how your district will use these funds over the next two and a half years.

We may be asking the same legislators to consider a third round of funding before too long. Your district’s experience, personalized with individual student stories, will be compelling listening for our federal delegation.

Finally, I know you’re thinking ahead to the summer, the 2021-22 school year and beyond, pondering and planning how to rebuild, reenergize and heal. This is where one more advantage will help us get through - that we always have each other, and we’ll do this together. We are also planning about how we can better serve you. We’re here to help you, now and with whatever the future holds.

With love and support from all of us at CCOSA, Dr. Pam Deering and the CCOSA Team

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FY21 BUDGET

TOTAL STATE REVENUE AS IT AFFECTS LOCAL SCHOOL DISTRICT BUDGETS

By Vernon Florence, CCOSA Consultant

Developing a revenue budget for the local school district depends, to a great extent, on the state revenue collections. According to the State Department of Education (SDE) OCAS report for FY 20, approximately 61 percent of the current year’s revenue is from State sources.

The Total State Revenue represents all the daily revenue collections received by the Oklahoma State Tax Commission. Approximately 78-80 sources of revenue are included in the $12B to $13B of State Revenue annual collections. These revenue collections are appropriated, through the legislative process, to the various state agencies. (Some agencies receive a direct appropriation without legislative approval.) The five funds that provide revenue for the SDE to distribute to the various school districts include General Revenue Fund, HB 1017 Fund, Common Ed Tech Fund, Educational Lottery Fund, and the Mineral Leasing Fund.

THE TOTAL STATE REVENUE An analysis of the State Revenue status for FY 21 is critical for the projection of FY 22 State Revenue since the State Revenue determines the revenue budget for all other state funds and to a great extent, local school district revenue budgets. This analysis will start with the first half of FY 21 collections and then attempt to project the second half of revenue collections for FY 21.

The most widely used revenue analysis is a comparison of current YTD collections with the same YTD prior year collections.

As of December 31, 2020, the YTD collections for FY 21 is 2.72% above the same FY 20 time period. Collections for FY 21 have been greater each month compared to the same FY 20 time period. This is true largely to the April 15 to July 15 delayed Income Tax payments.

This skewed reality does not represent a true picture. By removing the YTD Income Tax delayed payments from the December YTD collections, the FY 21 YTD collections are (-) 2.29% compared to FY 20 YTD collections.

Of the approximately 78-80 sources of Total State Revenue, only three of these sources provide the largest portion of the total. These are Individual Income Tax, Sales Tax (which includes Use Tax), and Gross Production Tax. At this time there is a projected sales tax decrease for FY 21 compared to FY 20. This is to be expected due to the depressed economy caused by the pandemic and the energy crisis. However, some of this decrease in sales tax could be associated with the increase in use tax, which is the Internet Sales Tax. The combined Sales and Use Tax provides a more accurate indicator of Sales Tax collections. When the two taxes

are combined the revenue is flat for the FY 21 projection compared to the FY 20 actual collection. If this pattern continues for the remainder of FY 21, it will show signs of stability. It will not show economic recovery until FY 21 collections exceed FY 20 collections.

The major revenue problem for the State of Oklahoma for FY 21 is the decrease in gross production. Not all of the Gross Production Tax downfall is due to the virus pandemic. This decline was well on its way before the pandemic due to the overproduction of oil compared to consumption. This trend started toward the end of 2019.

The curtailed use of oil products (gasoline, diesel fuel, and jet fuel) caused by the pandemic further contributed to the consumption decline.

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FY21 BUDGET

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FY21 BUDGET

CONCLUSIONS: FY 21 REVENUE PROJECTION:

FY 22 REVENUE PROJECTION:

The most optimistic outlook for FY 21 is for the Total State Revenue collections to continue the rest of the year at the same rate of return as the first half of the fiscal year.

If this holds, schools should not be concerned about a revenue failure this year.

Revenue predictions for FY 22 involve two areas of concern.

How quickly will the economy recover from the pandemic and how quickly will the energy sector approach stability?

XXIt appears that the Individual

Income Tax will sustain a flattened level of collection for the rest of this fiscal year.

XXSales and Use Tax collections

should be flat or slightly down for the rest of the fiscal year.

XXGross Production collections

will show some improvement but will not reach the FY 19 level for some time.

How quickly the widespread vaccination occurs will determine the timeliness of the pandemic economic recovery. This will take a minimum of eight months and probably closer to 18 months before substantial recovery affects Individual Income Tax and Sales Tax collections. These are the two indicators to observe going forward for the next several months.

Closely associated with the pandemic recovery is the energy sector recovery. As the pandemic recovery progresses, the increased consumption of gasoline, diesel fuel, and jet fuel will stimulate economic recovery.

But the energy industry also should regulate production in line with consumption to maintain economic stability.

Considering these issues, the best approach for FY 22 is to proceed with a flat revenue budget until the economic recovery is well established. The FY 23 revenue outlook shows promise unless there is another catastrophe that directs the recovery downward.

XXThe final analysis is that

there is light at the end of the tunnel. The problem is that the length of the tunnel is not specific at this time. Therefore, schools could expect economic recovery sometime during the latter part of FY 22 and into FY 23. Until the recovery is evident, proceeding with caution is the best course of action.

XXView Vernon’s full report,

including charts, here.

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2020-21 CCOSA LEGISLATIVE GOALS 1. CCOSA supports legislative efforts that enable public schools to continue providing relevant, individualized, and well-rounded academic offerings to students from pre-kindergarten through postsecondary education.

2. CCOSA seeks a commitment from the Oklahoma Legislature to establish a long-term and sustainable funding plan for public schools in Oklahoma that will enable districts to provide competitive pay for teachers and support staff and to provide operational money sufficient for successfully implementing other state-mandated initiatives as well as meeting the academic and social/emotional needs of students. In addition, CCOSA supports funding to provide equitable access for connectivity and devices that enable innovative digital learning.

3. CCOSA seeks a financial commitment from the Oklahoma Legislature to recruit and retain high quality teachers by ensuring educators continue to have access to state-provided health insurance coverage, committing to a defined benefit at retirement that allows for retired educators to work without penalty for Oklahoma public schools, and providing sustainable teacher pay that keeps Oklahoma at or above the regional average.

4. CCOSA supports efforts to stop the legislature’s continual erosion of local tax revenues that support school districts.

5. CCOSA endorses effective, efficient, and relevant student testing to evaluate student mastery of state academic standards with proficiency scores aligned with the entrance standards of higher education and the workforce.

6. CCOSA supports the continued development and implementation of accountability measures that are research-based multi-criteria indicators of student growth.

Additionally, CCOSA believes in the uniform application of accountability measures and standards to any Oklahoma school receiving financial support from the state.

7. CCOSA supports efforts which allow local boards of education to issue the final determination in all matters of high stakes decisions, including but not limited to third grade retention, graduation requirements, and employment matters.

8. CCOSA supports teacher certification requirements that will maintain high standards for teachers while enabling additional qualified persons to enter the classroom to fill vacancies in general and special education classrooms across the state.

9. CCOSA seeks a commitment from the legislature to provide professional development funding which supports ongoing growth opportunities designed to equip administrators in successfully implementing state-mandated initiatives.

10. CCOSA seeks legislation to establish a university-affiliated research and treatment facility with day school and residential options designed for students with autism spectrum disorders who, due to significant selfinjuries and/or physically aggressive behaviors, need placement outside of the local school district, and including a training component for university students, school personnel and parents.

