Better Schools Back to School 2019

BACK TO SCHOOL

2019 | CCOSA.ORG

MAKING EVERYDAY A FIRST DAY & BACK TO SCHOOL CHECKLIST

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LEGISLATIVE SESSION 2019 REVIEW

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WHAT GENERATION Z IS LOOKING FOR IN LEADERS

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I n t h i s Is s u e 3-5 CCOSA Association Updates 7 Welcome Your Staff Back to School 10-11 Making Everyday A First Day & Back to School Checklist 14-15 CCOSA District Level Services 16-19 Legislative Session Review 20 TEAM Clinics: Creative Solutions for School and Community Partnerships 23-27 CCOSA Introduces the Blended Learning Framework 28-29 Understanding Practice with Evidence Based Feedback Conversations 32-33 What Generation Z is Looking for in Leaders Articles submitted to Better Schools do not necessarily reflect the policies or beliefs of the Cooperative Council for Oklahoma School Administration. All articles are subject to editing. A publication of the Cooperative Council for Oklahoma School Administration, Editor Elyse Maxwell.

Editorial and Advertising offices at 2901 N. Lincoln Blvd.

Oklahoma City, OK 73105. Membership and advertising rates upon request. Better Schools is owned and published by the Cooperative Council for Oklahoma School Administration, Inc.

C C O S A EX EC UTIV E BOAR D C HAIR C hris LeGra nde (OAS S P) V IC E C HAIR Jus t in Ma nn (O MLEA) MEMBERS D r. D on Ra leigh D r. April Gra c e K im C oody D us t y Throc km or t on Jona t ha n At c hley Jos h P ierce D onna Boles Tra c y Moot r y Melis a K ifer C C O S A EX EC UTIV E D IRECTOR S & AD MINIS TRATIV E S ERV IC ES T E A M D irec t ors D r. Pa m D eering D r. Gra c ie Bra nc h W illia m D. Pa rker D era ld Glover Andrea Kunkel D r. J ea nene Ba rnet t Ely s e Ma x w ell Bus ines s Ma na ger C y nda Kola r C om m unic a t ions C oordina to r Erin Ta bberer Mem bers hip C oordina t o r O D S S Adm inis t ra t ive As s is tan t La ura C ra bt ree Exec ut ive Adm inis t ra t ive S er v ice s Te am OAS A, OARS A: Mc Kenz ie Lu m r y OAES P, TLE: Ly nne W hit e OAS S P / O MLEA, C EC : C ha rlot t e M u r p h y

@ C CO S A S ch o o l A d mi n i s t ra tio n @ C CO S A c c o sa _ o k

C C O S A A S S O C I AT I O N U P DAT E S OASA

Dr. Pam Deering, Executive Director

OASA Board Meetings The Executive Committee voted to approve amendments to the OASA Constitution and By-Laws and submit them to membership for voting. The amendments regard the clarification of membership categories for charter schools, virtual charter schools and tribal schools. The amendments were overwhelmingly approved by the OASA Membership in May, 2019. OASA Election Updates for 2019-20

are as follows. We welcome the new officers, new directors, and new AASA Representatives to the AASA Governing Board.

Officers: President-elect: Dr. April Grace, Shawnee, OASA District 9

Vice President: Kyle Reynolds, Woodward, OASA District 2

AASA: AASA Governing Board:

AASA Office #1: Dr. John Cox, Peggs, OASA District 11

AASA Office #2: Melonie Hau, Duncan (will be at Newcastle next year), OASA District 15

AASA Executive Board: Max Tanner, Oologah-Talala

New Directors: District 1 Director: Bret Rider, Guymon

District 2 Director: Dale Spradlin, Buffalo

District 6 Director: Jeremy Hogan, Miami

District 7 Director: Dr. Rick Cobb, Mid-Del

District 15 Director: George Coffman, Marlow

OASA Superintendent of the Year and Assistant Superintendent/Central Office Administrator of the Year 2018-19 Award Winners: OASA District Superintendents of the Year OASA District Asst. Supt./Central Office Administrators of the Year District #1: Dan Faulkner, Hooker District #1: Dixie Purdy, Guymon District #2: Dale Spradlin, Buffalo District #2: Angela Rhoades, Woodward District #3: Roydon Tilley, Chisholm District #3: Cody Thompson, Guthrie District #4: Koln Knight, Cushing District #4: Alan Baker, Cleveland District #5: Dr. Stacey Butterfield, Jenks District #5: Debbie Garner, Berryhill District #6: Donna Campo, Catoosa District #6: Rusty Rankin, Vinita District #7: Dr. Rick Cobb, Mid-Del District #7: Dr. Shirley Simmons, Norman District #8: Matt Posey, Oilton District #8: Krista Burden, Bristow District #9: Alfred Gaches, Seminole District #9: Robert Kinsey, Tecumseh District #10: Randy Harris, Wagoner District #10: Brad Tackett, Coweta District #11: Larry Henson, Central District #11: Sharon Ballew, Tenkiller District #12: Jay Edelen, Arapaho-Butler District #12: Steven Callen, Weatherford District #13: Shannon Vanderburg, Frederick District #13: Corey Holland, Cache District #14: Dr. Jason Simeroth, Yukon District #14: Danny Pittman, Anadarko District #15: Melonie Hau, Duncan District #15: Channa Byerly, Duncan District #16: Mike Martin, Pauls Valley District #16: Gayle Castle, Blanchard District #17: Duane Merideth, Durant District #17: Jim Parrish, Choctaw Nation & Kevin Wilson, Byng District #18: Dr. Trice Butler, Wilburton District #18: Richard Peckio, Frink-Chambers District #19: Doug Brown, Idabel District #19: No eligible candidates District #20: Marty Lewis, Gordon Cooper Tech Center District #20: Roger Crutchfield, Northeast Tech Center State Award Winners: We are pleased to announce that Dr. Stacey Butterfield, Superintendent, Jenks Public Schools, is the 2019 Oklahoma Superintendent of the Year and Dr. Alan Baker, Assistant Superintendent, Cleveland Public Schools, is the 2019 Oklahoma Assistant Superintendent/Central Office Administrator of the Year. Please congratulate them for their outstanding leadership.

Lifetime Achievement Award Recipients for 2019: Annually, a selection committee reviews nominations and applications for these award that embodies a career of ethical leadership and commitment to public education. This year the Lifetime Achievement recipients are Jerry Needham, Superintendent, Oktaha Public Schools, Dr. David Pennington, USSA Executive Director, and Terry Davidson, Superintendent, Comanche Schools. Please congratulate these deserving educators for their many years of service to public education. All award winners were recognized at the OASA Banquet held in conjunction with the CCOSA Summer Leadership Conference in June.

First Year Superintendents concluded their training. Thanks to Superintendent Hofmeister and Jason Pittenger, SDE, for their collaboration with CCOSA and support for the program during this year as we served 53 new superintendents.

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OAESP

Dr. Gracie Branch, Executive Director Administrator of the Year The Oklahoma Association of Elementary School Principals (OAESP) is pleased to announce Cathey Bugg, Principal at Heritage ES in Edmond Public Schools, as the OAESP Administrator of the Year and National Association of Elementary School Principals (NAESP) National Distinguished Principal. OAESP also named Carla Fry, Principal at E.M. Trout in Ponca City Public Schools, as the OAESP Principal of Excellence. Molly Wilson, Principal at Centennial Elementary School in Mustang Public Schools, is the James Burnette Principal of Distinction.

Cathey Bugg is described as a “consummate leader not only in her school, but for the entire Edmond School system,” according to Price Brown, Director of Elementary Education. In her more than 20 years as a principal, Cathey is noted for developing strategies for professional learning, cultivating leadership in others and establishing a thriving school culture by creating positive, impactful relationships with her stakeholders. Cathey also possesses a unique ability to prepare young administrators and countless Edmond principals mention her as their personal mentor.

Congratulations Cathey, Carla and Molly, we are so fortunate to have you as members of OAESP/NAESP! Lead Like Me Finally, a huge thank you to all of the principals who hosted a Lead Like Me student leadership training at your schools this year. We will continue offering this special training for students in leadership programs and their advisors next year.

Please contact OAESP Executive Director Gracie Branch at 405-524-1191 if you are interested in hosting a training next year at your school site and we will get you on the calendar. More information is on the OAESP section of the CCOSA website at www.ccosa.org.

As always, thank you for your membership and support of OAESP. Your strong leadership helps make the voice of the elementary principal be heard in our state. As I reflect upon one of my favorite quotes from Brené Brown, “what we know matters, but who we are matters more,” I hope that you spend your time off renewing who you are and taking care of you!

ODSS

Andrea Kunkel, Executive Director ODSS bestows two fabulous awards and one university student scholarship annually.

