Better Schools Fall 2019

CLXXI | Fall 2019

betterschools Fundamental Resources and Editorials for School Administrators

Student Counts

The October 1 Student Count deadline is approaching quickly. Inside is a toolbox of support to help you through that process.

LIBRARY MEDIA CENTER REQUIREMENTS

INDIVIDUAL CAREER ACADEMIC PLAN

IMPORTANT CHANGES TO TLE

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Content CCOSA Executive Committee Chris LeGrande CCOSA Chairperson OASSP Past President Principal, Guthrie High School, Guthrie Public Schools Justin Mann CCOSA Vice Chairperson OMLEA President Principal Del Crest Middle School, Midwest City-Del City Public Schools

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Words from the Director

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CCOSA Membership Benefits

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Professional Development Calendar

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Membership Form

Dr. Don Raleigh OASA President Superintendent, Pryor Public Schools Dr. April Grace OASA President-Elect Superintendent, Shawnee Public Schools Kim Coody OASSP President Principal, Glenpool High School, Glenpool Public Schools Dusty Throckmorton OASSP President-Elect Assistant Principal, Guthrie High School, Guthrie Public Schools Jonathan Atchley OMLEA President-Elect Principal, Irving Middle School, Norman Public Schools Josh Pierce OAESP President Principal, Mannford Lower Elementary School, Mannford Public Schools Donna Boles OAESP President-Elect Principal, Perkins-Tryon IES, Perkins-Tryon Public Schools Tracy Mootry ODSS President Special Services Director, Inola Public Schools Melisa Kifer ODSS President-Elect Special Services Director, Stillwater Public Schools Dr. Gregg Garn Higher Education Liaison Dean, Jeannine Rainbolt College of Education University of Oklahoma

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A letter from Dr. Pam Deering addressing the bright future ahead for CCOSA

Learn more about the exciting benefits CCOSA has to offer

View the upcoming professional development opportunities.

Fill out and submit your renewal for 2019-2020 membership!

Student Counts: Maximizing Your Funding The October 1 Student Count deadline is approaching quickly. Learn more tips and tricks to help you finish.

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EL vs. Bilingual Count Dr. Taylor Tribble, President, EduSkills

Economically Disadvantaged Matt Holder, Superintendent, Sulphur Public Schools

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Student Transportation

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Special Education

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Gifted

Derald Glover, OASA Assistant Executive Director

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director & Ginger Elliott, Ph.D., OSDE Director of Data Analysis

Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

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Project 615 & 613 Funds Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

A Win for Learners: Applying New School Library Standards in Your Schools Dr. Shirley Simmons, Assistant Superintendent of Education Services & Kathryn Lewis, Director of Libraries and Instructional Technology

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E-Rate Applications for FY 2020-2021 Deborah Sovereign, CPA CEMP, Owner of Kellogg & Sovereign Consulting

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CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director Dr. Gracie Branch OAESP Executive Director William D. Parker OASSP/OMLEA Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Education Policy & Research Analyst Elyse Maxwell Director of Communications

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Advocacy in Action Dr. Pam Deering, CCOSA/OASA Executive Director Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst Megan Benn, Legislative Consultant

Individual Career Academic Plan Marissa Lightsey, MSHR, Executive Director of College and Career Readiness at Oklahoma State Department of Education

Cynda Kolar Business Manager Erin Tabberer Communications Coordinator Lynne White OAESP Executive Assistant Laura Crabtree Membership Coordinator ODSS Executive Assistant McKenzie Lumry OASA Executive Assistant

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Important Changes to TLE Dr. Gracie Branch, OAESP Executive Director

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Lead Like Me

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What We’re Reading

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CCOSA Association Updates

Dr. Gracie Branch, OAESP Executive Director

Read colleagues’ reviews on books they’re reading for personal and professional growth.

Learn what’s coming up for each association this year.

Charlotte Murphy OASSP/OMLEA/CEC Executive Assistant

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Words from the director “This is the time of year to celebrate the new and to look back at the accomplishments of the past.”

Dr. Pam Deering deering@ccosa.org

Happy New School Year!

By now, we hope you are settling in to the new year, some of you with new roles, many of you with new staffs and every one of you with new students!

This is the time of year to celebrate the new and to look back at the accomplishments of the past.

Our CCOSA team is excited to be doing the same thing at the office this year! It’s important that we recognize the history of CCOSA, but that we also look forward to new and exciting changes.

On a personal note, I am so thrilled and sad at the same time to tell you that Dr. Gracie Branch has accepted a job as the Associate Executive Director of Professional Learning for NAESP and is headed to Alexandria, Virginia at the beginning of October. Her work over the last nine years at CCOSA and the last 40 as an educator and administrator in Oklahoma has left a lasting impact on countless lives! She will be missed!

During this transition time, please do not hesitate to reach out to me if you need anything!

In addition, we are so excited to finally share with you CCOSA’s new logo. Just as education is modernizing, with blended and virtual learning opportunities and more funding this year, our CCOSA logo is also modernizing. You will begin seeing this logo throughout our CCOSA materials soon, and know that it will take some time to get everything changed to the new logo.

You may have also noticed a new look and feel to the Better Schools Magazine.

As one of our member benefits, we want to refresh the look, but also refresh the kind of content we are offering you. In this issue, we’re excited to showcase the practical takeaways that make your busy lives as administrators easier as October 1 approaches.

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We are so grateful to those who helped make this updated Better Schools possible! To all who wrote articles and offered support on content, thank you! Your expertise is an invaluable resource to Oklahoma administrators!

I’d also like to remind you to give us feedback on the magazine content. As always, please feel free to email me, but please also feel free to share exciting content ideas, success stories or lessons learned with our editorial team at betterschoolsmagazine@ gmail.com. We would love to feature you and the wonderful things you’re doing across the state.

In addition to these exciting updates, we are working hard here on advocacy even during this time of year. To date, the CCOSA team, board members and member schools have participated in several interim studies.

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These range from arts education to virtual charter schools to professional development requirements.

We are ready to serve you through advocacy efforts and will continue to keep you updated as we plan for the work that needs to be done.

See the article Advocacy in Action in this issue of Better Schools for more details.

As you can see, there are lots of exciting updates here at CCOSA! If you have not renewed your membership for the 2019-2020 year, please do! You don’t want to miss out on our trainings, advocacy work or resources!

You will find a membership form in this edition of Better Schools or you can fill one out online at ccosa.org.

We are also working on our many professional learning opportunities for you, including finance workshops, TLE trainings and partnerships with talented experts in the education field. The 2020 Women in School Leadership Forum is around the corner and we are working with the Arkansas Association of Educational Administrators to offer a regional networking opportunity for attendees.

Save the date for March 1112, 2020 in Tulsa!

In the meantime, let us know if there’s anything we can do for you. We hope you enjoy the new look and content of the Better Schools Magazine!

Sincerely,

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Renew Your Membership!

It’s time to renew your 2019-2020 Membership!

There are many new and exciting things coming to CCOSA this year- a new logo, dozens of practical resources in every Better Schools issue, tons of discounted workshops and a discounted rate for our CCOSA Summer Leadership Conference.