11. CCOSA seeks to ensure that any new mandate requiring school districts to screen for and/or treat various conditions is well-thought out and supported by sufficient funding and a realistic timeline for effective implementation. â–

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Oklahoma School Assurance Group Welcome to the OSAG 2020-2021 policy year! We are excited to welcome new Oklahoma school district members to OSAG, bringing total 2020-2021 OSAG membership to 496 school district members! As a member of OSAG, you are an important part of the largest provider of workers' compensation services to our Oklahoma public schools. Your district will participate in receiving many FREE BENEFITS simply by being a member of our organization.

FREE Member benefits include: Four Loss Control & Safety Training Seminars held annually at NO COST. OSAG provides these training seminars to OSAG members in the fall & spring of each policy year. **Due to the current COVID19 situation, the OSAG fall 2020 seminars are on hold. Please watch for future announcements.

Online safety training video program with 800+ videos at NO COST. This video library is located on the OSAG webpage at www.okschoolassurancegroup.org. Login credentials and instructions are included in your 2020-2021 OSAG Welcome Packet. New videos are continuously added to the OSAG library, including COVID-19 safety training. This electronic training tool is especially useful during the current pandemic situation. If you need district login credentials, please call the OSAG office at 800-6995905.

On campus safety visitations at your convenience! OSAG contracts with the safety department of CompSource Mutual Insurance Company to provide this in-service to our membership at NO COST. **Due to the current COVID-19 situation, onsite visitation has been paused. The CompSource Safety Team has created several alternative training options to choose from, again all FREE OF CHARGE. See below: • • • •

Zoom/Team meetings with a CompSource Safety Team professional Virtual walkthroughs as requested via FaceTime PowerPoint pre-recorded training. This presentation can be provided through email & distributed to district staff for individual or group training.

Live virtual training with a CompSource Safety Team professional

Potential for performance dividends! Since inception, approximately $16,113,689 has been awarded to qualifying OSAG member schools! Continued safety & loss prevention training, and management of workers' compensation claims, will help your district to qualify.

Discounted membership with Oklahoma Safety Council!

OSAG member districts can join the Oklahoma Safety Council for a discounted membership fee of only $99! This is a tremendous savings to our schools, as typically membership fees are based on number of employees within the district. Take advantage of this OSAG benefit!

Email twamsley@okschoolassurancegroup.org to begin your membership process.

OSAG is governed by a five-member board of trustees, all serving as superintendents of Oklahoma schools. The OSAG motto is "to provide the most efficient and economical workers' compensation services to Oklahoma public schools." We stand by that motto, and will strive to provide the best service to each and every member of our organization.

Contact the OSAG office at 800-699-5905 to enroll in any of the above listed member benefits.

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Parent Advocacy Group Making A Difference At The Capitol

By Sherri Brown, PLAC How might a group of knowledgeable, positive, passionate parents advocating at the Capitol impact your school district?

Could your own parents tell the positive stories of the great things happening and the continued needs of your district in a way that makes a difference with legislators and the general public?

If so, you might consider starting your own local organization of the Oklahoma Parent Legislative Action Committee (OKPLAC).

Formed just two years ago, this organization, currently with 13 local PLACs, made a big difference in the 2019 and 2020 legislative sessions, and we look forward to growing this public school advocacy organization across the state.

OKPLAC is a nonpartisan organization of passionate, volunteer advocates committed to promoting public policies that protect, support and strengthen the public school system in the State of Oklahoma. OKPLAC serves as an umbrella organization of local PLAC groups that join together to have a greater impact on decisions effecting PK-12 education.

Each year, the OKPLAC develops legislative goals that all of the local groups will support. Other issues important to local groups may also be pursued by local affiliates. Throughout the session, the legislative committee will: ■■ track

the bills that pertain to our stated goals,

■■ create

talking points for advocates to use in communicating with legislators and

■■ go

to the Capitol to meet with legislators and build relationships.

February 22-26 is Public Schools Week this year where we will tell positive stories about why public schools are parents’ first choice. We will host a statewide Capitol Day in April, and in the summer, we will have a statewide advocacy conference if public gatherings are possible. Local PLAC groups also may host local meetings to help educate their communities and advocates and hear from legislators. Local groups often schedule their own Capitol Days as well. OKPLAC organizations do not endorse candidates, but may hold town hall meetings to hear from candidates and conduct voter registration drives.

We always include the superintendent in the forming of new local groups. If you are interested in starting a PLAC group in your district or area, please email us at okplac@gmail.com. For more information, visit our website at www.okplac.org and follow us on Facebook at OKLAPLAC. ■

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

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Could Your District Be Saving Money on Energy Costs?

By Derald Glover, OASA Assistant Executive Director For over a decade Oklahoma public schools faced budget shortfalls and constant scrutiny centered around school budgets. During that time several school leaders sought out innovative ways to save money in areas to avoid cutting staff and services to students. Through the implementation of energy saving practices and investing in energy saving equipment, these schools have saved hundreds of thousands of dollars that helped them weather the financial downfalls. CCOSA pulled together these schools and strategic partners to develop guidelines that will help schools put in place energy saving measures that will put more dollars in the classroom.

The CCOSA Energy Efficiency Framework has been released and is free to schools. Although the framework is free to all CCOSA members, CCOSA is also providing an opportunity for a limited number of schools to have an energy manager trained at their school. First year savings potentials could reach 20% savings in energy costs. The state revenues and school funding are suffering, an opportunity to find savings in energy costs can help a school put money back into the classroom. It is CCOSA’s hope that this Framework will be a consistent tool that is utilized by every school in the State to make Oklahoma’s public schools the most energy efficient institutions in the state of Oklahoma!

The Framework development would not have been possible without OG&E and innovative school leaders who have sought out creative ways to save money during years of unprecedented cuts to education.

Strategic partners such as the

The following principles reflect CCOSA’s stance on Energy Efficiency: ■■ Public Schools and public-school leaders are to be stewards of tax-payer dollars and should implement strategies that maximize dollars spent on student learning.

■■ CCOSA believes that one of the best ways to maximize dollars for students and the classroom is by minimizing dollars spent on electric, natural gas, and water.

■■ All programs at schools can be a learning experience for students, therefore students should be involved in the implementation of energy efficiency measures.

ENERGY EFFICIENCY FRAMEWORK Maximizing classroom dollars by utilizing energy efficiency best practices.

POWERED BY

Oklahoma School Plant Manager Association (OSPMA), OG&E, PSO, and CleaResult have worked with schools during these challenging times to perfect and build upon the cost saving practices cited in the Framework. Their contributions were vital in its construction.

CCOSA is the association that represents school leaders and has taken on the responsibility of using our great leaders to develop “Quality School Frameworks” that will guide all Oklahoma schools in implementing best practices that will benefit students. This CCOSA Energy Efficiency Framework is the second Framework following the CCOSA Blended Learning Framework. Other Frameworks that have been developed are the CCOSA Professional Budget Framework, the CCOSA Instructional Leadership Framework through ICLE and a soon to be released Equity Framework.

CCOSA is pleased to announce that we have now partnered with Cenergistic, an energy saving and environmental consulting company. Look for more information about how Cenergistic can save you energy as well! ■

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Creating a Strong Relationship Between Your School Board and Administration

By Dr. Don Raleigh, Superintendent, Pryor Public Schools Educators recognize that a strong relationship between the school board and administration can create a positive learning environment in any district.

What if multiple districts that have strong board/administrator relationships come together to share ideas and advocate for public education? This idea is coming to fruition in northeastern Oklahoma resulting from the leadership of Fred Sordahl, President of the Pryor Board of Education.