Congratulations to all! The 2019 recipients are: · Julie Crutchfield, Director of Special Services, Collinsville Public Schools – Outstanding Director of the Year; · Chuck Vann, Director of Transportation, Sequoyah Public Schools – Maurice Walraven Award recipient; and · Leah McComack, Student, University of Central Oklahoma – Jimmie Prickett $1,000 scholarship recipient.

Spring is officer election time, and ODSS filled two spots for 2019-20. At the ODSS Business Meeting on Thursday, June 6, Melisa Kifer, Director of Special Services for Stillwater Public Schools, was elected to the President-Elect position, and Scott McCall, Executive Director of Special Services for Putnam City Public Schools, was elected as the Legislative & Policy Liaison. They will join incoming President Tracy Mootry, Director of Special Services for Inola Public Schools, and Past President Lynn Schroeder, Director of Federal Programs for Sequoyah Public Schools, on the ODSS Executive Committee.

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OASSP & OM LEA

Will Parker, Executive Director OASSP UPDATE Spring was a busy time for principals in advocacy. Here are two events where secondary principals were well represented: National Advocacy On March 18-20, OASSP President & NASSP Coordinator Chris LeGrande, and I attended the National Association of Secondary School Principal Advocacy Conference in Washington, D.C. 180 principals attended from states around the country. Mr. LeGrande, Sydney Neil, a Maryland high school junior, and I provided a presentation on ways schools can better involve students in advocacy. We also had the privilege to join Dr. Gracie Branch, Julie Bloss, and Glen Abshere from OAESP for visits to Congressional offices on March 20.

State Advocacy On Wednesday, March 27, OASSP and OAESP hosted Principals Day at the Capitol. Twenty-five principals attended from across the state with a 9AM Legislative Briefing at the CCOSA office followed by visits to state representatives.

Afterwards, principals met together for lunch at the Faculty House near the capitol to exchange stories and provide feedback from their meetings. Most principals reported significant improvements in attitudes and cooperation about education from elected officials with whom they met.

Awards & Recognition On March 11, OASSP announced Dr. Scott Beck, Norman High School principal, as the 2019 High Principal of the Year by the Oklahoma Association of Secondary School Principals (OASSP). Dr. Beck has served for 8 years as principal and 11 years as a school administrator. As principal, Dr. Beck has focused on building a strong sense of well-being and safety among his school community as a foundation for deep and meaningful learning experiences. With graduation rates of 91% in 2017 and 92.1% in 2018, NHS connects students with a wide variety of options including Advanced Placement classes, career-tech coursework, robotics, and five world languages. Last year the University of Oklahoma’s Institute for Human Flourishing program helped secure $100,000 in grant monies to provide new library books to the high school.

Beck was recognized as OASSP High Principal of the Year at the CCOSA Summer Leadership Conference in June. In addition, he will represent Oklahoma as State Secondary Principal of the Year for the National Association of Secondary School Principals (NASSP) and will be invited to Washington, D.C., to be honored at the Principals Institute, a forum hosted by NASSP in November.

OMLEA UPDATE We had a great turnout for the spring semester combined conference. Here’s a quick summary: OMLEA/OASSP Combined Conference On February 6-7, the first-combined OMLEA/OASSP Leadership and Learning Conference was well-attended and received positive feedback. Even with an ice-storm that cancelled school in several districts around Oklahoma the event was well-attended. 255 were in attendance over the two-day event to hear keynote speakers and attend breakout sessions provided by Oklahoma teachers and educators. The most popular feedback came from Jack Berckemeyer’s keynote presentations on working with teams and mintaining optimism.

Awards & Recognition On March 11, OMLEA announced Kristy VanDorn, Deer Creek Middle School principal, as the 2019 Middle Level Principal of the Year for OMLEA and OASSP. She is in her fifth year as principal and eighth year as a school administrator. Through the establishment of a Guiding Coalition of teachers, counselors, and administrators, Deer Creek Middle School staff members meet weekly to review overall student data, analyze for learning gaps, and drive decisions about student growth. As a result, her student scores consistently outrank state averages. Deer Creek Middle School offers a variety of student activities and opportunities that engage learning, promote equity, and promote service-learning. For instance, four years ago, her special education teachers began a program raising laying hens as an innovation program for special needs and and non-verbal students. These students care for more than 30-chickens each day and sell eggs to community members. VanDorn was recognized as OASSP/OMLEA Middle Level Principal of the Year at the Cooperative Council for Oklahoma School Administration (CCOSA) Summer Leadership Conference in June at the Embassy Suites Hotel and Conference Center in Norman. Her award also included attendance at NASSP’s Principal Conference, July 1720, in Boston, MA.

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OSAG

Member Benefits of the Oklahoma School Assurance Group

The Oklahoma School Assurance Group (O.S.A.G.) is the largest provider of workers’ compensation services to Oklahoma public schools, with four hundred ninety-nine members in the 2018-2019 policy year. OSAG operates under the motto “to provide the most efficient and economical workers’ compensation services to Oklahoma public schools.”

Since OSAG inception in 1994, OSAG member school districts have accumulated a total savings of $97,442,798!

OSAG member benefits include the following:

• Four Safety Training Seminars held annually at NO COST to membership. Various speakers include the Oklahoma Department of Labor, Oklahoma Safety Council, The Center for Education Law, as well as the OSAG third party administrator, marketing firm, private investigating firms, and so on.

• Online safety training video program with 600+ videos provided at NO COST to membership. Accessible with assigned school-specific username and password. All videos are accessible through the OSAG webpage at www.okschoolassurancegroup.org, 24 hrs/day, 7 days/week.

• Monthly newsletter providing current safety training tips, OSAG board correspondence, & notifications of upcoming OSAG events.

• Discounted membership with the Oklahoma Safety Council of only $99….just for being a member of OSAG!

• One premium quote for one year of coverage with absolutely no additional premium owed due to payroll auditing.

• Premiums based on individual school district’s workers’ compensation claim performance, and not based on group as a whole, with all loss control and claims managed by Consolidated Benefits Resources, known as one of the best TPAs in Oklahoma.

• Potential for performance dividends to assist in reducing future premium costs!

Since inception, approximately $14,828,863 has been awarded to qualifying OSAG members as refunds of premium, performance dividends, and savings in premiums paid.

An OSAG Safety Equipment Grant in the amount of $250,000 was awarded in the 20182019 policy year to all OSAG member districts.

• OSAG is partnered with CompSource Mutual Insurance Company. If a dividend is awarded to OSAG, school district members would receive ADDITIONAL shared award amounts.

• No risk policy! OSAG, as well as its members, assume ZERO risk or liability for claims made. OSAG is a fully insured program. All OSAG funds belong to OSAG membership.

Welcome Your Staff Back to School Tips and ideas to start the year with success

by Dr. Gracie Branch The definition of welcome denotes greeting someone in a glad or friendly way, so an important question to ask is how you plan on welcoming back your staff to the new school year. How do you maximize this time together when you have the full attention of your staff members? If the answer to this question is that you just hand them the keys to their rooms, then it is time to rethink, revise and reenergize the beginning of school.

In Principal Magazine’s article, “Start off STRONG: rethink your back-to-school professional learning event,” the authors write about the importance of taking a staff off campus. We take students on field trips because they are not only lots of fun, but they can also be very valuable learning experiences. This same rationale holds true for adults. Many times a community partner or PTA is happy to help offset the cost, but there are free options available as well. Try these Oklahoma friendly ideas for events off-campus for back-to-school professional learning: • MUSEUMS: History, art, specialty, gallery and memorial museums offer a multitude of staff trip choices.

From art museums that inspire us, emphasizing innovation and creativity, to the Oklahoma City National Memorial and Museum reminding us of our resilience and the power of coming together in times of need, a museum can be a great opportunity to talk about historical, scientific, artistic, or cultural interest and formulate goals that teachers want to achieve for the future.

• LIBRARIES: What better way to kick off your book study for the school year or share your summer reads than at the town/city library… and don’t forget to mention all of the books that have been instrumental in forging you as educators!

• STATE & CITY PARKS: Free to the public, what better way to start the school year than an all-staff potluck picnic where bringing one dish is your ticket “out of the door.” You also have the option to put those hiking boots to good use, grab that fishing pole or canoe paddle!

• BALL PARK: You may not be able to get to Bricktown, but most communities have a ball park. Maybe it’s time for a staff softball game or at least the park is a great place to remind them that they can hit a homerun next year by working together as team.

• ARTS, CRAFTS & COOKING: Depending on the size of your staff, some entities provide whole group classes that not only promote bonding, but are just fun for all participants.

• WHEN ALL ELSE FAILS – BOWLING: It’s been around for a long time, but still provides a great way to work together as a team and provide a little competition along the way!