Grow your professional network and leadership skills with CCOSA this year!

A detailed calendar of upcoming events is on page 8 and a membership form is included on pages 9 and 10 that can be mailed or renewed online at ccosa.org!

District Level Services As a CCOSA District Level Services member, you will be able to register, at no charge, up to five staff members at upcoming professional development opportunities in addition to taking advantage of the other useful resources: October 22, 2019: Calculating Your Score on the Oklahoma School Report Card with Maria Harris, OSDE Executive Director of Accountability, and Dr. Jeanene Barnett (Owasso Area) October 23, 2019: Calculating Your Score on the Oklahoma School Report Card with Maria Harris, OSDE Executive Director of Accountability, and Dr. Jeanene Barnett (OKC Area) Nov. 18, 2019 & Mar. 9, 2020: District Finance Deep Dive with Vernon Florence (OKC Area) Nov. 20, 2019 & Mar. 12, 2020: District Finance Deep Dive with Vernon Florence (Tulsa Area) December 9, 2019 & April 13, 2020: School Law for Administrators with Andrea Kunkel January 22, 2020: OASA Legislative Conference We look forward to working with you. Please contact, Dr. Jeanene Barnett (barnett@ccosa.org), CCOSA/OASA Executive Director Dr. Pam Deering (deering@ccosa.org), General Counsel Andrea Kunkel (kunkel@ccosa.org) or Laura Crabtree (laura@ccosa.org) if you have questions about the District Level Services Program.

2019-2020 CCOSA MEMBERSHIP FORM

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

The following steps will help you complete your form. Please remember that if you are payroll deducting your dues, this form must be submitted to your district payroll clerk.

Step 4: Choose your payment method: a. Payroll Deduction - You must submit your form to CCOSA and to Step 1: Enter your information below making sure that all your district payroll clerk. fields are completed (front and back). b. Personal Check (Payment in Full) - Mail form with a personal Step 2: Check the box indicating that all of your information check to CCOSA. is correct before proceeding to the next step. c. Personal Credit Card (Payment in Full) - Call CCOSA to pay by Step 3: Choose your association. Your national membership personal credit card and then submit form to CCOSA. is optional.

Step 5: Choose optional membership benefits.

Step 6: Sign, date, and submit form.

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

First Name

Middle

Nickname

Suffix (Sr/Jr)

Birthdate (MM/DD/YYYY) Gender

Professional Title

Years in Current Position

District

Office Phone

Ext.

School

Office Fax Work Email

Grades

Home Email

Last 4 of SSN

Ethnicity

County

School Address

City

State

Zip

Home Address

City

State

Zip

Home Phone

Cell Phone

I verify that the above information is correct.

MEMBERSHIPS - CHOOSE YOUR ASSOCIATION

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

OAESP Oklahoma Association of Elementary School Principals — $300

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

OASSP Oklahoma Association of Secondary School Principals — $315

OMLEA Oklahoma Middle Level Educators Association — $0

ODSS Oklahoma Directors of Special Services — $265

OASA* Oklahoma Association of School Administrators

OARSA Oklahoma Association of Retired School Administrators — $35

$385 - Central Office Staff

$405 - Superintendents

Not eligible for professional liability insurance, cyber security optional benefit or MBP.

*Active membership in OASA shall consist of personnel from the following educational groups who have paid dues to this association: public school superintendents, and, their respective central office administrative staff, State Department of Education administrative staff, Oklahoma colleges and universities administrative staff, Oklahoma School Boards administrative staff, State Department of Career and Technical Education administrative staff and technology center superintendents and their respective administrative staff, and executive directors of organizations formed to advocate solely for public schools and their respective administrative staff. Individuals who are 2018-2019 OASA active members will be grandfathered in as an active member of OASA as long as they remain active starting in the 2019-2020 membership year and each year thereafter. If, for any reason, grandfathered individuals fail to maintain their active status in the 2019-2020 membership year and each year thereafter, those individuals will no longer be active members.

Administrators, superintendents, members, employees, and similar of not-for profit charter, for-profit charter, virtual charter blended schools, non-local board of education sponsored charter schools, and any other organizations that have a similar purpose as these listed organizations are not eligible for any class of OASA membership.

Associate Memberships

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

OAESP/OMLEA Associate — $150

OASSP/OMLEA Associate — $150

ODSS Associate — $150

OASA Associate** — $150

University Associate — $50

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

Business Associate — $150

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

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

National Memberships (Optional)

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

AASA American Association of School Administrators $230 Less than 350 students

$460 More than 350 students

NAESP National Association of Elementary School Principals $235 Principal

$195 Asst. Principal

$77 Retired

CEC/CASE Council for Exceptional Children/Council of Administrators of Special Education $205 Full Member NASSP National Association of Secondary School Principals $250 Full Member

$80 Emeritus

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2019-2020 CCOSA MEMBERSHIP FORM — Page 2 of 2 Professional Liability Insurance Coverage

**New benefit for active members**

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

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

MEMBERSHIP PAYMENT INFORMATION Total Dues Owed

(Membership Dues 2019-2020)

Payment Options

Select only one:

$

Note: CCOSA dues are 86% tax deductible.

Payroll Deduction

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

Personal Check (Payment in Full)

Return form with a personal check.

Personal Credit Card (Payment in Full)

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

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

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

LIFE INSURANCE A life insurance policy is available as an option at a reduced rate from Liberty National to all members, including OARSA members, with the exception of associate, university, business associate and national members. If you are interested in this voluntary option, contact a Liberty National representative at 405-640-4494 or 405-403-1052. For more information visit https://www.ccosa.org/index.php?life-insurance

MUTUAL BENEVOLENCE PLAN (MBP) The CCOSA/OkACTE Mutual Benevolence Plan (MBP) organizes and facilitates the voluntary, monetary contributions to the beneficiary of an eligible participant or their spouse (if also enrolled) upon the death of that participant. There is an initial one-time enrollment fee of $40 for the participant, and an additional one-time fee of $40 for the spouse. Each program participant contributes $10 per participant death to the MBP fund to provide financial assistance to the beneficiary of an active participant of the program. Visit https://www.ccosa.org/index.php?member-services/memberbenevolence-plan for more information and to enroll. Associate, university associate, business associate, national members, and OARSA members (with the exception of 2018-2019 OARSA MBP members who will be grandfathered into the MBP program in 2019-2020) are not eligible for enrollment.

Agreement to Pay Please check here to indicate you agree to the following terms. I authorize CCOSA to process this transaction, and I agree to pay CCOSA membership dues for the 2019-2020 membership year. In the event I selected payroll deduct, I certify that I have submitted my form to my district payroll clerk. I understand that my membership covers me as an individual and cannot be paid on a direct purchase order by my school district.

CCOSA dues are non-refundable. I grant permission to CCOSA to communicate with me via email, phone, text, or fax regarding my CCOSA membership, advocacy, and educational issues.

Member Signature

Date

Membership year runs July 1, 2019 - June 30, 2020

Would You Prefer to Register Online?