While attending the National School Board Association’s annual convention in San Antonio in 2018, Mr. Sordahl attended a session that discussed how school districts were working together in Texas to advocate for public education. This idea resonated with our board members and administrators as we were entrenched in the Oklahoma teacher walkout during that same time.

Creating a coalition of board members, administrators and ultimately teachers resonated with administrators from our area and very quickly, our group grew from a few districts in Mayes County to cover more than six counties representing almost 300,000 constituents. This group became the Northeast Oklahoma Public Education Alliance in the spring of 2019. Advocating for quality public education for ALL students in Oklahoma and strong local control aligns with the goals of CCOSA and the OSSBA. Too often, administrators work in their own districts, only occasionally get together with other district administrators to share ideas, and very rarely are board members and teachers involved in those meetings.

Advocacy and visiting with legislators has become one of the required and important roles of superintendents over the last decade. Immediately this became a shared role through this organization.

With each district dealing with the challenges of the pandemic, we are planning to use this same approach of sharing ideas and innovations to help all of our districts navigate this challenging time.

We invited numerous legislators from our area to share with us, but ultimately to create what we wanted to be an open dialogue moving forward. We set up scheduled times for each district to have this dialogue and to promote issues and ideas that supported public education.

While this group may create more meetings for everyone involved, it was quickly evident that this organization was a powerful way to share ideas and advocacy for everyone involved.

As we move into the legislative session, I recommend you have discussions in your area to see if something like the Northeast Oklahoma Public Education Alliance could work for your area.

Working together makes all of us stronger and helps public education across our state. â–

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FEDERAL PROGRAMS: GAME PLAN FOR NEXT YEAR

Federal Programs: Game Plan for Next Year

By Kathy Dunn, CCOSA Federal Programs Consultant Imagine the team in a championship battle that has been hardfought since the tip-off. Time expires in the third quarter, and all the players raise their hands to show four fingers signifying they will finish strong in the fourth quarter! Get ready to finish strong in FY21, Oklahoma Educators!

Planning starts now!

Assess Where You Are: Assess students for learning gaps; assess your district’s professional development needs; and begin the required needs assessments for Federal Programs.

Set Goals to Move Forward: From your assessments, target the most critical needs for student learning, for professional development, for technology, and for social-emotional (SEL) support.

Plan How to Address Your Needs and Reach Your Goals: Plan for targeted summer learning opportunities; plan for intervention and enrichment opportunities for next school year; plan for Professional Development to be ready to meet students’ needs during the pandemic and post-pandemic; plan for purchases needed to support your goals.

Plan New ESSER II Projects: Begin planning your projects in the new ESSER II stimulus allocations, Project Code 793.

Other things to think about while planning: XXRemember to engage

stakeholders in each program – students, parents, teachers, community partners, Native American tribal leaders.

XXHow can each federal program

meet needs that are identified through targeted professional development, targeted interventions, parent education, SEL, etc.?

XXStart; Stop; Continue – What

changes do you need to make to improve academic achievement? What needs to continue to maintain success?

What ineffective practices should be stopped to allow more time for the right work?

Needs Assessments and Planning Committees are required for: XXTitle I, V XXTitle II and IV – At least two

consultation meetings per year

XXTitle III – Ongoing (more than

one per year) parent and family engagement activities could include Planning Committees

XXTitle VI – Tribal Consultation,

including representation from all federal programs, and parent engagement

FEBRUARY AND MARCH 2021

By February 8 The Equitable Services Packet is due from every school and can be found here.

Submit to equitableservicespac@sde. ok.gov. If you are transferring all funds from one project to another, submit Page 6 of the Equitable Services Packet directly to Naomi.Ward@sde.ok.gov.

XXHomeless/McKinney Vento

By February 15

XXThe Comprehensive District

This deadline is for CARES Incentive Grant (Project 789) awardees only — the Mid-Year Grant Evaluation for Project 789.

If all Incentive Grant funding is expended, file the final claim and close out Project 789. The CARES 789 Reporting Toolkit is located here.

Academic Plan (CDAP) is due to be rewritten this year for all Title I Schools. Learn the process for the new CDAP as revised and trained by the OSDE. All of your needs assessments and planning committees can feed this Comprehensive District Academic Plan. The CDAP will be due with the Consolidated Application September 30, 2021, but the planning will need to occur this spring. (They don’t call it “comprehensive” for nothing!”)

February/March Consortium Meetings through CCOSA February 9: Federal Programs and English Learner Consortium February 11: Indian Education Consortium February 16: Federal Programs and English Learner Consortium March 1: Student Accounting Consortium March 2: Federal Programs and English Learner Consortium March 11: Indian Education Consortium March 23: Federal Programs and English Learner Consortium

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FEDERAL PROGRAMS: GAME PLAN FOR NEXT YEAR

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FEDERAL PROGRAMS: GAME PLAN FOR NEXT YEAR

MARCH, APRIL AND MAY 2021

Many districts require all site spending in federal programs to be completed by late March or early April.

XXCheck for financial responsibility

in each Federal Grant Program during March and April.

XXCheck balances in each Federal

grant program to reconcile any discrepancies

XXFinalize any purchases that

have not been ordered, including Summer School

XXComplete all open Purchase

Orders and close them out

XXContact any Private Schools

that have not expended their funds

XXBe aware of any funds that

will be going into Second Year Carryover funds that will need

to be expended now or no later than September 30 XXBe certain the remaining

carryover in Title IA is less than 15 percent of the allocation

XXHave an “in case� file of desired

items that could be ordered and quickly closed out, in case you have projected wrong on final balances and find that you need to spend remaining balances quickly. This is particularly important for Title VI, Indian Education, and other programs in which no funds are carried over to the next fiscal year.

monitored in the coming year, download the Federal Programs Monitoring Toolkit found here: https://sde. ok.gov/consolidatedmonitoring. The three-year Monitoring Cycle document at the same website will tell you if your district is going to be monitored in the coming year.

Review all required elements in the Monitoring Tool, particularly required Board Policies. If your district will need to develop

policies and gain Board approval to satisfy elements of the monitoring checklist, begin that process now!

XXIf your district is being

monitored this year (FY21), the District Homeless Liaison is required to finish the required Homeless Education in the Kickstand platform by April 30, 2021. All other District Homeless Liaisons are required to complete the Kickstand training by June 30.

Continue to use the Professional Development Needs Assessment and Federal Programs Needs Assessments to develop your: XXComprehensive District

Academic Plan

XXTitle I Site Plans. Use the needs

assessment data to work with Site Title I Committees to develop the Site Title I Plans for the coming school year.

April 5: Student Accounting Consortium April 6: Federal Programs and English Learners Consortium April 8: Indian Education Consortium April 20: Federal Programs and English Learners Consortium May 3: Student Accounting Consortium May 4: Federal Programs and English Learners Consortium

Check monitoring status for next year XXIf your district is to be

April/May Consortium Meetings through CCOSA

XXFollow the same process for

other Title programs (II, III, IV, V, VI, IX). Always plan based on identified needs, program guidance, and collaborative committee planning.

May 13: Indian Education Consortium May 18: Federal Programs and English Learners Consortium

MAY AND JUNE 2021

Performance Reports due (many data points pulling from the WAVE).

Be sure your Student Information System is up to date.