Sending out an invitation to any of the above events can be as easy as using www.Greenvelope.com, a subscription service that allows you to create an online invitation that opens with a personalized envelope in your guest's email! Any time you have a school event and want to extend a personal invitation to community partners, PTA members, or administrative staff, you will have this online service that is unique, eco-friendly, highly customizable, and most importantly, user friendly. Also, if a newsletter to publicize your back-to-school event is more your style, then try www.smore.com. You can design beautiful online newsletters in minutes for a very reasonable subscription price. Sometimes it is worth a small investment to make someone feel special and appreciated.

In addition, when planning your beginning of the school year get-together, remember to consider the following key factors: budget, distance, time and leadership capacity. Your ultimate goal is to forge and build relationships!

Providing events that allow for your staff members to engage with each other and allow for maximum participation is important. Be inclusive and allow others to facilitate so you can join in the fun as well. So what are you waiting for – start planning!

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A Comprehensive Literacy Program

Our goal is your goal: to foster a new generation of independent thinkers, readers, and writers. Scholastic Education is ready to partner with your district to implement highquality, comprehensive literacy instruction for all students. Together, we will ensure that all the students in your district become confident readers, communicators, and listeners—empowering them to have a voice and choice in their future.

For more information or to place an order, contact Val Brasseale, Scholastic Account Executive: VBrasseale@Scholastic.com 501-617-6519

Making Everyday a First Day

by Will Parker and Dr. Gracie Branch The start of a new school year can be scary – for students, parents and administrators. It’s important to think through what you can do to have a great “first day and first week!”

Day 1: Meet Kayley...

Gripping her dad’s hand firmly, Kayley walks hesitantly into her new school. It is the first day of school and she is greeted outside by some fifth graders who introduce themselves and then escort Kayley and her dad to the proper kindergarten classroom. She is so excited to start school, but at the same time fearful of all the new people that surround her. Her teacher, Ms. Cooper, bends down to greet Kayley warmly and tells her to please find and decorate her name tag. Ms. Cooper has invited all of the parents to stay as long as they would like to on the first day of school so Kayley’s dad will be there to help if she needs him. As Kayley begins to work, her anxiety and self-consciousness begin to disappear and she starts to look forward to her new classroom and making new friends.

Day 1: Meet Billy...

Imagine this scenario: Billy is a seventh grade school student starting a new school year. His mother has bought him new clothes for the first day. When the big day comes, he wakes up early, eats his favorite breakfast, and then he straps on his new backpack.

When he walks in the school, he sees a big “Welcome” sign across the front door. A table is placed near the front with extra school maps. Billy has already picked up his schedule and attended the school’s open house. He finds a table in the cafeteria and plays on his phone. Soon the bell rings, and Billy heads to first hour. Signs point directions throughout the building, and room numbers are clearly marked. Billy sees room 123 with Ms. Donavan’s name and class assignments listed by the door. His teacher is there to greet him at the door. “Good morning,” Mrs. Donovan says. “You’ll find a seating chart on the Smart Board.” Billy looks at the screen and sees his name is listed on the fourth desk in the second row. When he sits down, he finds a folder with his name already written on it. When he opens it, he finds a class syllabus and calendar. There is also a half-page questionnaire for him to fill out. On the Smart Board above the seating chart, he reads: You are in Room 123, Mrs. Donovan’s Geography, first period. Welcome! Billy sighs with relief.

Day 1: Meet Jenny...

Jenny is a returning student at her high school. She has a part-time job which keeps her up late most nights. When she arrives late to school, she has

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already missed breakfast and she’s tardy. She stands in a long line at the counseling office until she is given her class schedule. She reads it quickly: First hour, Mr. Samuels, room 125, Algebra II. She doesn’t recognize the name. Maybe he’s one of the new teachers. She heads down the hall. She’s flush with frustration but holds her head high, turns the corner and steps into the classroom. She finds an open seat in the back of the room. As she glances around the room, she does not see the teacher’s name anywhere.

By this time, she’s too embarrassed to ask, and the teacher is so involved in his first-day-of-school speech that he hasn’t paused to ask Jenny for her name, schedule, or given her any other leads. As he talks on, she realizes this is Language Arts, not a math class.

She must have entered the wrong room or misread her schedule. Jenny endures the discomfort for the remaining minutes. Then she rushes from the class as quickly as possible, frustrated and hoping the rest of the day is not this confusing.

Questions Every Student is Asking on the First Day If you’ve read this far, you’ve already picked up on a few important “first-day-of school” observations on how educators help or hurt the first-day experiences for students. Harry Wong, author of First Days of School, reminds us of seven questions every student asks about his or her teachers: 1. Am I in the right room?

2. Where am I supposed to sit?

3. Who is the teacher as a person?

4. Will the teacher treat me as a human being?

5. What are the rules in this classroom?

6. What will I be doing this year?

7. How will I be graded?

Questions Teacher and Staff May Ask on the First Day Students aren’t the only ones who need clarity. Your teachers and staff also want to know some questions that only school leaders can answer: 1. What is my schedule?

2. What extra duties, assignments or activities might I expect?

3. Who is my administrator as a person?

4. Will he/she treat me as a human being?

5. What are the expectations, procedures, policies in our school?

6. What am I expected to accomplish this year?

7. How will I be evaluated, mentored, graded or coached?

In the resource, The First Six Weeks of School by Paula Denton and Roxann Kriete, the authors go beyond the first day sharing specific goals for the first weeks of school pertaining to all grade levels (K-6). Goals for the first week of school include: • Students and teachers will learn each other’s names.

• Students and teachers will be able to name some interests and out-of-school activities or experiences of members of the class.

• Students will know the basic expectations and successfully perform the following basic routines of the school day with close teacher supervision and positive reinforcement:

Arrival & Dismissal Lunch

Transitions Signals

Lining up and moving through the halls Work-sharing

Bathroom procedures Whole-group meetings

Recess Quiet time

Activity/work times Clean-up • Students and teachers will share their hopes and dreams for the school year (This is a great idea for a classroom bulletin board display).

• Students will generate ideas and procedures for using basic tools and materials for reading, math, art, recess, and writing and will explore/practice their use in open-ended activity times.

• Each child will present her/his work to the group at least two or three times (exceptions may be made for very shy children).

• Children’s art, writing and personal artifacts will be displayed around the room.

In conclusion, it is extremely important to think through your school-wide processes from the fresh perspective of a new student, parent or teacher, and then decide what steps to take moving forward so that everyone in your school or organization has clarity on what to expect. Most importantly, creating the best “first day and first week” for students as well as staff is also helping to form a new school community— with a sense of purpose and with routines, procedures and responsibilities that support that purpose.

References Denton, P., & Kriete, R. (2015). The First Six Weeks of School. 2nd Edition. Turner Falls, MA: Center for Responsive Schools, Inc. Wong, Harry and Rosemary T. Wong, THE First Days of School: How to Be an Effective Teacher, 2018.

Checklist for School Leader’s First Days of School With those ideas in mind, what messages are you sending those in your school community as you start school? Here are a few other important items principals should include in start-of-the-year planning before the first day: Post “Welcome Back” signage Include maps of your school for new students Make sure signage is clear and visible throughout the building Share master schedules in advance with teachers Establish arriving/departing routines Update and plan for consistently implemented policies and procedures Invite parents and students to an orientation or open-house before school starts Update school website with current calendars and a welcome back message for parents and key information they should know Update and share duty-rosters, activities and/or game calendars for teachers Include dates for state reports, observations, evaluations and team meetings on your own calendar 11 | CCOSA.ORG

Congratulations!

EMERGING LEADERS ACADEMY 2018-2019

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District Level Services CCOSA strives to support our members while being mindful of the important services other Oklahoma organizations currently provide to rural and suburban school districts as well as to boards of education. Our District Level Services program offers expanded support and service to our members. Our goal is to support education leaders by offering exceptional services for Better Schools.

Membership in the program is now open and we encourage districts to join! For more information or to sign up please contact Laura Crabtree at 405-524-1121 or laura@ccosa.org.

1. Consulting Services CCOSA’s seven-member team holds 100+ years of experience in education administration, public school finance, school climate and culture, teaching and learning, communications, and education legal counselor Andrea Kunkel.

As a District Level Services (DLS) member, all of your district leaders have access by phone, email, or in person to all seven experts in education leadership and communication: Dr. Pam Deering, Derald Glover, Dr. Gracie Branch, Will Parker, Andrea Kunkel, Elyse Maxwell, and Dr. Jeanene Barnett.

Personalized learning opportunities for DLS members will extend beyond group professional learning sessions. In addition, we will work hard to fulfill individual district- and/or schoolspecific consultations or professional learning sessions upon request. If provided on site, travel expenses will be covered by the district.

2. Professional Learning

Workshops (a variety of delivery models will be used)

(Professional learning sessions for up to five (5) registrants per district with paid membership) • School Law for Administrators • December 9, 2019 • April 13, 2020

• Advocacy • Legislative Conference • January 22, 2020

• Communication • How Are You Sharing Your District/ School Story?

