A Publication of the Oklahoma State School Boards Association

Volume XIII • No. 3 • Fall 2015

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Volume XIII • No. 3 • Fall 2015

Broken Teacher Pipeline Needs Long-Term Fix .........................3

Presidential Ponderings: Thanks to All School Board Members in Oklahoma .......................................................5

School Board Campaign Finance Laws ........................................6

Transgender Students ......................................................................8

Emergency Mode ...........................................................................10

Board Member Spotlight: Rodney Schilt....................................11

House Bill 2014 Primer: Arming School Staff ...........................13

You're Going to the Office ............................................................14

Survey Shows Growing Impact of Teacher Shortage ................16

It's Policy: Using Automated Phone Services ............................19

OSSBA Honors Outstanding School Board Members, Community Partner ......................................................................20

OSSBA Welcomes Dr. Ann Caine ...............................................25

OSSBA Names Legislators of the Year ........................................27

Delegate Assembly Membership Report ....................................28

Advocacy in Action .......................................................................29

OSSBA Partners .............................................................................32

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2015Officers and BOARD OF DIRECTORS

Region 1 Mike Ray, Guymon Roger Edenborough, Goodwell

Region 2 Terry Graham, Burlington Wesley Crain, Fargo

Region 3 Willa Jo Fowler, Enid Cheryl Lane, Frontier

Region 4 Mike Mullins, Sand Springs Ruth Ann Fate, Tulsa Cheryl Kelly, Broken Arrow

Region 5 Don Tice, Oologah-Talala Rodney Schilt, Adair

Region 6 Dr. Dan Snell, Norman Frances Percival, Millwood Ron Millican, Oklahoma City

Region 7 John D. Tuttle, Kellyville Keith Sandlin, Shawnee

Region 8 Brenda Barney, Wagoner W. Scott Abbott, Fort Gibson

Region 9 Dr. Floyd Simon, Jr., Clinton James Smith, Leedey

Region 10 Beth Schieber, Okarche Jackie McComas, Anadarko

Region 11 Donna Ronio, Lawton Karol Haney, Cache

Region 12 Ed Tillery, Whitebead Joe Don Looney, Pauls Valley

Region 13 Roy Justice, Mannsville Tony Hawkins, Madill

Region 14 Dee Lockhart, Haworth Vacant

Region 15 Glen Cosper, Moore Norman Tech. Center Dustin Tackett, Caddo-Kiowa Tech. Center

Mike Mullins - President Sand Springs

Roger Edenborough - President-Elect Goodwell

Don Tice - First Vice President Oologah-Talala

Roy Justice - Second Vice President Mannsville

Dr. Floyd Simon, Jr. - Immediate Past President, Clinton

John D. Tuttle - NSBA President Kellyville

The Oklahoma State School Boards Association offers services that support, safeguard and

advocate for Boards of Education in order to improve public education.

OKLAHOMA SCHOOL BOARD JOURNAL

Shawn Hime Executive Director and Editor

Christy Watson Director of Communications and Marketing and Editor

Kelly Ross Marketing Coordinator and Design Editor

Official publication of Oklahoma State School Boards Association, Inc.

2801 N. Lincoln Boulevard, Ste. 125 Oklahoma City, Oklahoma 73105

(405) 528-3571 • (888)528-3571 toll-free (405) 528-5695 fax

www.ossba.org ISSN 0748-8092

The Oklahoma State School Boards Association, publisher of The Oklahoma School Board Journal, reserves the right to accept or reject any material, editorial or advertisement submitted to the Journal for publication. Advertisements appearing in the Journal do not necessarily reflect an endorsement by the OSSBA of the advertised materials or services.

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Next legislative session, lawmakers will proclaim a new day for public education with approval of new English and math standards. The goal is to prepare students for a future in which educational quality and economic prosperity are largely inseparable. But there’s one looming question: Who will teach?

For years, Oklahoma’s teacher pipeline has been buckling under the weight of teacher retirements and declining career interest in teaching. The takeaway from the Oklahoma State School Boards Association’s new teacher shortage survey is clear: the pipeline is broken.

For the second consecutive year, school districts reported trying to fill about 1,000 open teaching positions as the school year begins. What’s different this year — and is at least equally troubling — is about 600 teaching jobs have been eliminated since last school year even though enrollment is growing.

To deal with the shortage and increasingly tight budgets, school districts are seeking a record number of emergency teaching certificates. About half of districts said they planned to increase class sizes and about one-third said they would offer fewer courses. The unenviable decisions of state leaders have left school leaders with few options.

Oklahoma needs a long-term funding strategy for public education that meets three key goals:

• Enables a meaningful increase in teacher compensation that’s regionally competitive and empowers schools to hire and keep outstanding teachers.