You can now sign up online, renew online, and even sign up for the Mutual Benevolence Plan online. The online form is highly encouraged, as you have more options available to you. The form is available at www.ccosa.org.

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

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Student Counts: Maximizing Your Funding The October 1 Student Count deadline is approaching quickly. This is a toolbox of support to help you through that process. You’ll find tips on the following topics to finish up your student counts: • EL vs. Bilingual • Economically Disadvantaged • Student Transportation • Special Education • Gifted

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EL vs. Bilingual Count: Maximizing Counts and Ensuring Accuracy Dr. Taylor Tribble, President, EduSkills Twenty-seven years ago Oklahoma legislators and the Oklahoma State Department of Education (OSDE) recognized that school districts serving students who are learning English as an additional language need supplementary support. While this recognition by the state at the time was judicious, the terminology used and criteria to obtain funds for identified students has created confusion. To add to the confusion, in 2001, the United States Department of Education (USDE) created its own criteria for identifying and funding students learning English within Title III of No Child Left Behind.

OKSDE Bilingual Weight Funds The OSDE funding formula developed in 1982 includes a .25 weight called the “bilingual weight.” Students who qualify for these funds are commonly called “bilingual students,” but this is not to be confused with the dictionary definition of bilingual; a student who qualifies for bilingual weight funds may or may not speak two languages fluently. A student who qualifies for bilingual weight funds will qualify for approximately $900 in additional state aid dollars.

There are two ways a student can qualify for these funds based on parent responses on the Home Language Survey (HLS). An HLS is required to be on file for every student enrolled in a district.

Second Way to Qualify: Speak a language other than English “Less Often” A “Less Often” student is a student whose parents state that a language other than English is spoken less often than English AND score the following on one of the standardized assessment listed below: - Below 4.8 Composite on a WIDA assessment - Basic or Below basic on an OSTP - Score in the 35th percentile - Below on Reading Norm Referenced Test Less Often students are commonly missed in counts. Additionally, a student who qualifies as Less Often one year, may or may not qualify as Less Often the next year due to test scores.

Once districts finalize updates in their student information system for bilingual counts, the October 1 Consolidated Report must be certified by the superintendent. The deadline for submitting the October 1 Consolidated Report for the 2019-20 school year is currently set in the WAVE as 11/1/19 (dates are subject to change; login to the WAVE for the most up to date deadline information).

Federal USDE Title III Funds – English Learners (EL) Title III funds provided by the USDE are allocated to support students identified as English Learners (ELs) based on separate criteria. If a student comes from a home where a language other than English is spoken, the child must be screened with an approved English language proficiency exam. In Oklahoma, to qualify for EL services and approximately $100 in federal funding, the student must score below 4.8 on a WIDA test.

Ensuring Accuracy In conclusion, to ensure that ALL bilingual and EL students are identified, districts must work with an astute team to verify 1) an HLS has been received for every student, 2) all students who speak a language other than English have been screened with WIDA, and 3) district personnel have combed through OSTP and NRT scores for all “Less Often” students. Lastly, forms need to be organized in a specific matter for the Regional Accreditation officer. The total process is very time consuming, but working with the right team ensures that bilingual and EL counts are as accurate as possible.

Dr. J. Taylor Tribble is the founder and President of EduSkills, a cloud-database EL support services company that helps schools support bilingual/EL students. EduSkills is a CCOSA partner, and services are available to help districts maximize bilingual student counts and support Title III compliance. Dr. Tribble can be reached by phone at 405-315-8268 or by email at taylor@eduskills.us.

Student Counts

First Way to Qualify: Speak a language other than English “More Often” A “More Often” student is a student whose parents state that a language other than English is spoken more often than English in the home. These students qualify for bilingual weight funds annually.

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Economically Disadvantaged Matt Holder, Superintendent, Sulphur Public Schools

Student Counts

It is important to count all of your eligible students as Economically Disadvantaged. Did you realize that every student you are able to count is worth approximately $898 for your District? The state aid formula weight is .25 for these students.

Significant changes to collecting information on the number of economically disadvantaged children began in 2018.

State Aid no longer uses the Low Income Report for Child Nutrition. The Economically Disadvantaged designation is pulled from your student information system and communicated to the State Department of Education through the WAVE. Also, all Economically Disadvantaged forms or Free and Reduced Lunch applications must be from the current year.

If your school is taking advantage of the Community Eligibility Provision (CEP) in child nutrition, you are still required to have current year Economically Disadvantaged forms filled out for State Aid and Accountability purposes.

Hopefully, you all are working diligently to collect the applications at this time, and then you will verify that these students are checked as Economically Disadvantaged in your student information system so that information is accurately reported through the WAVE. The deadline for this information is October 1.

Economically Disadvantaged student counts impact additional funding, like the State Teacher Index and federal E-Rate dollars.

If you have issues with your data, make sure you contact the Office of Data and Information Systems at the State Department of Education at

StudentDataInfo@sde.ok.gov or (405) 521-3020.

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

Oklahoma statute is as follows:

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

Each eligible student is worth 1.39 times the Per Capita rate in the state funding formula.

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

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

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

Student Counts

210:30-5-3. Transportation of students (a) A student must live in a school district authorized by law to furnish transportation. (b) A student must live one and one-half (1 1/2) miles or more by commonly traveled road from the school attended. Students living less than one and one-half (1 1/2) miles from school may be transported, but shall not be counted in determining state aid. (c) A normal school day consists of not less than six (6) hours, exclusive of lunch period, with the exception of the first and kindergarten grades. Transportation may be provided for kindergarten age students to and from school during the normally scheduled morning and evening bus operation. Districts desiring to provide additional transportation for kindergarten students at midday may do so at local district expense but it is not required. (d) The local school district is responsible for providing transportation for those students with disabilities identified under the Individuals with Disabilities Education Act (IDEA) for whom transportation has been identified as “related service” necessary to enable the students to receive the educational services outlined in their Individualized Education Programs (IEPs). (e) Students living in a school district not offering the grade which they are entitled to pursue are entitled to transportation to a school authorized by law to provide transportation to and from school provided they have been legally transferred and reside in the high school transportation area of the school they choose to attend.

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B e t t e r sc h o o l s | fa l l 2 0 1 9 E M P L O Y E R B E N E F I T S O L U T I O N S F O R E D U C AT I O N

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Special Education Child Count

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director & Ginger Elliott-Teague, Ph.D., OSDE Director of Data Analysis Child Count is a count of students enrolled in Local Education Agencies and on an IEP as of October 1 of the fiscal year. In addition to identifying children currently served, the count collects primary, secondary and suspected disabilities, as appropriate; child-level least restrictive environments and early childhood environments; and demographics, including race and ethnicity. The purpose is twofold: to determine state and federal aid and to measure several annual accountability indicators.

Because money and accountability are involved, it’s critical that districts provide quality child count data. How?

How do districts prepare to provide quality child count data? They have appropriate personnel participate in OSDE’s annual child count training and begin the work to complete and correct incomplete and inaccurate information on EdPlan well before October 1, 2019.