• Finance • District Finance Deep Dive with Vernon Florence

• OKC Area- Nov. 18, 2019 & Mar. 9, 2020 • Tulsa Area- Nov. 20, 2019 & Mar. 12, 2020

• Special Education • Focus topics as needed

Consultations • Finance • Two hours of “one on one” consultation with Vernon Florence • Principal Leadership • Mentoring and support for early career principals • Preparing aspiring leaders for the next step (i.e. resume review, interview preparation, education research hot topics review, etc.)

3. CCOSA Quality School Framework Toolkits (under development)

• Comprehensive leadership plan for implementation of the research-based tenets in For the People: culture and climate; learning, teaching and assessment; expanded learning opportunities; governance, leadership and accountability; human capital development; physical resources; and financial resources BETTER SCHOOLS | 14

4. Exclusive Discounts and Free Services from CCOSA Partners • School Communication System • Apptegy • All-in-one platform for marketing, messaging and communications.

• Includes ADA compliant website, Native App and alerts • Contact Drew Smith to receive an estimate at drew.smith@apptegy.com • Webpage • SOCS • Dynamic, responsive websites and custom apps integrated with notification message services • Contact Stacey Anderson to receive an estimate at staceya@fes.org • Teaching and Learning • Renaissance Learning (Reading and Math) • Accelerate student gains in Reading and Mathematics through instructional coaching, software startup, and data integration.

• Human Capital Development • Administrative Management through Barlow Education Management Services • Inform Level membership with Hire For Ed, a system for recruiting teachers and other district employees • Technology • IT Support with Twotrees Technology • Filter & Firewall Management, Network & Server Management, Network Analysis & Health Checks, End User Device Support, Google White Glove Services, etc., as well as Next-Gen Anti-Bullying App, FightSong • District and State-Level Education Analytics with Forecast5 Analytics • State-level education budget and personnel data analytics that allows comparison to other districts and critically evaluates how local expenditures are used to impact student achievement and employee performance.

Discount based on ADM

10% off $200 value up to 15% off 10% off

• Free IT services with United Systems • Free 1:1 planning frameworks • IT job descriptions • Monthly webinars and updates • Free school facilities services through Kerr 3 Architects, Inc and Red Sky Constructors • Advisory services related to building design, infrastructure, building permits, bidding and construction

If interested, email Laura Crabtree at laura@ccosa.org or call 405-521-1191

Legislative Session 2019 Review: What a difference one year makes!

by Dr. Jeanene Barnett, Executive Director of Education Policy and Research Analyst For the first time in over a decade, schools are receiving revenue that will allow them to begin to restore services.

CCOSA has continually encouraged you to tell your story; those stories have made a difference.

Thank you for your service to our students and for being educated and engaged in the issues being discussed by our state leaders. Your direct communication truly helps with our advocacy at the Capitol.

Please take to call or email your legislators to thank them for their pro public education votes. Your relationships with them matter and a “thanks” goes a long way.

In the following information, you will find details about bills concerning the FY2020 Budget, Board Policy Review and/or Updates, and Administrative Action. Bills related to construction, transportation, and other various topics can be accessed at: https://bit.ly/2KcLMe0 BUDGE T Two bills defined Oklahoma’s Education Budget 2019: HB 2765 and SB 1048.

HB 2765 defined the general appropriations for the Oklahoma budget FY2020. For the FY2020 budget, Oklahoma education received more money than has ever been given.

The over $3 billion appropriated for Common Education includes: • $157.9 million new dollars to common education, including:

• $133.6 million in the state aid formula or $115 projected per Weighted Average Daily Membership (WADM) increase • $15.3 million for education staff health benefits (FBA) • $58,858,503 within the $133.6 million designated for increased compensation of certified personnel with the balance for operations • $99.6 million to the Ad Valorem Reimbursement Fund SB 1048 provides the Oklahoma State Department of Education Budget Details, including: • $58,858,503 designated to be spent on teacher pay increases in addition to the state minimum step increase.

• Additional line item requirements, including but not limited to: • Textbooks • Alternative Education • Secure Schools Program (Free app available for all schools: Visit https://www.ravemobilesafety.com for more information.)

• National Board Teacher and Nationally Certified School Psychologist, Speech-Language Pathologist, and Audiologist annual bonuses • AP Training and Test Fee Assistance • Reading Sufficiency Act implementation • Teacher Mentors • Curriculum Frameworks Development • Teacher and Leader Effectiveness programs (TLE).

BI LLS REQUIRING BOARD POLICY REVIEW AND/OR UPDATES SB 33 Vapor Products on School Premises 70 O.S. §1210.212 and 70 O.S. §1210.213 • Amends the 24/7 Tobacco-Free Schools Act. • Prohibits use of a vapor product in or on an educational facility that offers an early childhood education program or in which children in grades K-12 are educated, in school vehicles and at any school-sponsored or schoolsanctioned event or activity.

• Includes definitions of the terms “vapor product” and “vapor products.”

• Effective July 1, 2019.

SB 48 Student Self-Administration of Pancreatic Enzymes 70 O.S. §1-116.3 • Requires school district boards of education to amend student medication policy to permit the selfadministration of replacement pancreatic enzymes for treatment of cystic fibrosis.

• The conditions applicable to self-administration of pancreatic enzymes are the same as those for selfadministration of asthma and anaphylaxis medication.

• Effective July 1, 2019.

SB 198 Social Networking and Social Media Policy and Standards 74 O.S. §840-8.1 • To discourage abusive or offensive online behavior, all state agencies and political subdivisions of the state shall adopt a social networking and social media policy that applies to use of social media by state employees and employees of any political subdivision of the state.

• Defines the terms “social media,” “social networking” and “comment.”

• The policy shall apply to all state employees and employees of any political subdivision of the state who utilize social media or social networking networks for work and shall be distributed to every affected employee via email.

• The policy shall discourage employees from sharing content or comments containing the following, when directed at an Oklahoma citizen: obscene sexual content or links to obscene sexual content; abusive behavior and bullying language or tone; conduct or encouragement of illegal activity; and disclosure of information an agency and its employees are required by law, regulation or policy to keep confidential.

• Effective November 1, 2019.

SB 381 Option to Stock Inhalers 70 O.S. §1-116.3 • School district boards of education may elect to stock inhalers for student use, and boards making that election shall amend district policy to include certain provisions.

• A licensed physician with prescriptive authority may prescribe inhalers and spacers or holding chambers to an electing district.

• An electing district may maintain in a secure location at each school a minimum of two inhalers with spacers or holding chambers, but no duty is created or imposed on the district to maintain those items at a school site or sites.

• A school employee shall contact 911 as soon as possible when a student is believed to be having respiratory distress.

• Defines the terms “respiratory distress” and “inhaler.”

• OSDE, in consultation with the State Department of Health, shall develop a model policy.

• Effective July 1, 2019.

SB 382 Human Trafficking Professional Development 70 O.S.§24-100.5 • Adds a responsibility to the Safe School Committee: o To identify the professional development needs of faculty and staff to recognize and report suspected human trafficking.

• This is in addition to other responsibilities of the Safe School Committee already outlined in statute (70 O.S.§ 24-100.5).

• Effective July 1, 2019.

SB 576 Child Abuse and Neglect Reporting 10A O.S. §12-101 and 70 O.S. §1210.163 • Every school employee having reason to believe that a student under age 18 is a victim of abuse or neglect shall report the matter immediately to DHS via the hotline and to local law enforcement.

• Every school employee having reason to believe that a student age 18 or older is a victim of abuse or neglect shall report the matter immediately to local law enforcement.

• In reports required by law, local law enforcement shall keep confidential and redact information identifying the reporting school employee, unless otherwise ordered by the court.

• A school employee with knowledge of a required report shall not disclose information identifying the reporting school employee, unless otherwise ordered by the court or as part of an investigation by local law enforcement or DHS. • Effective July 1, 2019.

SB 926 Sex Education and Consent 70 O.S. §11-105.1 • Requires that school districts’ sex education curriculum, materials, classes, programs, tests, surveys or questionnaires include information about consent.

• Includes a definition of “consent.”

• Effective July 1, 2019.

HB 1228 Dyslexia Professional Development 70 O.S. §6194 • Beginning in 2020-2021: o A dyslexia awareness professional development (PD) program must be given once a year to educators to include: • Training in awareness of dyslexia characteristics in students; • Training in effective classroom instruction to meet the needs of students with dyslexia; and • Available dyslexia resources for teachers, students and parents.

• Effective November 1, 2019.

HB 1309 Service Animals 4 O.S. §801 • Places of public accommodation may adopt a policy to prohibit animals, except service animals, from entering. o A “place of public accommodation” is a business generally open to the public that falls into 1 of 12 categories in the Americans with Disabilities Act (ADA), including restaurants, movie theaters, private schools, day care facilities, recreation facilities, doctors’ offices.