• Provides resources schools require to meet the needs of today’s students and students of the future.

• Rebuilds the teacher pipeline so it’s filled with capable, passionate educators through the launch of a bold, statewide scholarship or loan forgiveness plan for future educators.

New laws featuring broader authority to offer recruitment and retention bonuses for teachers and making it easier for experienced out-of-state teachers to work in Oklahoma are helpful. But those measures won’t repair the broken pipeline.

Most educators are dreamers. We believe in the potential of every child, no matter if it’s the boy who shows up with a fresh haircut and new Nikes or the girl with tangled hair and battered, hand-me-down sneakers. We believe in the power of education to overcome inequity.

School leaders dream of conversations focused on how to better prepare students for college and changing workforce needs. Instead, they’re losing sleep over piling 40 to 50 kids in an algebra class, putting 26 children in a kindergarten class and hiring teachers who may be passionate about education but are underprepared. Who can dream for the future when reality feels more like a nightmare?

Schools are doing the best they can for students under difficult circumstances. It’s time for state leaders to commit to fixing Oklahoma’s broken teacher pipeline and show Oklahomans nothing is more important than the education of our children. n

Shawn Hime, OSSBA Executive Director

Broken Teacher Pipeline

Oklahoma has weathered tough economic times that forced state leaders to make unenviable decisions about budget priorities. What state leaders must do now is boldly declare nothing is more important than the education of our children. Oklahoma can’t penny-pinch its way to educational excellence, and it’s time to stop trying.

Needs Long-Term Fix

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Presidential Ponderings

Mike Mullins was elected as President of OSSBA at the Delegate Assembly, Aug. 29, 2015. He is a board member from Sand Springs Public Schools and serves as the Region 4 Director for OSSBA.

Mike Mullins, OSSBA President and Sand Springs Board Member

School board members are special people. We are parents serving on parent-teacher committees, little league coaches, Sunday school teachers, volunteers, business leaders, taxi drivers, soccer moms, concession stand workers, but more importantly, locally elected officials responsible for the well being of our state’s most precious resources.

School board members are responsible for the largest amount of state expenditures, even though it is much less than desired and needed to adequately operate our school systems. School board members have tremendous respect and influence in each local community. We represent the complete spectrum of the population throughout the state and members have influence that has remained untapped for too long.

In Oklahoma, we are proud of the letter "O." As school board members, we have an obligation to our kids and our constituents. This obligation is to provide the resources necessary to allow our schools to be the very best they can be to provide a complete educational experience for all children. Regardless of the resources our friends at the state Capitol provide to our districts, we are obligated to educate all of our students.

Because of this obligation, we have

unique opportunities. We have connections with a tremendous resource — our parents, teachers, neighbors, and especially our kids. We need to utilize these resources to help spread the message that educating our kids is a priority. In many instances, this will not be politically popular, but the current road we are traveling is not acceptable. The excuses we continue to hear from our government leaders including reduced state revenue and continued tax incentives are not acceptable.

Some changes are needed in our system to allow us to continue to fulfill our mission of providing quality public education to all students in the state. The opportunity we have is to unite all districts with the involvement of our stakeholders and show our government leaders that we stand as one — one with a common mission of making public education a priority. Saying something to make us go away is not good enough. Teacher shortages are real. Funding

decreases are real. Overtesting is real. Private schools using funds from public education is a real threat. Now is the time to make public education a priority in Oklahoma.

Realizing our obligation to educate all kids in Oklahoma, recognizing the opportunity to influence other elected officials by using the power of our constituents, and by being united and acting as one common voice with a common message will make our message more powerful. All board members throughout the state of Oklahoma need to recognize this obligation, take advantage of the opportunity presented to us, and act as one to make Oklahoma schools the best they can be. The OSSBA stands ready to help and be the resource for all educational information. Use the OSSBA to again make educating Oklahoma kids a priority. n

Thanks to ALLSchool Board Members in Oklahoma

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The December dates for filing for school board seats will soon be upon us. With the passage of the 2015 Technology Center District and Independent School District Campaign Finance and Financial Disclosure Act, there is a new emphasis on campaign finance requirements for school board races, and school board members or potential members who run for office must be aware of them.

Any candidate for election to a school board seat should thoroughly review the 2015 Guide for School Board Candidates that can be found at the Oklahoma Ethics Commission website, www.ok.gov/ethics.

It is critical that candidates for school boards be aware of the legal requirement that any candidate who either spends OR accepts contributions in excess of $1,000 for his or her campaign must file a Statement of Organization for a campaign committee with the school district clerk. This report must be filed within ten (10) days of the expenditure or the acceptance of the funds.