If a district doesn’t have a student’s IEP finalized by October 1, then the student will not be included in the FY20 SPED child count. If a district isn’t able to resolve an error prior to October 1, it can still be corrected before the end of the day on October 15 – the day the superintendent must certify the district’s data for it to be considered timely. If the error isn’t resolved by that time, the child will not be counted.

To ensure that every child is counted, call on OSDE Special Education Services Section personnel for help.

They want you to get the state and federal funding to which your district is entitled and for your district to meet your accountability indicators. So get training, start early and seek help!

Student Counts

In every record in OK EdPlan, the student must have: • a valid STN • finalized eligibility and IEP events • an educational environment code • complete disability category information (primary, suspected, etc.) and related services • a valid grade code • valid race & ethnicity entries • EL status • a date of birth • a gender • an accredited site code • a valid enrollment status

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Gifted Count Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

Student Counts

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

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

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

1. Category One students are those identified by their performance on an aptitude test, or nationally standardized test of intellectual ability. Schools will receive funding for ALL Category One students. There is no cap for the number of students identified and served through Category One.

a. Students must score in the top 3% on any nationally standardized test

of intellectual ability. This means a composite, total or full scale score in the

97th percentile or above, including the standard error of measure as denoted in

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

b. No additional criteria are required for placement. Students can qualify for

gifted services through either group or individual tests of ability.

i. Group tests of ability examples:

1. The Otis-Lennon School Ability Test Pearson

2. Cognitive Abilities Test (CoGAT)

3. Naglieri Nonverbal Ability Test- Pearson

ii. Individual tests of ability examples:

1. The Stanford-Binet Intelligence Scale (Fourth Edition and L-M)

2. Wechsler Intelligence Scale (III, for Children, and Preschool and Primary)

3. The Slosson Intelligence Test-Revised, Slosson Publications

4. The Woodcock-Johnson Psychoeducational Battery

2. Category Two students are those who meet two or more criteria (a.k.a. multi-criteria) that are determined by the local school district and spelled out specifically in each district’s Gifted Educational Plan (GEP).

a. This identification process yields information obtained through a variety of procedures and from

many independent sources, such as, but not limited to, teacher referrals, parent nominations,

achievement tests, observations, a predetermined ability test score (less than 97th percentile) etc.

This process is clearly articulated in the district’s Gifted Educational Plan (GEP).

b. Although there is no cap to the number of students that can be identified through multicriteria and served, state funding will only be available for up to 8% of the district’s average daily membership (ADM) in this category.

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

Student Counts

c. Students cannot be identified for Category One funding through performance on an

achievement test. Examples of achievement tests include, but are not limited to:

i. Metropolitan Achievement Tests

ii. SRA Achievement Series

iii. California Test of Basic Skills

iv. Stanford Achievement Test

v. California Achievement Test

vi. Iowa Tests of Basic Skills

vii. Oklahoma’s Subject-Area Tests through the Oklahoma School Testing Program (OSTP)

viii. Woodcock-Johnson Tests of Achievement.

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Project 615 & 613 Funds

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

Again for FY2020, OSDE’s Special Education Services (SES) Section has allocated funds to every school district under Project 615. The purpose of this project is to provide additional funds to districts for professional development. The only permitted use of these funds is for PD activities that increase teachers’ ability to ensure positive outcomes for students with disabilities. Funds are allocated to districts based on their most recent child count, and every district receives a set allocation.

Even very small districts with comparatively few students identified with IDEA disabilities will receive at least $500.

Districts can locate the amount of their allocation on the allocation tab of the Grants Management System (GMS) for Project 615.

To take advantage of this opportunity, districts must create an application in the GMS for Project 615 that explains the details of the planned PD activities, with a professional development plan to justify them. Districts must complete a budget for their entire allocation, but can amend their application any time. Districts can use the funds for a variety of PD opportunities, including inviting guest speakers, purchasing books for staff, attending conferences, conducting trainings and attending webinars.

Districts that don’t submit a budget by December 1, 2019 will forfeit their allocation, with the funds going back to OSDE-SES. In addition to Project 615, OSDE has also released the list of approved Project 613 learning activities. Project 613 is intended to increase participation in both OSDEsponsored events/trainings/conferences and activities sponsored by other groups that would benefit special education teachers and district staff in improving outcomes for students with disabilities. Each approved activity is tracked in OSDE’s GMS. Districts must create an application in the GMS and submit it for pre-approval. Thereafter, districts must make a claim that adheres to and is approved through the OSDE Joint Federal Programs Claims Procedures. Depending on the activity, Project 613 reimbursement is offered for mileage, substitutes, registration fees and lodging. Project 613 funds are available on a first-come, first-served basis to all districts.

Special education directors, start your planning now, keeping the deadline in mind. If you’re not in charge of fiscal matters, help your superintendent complete the steps to use your district’s Project 615 allocation.

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A Win for Learners: Applying New School Library Standards in Your Schools Dr. Shirley Simmons, Assistant Superintendent of Educational Services & Kathryn Lewis, Director of Libraries and Instructional Technology

Library Requirements Two events of paramount importance are taking place across Oklahoma that transform the possibilities for our learners to encounter and master multiple literacies, develop their voice and choice, and find their passion in reading, all within our schools. The events we are referring to are the reinstatement of Oklahoma Senate Bill 193 and the state adoption of new school library standards, National School Library Standards for Learners, School Librarians and School Libraries.

The expenditure standards for media materials and equipment requirement is roughly $9 per student coded to Function 2220, but exact specifications can be found on page 96 of the Standards for Accreditation of Oklahoma Schools. You can find that helpful resource here: https://bit.ly/2kG9gxP

The mission of the media program is to assist students and teachers in becoming effective users of ideas and information.

Emphasis is placed on the development of skills necessary for independent lifelong learning. The media program should be a balanced collection of print materials, nonprint materials, multimedia resources, and equipment and supplies and must be current and appropriate for instructional needs.

Permissible media expenditures include, but are not limited to: • Hardback, paperback and/or electronic books • Periodicals • Pamphlets, manuscripts and reports • Prints, posters, photographic slides, filmstrips • Microforms • Multimedia package kits • Scientific specimens • Audio and video recordings • Computer software and applications

As educators, we always have been and always will be readers. It started at an early age for us and continued to grow and enrich our lives in countless ways. Reading ensured that we were literate at an early age and that we continued to be conversant in our educational surroundings, as well as in our social ones.

Reading also teased usinviting us to learn more, read more; to keep reading even more widely , more diversely, and to forever expand our capacities in multiple literacies.

Coupling the power of school librarians who have practice through the lens of the National School Library Standards along with the reinstated funding for school libraries is, for you as a school leader, a win-win situation.

Children and young adult author Katherine Paterson speaks to the power books have in shaping the lives of the young learners we all serve.

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“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations— something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.”

-Katherine Paterson What does Paterson’s quote mean when it says, ‘give them something worth reading’? We believe it implores us to commit to well-developed school library collections where learners see themselves in the books, learn about the life experiences of others, imagine, explore, find answers to their most compelling questions, become fluent in their habit of reading, and, yes, learn.