XXTitle I, Part A: Single Sign On XXTitle I, Part D: Single Sign

On (Title IA N & D no longer reports)

XXTitle V, Part B: Single Sign On XXTitle III, Part A: Single Sign On

> Grants Management and Expenditure Reporting

XXMigrant Credit Accrual Report:

https://sde.ok.gov/title-ipart-c

XXCARES Incentive Grant Project

789, End of Year Report, due July 15

XXHomeless Census Report (will

be pulled from the WAVE late in May): keep homeless data in your Student Information Systems up to date for both active and inactive students

XXIf your Title I Comparability

Report caused you to add a temporary employee to create required equity, evaluate that situation to see if the same position will still be needed in the coming year before renewing the contract for that position

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XXPrepare new Purchase Orders

for all contracts and materials that can be held in queue and released July 1 for expenditures from the new fiscal year’s funds

XXCertify District Assurances

in Single Sign On/Grants Management

XXDistrict Homeless Liaisons

are required to complete the Kickstand training by June 30.

If your district is being monitored in the three-year monitoring cycle this year (FY20), the training is required

by April 30. Call Tammy Smith (405-522-3260) at the SDE if you need help gaining access to the online training. (Allow time. It’s somewhat lengthy!)

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FEDERAL PROGRAMS: GAME PLAN FOR NEXT YEAR

JULY, AUGUST AND SEPTEMBER Planning for Success

XXBegin to set up financial

systems for the new fiscal year.

XXIf adding a new Title I program,

complete the application tab within Grants Management for Intent to Establish New Schoolwide or Targeted Programs by September 30.

XXNew Comprehensive District

Academic Plan (CDAP) will be due in GMS September 30 in your Consolidated Application.

XXRequired Close Out Procedures

for each of the Federal Grant Programs

XXBy July 15 for CARES Incentive

Grants, Project 789 – file the End of Year Report and Final Claim. Close out the project if you have expended all funds.

XXAround July 1, 2021, once an

LEA has completely finished expending funds in FY21 and received reimbursement for the 2020-2021 fiscal year, the LEA will need to perform the closeout process in the Grants Management System (GMS).

XXEach federal program must be

closed out. Title programs that receive transferred/contribution funds (i.e. REAP, CAC, and

Once you reach this point in the year, keep your hand extended in the air just as it was to signify we were entering the fourth quarter. Now, make a fist and pump the air because, my Oklahoma educator friends, you will have made it! You will have stayed strong and weathered the storm that we will all remember as one of the “times that tried our souls!” ■

Schoolwide Consolidated for Funds etc.) must be closed before closing out the Title programs where those funds originated. Example: an LEA transfers Title I and Title II funds to Consolidated Administrative Costs (CAC).

CAC would need to be closed out before Title I and Title II. Originating programs may be closed out in any order after the destination fund has been closed out.

XXMore information at:

https://sde.ok.gov/federalprograms

CCOSA Contact for Federal Programs Support: Kathy Dunn Federal Programs Consultant Work: (405) 524-1191 Cell: (405)-615-0844 FederalPrograms@ccosa.org

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

WE WILL GUIDE YOU THROUGH THE EMPLOYMENT PROCESS FROM START TO FINISH! Let OSSBA help your district with unemployment issues, plus save money and time by letting our attorneys handle your claims, follow ups, appeals and more. We also offer additional employment services to support school districts, including an online library of information and documents, training opportunities and legal information on employment issues.

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Meant to Mentor TEN TIMELY TAKEAWAYS

By Glen Abshere, OAESP Executive Director

As individuals take on new roles as school building leaders, how can they be supported in order to sustain and become great leaders? The answer sounds simple but requires a well thought out process: mentors.

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Recent data show that 18 percent of new principals are likely to resign after their first year. It is higher if they are the leader of a high poverty school with 22 percent of new school leaders resigning in their first year. In addition, 75 percent of principals surveyed say the job is getting too complex (Goldring & Taie, 2018).

Having been a practicing principal for 13 years, I understand these statements all too well.

When I had the opportunity this year to participate in the NAESP National Mentoring Training and Certification Program™, I knew it would be wonderful information to bring back to our principals in Oklahoma. The program provides for two days of the Leadership Immersion Institute training followed by a nine-month mentoring internship. I know firsthand having a strong mentor can make the difference in the career of a school leader.

There were several takeaways I gained as I have progressed through the mentoring internship. In addition, I have read through several empirical research studies on the importance of a mentor relationship.

Here is the top ten list of takeaways:

1

Set a schedule with your protégé. Having a set time each week to meet virtually with your protégé is important. As we all know, it is so easy to get busy with our full schedules. Having a set appointment on the schedule will ensure that you touch base with your protégé weekly.

Keep each other accountable.

Having a set appointment on each other’s calendar keeps both parties accountable. Whether you are a new administrator or an experienced one, we all get tied up with running the day-to-day operations of a school.

Guide them, don’t tell them.

This was an important reminder for me. As experienced administrators, it is so easy to just tell someone how to solve an issue. The real learning takes place when the mentor can guide the protégé to determine his or her own solutions.

2

3

4

Set norms. Having a set of norms that both parties will follow will help to build a trusting relationship. Some norms could include keeping an open mind, confidentiality, keeping each other accountable, listening to understand and developing action plans together. These are just examples – you and your protégé should sit down together to discuss some norms that you both mutually agree on.

Be an active listener. It is easy to get distracted by our phones, emails, text messages, phone calls and many other things.

It is important for both the mentor and the protégé to listen actively and to listen for understanding. One key point is to rephrase what the other person said. For example, “From what you said, I heard…”

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“Mentoring plays a key role in the development and growth of first-time practitioners, forms a trusting relationship where one individual shares his or her knowledge and expertise to inform or support the professional learning of another, and subsequently promotes better practice.”

— Albury & Hackmann, 2006; Bloom et. al., 2005, Parylo et al., 2012; Reyes, 2003; Rhodes & Fletcher, 2013

6

Ask clarifying and probing questions to dig deeper. Having a set of questions to help probe deeper was a huge help to me.

The LII training provided a great list of thought-provoking questions or you can reference The Coaching Habit: Say Less, Ask More and Change the Way You Lead Forever by Michael Bungay Stanier.

7

Build trust. In relationship building, trust is at the top. You and your protégé need to build trust with one another. Each person needs to be able to share openly and know that the mentor is there to help.

8

Be an encourager. We all need encouragement in this very difficult job as a building leader. Both the mentor and the protégé have the responsibility to encourage each other. As an experienced administrator, you will find joy in sharing your experiences and expertise with your protégé.

9 10

Self-discovery. Helping to lead your protégé to his or her own answers will lead to self-discovery.

This is where true professional learning and growth take place.

Networking. This is a great opportunity to develop some networking outside of your own district. The protégé and the mentor can introduce each other to people to continue to grow that professional learning network (PLN).

I had the opportunity to mentor a second year principal at Fort Gibson (OK) Intermediate Elementary School.

Andrea Sifers had this to say about her experience: “Working with my mentor through this process has been beneficial to many facets in my professional growth. He has provided guidance on a multitude of difficult situations I have faced as a head principal over the last year and has become someone I have grown to count on for sagacious and judgment free advice. He has freely shared his ‘tricks of the trade’ and wisdom gleaned from his tenure as principal. During the last year while facing unprecedented challenges during a global pandemic, our weekly mentor meetings became something to look forward to as they provided a sense of normalcy and positivity. I am grateful for the opportunity to work with him and look forward to sharing what I have learned from him with my staff into the future.” ■ If you are looking to grow professionally, I encourage you to take advantage of your state association conferences and trainings. CCOSA has also developed a new mentor training titled “Coaching: Supporting and Sustaining Leaders.”