Any candidate who must file a statement of organization for a campaign committee must simultaneously file a financial disclosure form.

Both forms are available on the Oklahoma Ethics Commission website. The forms can be printed, completed and then given to the school district clerk. The forms are not filed with the Oklahoma Ethics Commission.

A campaign committee must have both a chair and a treasurer. The same person may serve as both, and the candidate may serve as either the chair or treasurer, or both. The designation of a deputy treasurer to perform the duties of the treasurer in the treasurer’s absence is optional. The treasurer and deputy treasurer must be Oklahoma residents.

Duties of the treasurerThe treasurer is responsible for keeping the campaign committee’s financial records and accounts, including all contributions accepted, all deposit slips or other evidence of acceptance of contributions, all expenditures made, all receipts, canceled checks or other evidence of payment of expenditures and all other documents necessary for a minimum of four years.

The treasurer also is responsible for timely and accurate filing of all contributions and expenditures reports with the school district clerk. Reporting records must be retained for four years and made available to the Oklahoma Ethics Commission upon request. Additionally, once these records are filed with the school district clerk, they become available for inspection and copying under the Oklahoma Open Records Act.

Once a campaign committee has filed a statement of organization with the school district clerk, the committee must make periodic contributions and expenditures reports until the committee is dissolved and a final contributions and expenditures report is made. Again, all of the required forms can be found on the ethics commission website.

Pre-election reportsIn years when the office sought appears on the ballot at the annual school election, contributions and expenditures reports by campaign committees are made for the last quarter of the preceding year and for fixed periods preceding the annual school election and, if there is one, the runoff election. These are referred to as pre-election reports.

This means, for the Feb. 9, 2016, school primary elections, contribution reports must be filed with the school district clerk between Jan. 1-31, 2016,

School Board Campaign Finance LawsStephanie Mather, OSSBA Director of Legal Information and Staff Attorney

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covering contributions and expenditures for the period beginning Oct. 1, 2015, and ending Dec. 31, 2015. Another report must be filed with the school district clerk no earlier than 14 days nor later than eight days before the Feb. 9, 2016, election, covering contributions and expenditures for the period beginning Dec. 31, 2015, and ending 15 days before the primary election.

If there is a runoff election, another report must be filed with the school district clerk no earlier than 14 days and no later than eight days before the runoff election on April 5, 2016, for the period beginning 15 days before the Feb. 9, 2016, primary election and ending 15 days before the April 5, 2016, general election.

In addition, a campaign committee must file a continuing report of contributions for certain contributions received after the close of the pre-election reporting period until the last two days before the election, either primary or runoff. Contributions that must be reported are those that exceed $1,000 in the aggregate. These reports are due within 24 hours after the contribution is accepted.

Thereafter, the campaign committee must file quarterly reports. The reporting calendar is on the ethics commission website.

Contributions and limitsWhat is a contribution? Financial contributions that exceed $50 from any one contributor, in the aggregate, cannot be given in cash, but must be made by a “written instrument,” i.e. a check or credit card authorization.

Contribution limits are “per person per election,” so the maximum amounts that can be contributed may vary when there is a runoff election. An individual may make a contribution of up to $2,600 to a campaign committee prior

to an annual school election. An individual may contribute an additional $2,600 to a campaign committee prior to a runoff election, but only if there is a runoff election. If an individual has made no prior contributions to a campaign committee, the individual may contribute up to $2,600 after the final election.

The Oklahoma Constitution prohibits acceptance of contributions from corporations or labor unions. All checks must be approved to ensure the check is not written on a corporate account.

The campaign treasurer must deposit these funds in an Oklahoma banking institution, to an account in the name of the campaign committee as filed with the school district clerk.

A candidate may contribute an unlimited amount to his or her campaign committee from his or her personal funds or from joint funds of the candidate and the candidate’s spouse. If the funds are deposited into the campaign committee account prior to being spent, these funds can be shown as a “loan” to the campaign and can be repaid from other funds collected. However, if the funds are not deposited to the campaign committee account prior to being expended by the candidate, the candidate can’t be reimbursed from campaign funds.

Likewise, campaign committees must report “in-kind” contributions. These are contributions of goods or services. For example, if a supporter gives T-posts to the campaign to use in placing signs, the campaign committee must show the fair market value of the T-posts as a contribution. However, the value of volunteer services is not considered a contribution by an individual who volunteers those services, such as going door-to-door, putting up signs, stuffing envelopes, etc.

continued on page 9

School Board Campaign Finance Laws

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Approximately 700,000 people in the United States identify themselves as transgender. “Transgender” is a term for people whose gender identity, expression or behavior is different from those typically associated with their sex at birth. This can lead to significant issues for transgender people as they seek to navigate life subject to “normal” expectations and social mores while still maintaining their gender identity.