So beyond reading, what does a school librarian bring to your learners and to the goals of your school? Several years ago Dr. Scott Beck, former Principal Norman High School and current Director of Secondary Education in Norman Public Schools, described it this way: “When I think about building a school equipped to provide the rich instruction and deep learning required of a 21st Century education, the task seems all but impossible without the support of a robust school library headed by excellent librarians.

School libraries bridge the divide between content areas and stand in the gap between the school world and the real world making learning deep, lasting, meaningful, and relevant.

Equipping students with the information literacy skills needed to navigate a digital world is of the utmost importance, I believe great school libraries provide us with an invaluable advantage in making this audacious vision a reality” -Dr. Scott Beck

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Tell us how you’re implementing these new standards. Email us at betterschoolsmagazine@gmail.com for an opportunity to be featured in an upcoming issue of Better Schools!

In a world where we are tasked with helping our students make meaning of history, social media, national and world events, their own identities, their personal struggles, and their own learning, your school librarian is uniquely positioned to see all of your learners and teachers, to support all of them in deep learning, inquiry, collaboration, inclusion, curation, engagement, and exploration.

We urge you to take a hard look at the Oklahoma School Library Standards.

We think that you will agree that these standards are the epitome of the qualities we want in all of our graduates.

We hope that you will use this convergence of two powerful events as a critical opportunity to create a dialogue between you and your school librarian(s), one where you discuss library standards and library materials selection.

The power that you wield by working together to transform teaching and learning is life-changing for all learners in the school community.

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E-Rate Applications for FY 2020-2021 Deborah Sovereign, CPA CEMP, Owner of Kellogg & Sovereign Consulting As you plan for E-Rate 2020-21, you will want to pay very close attention to the upcoming changes in the E-Rate Category Two funding. If you are responsible for your E-Rate filings or provide program oversight, you should subscribe to (and actually read) the USAC news briefs: https://www.usac.org/sl/about/outreach/default.aspx The FCC is currently considering comments that were recently submitted regarding the FCC’s proposal to make the category two budget approach permanent along with “potential modifications that could simplify the budgets and decrease the administrative burden of applying for category two services.” https://www.fcc.gov/document/fcc-aims-speeddeployment-wi-fi-schools-and-libraries There were a significant number of comments received in the proceeding. The general consensus was as follows: • Make the Category Two budget approach permanent • Move to a district-wide or library system-wide budget model • Reset category two budgets beginning with FY2020 • Increase the per student budget cap to $250/per student • Increase the minimum amount per building site to $25,000 • Expand the eligible services list to provide support for enhanced firewall features and cyber security protection The FCC is expected to issue an order in the upcoming months to address the Category Two budget model. This will directly affect the E-Rate applications for FY2020 unless the FCC decides to make no changes for FY2020 and continue with the current budget cycle for a sixth year. With this uncertainty in mind, the best approach is to plan for a new Category Two budget for FY2020. Calculate your expected budget as a best case estimate: total enrollment x $250. This will be the maximum amount available if the FCC decides to move forward with the majority of the comments submitted. Don’t forget that the amount is a budget cap and your district will still need to pay for your non-discount share.

Best practice is to conduct a careful assessment of your current technology needs for the next five years beginning July 1, 2020. Once you determine your technology plan, then competitively bid in October/November 2019 for the products and services you will need to purchase during the period beginning July 1, 2020. After you receive and evaluate your bids, you will know the cost of the products and services necessary to properly equip your school district. At this point, one or two months will have passed and you will know more information about the FCC’s plans for FY2020. If the FCC decides to increase the budget cap and reset budgets, you are all set to request all of the items you need. If, however, the FCC either delays their decision or otherwise approves a lower amount, you can review your bids, adjust what you decide to contract for, and request funding on your E-Rate application accordingly. Even with the FCC change in plans, you will be “ahead of the game” as you have already completed your competitive bidding period and will be ready to finalize what you will request for FY2020.

The E-Rate filing window traditionally closes the third week of March so it’s critical to stay on schedule. Conducting your competitive bidding prior to December then filing your application in January or February is the best time schedule to follow. Even with the FCC’s uncertainty, there is no reason to delay your competitive bidding period.

The bottom line – plan for the best, adjust as needed and file your application on time. Engage the services of an expert consultant as needed to make sure you are able to fully utilize this valuable funding source. The process may be complicated, but the funding is well worth the effort.

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Advocacy in Action

Dr. Pam Deering, CCOSA/OASA Executive Director Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst Megan Benn, Legislative Consultant

Now that fall is quickly approaching, the Oklahoma Legislature has begun to conduct its yearly interim studies. What exactly is an interim study? Interim studies are studies of legislative and policy issues that are of interest to lawmakers. They often address issues deemed worthy of indepth discussion, and may eventually lead to legislation on the studied topic.

The Speaker of the House and Pro Tempore of the Senate have approved several House and Senate interim studies for 2019, with the first education-related study being held at the end of August; all studies must be completed by November 8.

CCOSA staff and members have been asked to present at twelve studies so far this year.

Interim Study 19-063: Advanced Placement Examines access to Advanced Placement courses, especially in small, rural schools Requested by Rep. Rhonda Baker Assigned to House Common Education Committee CCOSA presenter: Nate Meraz, Superintendent Elgin Public Schools Interim Study 19-102: Work Based Learning Examines work based learning accountability, metrics, and data collection Requested by Rep. Rhonda Baker Assigned to House Common Education Committee CCOSA member asked to present: Dr. Don Raleigh, Superintendent Pryor Public Schools Interim Study 19-064: Brick and Mortar Charter School Funding

Examines the building equalization fund and how it may connect to brick and mortar charter school funding Requested by Rep. Zack Taylor Assigned to House Common Education Committee CCOSA presenter: Dr. Shawn Hime, OSSBA Executive Director (collaborated with Dr. Pam Deering),

Interim Study 19-66: HB 1017 mandates Examines HB 1017 mandates: are the 1017 mandates still applicable? Recommendations for changes?

Requested by Sen. Gary Stanislawski Assigned to Senate Education Committee CCOSA presenter: Dr. Pam Deering, CCOSA/OASA Executive Director Carolyn Thompson, Oklahoma State Department of Education Deputy Chief of Staff/Chief of Government Affairs, provided an excellent historical overview of HB 1017.