• A public accommodation that adopts such a policy shall post a sign in a conspicuous location outside the entrance, stating which animals or types of animals are prohibited and that service animals are permitted.

• Public school districts are not places of public accommodation, but they: o Must permit service animals to accompany qualified individuals with disabilities on school property; o Must permit emotional support animals and therapy animals to accompany students with 17 | CCOSA.ORG

disabilities under the IDEA and Section 504 only to the extent their IEP or 504 team determines the animal is necessary for the student to receive a Free Appropriate Public Education; o May exclude all other animals pursuant to Board policy; and o Should remind outside groups using school district property of the U.S. Department of Justice Service Animal regulations and HB 1309 because a public accommodation operating an after care program or conducting an event on district property, for example, must permit service animals.

• Effective November 1, 2019.

HB 2339 Vaccinations and Parental Consent 70 O.S. §1116.2 • Prohibits a student from being vaccinated at school or on school grounds or receiving a vaccine as part of a mobile vaccination effort without prior written authorization, including the signature of the student’s parent or legal guardian for the vaccine or group of vaccines to be administered during a single visit.

• Effective November 1, 2019.

NEW L AWS THAT ALL SCHOOL ADMINISTRATORS NEED TO REVIEW HB 1050 increases the length of time a substitute teacher can be employed during a school year 1). from 90 days to 135 days for non=certified or non=bachelor’s degreed substitutes and 2). From 100 days to 145 days for a substitute who has a lapsed of expired certificate, or at least a bachelor’s degree. HB 1050 is effective November 1, 2019.

HB 1395 requires that Virtual charter schools are subject to the same reporting requirements, financial audits, audit procedures and audit requirements as a school district.

The act also allows the Oklahoma State Department of Education (OSDE) and the State Auditor and Inspector to conduct financial, program or compliance audits of virtual charter schools and requires the schools to use the Oklahoma Cost Accounting System (OCAS).

To avoid potential related-party transactions, owners of Education Management Organizations (EMOs) shall disclose during a public meeting of the charter school’s board any ownership position in any business that contracts or proposes to contract with the same public school the EMO is managing.

Virtual Charter School and Charter School Board members are subject to the same conflict of interest requirements and are required to complete the same professional development that is required of community school board members. Current law prevents teachers from leaving a school district mid-contract to work at another school district without a contract release.

HB 1395 places charter and virtual charter schools under the same governing principle that respects the contract between a teacher and a local board of education. This bill became effective May 2, 2019.

HB 1781 removes the requirement that a student teacher’s internship be “nonsalaried.” HB 1781 becomes effective August 21, 2019.

HB 1988 eliminates a provision requiring the State Board of Education (SBE) to promulgate rules regarding a school site report card granting a medical exemption from the BETTER SCHOOLS | 18

18-day chronic absenteeism provision. Medical exemptions for Chronic Absenteeism (the School Quality Indicator on the School Report issued by OSDE) will now be determined by the local school district. HB 1988 becomes effective November 1, 2019.

HB 2520 states that beginning 2020-2021, the State Board of Education shall implement a statewide system of alternative education (grades 7-12).

HB 2641 changes the date when preliminary results for all statewide assessments are reported to districts from no later than June 1 to no later than June 20 of each year. This gives flexibility for the SBE to set the testing date window closer to the end of the school year. For 2019-2020, the SBE set the window for grades 3-8 tests to April 20-May 15, 2020 (20 business days). For 2018-2019, the window was April 1-May 3, 2019 (25 business days). HB 2641 becomes effective May 28, 2019. You can access the 20192020 Oklahoma Assessment Calendar here: https://bit. ly/2LGZNkJ SB 36 eliminates requirement that school districts provide an annual physical activity report to parents and guardians.

SB 36 is effective on July 1, 2019.

SB 92 replaces the requirement that K-12 schools be evaluated annually to ensure they are meeting accreditation standards with the requirement that they be evaluated every four years, provided no complaints are made and deficiencies have not been found in recent evaluations. SB 92 is effective on November 1, 2019.

SB 193 reinstates financial penalties for not meeting certain accreditation standards when classroom funding is increased in future legislative sessions to specified amounts.

• Because the moratorium has been lifted, for the 20192020 school year, schools now have to reinstate the following (as outlined in the Standards for Accreditation of Oklahoma Schools, pages 93-98): • media materials and equipment standards, and • media program expenditure standards (must spend at least $9 per student – depending on size of district– on media materials – coded to Function 2220).

• Likewise, the moratorium that exempted districts from having certain committees** has gone away. For the 20192020 school year, districts must reinstate the following committees: • Professional Development Committee (70 O.S. §6-194) • Safe and Healthy Schools Committee (70 O.S. §24100.5) • Healthy and Fit School Advisory Committee (70 O.S. §24-100a). A public school may combine the Healthy and Fit School Advisory Committee with its Safe School Committee, established pursuant to 70 O.S. § 24-100.5.

• Local textbook committee, adopting textbooks, submitting a textbook plan or expending money on the purchase of textbooks (70 O.S. §16-111).

These committees are those required by state law only.

Schools will be expected to continue to convene all committees and advisory councils required by federal law. At this time, the media personnel exemption is still in place. SB 193 becomes effective July 1, 2019.

SB 430 permits the SBE to share with local boards of education the results from national and state criminal history background checks for an employee or prospective employee who has received an initial educator certification within the previous 12 months.

SB 441 Beginning with the 2021-2022 school year, school shall actually be in session and classroom instruction offered for not less than: • 180 days; • 1,080 hours with a minimum of 165 days of instruction each school year, if a district board of education adopts a school-hours policy and notifies SBE prior to October 15 of the applicable school year; or • 1,080 hours each school year, if a district board of education adopts a school-hours policy, notifies SBE prior to October 15 of the applicable school year and meets certain minimum guidelines for student performance and district cost savings established by the SBE and approved by the legislature.

• SB 441 becomes effective September 1, 2019.

SB 601 updates the Reading Sufficiency Act (RSA), changes that confirm and support current practice in school districts.

• Removes: annual improvement goals requirement.

• New Requirements: • Each student in grades kindergarten, first, second, and third shall be screened at the beginning, middle and end of each school year for reading skills, using a screening instrument approved by the SBE. • Kindergarten students not meeting grade-level targets by mid-year in reading shall be provided a program of reading instruction designed to enable the student to acquire the appropriate grade-level reading skills.

• SB 601 becomes effective July 1, 2019.

SB 601 Changes NEW LANGUAGE

REPLACES

all students will receive a well-rounded education that is focused on building deep foundations in reading and mathematics.

Each district shall ensure that a majority of the instructional time each day of the school year in kindergarten through third grade is focused on reading and mathematics.

a student in first or second grades who has been assessed and found not to be meeting grade-level targets in reading, shall be entitled to supplemental instructional services and supports in reading

a student in first or second grades who has been assessed and found not to be reading at the corresponding grade level shall be entitled to individualized remediation in reading. … transitions to the requirements set forth by the Achieving Classroom Excellence Act

For students promoted through Student Reading Proficiency Team, “the team shall continue to review the reading performance until the student…transitions to a locally designed remediation plan after the fifth grade which shall have the goal of ensuring that the student is on track to be college and career ready.

To qualify for a Good Cause Exemption: Students with disabilities who participate in the statewide assessments….and who have an individualized education program….and have made adequate progress in reading pursuant to the student’s individualized education program 70 O.S. § 1210.508C.L.5 To qualify for a Good Cause Exemption: Students with disabilities who participate in the statewide assessments….and who have an individualized education program….and have made adequate progress in reading pursuant to the student’s individualized education program 70 O.S. § 1210.508C.L.6

the requirement for previous retention

the two years retention requirement

FINAL THOUGHTS The 2019 laws, more than fifty directly impacting education, will now be sent to you --- Oklahoma’s local practitioners who are working in their local schools and communities. The work truly begins in the local schools. And, CCOSA will be here to listen to our members who are hard at work in those local schools as they help us determine what areas need advocacy next year.

Because of much hard work with many partners, this has been a great year for education policy. We look forward to our continued work together as we begin to restore our public schools.

19 | CCOSA.ORG

Creative Solutions for School and Community Partnerships

by Dr. April Grace, Superintendent of Shawnee Public Schools

TEAM Clinics Whenever I have to make a decision for Shawnee Public Schools, I always ask myself, “Is this best for our students?” When our nurse coordinator La Rita Haffey came to me a year ago with an idea of partnering with TEAM Clinics, my answer to my guiding question was a resounding “Yes!” TEAM Clinics is a telemedicine provider that allows our students to visit a healthcare provider virtually. Prior to our partnership with TEAM Clinics, a student who went to the school nurse with complaints of an ailment like a sore throat had to leave school for healthcare. Many parents would have to take time off from work to take care of the child or take the child to see a doctor. The child was missing school and the parent was missing work in order to take care of the student’s needs.