Schools are not immune to the issues associated with gender identity as many have transgender students enrolled. A 2011 survey from the National Center for Transgender Equality and the National Gay and Lesbian Task Force found that of 6,500 people who expressed a transgender identity or gender non-conformity, 78 percent of those surveyed reported harassment, 35 percent suffered physical assaults and 12 percent reported suffering sexual violence while in K-12 schools. These experiences led to almost 15 percent of the respondents leaving their K-12 or higher education school.

The federal government and the courts are taking notice and holding schools responsible for equal treatment. In its guidance released on April 29, 2014, Questions and Answers Title IX and Sexual Violence, the U.S. Department of Education’s Office of Civil Rights (OCR) made it explicitly clear that:

“Title IX’s sex discrimination prohibition extends to claims of discrimination based on gender identity or failure to conform to stereotypical notions of masculinity or femininity and OCR accepts such complaints for investigation.”

The OCR stated it will investigate complaints involving discrimination based on gender identity.

Schools are also facing lawsuit threats over the education of transgender students. For example, the Maine Supreme Court recently found a school district liable for violating a student’s civil rights when it refused the student, a transgender woman (i.e., a transgender person

who identifies as a woman), the right to use the girl’s washroom. (Doe v. Regional School Unit 26, 2014 WL 325906, MaiSup. Ct. January 2014). Significantly, the court specifically recognized the student was subject to a “504” plan given her gender dysphoria (i.e., the medically recognized psychological distress associated with having a gender identity different from that typically associated with their gender at birth).

Public school districts will be one of the first institutions that will need to adapt to and address the needs of transgender people. The issues will not only arise from the student body, but employees and parents as well. Thus, school districts may benefit from creating procedures and practices that address transgender or gender non-conforming students and employees, as well as considering the application of relevant district policies (such as sexual anti-discrimination, harassment and bullying). Districts should follow best practices, define key terms, such as gender identity, gender nonconformity and gender stereotypes, and determine potentially applicable state laws. In addition, a district must create procedures that balance the privacy rights of non-transgendered students with the rights of transgendered, with the knowledge that the discomfort of a non-transgendered student is not typically a sufficient basis on which to deny the rights of the transgender student.

As indicated above, schools could face liability on at least two major fronts when addressing the needs of transgender students. First, the OCR stated it will use Title IX to investigate and remedy transgender discrimination in schools. Although Title IX does not specifically prohibit discrimination on the basis of transgender status, the Title IX implementing regulations prohibit a district from discriminating against students on the basis of sex, both in the school and/or during extra-curricular activities. Therefore, schools will need to remain vigilant in administering their extra-curricular activities in such a manner as to not discriminate against transgender students in school sponsored athletics, field trips, and other

continued on page 9

William J. Perry, Counsel, Claims and Corporate ServicesBrokers’ Risk Placement Service, Inc.

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The new rules also make clear that if an individual volunteers the use of a personal telephone, e-mail, social media or similar electronic devices or services for campaign communications, such use is not considered a contribution but is considered as a volunteer service. However, use by a commercial entity of telephone, e-mail, social media or similar devices or services is considered as an in-kind contribution unless the campaign committee pays for the use.

Oklahoma law prohibits the use of school district resources to influence an election. This means school copiers can’t be used to copy campaign material, even if the person furnishes the paper and wants to reimburse the school. School telephones and e-mail also are not to be used in order to support or oppose any candidate.

School employees and board of education members should avoid using school district-issued computers, tablets or phones for campaign purposes. Neither candidates nor their

supporters are allowed to come into the school buildings during the school day or during school activities to campaign. School district employees can’t campaign for or against a candidate during time they are on the clock. Information also can’t be sent home with students supporting or opposing a candidate.

While these campaign contribution and expenditure reporting requirements may seem onerous, the public is entitled to know who is supporting candidates for political office. As the United States Supreme Court noted in the case of Buckley v. Valeo (1976), limitations on donations to candidates are constitutional because of the compelling state interest in preventing corruption or the appearance of corruption.

Any candidate for a school board seat must be thoroughly familiar with these rules. Any questions should be directed to the Oklahoma Ethics Commission, which is available and accessible to all. n

extra-curricular activities. Secondly, as seen in the Maine case discussed above, the Individuals with Disabilities Education Act may be applicable to address the needs of transgender students given the potential for gender dysphoria and other problems that may arise.