Interim Study 19-16: Professional Development Examines professional development requirements for school districts and limitations for meaningful pd based on what is required in statute with no funding Requested by Sen. Carri Hicks Assigned to Senate Education Committee CCOSA presenters: Julie James, Director of Professional Development at Oklahoma City Public Schools representative and Sherri Pankhurst, Director of Curriculum and Instruction at Cordell Public Schools

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Interim Study 19-129: Family Choice in Public Schools Investigates current family choice with in the public school system Requested by Rep. Derrel Fincher Assigned to House Common Education Committee CCOSA presenter: Dr. Aaron Espolt, Superintendent at Cleveland Public Schools and John Federline, Union Public Schools and Dr. Pam Deering, CCOSA/OASA Executive Director Interim Study 19-131: Blended and Virtual Learning in Public Schools Examines blended and virtual learning in public schools to gain an understanding of effectiveness, challenges schools face, and any policies changes we need to make this more effective Requested by Rep. Derrel Fincher Assigned to House Common Education Committee CCOSA presenters: Dr. Aaron Espolt, Superintendent at Cleveland Public Schools, and Derald Glover, OASA Assistant Executive Director Interim Study 19-030: Non-traditional Calendars Examines Models of Success created by and used in districts with non-traditional calendars Requested by Rep. Sherrie Conley Assigned to House Common Education Committee CCOSA members asked to present: Bryan Akins, Elementary Principal at Keota Public Schools, Melonie Hau, Superintendent at Newcastle Public Schools, Dave Morrow, Superintendent at Bridge Creek Public Schools, and Frank Solomon, Superintendent at Noble Public Schools.

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Interim Study 19-24: Arts Education Examines access statewide to arts education opportunities Requested by Sen. Julia Kirt Assigned to Senate Education Committee CCOSA presenter: Dr. Gracie Branch, OAESP Executive Director Interim Study 19-145: 1017 Education Reforms Explores the various 1017 reforms: what were they, where do they currently stand, and were/are they effective?

Requested by Rep. Chad Caldwell Assigned to House Common Education Committee Interim Study 19-132: Teacher Pipeline Examines the likely number of teachers we can expect to enter common education from Oklahoma schools in the next five years, and efforts and strategies to increase this number Requested by Reps. John Waldron & Melissa Provenzano Assigned to House Common Education Committee Interim Study 19-133: Special Education Teacher Training Reviews needs regarding policies for special needs students in Pre-K through 12th grade classes Requested by Reps. John Waldron & Melissa Provenzano Assigned to House Common Education Committee Interim Study 19-089 & 19-041: Virtual School Costs per Student Examines the real cost per student for virtual schools as opposed to brick and mortar (traditional) schools Requested by Reps. Lundy Kiger, Randy Randleman, & Ronny Johns Assigned to House Common Education Committee CCOSA presenters: Derald Glover, OASA Assistant Executive Director, and Richard Haynes, Superintendent Spiro Public Schools

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Individual Career Academic Plan (ICAP) Marissa Lightsey, MSHR, Executive Director of College and Career Readiness at Oklahoma State Department of Education As you may be aware, Oklahoma is facing a large skills gap. In order to meet Oklahoma’s future needs, we need an additional one-fourth of our workforce to obtain post-secondary training in order to be employment-ready. We want all students to be successful after high school meaning that a student can obtain gainful employment that matches his or her passions and interests while still providing a living wage.

The need for students to plan for college or career while still in school is clear.

Beginning in the 2019-20 school year, all Oklahoma students will complete an Individual Career Academic Plan, often referred to as “ICAP.” Learn more about ICAPs and what they’ll include at https:// bit.ly/2kHM81O.

During this important work, we will also: • Redefine high school by encouraging advanced coursework or dual enrollment • Develop and align career pathways with real-time labor market information specific to Oklahoma • Increase concurrent or dual enrollment with earned college credit and career certification for students still in high school • Connect schools directly with business and industry • Prepare more students for Oklahoma’s wealth-generating jobs in Aerospace & Defense, Agriculture & Bioscience, Energy, Information & Financial Services and Transportation & Distribution

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Helpful Tools!

Individual Career Academic Planning Toolkit View this helpful guide that our K12 schools are using to start planning for ICAP implementation in their schools. https://bit.ly/2kyMFDl

OK Edge View the College and Career Readiness website to learn more about ways to create a college and career ready school. okedge.com

Post Secondary Indicators Life beyond high school requires different skills and talents than in the past. By 2025, three of four Oklahoma jobs will require education or training beyond high school. Postsecondary opportunities enable students to participate in coursework and experiences that enhance their likelihood for success after high school. https://bit.ly/2ke0MgX

Professional Development We are excited to offer monthly professional development workshops to register click the link. https://www.okedge.com/ educators/professionaldevelopment/

ICAP Pilot Districts Connect with ICAP pilot districts in your area to learn tips for implementing the process. https://bit.ly/2kJLYa3

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TO THE FUTURE OF OKLAHOMA

SERVING OVER 50 OKLAHOMA COMMUNITIES

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New AP Resources collegeboard.org/ap2019

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Important Changes to TLE Dr. Gracie Branch, OAESP Executive Director Each year, CCOSA trains hundreds of administrators in the Tulsa Model. We want to be sure that all administrators across the state are aware of the newly revised timeline for observations and evaluations for probationary teachers if your district has adopted the Tulsa Model. This revision is not mandated or required, but is a suggested change to give administrators more flexibility in completing probationary teacher evaluations. If this new timeline is adopted, please make sure that your district board policy supports this revision.

If you have any questions or concerns, please contact Lynne White at lynne@ccosa.org or Elyse Maxwell at maxwell@ccosa.org.

Probationary Teachers:

FALL OBSERVATIONS

- One observation is required by the final day of the first academic quarter.

- A second observation is required by the final day of the second academic quarter.

SPRING OBSERVATION AND EVALUATION

- A third observation is required by the final day of the third academic quarter

(second semester).

- The final evaluation is required before the end of the fourth quarter.

- Remembers that every observation and evaluation is followed by a face-to-face

conference. Signed, completed forms are presented to the teacher at the end of

each conference. Documentation of signatures may be in a digitized or paper

format. Evaluation Forms must have numerical ratings.

IMPACT: You will do one less observation and evaluation for probationary teachers.

Career Teachers:

Career Teachers are required to have an evaluation before the end of the school year.

1. A minimum of two (2) observations and conferences with face-to-face feedback

provided to the teacher are required prior to each evaluation.

2. The teacher is provided with completed and signed observation and/or evaluation

forms at the end of each conference. Evaluation forms must have numerical

ratings. Documentation of signatures may be in a digitized or paper format.

3. A teacher may request additional observations. (Bullet 1 applies)

4. A principal may provide additional observations to develop or support the

teacher’s effective performance on the rubric. (Bullet 1 applies)

HB 2957 (2016) Impact

You will need to be familiar with HB 2957 (2016) since designating a teacher as a Career Teacher will be determined by his/her evaluation rating.

IMPACT: You may have more teachers that remain probationary and do not move up to Career Teacher designation so they will remain on your probationary timeline for evaluations.

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LEAD LIKE

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ME

Dr. Gracie Branch, OAESP Executive Director During the one day Lead Like Me workshop, 4th-6th grade students and their advisors learn to create a dynamic student leadership team.

It is said that a picture is worth a thousand words, but sometimes it is extremely gratifying to have the sentiments that go along with the picture as well. One of the activities in the student portion of the training is to have each student write a thank you note to someone who has believed in them, encouraged them as a leader and inspired them to be their best.

To celebrate the spirit of Lead Like Me and promote all training opportunities, we share a few of our treasures that we have been lucky enough to receive as trainers.