I knew what was best for our students and their families was to give our students the option to visit a healthcare provider while at school. TEAM Clinics has provided us with this option. If a child is feeling ill while at school, he or she may go to the school nurse, the nurse will do an initial assessment to determine if the child needs to see a doctor, and the nurse will contact the child’s parents before contacting the TEAM Clinics provider. With parental permission, the provider can examine the child through special video equipment in the nurse’s office. A parent with a TEAM Clinics mobile app can attend the visit virtually, too, and see and hear everything the provider says and does. If the ailment is something that can be easily treated, such as an ear infection, the provider can send a prescription to the family’s pharmacy, the nurse can give the student parent-approved medicine, and the child can return to class. No one has to miss class or work in order for the child’s healthcare needs to be met.

Our partnership with TEAM Clinics has exceeded our expectations. Our staff members have been able to use the service, too, so they can see a medical professional during their planning time rather than taking a day off of work. Of the more than 200 students and staff members who have met with our virtual healthcare providers, only seven have been sent home. Another advantage is that TEAM Clinics can partner with our community and tribal healthcare providers to provide these services for our school community.

We currently have TEAM Clinics operational in five of our school sites, and our hope is to add two more sites in the fall. We are also investigating providing additional services through TEAM Clinics to address even more of the healthcare needs of our school community. The partnership we have with TEAM Clinics is one more way that we are supporting our staff, our students, and their families as we all work toward a common goal of student success.

BETTER SCHOOLS | 20

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CCOSA Introduces the Blended Learning Framework “Public Schools Guidebook for Quality Virtual Education”

by Derald Glover On June 5, 2019 at the CCOSA Summer Conference, the CCOSA Virtual Education Committee introduced the CCOSA Blended Learning Framework. The Framework was developed by CCOSA along with a committee of innovative Oklahoma school leaders and members of the Oklahoma Technology Association (OTA). It is based on research and input by Dr. Gary Miron and the National Education Policy Center.

The National Education Policy Center (NEPC) research indicates that virtual education’s best chance of success is likely through implementation within the traditional “community” school framework. (See 2019 NEPC Research on Virtual Charter Schools.)

The following principles reflect CCOSA’s stance on blended and virtual education: • CCOSA is supportive of innovative methods of delivering instruction that are high quality, equitable for all students, and build strong communities.

• CCOSA acknowledges that for-profit virtual instruction is a growing trend, but also recognizes that trends do not ensure quality instruction, transparency, and accountability.

• CCOSA encourages all public schools to offer blended/virtual opportunities when appropriate and needed.

As virtual learning expands, we believe that all public schools must be flexible and embrace this growing trend with careful planning and with fidelity for students. CCOSA has developed this document in an effort to lead in the development and implementation of high-quality blended learning practices that promote student-centered learning and, in turn, support and promote the highest performing virtual education programs in Oklahoma.

Key components of the framework include: 1) Guidance for schools to consider when developing and implementing a high-quality blended instruction model.

2) Guidelines for teacher preparation and teacher training for work in a blended/virtual learning environment.

3) Recommendations for how to identify students who can succeed in a blended/virtual environment.

4) Guidance in the selection of technology resources that aid in the implementation of blended/virtual learning.

5) Measurement tools that determine if a blended/virtual program is gold, silver, or bronze standard.

The CCOSA Blended Virtual Education Framework Design is different from other models because: • It strives for fully certified teachers to design and drive the instruction as opposed to reliance on online courseware.

• It provides a “place” for students in their community school to participate in extra-curricular activities.

• It was developed by Oklahoma school educational leaders who already practice components of the framework with student achievement results that far exceed the student achievement results reported by statewide virtual charter schools.

• It provides a guide for public schools to implement the framework at various levels.

The Framework is designed to be used as a tool to help schools get started with a quality virtual blended program or enhance current practice. It also has high quality useful rubrics that guide schools in developing quality blended and virtual programs. The rubrics are also great tools to assess blended programs that are already in place. Dr. Aaron Espolt, superintendent at Cleveland Public Schools, utilized the rubrics along with his leadership team to evaluate their blended program and had this to say: “This was amazing. I wish we had this opportunity to grade ourselves and evaluate our own program from the beginning. Since we have been making it up as we go, my team thoroughly enjoyed working with this rubric. We identified many areas of growth with this and am excited to see how programs across the state score themselves. With a standardized rubric we can begin to find best practices and searching for development to improve in areas of growth.”

The rubrics are included in this article. To view the entire Framework and its many tools, go to: http://bit.ly/CCOSABlended If you have questions or would like to learn more about the CCOSA Blended Learning Framework, contact Derald Glover, CCOSA at 405-524-1191 or glover@ccosa.org.

23 | CCOSA.ORG

4 pts

Silver

3 pts

Bronze 2 pts Bronze

Developing 1 pts

Developing

Student and parent determine CMS. Virtual instruction takes precedence. Teacher is a monitor but CMS drives instruction.

Silver

School planning team consists of School planning team consists of School planning team consists of key stakeholders. Team adopts key stakeholders. Team adopts key stakeholders. Team adopts a vision, spends adequate time vision, spends adequate time model from another school, studying blended models, audits studying blended models, audits audits resources, and sets resources, and sets timeline for resources, and sets timeline for timeline for implementation. implementation. Blended implementation. Blended and Blended and virtual are by instruction takes precedence virtual are by student choice. student choice. Teacher and virtual is used when Teacher drives instruction. monitors and offers some appropriate. Teacher drives instruction input but CMS drives instruction. instruction.

School uses communication tools and plans from another school and posts it on webpage or flyer.

Developing

Developing Policies and procedures are easily accessed. Staff, students, and parents have clearly articulated responsibilities.

Results are provided upon request.

Bronze

Bronze Program information is provided for staff, board and community.

Policies and procedures are easily accessed. Staff, students, and parents have clearly articulated responsibilities.

Results are clearly communicated to the public at the end of the year.

Silver

Team provides education to staff, board and community on vision and design. Policies and procedures are easily accessed.

Staff, students, and parents have clearly articulated responsibilities.

Results are clearly communicated to the public periodically.

Silver

School leaders utilize CBF Quality Rubrics.

Gold

Gold

School utilizes an in-house oversight team to review annual benchmark reports on student performance and a yearly audit utilizing CBF Quality Rubrics.

Gold

Gold

CCOSA Blended Framework Implementation Rubric Design

Communication

Evaluation

School utilizes an oversight team School utilizes an oversight team of external stakeholders to of external stakeholders to review quarterly benchmark review semi-annual benchmark reports on student performance reports on student performance and a yearly audit utilizing CBF and a yearly audit utilizing CBF Quality Rubrics.

Quality Rubrics.

Total points from all four rubrics:___________________

Rubric Scoring: Choose the one box from each row that best identifies your blended/virtual progress.

Total scores from all selected boxes for each page of the rubric.

Total from page:___________________

(Suggested goal from all four rubrics: Gold 42-48 points, Silver 36-41 points, Bronze 24-35 points, Developing 12-23 points)

Silver

Gold

Developing

Total from page:___________________

Total points from all four rubrics:___________________

CMS drives instruction.

NCAA Requirements are met.

Bronze

Instructional content meets OAS standards according to CMS provider. CMS has higher level content. CMS provides periodic benchmark reporting.

NCAA Requirements are met.

Rubric Scoring: Choose the one box from each row that best identiďŹ es your blended/virtual progress.

Total scores from all selected boxes for each page of the rubric.

Instructional content meets OAS Instructional content meets OAS standards as determined by standards as determined by OSVCSB or by district teachers.

OSVCSB. Teacher ensures CMS Teacher uses online content has higher learning content built primarily for basic and rote in. learning content and builds in Teacher provides benchmark higher level learning content. reports during course.

Teacher provides benchmark NCAA Requirements are met. reports during course.

NCAA Requirements are met.

Developing

School operates with an LMS built into a CMS. LMS/CMS drives instruction and there is little ability for teacher design.

Bronze

Developing

School ensures all students have a device and uploads assignments to devices. Internet is not required or limited to onsite activities.

Tech support is limited.

Developing 1 pts

School operates with an LMS Performance data is monitored and reported to board by administrators. Teachers are trained in how to use LMS.

Silver

School operates with an LMS and requires evidence of occasional social interaction of students, Performance data is monitored and reported to board by administrators.

Teachers are trained in collaborative design of courses.

School ensures all students who choose virtual instruction have a device and adequate internet access near their home.

Tech support is provided within 1-2 days.

Bronze

Bronze 2 pts

School ensures all students have a device and adequate internet access near their home.

Tech support is provided during school day.

Silver

3 pts

School operates with an LMS and requires evidence of repeated social interaction of students, Performance data is monitored and reported to board by administrators.

Teachers are trained and work together in collaborative design and review of courses.