School districts need to proactively address these issues before they become a springboard for costly civil rights or other claims. Resources regarding how to address these issues are available at the Department of Education’s OCR website, including consent decrees entered between schools and the OCR’s own guidance on transgender issues. Members of the Oklahoma Schools Risk Management Trust, as a benefit of their membership, are entitled to the School Leader’s Risk Management Association’s District Transgender and Gender Non-conforming Student Self-Audit Checklist and Best Practices and Best Practices and Policies for Serving Transgender and Gender Non-conforming Students – Extracurricular Activities. These guides can further assist your district in creating appropriate transgender practices and procedures or reviewing your district’s current practices. n

School Board Campaign Finance Lawscontinued from page 7

Transgender Studentscontinued from page 8

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The way a business is run changes based upon its current situation. The same goes for a public school. Our public schools seem to be in emergency mode. I’m sure you’ve heard about the current teacher shortage and how it’s worsening rather than improving. Employment practices in schools are changing , which leaves educators and administers left to navigate a new normal.

I spend a large majority of my time handling unemployment claims – the end of most employment relationships. I get into the nitty gritty details of what happened to cause someone to no longer work for the school district. Many veteran teachers and administrators are retiring or seeking another employment field. To compensate for their vacancy, an influx of new teachers are placed on temporary contracts that later expire, leading them straight into unemployment. Temporary contracts are an unemployment downfall, but they are necessary for our schools to “try a teacher out” before they are given tenure.

Recently, an administrator told me his school was looking at a reduction in force. Although these are viewed sometimes as a way to save money, I hear reduction in force, or RIF, and think about how expensive they really are. Unemployment is a costly side effect of a RIF – at potentially $10,600 per claim. Beyond the RIF, another part of his plan was to hire new teachers on a semester-only temporary contract and let them expire in December. This is done to decide more quickly who to keep and who to let go. Again, I’m seeing big dollar signs flying out of the classroom.

Here is a summary of what we have seen at OPSUCA during this teacher shortage:

• A large majority of the temporary teachers file for unemployment.

• Because separation is an expiration of a temporary contract, the Oklahoma Employment Security Commission awards

benefits. This is considered a duration-of-need contract leading to an employer-induced lack of work.

• However, we are seeing the teacher shortage work in the school’s advantage as far as unemployment. In a large majority of claims, another school is snatching the teacher up. This disqualifies the teacher from getting much via unemployment.

• This requires frequent communication between the school district and OPSUCA, but it’s been a valuable cost saver for schools.

This scenario would probably play out differently if the temporary contract expired in December rather than May. Sure, there will be some schools still seeking to fill vacancies even that late in the school year, but many will likely absorb the vacancy by reducing course offerings or combining classes to keep afloat in emergency mode.

Through discussing options, the administrator decided keeping the teacher all year would increase the likelihood another school will hire the teacher, which keeps the teacher in the education field. With many veteran teachers leaving, we can’t very well let new teachers defect.

As you review cost-saving measures to combat emergency mode, consider what other consequences may follow each decision. If you’re uncertain how unemployment might play out with an employment decision, please don’t hesitate to call OPSUCA. n

Jessica Sherrill, Director of OPSUCA and OSSBA Staff Attorney

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Rodney Schilt has served on the Adair Public Schools Board of Education for 14 years. He has represented Region 5 on the OSSBA Board of Directors for 13 years. In 2011, he served as OSSBA President.

What school board/district accomplishment are you most proud of?

Adair High School is one of very few schools recognized as a National Blue Ribbon School. I'm incredibly proud of our students and educators for this achievement.

What teacher in school made the most impact on you and why?

Coach Ken Lawson held me accountable to a set of high standards. We had several discussions about these standards and, trust me, he did impress onto me that proper behavior, respect for others and respect for yourself matters.

What’s one thing people may not know about your school district?

Our Board of Education genuinely cares about our students. The board members at Adair Public Schools, without exception, consider the students’ needs first.

What is the biggest challenge your district faces, and how do you manage that challenge?

I believe our biggest challenge will be replacing Superintendent Tom Linihan. He has been the superintendent at Adair for 18 years and is only the third superintendent since 1969. Adair is a

very stable and dedicated district.

What made you want to pursue being a board member?

I moved around a lot as a child. Seventh grade was the first year I spent in one school. I have seen many different schools — some good and some not-so-good. I want the students in Adair to have the best education the community can provide. The local school is a direct reflection of the people of the district.

How has education in Oklahoma changed since you started as a board member?

In a word: funding. I don’t understand how Oklahomans can’t grasp the fact that a flat budget from our state legislature is a cut. The law requires public schools to give annual step raises, adhere to increasingly obtrusive testing requirements and place qualified teachers into classrooms, not to mention accounting for the cost of educational materials, maintenance and the skyrocketing prices of school buses.