For a complete list of available sessions and more information on how to register your school team, please go to https://bit.ly/2meBQqp. If you have any questions or concerns, please contact Lynne White at lynne@ccosa.org or Elyse Maxwell at maxwell@ccosa.org.

Predicting Student Success is Their Superpower Superhero confidence that sets students soaring Discover hidden strengths with dynamic intervention and powerful instruction.

Learn more about Istation’s action-packed approach to computer-adaptive intervention and instruction! info.istation.com/contactsales

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What We’re Reading This month we asked these members what books they’re reading for personal and professional growth. Here’s what they shared: Endure: Mind, Body, and the Curiously Elastic Limits of Human Performance by Alex Hutchinson “It is amazing what can be accomplished when you push yourself emotionally and physically to your body’s limits.” – Chris LeGrande, Guthrie High School Principal

Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice by Nathan Maynard and Brad Weinstein “Restorative practices provide opportunities for growth and hope.”

– Diana Lebsack, Yukon Secondary Director

The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” by Alfie Kohn “The educators who do the most for children?

‘Those who honor, and work hard to find out, what children already know.” – Scott Beck, Norman Secondary Director

Uniting Academic and Behavior Interventions: Solving the Skill or Will Dilemma by Austin Buffum and Mike Mattos “It’s not always a skill versus will issue to determine the cause of a student’s lack of success. Often times that lack of skill in early years leads to a lack of will in secondary years.” – Renae Dozier, Grove High School Principal

Want to share what you’re reading in the next Better Schools?

Email us at betterschoolsmagazine@gmail.com

CCOSA Association Updates

Dare to Lead: Brave Work. Tough Conversations. Whole Hearts by Brené Brown.

“I’ve learned it takes a tremendous amount of courage to be an effective leader.” – Kenny Ward, Yukon Middle School Principal

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OASA

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

CCOSA Association Updates

While all of our OASA members are busy with the beginning of another school year, OASA and CCOSA have been busy presenting at several interim studies at the Capitol. It is great that CCOSA is being sought out for input on important legislation and studies.

That is a testament to all of our members’ involvement with legislators and the relationships that you and your CCOSA advocacy team are building with state leaders. Information from those presentations will be sent to you so you can stay informed.

This year OASA has built a strong series of professional development opportunities for superintendents and central office personnel.

Vernon Florence Consulting is once again providing individualized financial assistance to our District Level

Services schools as does Andrea Kunkel in the area of special education. The “Budget Bootcamps” are back in swing with a new twist this year.

Bootcamp I still provides the basic school finance information as it always did, but a special emphasis is on budget preparation. Bootcamp II introduces a new “CCOSA Budget Book” template to help you build a truly professional budget document. CCOSA is also providing a new workshop on digging into the school report card, called “Number Crunches.” These and other professional development opportunities are available at ccosa.org.

OASA and CCOSA feel that school leaders should define “Quality” in public schools.

There is no better place to find quality than in our great schools being led by our OASA members. CCOSA is building “Quality School Frameworks” using our members. The first is the “Blended Learning Framework” which has already made an impact statewide. If you are interested in joining a statewide group of schools who want high standards in blended and virtual education, please take time to review the Framework on our CCOSA website and have your school board consider endorsing it through the CCOSA resolution.

We are stronger together! In addition to the Blended Learning Framework, a CCOSA Energy Efficiency Framework is soon to be released that will guide schools in strategies to save energy dollars for the classroom. More Frameworks will follow.

Finally, Congratulations to our new board members and officers!

New Board Members: D-1 Bret Rider, Guymon D-2 Dale Spradlin, Buffalo D-6 Jeremy Hogan, Miami D-7 Rick Cobb, Mid-Del D-15 George Coffman, Marlow AASA Governing Board – Melonie Hau, Newcastle AASA Executive Committee: Max Tanner, Oologah-Talala OASA Officers: President: Dr. Don Raleigh, Pryor President Elect: Dr. April Grace, Shawnee Vice-President: Kyle Reynolds, Woodward Past President and AASA Governing Board: Dr. John Cox, Peggs

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OAESP Dr. Gracie Branch, OAESP Executive Director I’m not sure where the summer went, but it is always exciting to start a new school year. Your OAESP Executive Board met on September 18. We celebrated our OAESP Administrator of the Year and NAESP National Distinguished Principal Cathey Bugg, our Principal of Excellence Carla Fry and our James Burnette Principal of Distinction Molly Wilson. Each of our award winners had the opportunity to share a best practice. We loved hearing from this esteemed group of elementary principals!

Speaking of an esteemed group, I am pleased to introduce your 2019-2020 OAESP officers and board members.

District Directors Northwest Quadrant Southwest Quadrant Northeast Quadrant Southeast Quadrant Tulsa Area Oklahoma City Area Lawton Area Retired (OARSA) High Education Rep.

Janalyn Taylor, Clinton; Carla Fry, Ponca City Skeeter Sampler, Cache; 1 opening Kevin Wade, Commerce; Andrea Sifers, Fort Gibson Melissa Ferguson, Coleman; Katie Brister, Silo Angie Teas, TPS; Linda Reed, Jenks Ashley Hoggatt, Putnam City; OKC PS has a position Lana Welch, Lawton Marci Brueggen, Oklahoma City; Sherri Brown, Oklahoma City Dr. John Jones

Lead Like Me OAESP’s Student Leadership Workshop “Lead Like Me” has trained more than 600 Oklahoma students and their advisors to be successful leaders on their campuses. During the one day workshop, 4th-6th grade students and their advisors learn to create a dynamic student leadership team. This is a great PTA/PTO project to fund for your students!!!

This year we are planning to come to a school district near you! At the present time, we have Lead Like Me trainings available in the following locations for students: Putnam City (Oct. 1), Byng (Oct. 11), Shawnee (Oct. 15), Ponca City (Oct. 25), Bixby (Oct. 30), Norman (Nov. 8), Edmond (Nov. 12) and Woodward (Nov, 15). Lawton and Tahlequah trainings are in the process of being scheduled. For more information and to register go to www. ccosa.org>professional learning>leadership development >Lead Like Me – Student/Advisor Leadership Workshop.

CCOSA Association Updates

Officers President: Josh Pierce President – Elect: Donna Boles Past President: Camille Holt NAESP State Rep./Federal Relations Glen Abshere Zone 8 Director: Kas Nelson

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OASSP/OMLEA Will Parker, OASSP/OMLEA Executive Director

CCOSA Association Updates

What an amazing start to the school year! It’s exciting to welcome back a new year of membership support from your secondary principal association. September 30 - October 3, Dr. Scott Beck, Norman Public Schools, and Will Parker, OASSP/ OMLEA Executive Director, will attend the National Association of Secondary School Principals (NASSP) Awards Ceremony where NASSP honored the State Principals of the Year in Washington, D.C. This year NASSP, NAESP and the American Federation of School Administrators (AFSA) are coming together to recognize and honor the contributions of school leaders in helping students succeed as a part of October Principal Month. They are convening a select number of principals for a joint Hill Day visit on October 17. NASSP invited Stephanie Williams, Longfellow Middle School Principal, Norman, and 2018 OASSP Assistant Principal of the Year to participate in these visits in Washington, D.C. OASSP Executive Committee The following individuals are officers, consultants, award-winners and representatives across the state for the 2019-2020 school year: Officers

• Kimberly Coody, President, Glenpool High School

• Dusty Throckmorton, President-Elect, Guthrie High School

• Chris LeGrande, Past-President/NASSP Coordinator, Guthrie High School Consultants

• Jan Barrick, Business Consultant, Alpha Plus Systems, Inc.