This new offering by CCOSA has been tested with a small group of district administrators and has received great reviews. This new opportunity is ideal for district administrators or principals who want to grow in their leadership development. If interested, reach out to Glen Abshere or Will Parker at abshere@ccosa.org or parker@ccosa.org.

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Four Ingredients to Help Students Recover Following a Pandemic

By Dr. Tim Elmore, Founder, Growing Leaders

Perhaps Christa Campbell summarized a teen’s predicament best. When the “shelter in place” order was given in March of 2020, she thought, “Cool. This will be a great break from normal classes.” By the end of March, she felt stuck.

No spring break. No prom.

No signed yearbooks.

No in person graduations.

She and millions of other teens felt “postponed.”

The teens in this group believe part of the typical American experience was lost to a pandemic. By September, the CDC revealed that one in four American young adults contemplated suicide in the last month. They feel grief. Loss. Isolated.

Angst. These kids were caught in limbo and deserve special leadership from us.

My question is: what did past generations of adults do for kids in troubled times?

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How Our Narratives Work The growth doesn’t come from the trauma, but from the way the person responds to it. These people suppress their negativity bias with an array of defenses that are available to anyone.

They choose to become kinder, stronger and more mindful of the joys in life.

“ A Walk Down Memory Lane What can we learn from history? How have past tragedies, crises or pandemics affected us?

“Researchers are revising the traditional view of psychological trauma, which emerged after World War I when soldiers were diagnosed with “shell shock.” It was ultimately known by the broader term, post-traumatic stress disorder (PTSD). Some bad events, unlike good ones, can affect people for decades or permanently reduce a person’s level of happiness,” writes John Tierney in The Power of Bad. But stress doesn’t have to cause a disorder. It can actually be leveraged for good.

Tierney reminds us that beginning in the 1990s, psychologists also noticed something else. A majority of those who endured a traumatic event showed no signs or symptoms of pasttraumatic stress. Four out of five trauma victims did not suffer from PTSD afterward. In fact, typically they emerged even stronger. Instead of being permanently scarred by the tragedy, they experienced post traumatic growth or PTG. This term was introduced by psychologists Richard Tedeschi and Lawrence Calhoun. Studies reveal that more than 60 percent, and even as high as 90 percent, of trauma victims enjoy post-traumatic growth. Psychologists now use a chart to track PTG. These people experience: ■■ Increased ■■ Deeper ■■ New

appreciation of life.

relationships with others.

perspectives and priorities.

■■ Greater

personal strength.

So, how do we ensure that good comes from bad?

While a negative experience triggers a stronger immediate emotional reaction than a positive experience, negative emotions actually fade faster than positive ones do in most people. Repeated experiments with people who’ve undergone negative experiences prove this. They come into the lab and describe how they feel about recent events, and later return to recall those same events. By then, their feelings have diminished, but the negative ones fade faster than the positive ones, especially among those who’ve repeatedly discussed the bad experience with others. Since the initial threat is over, they’re prone to recognize the positive recovery has taken place. In short, the more you talk about your problems, the more perspective you can gain to ease your anxieties.

This is why we feel it is therapeutic.

“

— John Tierney, The Power of Bad

I just completed a book called, The Pandemic Population, outlining the research behind how we can lead these students to recover from this COVID-19 season with a positive narrative. Let me whet your appetite at right with a summary of a just four steps we can take to ensure this happens.

Four Ingredients to Helping a Student Recover and Build a Positive Narrative

1

Make a pro and con list of what’s happened in the pandemic.

Begin by acknowledging and empathizing with their unique hardship. Making a pro and con list reminds them you do, indeed, see the negative impact of this year, but also that some good has come from it too.

Help them see the silver lining in the dark cloud.

2

Tell stories of past generations of kids who rose above hardship.

I interviewed Great Depression kids (now in their 90s) who came out of an economic hardship with grit and resolve.

Afterward, I told their stories to Gen Z teens and saw it inspire students with the perspective that kids can make it through tough times and thrive afterward.

3

Express high expectations and high belief. Robert Rosenthal and Lenore Jacobson’s study showed that student performance reflects the expectations of their adult leaders. When we display both high expectations and high belief we can positively influence students’ response to the pandemic.

Speak to their head and heart.

4

Provide them with a metaphor to frame their narrative.

Finally, most students need a metaphor to frame their identity and memory. We think in pictures so why not choose an image to frame how they’ll recall this year. For example, I love “candles and brushfires.” When winds blow, we can either be a candle that’s extinguished or a brushfire that’s extended. One goes out, one gets bigger and stronger.

Students will emerge from 2020 with a story they tell themselves about who they are: loser, penalized, victim…or a person who can take a disadvantage and transform it into an advantage. We must enable them to find the “silver lining” in the dark clouds and tell a story of grit. ■

This is an excerpt from Dr. Tim Elmore’s new book, The Pandemic Population: Eight Strategies to Help Generation Z Rediscover Hope After Coronavirus. It’s perfect for staff or faculty to discuss. Click here for information.

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Self-Care in the Time of COVID-19

By Tina H. Boogren, Ph.D

As educators navigate these unprecedented times and ride the monumental waves of ever-changing protocols and regulations, we must be steady. Sturdy. Able to remain standing when the world can feel like it’s falling apart all around us. How do we do that? By securing our own oxygen masks first. By taking care of ourselves — first, not as an afterthought. Right now, more than ever, the adults in our schools must feel stable and secure so that they can support their students and the school community through this global pandemic that no one prepared us for.

In my book, Take Time for You: Self-Care Action Plans for Educators (2018), I explore Maslow’s (1943) Hierarchy of Needs as the framework for educator self-care and wellness. I use this as our foundation because it’s familiar and because it mirrors the foundation that we utilize for students, as outlined in Motivating and Inspiring Students: Strategies to Awaken the Learner (2017). Ensuring that each level of the hierarchy is solid for our students can only be accomplished if each level is solid for the educators first.

Let’s review the levels and consider how the pandemic has potentially impacted each level and what we can do to find our footing once again.

The first level is our physiological needs.

The biggies here are: diet, sleep, and exercise.

Consider for a moment if any of these areas took a hit over the past year. For most of us, at least one—if not all three—areas were impacted big time. Many educators are having trouble sleeping, exercise has become a challenge as gyms closed and exercise equipment sold out, food became our way to ‘numb’ and we started to worry about putting on the ‘quarantine 15.’ During a crisis, it’s common to have our level one needs fall apart first but it’s essential to get these areas back under control as quickly as possible as this level is the most essential level of them all. Now is the time to double-down on your sleep quality, stay hydrated, eat foods that make you feel good and move your body as a way to counter-act the stress that you’re encountering right now.

Level two is our safety needs. When things are unpredictable and unfair, our safety needs are impacted. When our safety needs are impacted, we feel anxious. When we feel anxious, we are not our best selves and our students need us to be our best selves. Health and financial concerns also impact this level and collectively, our anxiety and

fear are contagious. Our students are watching us to determine how to act and how to feel. Now, more than ever, we must ensure that students feel safe—which means that the adults must feel safe themselves. Learn how to engage in box breathing as one strategy to help stabilize this level. Box breathing is what Navy SEALs practice to stay calm and focused (Nazish, 2019) and I recommend the same for educators. To do it, simply breathe around the four sides of a box, where the inhale, the holding of the breath, and the exhale are all four counts (inhale-hold, exhale-hold). Try putting one hand on your belly as you breathe around the box so you can ensure that you’re taking a deep, calming breath.

This will help to put you back in the present moment and calm your nervous system down and is an excellent tool to teach students as well.

Level three is about our belonging needs.