What would you say is the hardest part of being a board member?

Board members truly care about students in their districts so we must educate ourselves in a way that impacts students. This includes many hours of training to make informed, relevant decisions.

What is the best way for board members to remain active in education reform?

Board members should make regular contact with and establish a relationship

with state legislators, but this doesn’t always happen. Those in attendance at functions like Day at the Capitol usually represent districts that are leading the effort in affecting positive change in public education.

Is there anything you specifically want to focus on in the 2015-2016 school year?

I have recently moved into the role of President of the National School Boards Association’s (NSBA) American Indian Alaskan Native Council (AIAN). It’s been a whirlwind move, and I find myself writing reports to the NSBA, in conversations with the White House’s William Mendoza, leading the White House Initiative on American Indian and Alaska Native Education and taking the lead as chair of the AIAN Council.

How do you spend your time when not attending school board meetings and other school-related events?

I own Schilt Management Services, a construction management firm specializing in public school construction. My wife and I also own Schosty Ranch, a commercial cow/calf operation in Strang, Oklahoma. In addition, we own and show paint and buckskin horses. We have won multiple world titles with a buckskin named Hez Pretty Wild.

Do you know a board member who should be featured in Board Member Spotlight? Email Samantha Wilson at samanthaw@ossba.org. n

Board Member Spotlight: Rodney Schilt

Samantha Wilson, OSSBA Communications and Marketing Assistant

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• Immediate answers and legal direction.• Fighting our battles for us, leaving us more time for other

things.• OPSUCA does all the leg work for us and does so in a timely

manner.

• Our district has been well represented by OPSUCA at hearings and with other legal issues.

• Taking the paperwork out of our offices.• Your knowledge of law and the system saved us many hours,

and I know it saved us money.• OPSUCA staff has worked diligently to keep our district

informed regarding our unemployment claims. The assistance we receive from OPSUCA is necessary to the success of keeping our unemployment cost under control.

99%of respondents would

recommend OPSUCA to non-member

districts

We have had great success with OPSUCA!!! Thank you for all your help with Oklahoma Schools.

www.opsuca.org • 405.528.3571

What is the most important way OPSUCA has helped your district?

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On May 12, 2015, House Bill 2014 took effect, authorizing school boards to allow designated school personnel to carry a handgun on school property. The board must have a policy in place to do so, and only those in possession of a valid armed security license or a valid reserve policy officer certification may be designated.

The OSSBA legal staff has prepared the below FAQ to clarify some confusion over the law.

1. Can anyone who has a valid concealed carry permit have a weapon on their person on school property?

No. The newly enacted legislation allows the board of education to approve school personnel to carry handguns if the personnel possesses a valid armed security license or a valid reserve police officer certification. State law does allow an individual who possesses a concealed carry permit to have a weapon in their vehicle that is parked on school property. However, the law does NOT authorize the carrying of a weapon on school premises by anyone with a concealed carry permit.

2. Can patrons volunteer to carry weapons on school premises?

No. There is no legal authority that would authorize this to occur.

3. Pending board approval, can the superintendent authorize employees to carry handguns on school premises?

No. The newly enacted law allows the board of education, through a majority vote of the board, to designate school personnel meeting statutory requirements to carry a handgun on school premises.

4. Are we required by law to have a policy on this subject?

Maybe. The district is required to have a policy if the board wishes to authorize the carrying of a handgun by school personnel. If the board of education does not wish to have a policy on this subject, no employees may carry a handgun on school premises.

The August issue of PSST, our monthly newsletter for districts that subscribe to OSSBA’s policy service, included a sample policy for school boards interested in authorizing designated school personnel to carry a handgun onto school property. Please contact Julie Miller or Arlene Kostura at (405) 528-3571 for more information about subscribing to OSSBA’s policy services. n

Arming School StaffHouse Bill 2014 Primer:

Julie Miller, OSSBA Deputy Executive Director and General Counsel

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Michael Barlow, Barlow Education Management Services

Do you remember when that phrase directed at you by your classroom teacher would bring chills to your spine? Many of us identify at some level with being sent to the office to correct our behavior. When I started teaching in the late 60s, it usually meant three swats from the principal on the student’s bottom, and a call to the parent for assistance with the inappropriate behavior. Now, we’ve learned not to strike kids. So, what do we do?

Educators have a continuous debate regarding the best way to discipline a child. Is it the teacher’s responsibility? Should the administration handle the problem? Are the parents to be involved in the discipline? Is suspension a good strategy?

We really don’t know. There is no silver bullet remedy that is 100 percent effective. Normally, we develop a district plan, followed by a site plan and, ultimately, a classroom plan we use to bring about the necessary corrective behavior.