• Stephoni Case, University Consultant, Southern Nazarene University

• William Frick, University Consultant, University of Oklahoma

• Leslie Frazier, OANHS Coordinator, Principal, Coweta Intermediate HS

• Kerry Sitton, Career Technology Consultant, Tulsa Technology Center

• Cindy Koss, OK State Department of Education, Deputy State Supt. of Academic Affairs Award Winners

• Scott Beck, OASSP/NASSP HS POY, Secondary Director Norman Public Schools

• Eliot Smith, OASSP APOY, Assistant Principal, Bartlesville High School

• Kristy VanDorn, OASSP/OMLEA, MS POY, Principal Deer Creek Middle School

• Ron Sunderland, Woodward High School (Region 2)

• Debra Webb, Altus High School (Region 17)

• Stephanie Williams, Longfellow Middle School, Norman (Region 14B) Thank you for your service to your school communities and Oklahoma secondary school leaders!

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OMLEA/OASSP Combined Conference Mark your calendars for February 12-13, 2020, and join Oklahoma middle school and high school educators and school leaders for our 2nd combined Leadership & Learning Conference to be held at the Embassy Suites, Oklahoma City, Downtown Medical Center. These two-days will include breakouts on leadership, instruction and teacher best practices. Keynote speakers will include Dr. Akil Ross, 2018 National Principal of the Year, and Kim Campbell, Middle School Educator and Nuts & Bolts Presenter. Links for Early-Bird Registration and Requests for Presentation coming soon!

OMLEA Executive Committee Members OMLEA is pleased to serve members across the state with officers and representatives from schools across the state of Oklahoma: Officers

• Justin Mann, President, Del Crest Middle School, Principal, Mid-Del School District

• Jonathan Atchley, Irving Middle School, Principal, Norman Public Schools

• Adam McPhail, Past President, Clinton Public Schools, Assistant Superintendent Regional Directors

• Marshall Brence, Pansy Middle School, Poteau

• Kate Creekmore, Bixby 9th Grade Center

• Michelle Grinsteiner, Cheyenne Middle School, Edmond

• Christy McIntyre, Duncan Middle School

• Robb Mills, Waller Middle School, Enid

• Jonathan Nantois, Owasso 7th Grade Center

• John Potter, Pryor Middle School

• Kenny Ward, Yukon Middle School

CCOSA Association Updates

OASSP Regional Representatives

• Steve Anderson, Mannford High School (Region 10)

• Melissa Barlow, Yukon High School (Region 13)

• David Beiler, Jenks High School (Region 5A)

• Marshall Brence, Pansy Kidd Middle School, Poteau (Region 16)

• Laura Bullock, Idabel Middle School (Region 22)

• Vicki Bush, Tahlequah High School (Region 12)

• Kimberly Fleak, Muskogee High School (Region 11)

• Eric Fox, Jenks High School (Region 5A)

• Bo Gamble, Stillwater Middle School (Region 4)

• Michelle Gibson, Vinita High School (Region 6)

• Dalana Hawkins, Ponca City High School (Region 3)

• Michael Higgins, Hammon High School (Region 8)

• Tim Hightower, Duncan High School (Region 18)

• Justin Kana, Healdton High School (Region 19)

• Bobby Kreutz, Grove High School (Region 7)

• Justin MacDonald, North Rock Creek HS, Shawnee (Region 15)

• Connie Miller, Texhoma High School (Region 1)

• Todd Overstreet, Kingfisher High School (Region 9)

• Mickey Replogle, Broken Arrow High School (Region 5B)

• Kevin Robinson, Calera High School (Region 21)

• Tony Rose, Memorial High School, Edmond (Region 14A)

• Ead Simon, Roff High School, (Region 20)

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CCOSA Association Updates CCOSA Association Updates

42

B e t t e r sc h o o l s | fa l l 2 0 1 9

ODSS Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director Register now for the ODSS Best Practices Conference on October 10-11 at Moore Norman Technology Center, South Penn Campus.

Use Project 613 funds for staff registration fees, substitutes, travel and lodging (at state rate for participants traveling more than 60 miles). Jessica Minahan, the conference keynote, is a boardcertified behavior analyst, special educator and author who serves as the director of behavioral services at a group practice in Newton, Massachusetts. Jessica will discuss the role of anxiety in student behavior and how to address anxiety and oppositional behavior in the classroom effectively. Find more information about her at https://jessicaminahan.com/. Register for the Conference at https://bit.ly/2lZAHD3.

For the 2019-20 school year, ODSS welcomes the following leaders to the Executive Committee: Tracy Mootry, Inola – President Melisa Kifer, Stillwater – President-Elect Lynn Schroeder, Sequoyah – Past President Scott McCall, Putnam City – Legislative & Policy Liaison and Metro Leader Amy Beams, Yukon - At Large Leslie Burnett, Pryor – TADSS Leader Sherri Coats, Byng – Southeast Leader Kim Elkington-Baxter, McAlester – At Large Rachelle English, Stilwell – Northeast Rep Kari Ford, Comanche – At Large Teresa Golden, Kingston – Southeast Rep Mindy Hawthorne, Altus - Southwest Rep Kody Strader, Fairview - Northwest Rep Katherine Stufflebeam, Sapulpa – At Large

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Fa ll 2019 | bet ter sch ools

45

Welcome to the OSAG 2019-2020 policy year! We are excited to welcome new Oklahoma school district members to OSAG, bringing total 2019-2020 OSAG membership to 495 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. Two seminars are hosted in the fall, and two in the spring. Watch for notifications soon for seminar schedules.

Online Safety Training Video Program with 600+ 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 2019-2020 OSAG Welcome Packet. If you are in need of district login credentials, please call the OSAG office at 800-699-5905.

On Campus Safety Visitations at your convenience! OSAG contracts with the safety department of CompSource Mutual Insurance Company to provide this service to our membership at NO COST. Please notify our office at 800-699-5905, or email twamsley@okschoolassurancegroup.org to request this service.

Potential for Performance Dividends! Since inception, approximately $13,182,759 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! Membership application packets were mailed to all OSAG districts the first part of July. Email twamsley@okschoolassurancegroup.org for your membership packet!

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 Oklahomapublic schools." We stand by that motto, and will strive to provide the best service to each and every member of our organization.

Oklahoma School Assurance Group www.okschoolassurancegroup.org P.O. Box 18858, OKC, OK 73154 800-699-5905

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

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.

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Save the Date

2020 CCOSA Summer Leadership Conference

June 2-4, 2020 Embassy Suites in Norman, OK

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