In this era of ‘physical distancing,’ we’ve had to find creative ways to stay connected with our learners as well as with our friends, family members, and colleagues. Zoom happy hours, drive-through graduations, virtual book clubs, and Facetiming friends and family are just some of the ways that we’re staying close even when we can’t be together physically. One of the greatest gifts of strong Professional Learning Communities (PLCs) is the sense of belonging they create. Additionally, PLCs help to reduce isolation and increase connectedness and will continue to be an essential element of our evolving schools as the pandemic pushes us toward change. Work to continually refine and recommit to functioning PLCs as an essential way to ensure a sense of belonging for your school community.

Level four is about our esteem needs.

Many educators —particularly veteran teachers— took an esteem hit last year when we moved to distance learning. Learning how to teach in an entirely different way with little to no prep time before the transition was a huge challenge. Doing something this monumental for the first time often comes as a hit to our sense of esteem because it takes time to get good at something new. Social media can also impact our esteem as it is often said that comparison is the thief of joy. What’s essential to remember here is to talk to yourself as you’d talk to someone you love. Be careful with your words and try to turn your inner-critic voice into your inner-friend voice. If you find yourself saying things in your head that you would never say to someone you love, you owe it to yourself to stop. Instead, be gentle on yourself and allow yourself much grace.

Finally, at the top of the pyramid, we reach the levels of self-actualization and transcendence.

This is where we want to be—here, we’re living our very best lives and we feel immensely connected to a greater sense of purpose. When we continually neglect the first four levels, it becomes increasingly difficult to reach these areas and during the pandemic, not many people have felt like they’ve been living their best lives. There’s good news, though; there are two specific strategies that we can utilize to tap into these top two levels at any

time: gratitude and altruism. When we pause to consider what we’re grateful for and/or when we do something kind for someone else, we’re lifted to the top of the pyramid. Consider how you might make these two strategies part of your daily routine. For example, record three unique things you’re grateful for in a journal as part of your morning routine or take one gratitude photo per day. You could also send a kind note to someone via text, email, or snail mail to let them know that you’re thinking of them, offer up genuine compliments to loved ones and strangers, or buy coffee for the person behind you in the drive-through at Starbucks. These small acts of gratitude and kindness will lift you up even when you’re feeling low.

If you are feeling burned-out (or close to it) it’s understandable. What we are asking educators to do is an incredible task. The only way we stand a fighting chance is to take care of ourselves—first. Self-care is not selfish; it’s essential. It’s the key to getting to the other side of this pandemic in one piece; perhaps even better than we were before. ■

References: Boogren, T. (2018). Take time for you: Self-care action plans for educators. Bloomington, IN: Solution Tree Press.

Marzano, R. J., Scott, D., Boogren, T. H., & Newcomb, M. L. (2017).

Motivating & inspiring students: Strategies to awaken the learner.

Bloomington, IN: Marzano Research.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. (https://www.solutiontree.com/180-days-ofself-care-for-busy-educators.html) Nazish, N. (2019, May 31). How To De-Stress In 5 Minutes Or Less, According To A Navy SEAL. Retrieved from https://www.forbes.com/ sites/nomanazish/2019/05/30/how-to-de-stress-in-5-minutes-orless-according-to-a-navy-seal/#b2647ac3046d

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The Trauma Skilled Schools Model Ray McNulty and Sandy Addis, National Dropout Prevention Center

Educators are calling for additional support in the form of counselors, school psychologists and behavioral specialists to deal with the growing challenges they face in their schools. Research indicates that our students are dealing with unprecedented levels of stress and trauma that negatively impact a student’s cognitive functions and behaviors.

What’s challenging for educators is that students don’t express the distress in ways that are easily recognizable and they often mask their pain with behavior that is aggressive or off-putting. It can be especially challenging for educators to recognize this distress in virtual learning environments.

The researched-based Trauma Skilled Schools Model (TSS Model) seeks not to identify traumaimpacted students, but to build within schools the capacity to create strategies, policies and procedures that support students and establish a culture that eliminates practices that are detrimental to trauma-impacted students. The TSS Model is a tier 1 RTI strategy that positively impacts all students, helps students recognize their strengths, and builds the self-confidence and self-efficacy needed to be a successful learner.

The school behaviors and achievement of at least half of our students are negatively impacted by childhood stress and trauma; many of these students and their traumas will never be identified, yet schools are responsible for the success and graduation outcomes of these students. Many of the students who eventually drop out are impacted by childhood traumas but have not been able to overcome the impact of those traumas on their behavior and learning.

National Dropout Prevention Center

STEP 05 STEP 04 ASSESSMENT & IMPLEMENTATION

STEP O3 SKILL ACQUISITION

STEP O2 BUILD RESILIENCE

STEP 01 KNOWLEDGE ■■ SYSTEMIC ■■ UNDERSTANDING ■■ LANGUAGE ■■ POPULATION

MAINTENANCE & VALIDATION ■■ PLAN ■■ IMPLEMENTATION ■■ VERIFICATION

■■ POLICIES ■■ PRACTICES ■■ PEOPLE

■■ PREVENTION ■■ INTERVENTION ■■ RECOVERY ■■ REFERRAL

■■ CONNECTION ■■ SECURITY ■■ ACHIEVEMENT ■■ AUTONOMY FULFILLMENT

In addition, trauma-impacted students often have negative assumptions, mindsets, and reaction patterns that cause unacceptable behaviors, prevent engagement, and lead to discipline problems and academic failure. The behaviors and learning of these students can be improved by informed, mindful, and skilled behaviors of educators including practices and skills that, when agreed on and implemented, will improve school climate, rebuild resiliency of at-risk students, and improve behavior and instructional engagement.

The TSS Model The TSS Model involves a five-step process that begins with foundational trauma knowledge of all school personnel. This knowledge is used to establish common practices among all educators that create and reinforce essential resiliency skills and that are particularly important for traumaimpacted students. Staff members are guided to master relational and instructional skills that minimize the interference of trauma with behavior and learning. School leaders are supported to practice, institutionalize, and maintain the TSS Model over time.

Implementation 1. Implementation of the TSS Model should consider local and cultural contexts, existing understandings, and prior training.

It is recommended that the TSS Model be implemented over a two-year period using the following steps: 2. Readiness assessment to ascertain existing knowledge of trauma issues and perceptions.

3. Orientation to rationale for the TSS Model and expectations for leadership and all staff.

4. Formation of a small lead team of staff members to guide, monitor, and support implementation.

5. Professional development for all staff in Step I (Knowledge), Step 2 (Building Resilience), and Step 3 (Skills Acquisition).

6. Creation of a Trauma Skilled School Plan for support and maintenance of the model over time.

7. Periodic assessment to measure changes in perceptions, practices, climate, and success of implementation. ■

A detailed explanation of the Trauma-Skilled Schools Model is offered in the publication, Improving School Outcomes of Trauma-Impacted Students (2018, J. Gailer, S. Addis, L Dunlap, W. Daggett, R. McNulty).

The publication may be found here.

The staff of the National Dropout Prevention Center may be contacted at ndpc@dropoutprevention.org or at 864-642-6372 for additional information.

CREDIT: NOUN PROJECT ARTISTS: DAVO SIME, JOSÉ MANUEL DE LAÁ, ALICE DESIGN, GREGOR CRESNAR AND B FARIAS

TRAUMA SKILLED SCHOOLS MODEL

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Here for You:

The OSDE Office of Student Support

By Shelly Ellis, Deputy Superintendent of Student Support, OSDE

When elected to her second term, Superintendent Hofmeister created the Office of Student Support in order to align and move forward the initiatives at OSDE that focus on ensuring the academic, behavioral and mental health needs of students are met.