Our main goal is to have continuous teaching without any interference by a disruptive student. All educators know that it only takes one misbehaving student to keep the other 25 students in the class from learning. The teacher’s goal is to correct the misbehaving student without interrupting the flow of teaching to the rest of the class. This is a skill that is developed over years of teaching and professional development and can be achieved with a high degree of success. Some students’ chronic misbehavior is such that out-of-the-classroom intervention is necessary.

Normally, the next step is being sent to the principal, assistant principal or counselor. The strategies usually employed include a notification to the parent that their assistance is required. However, parents work, often by the hour, and can’t afford to take off work to come to a disciplinary conference. While recognizing the economics of the situation, most educators will agree that ultimately the behavior of the student is the parent’s responsibility.

Meantime, what can the administration do to influence the student’s behavior once the teacher has exhausted his/her strategies? We can always suspend the disruptive student, which will surely remove him/her from the classroom and allow the teacher to instruct the other 25 students without interference. However, research has shown that putting the disruptive student on the streets does not correct any inappropriate behavior, denies the student of an education, and, as is currently being recognized, often creates a “school to prison pipeline.” This is such a serious problem, especially with minority students being disproportionately suspended, that the Oklahoma Advisory Committee to the U.S. Office of Civil Rights (OCR) recently conducted a public hearing on this issue. Educators and community members testified as to their views on suspension and the flow to our prisons by such students, with the goal being to identify possible solutions to this growing problem.

Short of suspension, what can be done at the school level, other than involving the parent? A popular model is to set up an in-house suspension program wherein the student is removed from the classroom and sent to what is effectively a time-out area. With this model, the first goal is achieved. The disruption has been removed from the classroom, allowing the teacher to instruct the other 25 students.

Now, for our other main goal: that of correcting the student’s behavior; because at some point he/she should be returned to a traditional learning

You’re Going To The Office

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situation. Unfortunately, in-house suspension has often become a holding area with a teacher’s assistant as a monitor. Assignments are usually provided, but instruction is rarely available.

A better model for an in-house program would be to have a counselor or a social worker as the facilitator. The first step could then be intervention and counseling as to why the student was acting out and possibly how that relates to his/her home life. A counselor or social worker could guide the student through some strategies to address the root causes of the misbehavior. Then the student can be returned to a learning situation in the original teacher’s class or an alternative environment. Unfortunately in

most cases, these strategies require funds that tight budgets often cannot afford.

Regardless of the policies, it is important to recognize that it takes teamwork to solve the problem, which is not only correcting the misbehaving student, but also allowing the teacher to teach the other 25 students. Teachers, principals, counselors, social workers, and parents cannot do this alone. Of all aspects of education, this endeavor is one that certainly demands a teamwork approach. This is a difficult problem, and a difficult balance must be maintained between the one student who has a right to learn and the other 25 students who likewise have a right to learn. n

You’re Going To The Office

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School districts are actively trying to fill about 1,000 open teaching positions, have eliminated about 600 teaching jobs since last school year despite growing enrollment and are requesting a record number of emergency teaching certificates.

“Saying we don’t have the money for teacher pay raises is no longer an acceptable excuse,” said Shawn Hime, OSSBA’s executive director. “Our state leaders must be bold for our students and our teachers. Every year that we ignore the shortage’s impact on students is an opportunity lost — our students can’t get that year back.

“Schools are doing the best they can under the circumstances, but we have to ask ourselves: Are we really OK with five- and six-year-olds who will go without a teacher trained to develop young readers? Are we really OK with eliminating high-level science classes because we refuse to pay teachers a competitive wage?”

OSSBA conducted the survey during the first two weeks of August. Districts representing about 80 percent of the state’s public school enrollment participated. Among other survey findings:

• About 75% of school leaders say hiring teachers was more difficult this year compared to last year.

• The shortages are widespread, regardless of the district’s size and location and subject area.

• About 60 percent of districts anticipate needing to seek emergency teaching certifications to fill vacancies.

• Almost half of districts expect to increase class sizes.

• About one-third of school leaders said their schools likely will offer fewer courses this school year.

• Special education, elementary, high school science, high school math and middle school math are the most difficult teaching positions to fill.

School leaders are deeply worried that the overall quality of teaching applicants is having a detrimental impact on student achievement.

Many newly hired teachers need extensive support and training, which increases pressure

Survey Shows Growing Impact of Teacher ShortageOklahoma’s teacher shortage has reached an extraordinary level, leaving thousands of students in overcrowded classrooms, without fully qualified teachers and with fewer course options, according to a survey from the Oklahoma State School Boards Association.

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on school leaders who have limited time and resources with which to provide support.