Gold

School ensures all students have equitable devices and adequate internet access at their home.

Tech support is provided 24/7.

Silver

(Suggested goal from all four rubrics: Gold 42-48 points, Silver 36-41 points, Bronze 24-35 points, Developing 12-23 points)

Content (CMS)

Learning Management (LMS)

Technology

4 pts

Gold

Gold

CCOSA Blended Framework Resource Expectations Rubric

Silver

3 pts

Developing 1 pts

4 pts

Bronze 2 pts

Gold

Some teachers are not certified in a teaching field.

Gold

Silver

Silver

Bronze

Bronze

Developing

Developing

Developing Some teachers are certified, but not in area taught.

Most teachers are: -In first year of training in the following areas: identifying personalized learning needs of students, designing blended learning opportunities, assessing academic growth and alternative assessments.

Gold

Bronze

Some teachers are emergency or alternatively certified in areas taught.

Most teachers are: -Trained in identifying personalized learning needs of students.

-Trained in designing blended learning opportunities.

-Trained in assessing academic growth and alternative assessments.

All teachers are required to: -Engage periodically with student online and face to face at least once every three weeks.

-Monitor student progress as needed.

Silver

All teachers of record are fully certified in all areas taught.

Most teachers are: -Adequate in identifying personalized learning needs of students.

-Adequate in designing blended learning opportunities.

-Adequate in assessing academic growth and alternative --assessments.

All teachers are required to: -Engage periodically with student online and face to face at least once every two weeks.

-Monitor student progress daily and requires student face/face engagement if student falls at least one week behind in work.

-Prepare students and parents.

Gold

Most teachers are: -Adept in identifying personalized learning needs of students.

-Adept in designing blended/ virtual learning opportunities.

-Adept in assessing academic growth and alternative assessments.

-Able to train other teachers in Blended Strategies.

All teachers are required to: -Engage daily with student online and at least once a week face to face.

-Monitor student progress daily and requires student face/face engagement if student falls at least one week behind in work.

-Prepare students and parents with clear expectations before beginning virtual work.

CCOSA Blended Framework Teacher Expectations Rubric Teacher Certification

Teacher Readiness

Student/Parent Engagement

All teachers are required to: -Engage every day with students either online or face to face.

-Monitor student progress daily and requires student face/face engagement within two days of students falling behind in work.

-Prepare students and parents with clear expectations before beginning virtual work and engages parents frequently during the course.

Total points from all four rubrics:___________________

Rubric Scoring: Choose the one box from each row that best identifies your blended/virtual progress.

Total scores from all selected boxes for each page of the rubric.

Total from page:___________________

(Suggested goal from all four rubrics: Gold 42-48 points, Silver 36-41 points, Bronze 24-35 points, Developing 12-23 points)

3 pts

Gold

Bronze

Students participate in periodic extra-curricular activities that foster career soft skills.

Attendance is reported.

ICAP requirements are met if provided in online content.

Silver

Students participate in daily extra-curricular activities that foster career soft skills.

At least 90% attendance required and reported daily.

Evidence is provided that ICAP requirements are met.

Total from page:___________________

Total points from all four rubrics:___________________

Rubric Scoring: Choose the one box from each row that best identifies your blended/virtual progress.

Total scores from all selected boxes for each page of the rubric.

Students participate in daily extra-curricular activities that foster career soft skills.

At least 95% attendance required and reported daily.

Evidence is provided showing career skills training is provided and ICAP requirements are designed by instructor.

Student completes tasks on pace with online expectations.

Student completes higher level activities if provided on online coursework.

At least 30% of students score proficient or advanced on state exams. Graduation and successful course completion rates exceed 87%

Student completes weekly task expectations designed by instructor. Student must complete higher level creative activities designed by instructor.

At least 40% of students score proficient or advanced on state exams.Graduation and successful course completion rates exceed 90%

Bronze

Silver

Gold

Student completes daily task expectations designed by instructor. Student must complete higher level creative and social activities designed by instructor.

At least 50% of students score proficient or advanced on state exams. Graduation and successful course completion rates exceed 93%

Student engages at will with online coursework and at least face-face with instructor once every two weeks. Evidenced by readily available login data, and teacher contact logs.

Student is required to engage at least weekly with online coursework and/or instructor.

Evidenced by readily available login data, acceptable completion of weekly tasks, and teacher contact logs.

Bronze

Bronze 2 pts

Student is required to engage daily with online coursework and/or instructor. Evidenced by readily available login data, acceptable completion of daily tasks, and teacher contact logs.

Silver

Silver

Developing

Students participate in periodic extra-curricular activities that foster career soft skills.

Attendance is not monitored.

Student completes tasks on pace with online expectations.

Student complete higher level activities if provided on online coursework. Graduation and successful course completion rates exceed 87%

Developing

Student engages at will with online coursework and/or instructor. Evidenced by readily available login data.

Developing

Developing 1 pts

(Suggested goal from all four rubrics: Gold 42-48 points, Silver 36-41 points, Bronze 24-35 points, Developing 12-23 points)

Career Skills

Academic

Attendance

4 pts

Gold

Gold

CCOSA Blended Framework Student Measures Rubric

Understanding Practice with Evidence Based Feedback Conversations

by Dr. Justin Baeder

What's the best way for administrators to help teachers improve? As a new principal, I knew I needed to get into classrooms, but I wasn't always sure what to do when I arrived. I loved seeing teaching and learning in progress, and I loved talking with teachers about their practice. But I couldn't shake the feeling that my suggestions weren't making much of an impact—especially with veteran teachers.

skills curriculum, for example, I was perplexed by our Kindergarten teachers' inconsistency in teaching the weekly lessons. Teachers were highly skilled, well-trained, and committed to the program, yet weeks were ticking by without much progress.

When I observed the lessons and talked with teachers, I immediately discovered the problem: our recess bell rang "The more time we spend in We have an abundance of right in the middle of the only time classrooms, the more we’ll have a supervision and coaching teachers had to teach the lessons. sense of the ‘how’ of teaching and models to choose from, and A small change to our recess most focus heavily on giving schedule solved the problem—and learning." - Dr. Justin Baeder teachers feedback. But what if had the added benefit of putting our greatest opportunities for Kindergarten and 5th grade buddy improvement could be found not in the feedback classes on the playground at the same time. we give, but the feedback we receive?

Insights that come from firsthand observation For the past five years, I've been challenging and conversation with teachers are qualitatively school leaders to visit 3 classrooms a day, every different from other kinds of feedback day—for a total of around 500 visits per year. I leaders receive. It's not just a matter of taking encourage leaders to ask open-ended, evidencesuggestions or responding to complaints. When based questions, such as "I noticed that __. Could you see teachers at work, and talk with them you talk to me about how that fits within this about how they're approaching their work, lesson or unit?" you gain an insider's view that can change everything.

But these open-ended questions aren't just a lead-in to directive, "Here's-what-you-need-to-doIn the case of our social skills curriculum, differently" feedback. Sometimes teachers need teachers already knew the recess bell was directive feedback, but usually they benefit more interrupting their lessons. Yet they had been from engaging with a thinking partner than being conditioned to see this as their problem to solve— told what to do. something they just needed to deal with as best they could. When I observed the lessons, and we While this thinking partnership may result talked about the interruption caused by recess, in helpful suggestions, I believe the greatest the solution became clear—and teachers didn't potential for improvement is realized when have to ask. principals discover—through firsthand observation and conversation—how teachers Sometimes the best teachers can manage on are approaching their work, and use this their own isn't the best we're capable of when we understanding to make better decisions schoolput our heads together. We routinely collaborate wide. to make decisions and solve problems, but this collaborative work becomes much richer and more productive if leaders ground it in CHANGING THE SYSTEM TEACHERS WORK substantial time in the classroom, observing and WITHIN talking with teachers about their work. The more While much of our improvement work focuses time we spend in classrooms, the more we'll have on what teachers do individually, sometimes a sense of the "how" of teaching and learning. something other than the teacher needs to change for a teacher to improve. Sometimes UNPACKING THE HOW it's the system that needs a tweak in order for In a traditional feedback conversation, the teachers to move their work to the next level. administrator will typically ask "Why?" questions When my school was implementing a new social BETTER SCHOOLS | 28

in order to understand the rationale for the decisions the teacher made: • "Why did you move on when several students had their hands raised?"

•"Why did you choose this objective for the lesson?"

•"Why did you ask a recall question instead of a synthesis question about the passage?"

Why questions might seem like a straightforward way to go from evidence to insight—to turn the facts of the lesson into valuable takeaways. But why questions naturally put teachers on the defensive, and tend to produce justifications rather than explanations:

you'll get the explanation you're looking for, without dead-ending the conversation in defensiveness: "I noticed that you moved on while several students still had their hands raised. Talk to me about how you decide when to do that, vs. when you decide to slow down and keep answering questions."