Since the inception of this office, Student Support staff have been working diligently to provide resources to districts to meet the social and emotional, mental health, and college and career readiness needs of students. In addition to these resources, the staff have curated best-practice guidance to assist school faculty and caregivers in meeting the needs of their students and children while also being mindful of their own emotional and physical well-being.

■ The counseling office has been able to focus its attention on prioritizing the mental health/ social and emotional needs of Oklahoma’s students. In development is an Interconnected Systems Framework (ISF) that addresses both the behavioral and social-emotional/mental health needs of students in a Multi-Tiered System of Support (MTSS). The first step is to administer a universal screener. In doing so, schools can ensure they know the unique needs of their students and tailor interventions appropriately. Pages 66-67 of Oklahoma’s Return to Learn plan outlines the necessary steps to take in order to choose and administer a universal screener. You can also find best-practice guidelines for staff well-being universal screening here. In conjunction with the work on developing an Interconnected Systems Framework for Oklahoma Public Schools our counseling office has been working on Social and Emotional Learning competencies. CASEL, the Collaborative on Social-Emotional Learning, has developed a roadmap for SEL implementation to guide a district/school on critical practices. This division is also leading a cadre of professional Oklahoma School Counselors in updating the Oklahoma School Counselor Guide using the American School Counseling Association’s 4th Edition of their National Framework.

■ The members of the office of Student Support offer outreach and technical assistance during times of crises facilitated by two nationally certified school psychologists in crisis response. The team can provide as much or as little support as necessary to meet the needs of your district.

The Crisis Response and Recovery Team can provide onsite counseling assistance, templates for parent and stakeholder communication as well as assistance in the facilitation of staff and community member bereavement meetings as necessary. Along with on-site or virtual support, the Crisis Team School Psychologists can train district staff in the PREPaRE Curriculum.

Developed by the National Association of School Psychologists, this curriculum offers two workshops. These workshops allow participants to gain a better understanding of the organization and function of a comprehensive safety and crisis team and provides the knowledge and skills necessary to meet the mental health needs of students and staff in the aftermath of a crisis.

■ The Student Support Prevention and School Climate Transformation Team offer support and training in numerous areas. Our Bullying Prevention Specialist can offer schools training in the Olweus Bullying Prevention Program (OBPP), which is widely recognized by educators as one of the most effective violence prevention programs available. The School Climate Transformation Team can provide support and coaching in areas such as PBIS (Positive Behavior Interventions and Supports), Social and Emotional Learning, TraumaInformed Training, Suicide Prevention, and Opioid/Substance Prevention.

■ The College & Career Readiness Team can assist with the development of a robust Individual Career & Academic Planning (ICAP) Program, work-based learning programs, and academic counseling support. Multiple resources have been created to help your staff in preparing students for life after high school. You can find high school graduation resources, ICAP and work-based learning information on our OKEdge website, and on-demand professional learning via OSDE Connect. OSDE is also launching an eTranscript system that is free to all K-12, Career Tech and Oklahoma University and Colleges.

■ Within the division of Family and Community Engagement in the Office of Student Support, the team has developed a Family and Community Engagement Framework, which serves as a call to action, a vision for family engagement in our state. It brings research and local experience together to provide an essential support structure and an organizing tool to build upon. This framework invites families, schools, and communities to partner to support student learning. It focuses on four components: Strengthening Relationships, Building Capacity, Focusing on Learning and Connecting Communities. ■

To request professional learning on any of the above-mentioned topics, fill out the Student Support Professional Development form.

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LOOKING FORWARD: COVID-19 RECOVERY

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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. FY21 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 the most challenging year in the history of public education leadership.

The OASA bi-weekly zoom “Touch Base” meetings have topped 277 attendees and will continue as long as there is a need to share information. Besides providing this valuable forum for networking and sharing information, our efforts to seek input for our legislative goals may have been more extensive than ever. Our OASA board members were asked to get specific goal language and our legislative committee has spent hours putting together goals that reflect our members’ needs. We also have added detailed language that supports our legislative goals and provides specific direction for our advocacy efforts. Our communication network and defined goals may be more important than ever this year as we anticipate an intense battle against school choice scholarship and tax credit legislation.

In order to maintain its strength, OASA is seeking 100 percent membership from school superintendents. As of mid-year, 94 percent of our school superintendents were members and more are joining. CCOSA

recently added Kathy Dunn to begin providing much needed support and services to central office administrators. She has begun a network of federal program, Indian education, and student information administrators and staff. These meetings have been heavily attended and it is anticipated that many of these staff will join and make OASA even stronger in size and influence.

Besides advocacy, membership, and network communications, OASA has continued its effort to build “Quality School Frameworks” using both research and our own members’ expertise. OASA believes that if school leaders don’t define “quality” in public schools, we will allow others to define it for us. The Blended Framework has been a solid guide for hundreds of schools to build their own virtual/blended learning opportunities. Our two Instructional Leadership Cohorts have had the fortune to meet in small groups with Dr. Bill Daggett and give him feedback as he helps lead a national committee on education reform. Schools that are using the

Professional Budget Framework are reporting tremendous responses from their school boards. Our Energy Efficiency Framework has launched. Pilot schools are just being onboarded to have an energy manager trained and more opportunities are coming.

The latest Quality Framework is the Equity Framework. This Framework is designed to provide schools with a research based approach to ensuring that ALL students are given the opportunity to maximize their potential while being guided by staff who are well trained and understanding of the unique needs of each child. As with all of the Frameworks, the Equity Framework is built upon a combination of research and best practices by our own OASA members.

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

ASSOCIATION UPDATES

OAESP

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Glen Abshere, OAESP Executive Director

Association Business: The OAESP Executive Committee met virtually on September 16, 2020 and November 12, 2020. The Executive Committee has approved changes to the OAESP Constitution and Bylaws. The changes were submitted to membership for their review in mid-November. Membership is required to have a 30 day review period before voting begins. The vote for the changes to the OAESP Constitution and Bylaws were sent on January 4, 2021.

OAESP Elementary Principal of the Year/ NAESP National Distinguished Principal The 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. 2021 nomination forms were sent out in early November. A new rule takes effect this year from NAESP, requiring the NDP to have been a member of NAESP for 3 years prior. Our Executive Committee approved a change that allows OAESP to recognize Oklahoma leaders as an outstanding leader.

If the top candidate meets the NAESP requirement, they will advance as the NAESP NDP. If the top candidate does not meet the NAESP requirement, they will be recognized as the Oklahoma Administrator of the Year and would not advance to the national recognition.

2021 OAESP Mid-Winter Conference: The OAESP Mid-Winter Conference is February 10, 2021. The OAESP Executive Committee approved a plan to offer a blended in-person/ online conference. The conference will be held at the Edmond Conference Center, Hilton Garden Inn with a limited number of inperson spots available. Attendees can also choose to join us virtually through Zoom. Register here.

Professional Development Opportunities TeleLEAD: TeleLEAD launched

on October 7. We have partnered with OSU Tele ECHO to provide this professional development twice a month. TeleLEAD is held virtually on the first and third Wednesdays at noon virtually. Each session will provide a case study in the life of a principal. Some topics we have discussed are banned library books, restorative discipline practices, handling difficult student behaviors and many more. Julie Bloss, Grove

Public Schools and Kas Nelson, Vici Public Schools provide an elementary perspective. Eric Fox, Jenks Public Schools and Stephanie Williams, Norman Public Schools provide a secondary perspective.

New Principals Academy:

The CCOSA New Principals Academy is designed to promote an interactive discussion on topics essential for participants to develop understanding and knowledge of the leadership role at the school level. There are 62 new principals or early career principals that are participating virtually this year.

This is a great group of leaders.

National Principals Month:

State Superintendent of Public Instruction, Joy Hofmeister and Governor Kevin Stitt presented a proclamation recognizing October as National Principals Month. They both recognize the hard work our principals are doing each and every day. Thank you, principals, for your tireless work!

Principal Mentoring Training:

The new Principal Mentoring and Coaching program has been developed and tested with a small group of administrators and received high remarks from the participants. The purpose of this program is to provide training in the area of mentorship for those that either supervise principals or those that may be assigned as a mentor.

This two-day training is focused on improving the skills of leaders and provides thoughtful feedback on how to mentor or coach a school leader. ■

Join OAESP! If you haven’t already done so, it is time to renew your membership for the 20-21 school year! If you know principals or assistant principals who are not members, please encourage them to become a member. You don’t want to miss out on member pricing for the Mid-Winter Conference or CCOSA Summer Leadership Conference! As always, please let us know if there is anything that we can do for you!

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OASSP / OMLEA Will Parker, OASSP/OMLEA Executive Director

As we look back on the first semester, Oklahoma secondary and middle level leaders have worked tirelessly during a global pandemic to provide meaningful learning for their students across the state. Our state is a unique blend of rural, suburban and urban communities. And the approaches to hybrid, in-person, fulltime virtual, and blended models have been just as varied.

Throughout the semester, communication among association members has also shifted. Instead of traveling across the state in visits to Oklahoma regions, we attended more virtual meetings or visited with OASSP/OMLEA members by phone or via text messaging. In the OASSP/OMLEA weekly newsletter, readers have been receiving updates from principals as well.

Here are a few highlights from OASSP/OMLEA executive committee members checking in during September and October: “The smaller class sizes have given teachers and students the opportunity to build deeper relationships and given the teachers the opportunity to really get to know students. I have a population of full time virtual students who are so far behind and will not earn credit - it is a challenge not having them at school to help them structure their time. Our numbers are still good, kids and staff are doing a great job keeping themselves and others safe at school. Challenges come with students who have figured out the system of having to quarantine.”

— Kim Coody, OASSP Past President, Glenpool High School

“Our teachers have completed two common formative assessments, and we have students that have been enrolled for RTI the next few weeks. We have found that the number of students needing RTI for these first two CFA’s has dropped significantly from the previous year. This month is also National Bullying Month, so our STUCO and counselor are leading the charge.

Tension is running with everyone including parents, faculty, and staff. With the CARES Incentive Act, we are offering free counseling to all of these people… We are going to set ACT achievement goals for our district and then vertically align our curriculum by taking a deeper look at our essential standards that line up with our ACT goals.”

— Kyle Hilterbran, OMLEA Northwest Region Director, Clinton Middle School

“On a positive note, we had good participation at parent/ teacher conferences. We offered a choice of face-to face meetings, Zoom calls or telephone conferences.

Our teachers felt additional options garnered more parent contacts. This is yet another unintended consequence of COVID-19. We may continue with conference choices moving forward. Finally, since we instituted a mask mandate for students and staff, our number of positive cases at the school has significantly decreased. The data supports the need to wear face coverings.”

— Chris LeGrande, OASSP State Coordinator, Guthrie High School

ASSOCIATION UPDATES National Principals Month On Wednesday, October 21, 2020, NASSP recognized the 2020 State Principals of the Year, including OASSP’s 2019-2020 Oklahoma High School Principal of the Year, Chris LeGrande, Guthrie High School. Each year, NASSP honors outstanding principals who have succeeded in providing high-quality learning opportunities for students as well as demonstrated exemplary contributions to their schools and their communities. In addition, Superintendent Hofmeister and Governor Stitt’s offices recognized October as Principals Month.

On Tuesday, October 20, 2020 Superintendent Joy Hofmeister delivered a proclamation from OSDE to the CCOSA office where it was received by Mr. Glen Abshere, OAESP Executive Director and Dr. Pam Deering, CCOSA/OASA Executive Director.

New Principals Academy Sixty-two administrators are currently participating in CCOSA’s New Principals Academy. Mr. Glen Abshere, OAESP Executive Director, and I have facilitated trainings once a month throughout first semester via Zoom. Attendees have had interactive discussions on topics essential for developing understanding and knowledge of the leadership role at the school level, including topics such as: establishing vision, cultivating positive school culture, completing accreditation reports, managing difficult conversations and educator self-care. Each month practicing principals or other education experts provide feedback and answer questions.

Coaching and Supporting Principals CCOSA has launched a new professional learning opportunity for those who support or coach principals. During the summer and fall months, Mr. Glen Abshere and I completed NAESP’s National Mentor Training and Certification Program. As a result, we have collaborated to provide a two-day training for Principals or Central Office Administrators who want practical tools and strategies for guiding and coaching the work of building administrators. If you’re interested in this new training, reach out by email at parker@ ccosa.org to find out more.

OASSP/OMLEA Combined Conference For the past two years OASSP/ OMLEA have hosted a combined conference in February focusing on secondary school leadership as well as best practices for middlelevel educators. The OASSP/OMLEA executive committees have made the difficult decision to not to hold a conference this February. We miss seeing you and hope we can do that safely soon! ■

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TeleLEAD Join us for the CCOSA’s and OSU Tele-ECHO bi-monthly virtual meetings, TeleLEAD, for discussion on best practices for elementary and secondary principals.

These Zoom meetings occur the first and third Wednesdays of the month at noon. Each TeleLEAD takes a look at real-life case studies of principals and follows with a didactic on the topic discussed.

Recommendations are solicited from the participants.

TeleLEAD ECHO Hub Team members include: ■■ Julie

Bloss, Principal, Grove Early Childhood Center

■■ Eric

Fox, Associate Principal, Jenks High School

■■ Kas

Nelson, Principal, Vici Elementary School

■■ Stephanie

Williams, Executive Director of Diversity, Equity and Inclusion, Norman Public Schools

Facilitators: ■■ Glen

Abshere, Executive Director, Oklahoma Association of Elementary School Principals (OAESP)

■■ Will

Parker, Executive Director.

Oklahoma Association of Secondary School Principals (OASSP) and Oklahoma Middle Level Education Association (OMLEA) ■

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ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director The 2020-21 school year has been rough for in-person conferences. In spring 2020, when we thought, quite optimistically, that we might be back to “normal” sometime during SY202021, ODSS planned to hold two in-person conferences. We planned the first for early December 2020 and the second for early March 2021 and booked the same venue for both. During the summer of 2020, the venue notified us that it would not be holding in-person conferences through December 31, but left open the possibility that events might go forward in the first half of 2021. Unfortunately, in mid-fall, the venue advised that no in-person events would be held then, either. So, like so many other groups, we had to regroup.

Special education leaders love to get together in person.

We hope to plan something soon that will be safe and fun!

We’ll share details as they are available.

In-person national conference haven’t fared any better. All events planned by our national affiliate, the Council of Administrators of Special Education (CASE), switched to a virtual format in summer 2020. However, CASE is planning to convene its July 2021 Special Education Legislative Summit in person in Washington, D.C. We desperately hope it’s safe to make that trip!

TeleSPED continues after a successful fall. Join us on the first and third Mondays each month at noon.

ODSS wishes all of you safety and good health. We can’t wait to see you again. ■

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