Questions that get the teacher talking in concrete terms about the decisions and dilemmas of instruction will give you the insight you need to change teacher practice—even if what needs to change is the system teachers are working within.

•"I was confident that they understood the concept, and it was time to move on."

•"This objective is built into the curriculum map that we're required to use."

•"I asked a recall question to make sure everyone was on the same page."

Justin Baeder is director of The Principal Center and creator of the Instructional Leadership Challenge, which has helped more than 10,000 school leaders in 50 countries get into classrooms and talk with teachers about their work on a daily basis.

In nearly all cases, teachers can give an answer that's acceptable...but devoid of insights for improvement. If you instead ask a how question,

Benefits of joining

CCOSA

Join nearly 3,000 school administrators who are active CCOSA members today!

The Cooperative Council for Oklahoma School Administration (CCOSA) is the state’s only professional association that brings school leaders together from five different associations for school administrators.

By belonging to CCOSA, you become part of an influential group of school leaders who care deeply about the success of students and the power of public education to change lives.

The Benefits?

Membership includes: • $1 million professional liability insurance, along with discounted rates on cyber security protection and life insurance • Professional, legal, school finance and communications assistance from experienced school administrators and attorneys • Daily updates on education news • Members-Only resources on the CCOSA website’s Membership Portal • Eligibility for nominations of school leadership awards You automatically become a member of CCOSA by joining the organization that aligns best with your professional role.

Oklahoma Association of School Administrators (OASA) Oklahoma Association of Secondary School Principals (OASSP) Oklahoma Association of Elementary School Principals (OAESP) Oklahoma Middle Level Educators Association (OMLEA) Oklahoma Directors of Special Services (ODSS) Vis it ccos a.org to jo in or renew your m em bers hip t oday !

What Generation Z is Looking for in Leaders

by Dr. Tim Elmore

Have you heard the terms, “Finsta” and “Rinsta?”

They represent a fresh vocabulary for a new generation that wants more privacy on-line than previous generations: Finsta is a term for fake or friendly Instagram accounts. They allow a teen to have an unreal platform to post but not get caught up in real interaction.

Rinsta is a term for real Instagram accounts.

These are genuine platforms, where teens can interact with others from their chosen identity.

WHY FAKE P ER S O NA S ?

Kantar Media recently found in its research that teens in Generation Z express a stronger desire to protect their personal digital data than previous generations. According to the data, those ages 18-24 are 22 percent more likely to use ads blockers and are more likely to use platforms like Snapchat. All of these realities point to the same concern: the digital world is often unwanted or dangerous. They won’t let just anyone out there intrude into their lives.

This is one of ten trends found in the Kantar study, from the UK, posted in Social Media Trends 2018 report. This phenomenon is exemplified by the aliases used to avoid detection on online searches they set up, and the use of apps like Vaulty to hide photos and videos. Teens who’re growing up in a world of social media have naturally become savvy to its realities.

Sometimes, faster than older adults.

The report states, “More than 95 million of these secretive teens are also using incognito social networks like Sarahah, Anonyfish and Minds. com, which allow users to express themselves anonymously. Targeted specifically at teens, the Sarahah app reached #1 in the Apple App Store in 30 countries, just two months after its release.

It would seem that the concern around digital BETTER SCHOOLS | 32

footprints, and what you publish or ‘like’ on social networks is coming back to haunt you, and making young people increasingly selfcensoring, risk averse and socially rigid. Overall, our increasingly connected population is growing increasingly suspicious. The Connected Life study from Kantar TNS revealed that 43% of people (globally) completely object to connected devices monitoring their activity. Moreover, 32% of 16-24-year-olds say they don’t want to use mobile payments.”

W H AT D O E S T H I S M E AN FOR U S?

One outcome is sure. Generation Z is more skeptical and guarded—and, suspicious of adult leaders, in particular. In the aftermath of the Marjory Stoneman Douglas High School shooting on February 14th, many high school students have marched or plan to march to protest current gun laws. Most are basically saying: “Hey adults, if you won’t do something, we will.” Whether you agree with everything they’re saying, my point is: they don’t trust their adult leaders are going to act on their behalf.

Millennials grew up on a time of economic expansion and many were shocked when they entered a job market where unemployment was rising and job opportunities were shrinking.

Generation Z was forged during economic recession and naturally became more savvy and suspicious of those who said everything is “awesome.” As an outgrowth, we’ve all become a little more jaded. Consider this reality. In 1964, 77% of the U.S. population said that they trusted the government to do what was right. By 2014, this number had fallen to 24%.

F I V E ACTI ONS WE CAN TAKE Here are some suggestions for what we can do as leaders.

1

Build a relationship. Information is everywhere today. Relationships are not.

Why not become that “guide” who actually establishes a relationship with them, is open to dialogue, shares experiences and displays mutual respect?

2

Earn their trust. Trust is the currency of every relationship. Students will follow you only as closely as they trust you. Trust is different than authority. Why not act dependably and consistently to earn that trust over time?

3 4 5

Listen to them. This is something all of us can do, but few of us actually do. I recently discovered the word “listen” and “silent” include the same letters. What if we entered conversations and remained silent long enough to learn?

Be counter-cultural. Too many platforms and people seek only to take advantage of students as consumers. We must be different.

What if we began leading them uniquely and respectfully, rather than following what our culture models?

Add value to their lives. When we seek to give; to serve; to add value to our students—instead of just gaining from them—we will actually receive in return the influence we long to have. What if we sought to add value first?

GET TO KNOW DR. TIM ELMORE Dr. Tim Elmore is the founder and president of Growing Leaders, an Atlanta-based nonprofit organization created to develop emerging leaders.

Since founding Growing Leaders in 2003, Elmore has spoken to more than 300,000 students, faculty, and staff on hundreds of campuses across the country, including the University of Oklahoma and the 2019 CCOSA Summer Leadership Conference.

From the classroom to the boardroom, Elmore is a dynamic communicator who uses principles, images, and stories to strengthen leaders. He has taught leadership to Chick-fil-A, Inc., The Home Depot, HomeBanc, and Gold Kist, Inc., among others. He has also taught courses on leadership and mentoring at nine universities and graduate schools across the U.S. Committed to developing young leaders on every continent of the world, Elmore also has shared his insights in more than forty countries—including India, Russia, China, and Australia.

Elmore has written more than 25 books, including the best-selling Habitudes: Images that Form Leadership Habits and Attitudes, Life Giving Mentors and Nurturing the Leader Within Your Child. Elmore lives in Atlanta with his wife, Pam, and his two children, Bethany and Jonathan.

U P C O M I N G P R O F E S S I O NA L L E A R N I N G O P P O RT U N I T I E S OSSBA/CCOSA Education Leadership Conference – August 22-25, 2019 ODSS Best Practices Conference – October 10 - 11, 2019 OASA Legislative Conference – January 22, 2020 OAESP Mid-Winter Conference – January 31, 2020 OMLEA/OASSP Middle Level Conference – February 6-7, 2020 Women in School Leadership Forum – March 11 - 12, 2020 CCOSA Summer Leadership Conference and Law Day – June 3 - 5, 2020

Be sure to renew your CCOSA membership in order to receive the discounted member rate for trainings.

Find more info at ccosa.org.

33 | CCOSA.ORG

SNU Launches Doctoral Degree Designed for Educators After months of research and planning, Southern Nazarene University launched its first doctoral degree, a Doctor of Education in Administration and Leadership.

The curriculum and method of delivery were designed for educators, public service profession-

“If you are considering earning a doctorate, please think about more than the end goal. I ask you to consider the journey.”

Stephoni Case, SNU Program Director

als, and leaders across multiple disciplines. With classes occurring one night per week and a dissertation embedded in the curriculum, it could be the program that makes getting a doctoral degree possible for working educators across the state.

Dr. Stephoni Case, SNU’s EdD program director said, “If you are considering earning a doctorate, please think about more than the end goal. I ask you to consider the journey—the coursework, research and the networking that would be yours

BETTER SCHOOLS | 26

if you choose SNU’s pathway to earning your doctorate.”

At SNU, courses take place one night a week, and students focus on one class at a time. In addition, SNU has a full-time dissertation director to assist students in connecting with the ideal advisor for them and their research.

This research is embedded within the curriculum, making it more manageable for working adults. Within the first term of the program, students begin work on their dissertation with the priceless benefit of a dissertation chairperson guiding you along the way.

“Talk to others who have completed a doctorate,” Case said, “and they will confirm that your dissertation advisor is critical to the success of your research and dissertation completion.”

Earning a doctoral degree requires a great deal of effort, but after 32 months, students will have a terminal degree that could change the trajectory of their entire career.

“The time to begin fulfilling your educational dream is right now,” Case said.

If you’re interested in learning more about earning a Doctorate of Education in Education, Administration and Leadership, visit pgs.snu.edu.

27 | CCOSA.ORG

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