Those findings, combined with the number of emergency teacher certificates, paint a bleak picture. So far this school year, the state has issued 842 emergency certificates — about 330 more than all of last year.

Last year’s shortage spurred two new laws allowing broader use of recruitment and retention bonuses and easing testing requirements for experienced out-of-state teachers. While those laws are helpful in some cases, Hime said they are no substitute for a long-term commitment to better fund public education so schools can recruit and retain outstanding teachers in a competitive marketplace, make sure districts have the resources to offer robust academic programs to meet the needs of all students and shore up the teacher pipeline.

An effort to raise the cap on how much retired teachers can make when returning to the classroom is still making its way through the legislative process. Several school districts said they believe that change would provide immediate, albeit temporary, relief in some cases.

Hime said Oklahoma also needs a long-term funding strategy for public education that::

• Enables a meaningful increase in teacher compensation that’s regionally competitive and empowers schools to hire and keep outstanding teachers.

• Provides resources schools require to meet the needs of today’s students and students of the future.

• Rebuilds the teacher pipeline so it’s filled with capable, passionate educators through the launch of a bold, statewide scholarship or loan forgiveness plan for future educators.

Meantime, school leaders throughout the state say they are making painful decisions.

“The truth is we have been repeatedly pushed into a position where every time we turn around we’re forced to make a decision to either get a warm body or make kids go to larger classes,” said El Reno schools Superintendent Craig McVay. “Neither of those options is what’s best for kids in this state.”

McVay said El Reno got an early start on recruiting. However, the district eliminated several positions it could not fill after last school year, and over the summer, two teachers moved to north Texas for better paying teaching jobs.

Teachers at one El Reno elementary school decided they would increase their class sizes rather than hire someone who had not received the additional training other teachers had received in early literacy and STEM areas. After

continued on page 18

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being unable to hire a life sciences/biology teacher last spring, El Reno is partnering with Redlands Community College to share a science teacher.

Moore Superintendent Robert Romines’ desk has been covered in the paperwork required to apply for emergency teaching certifications. Historically, the district hasn’t struggled to find qualified teachers. But last year, he canceled a college-preparatory physics class because he couldn’t find a teacher. Moore won’t offer that class again this year, but cancellation isn’t an option for required classes like algebra and geometry.

“We won’t have any choice but to pile kids into those classes,” he said. “We will do our best to give them the best learning experience possible, but it’s far from ideal.”

As a superintendent, Romines has significant heartburn at the reality of first-grade classes with up to 28 students or upper elementary classes with 30-plus students. “I have a fifth grader so one of those students will be mine. As a superintendent and a parent, it’s nerve-wracking.”

Hiring large numbers of inexperienced teachers is taxing. Romines hopes to improve the quality of his young teachers with a new grant to develop a robust training and mentoring program aimed at new teachers and struggling teachers with less than five years experience.

Duncan Public Schools Superintendent Melonie Hau is working with the district’s education foundation to craft an incentive plan to attract teachers in STEM areas. She’d also like to grow the district’s world language program to give students an academic advantage, but the teacher shortage has made that goal unrealistic. The district will continue offering a $500 stipend to veteran teachers who serve as mentors.

Duncan eliminated 15 teaching

positions for this school year because of the shortage and budget concerns. Last year, the district couldn’t find a teacher for the family and consumer science classes and is no longer offering the program. The district expects to have at least six teachers with emergency teaching credentials.

Hau worries principals will find it difficult to provide the additional support new classroom teachers need to be successful and that the pressure could push a growing number of administrators out of the profession. The combination, she said, could lead to a negative impact on student achievement.

Despite the challenges, Hau said she and Duncan’s educators are trying to stay upbeat. Like other school leaders, she is grateful for those teachers who are stepping up to fill gaps. The district also recently launched a community-wide strategic planning initiative to help develop a five-year plan for the school district she believes will help build on the district’s strong tradition of academic excellence.

In Claremore, Superintendent Mike McClaren has cut about 30 teaching positions during the last three years even though enrollment has remained mostly stable. Citing both a financial crunch and lack of qualified teachers, he said class sizes are growing, the burden on teachers is rising and more programs are in danger of cuts.

Many of the district’s kindergarten classes have 25 or 26 students, and the district had curtailed the elementary school art program so it could continue to offer vocal music.

McClaren said 75 high school class sections have 29 to 32 students. “If you’re asking an English teacher to grade writing samples and essays, there’s a vast difference between 30 students and 23 students,” he said.

The district is paying a high school

math teacher to forgo a planning period and teach an additional class. McClaren said he even though the teacher in her second year, she’s a talented teacher “who will do a great job.”

Claremore sought and received one emergency teaching certificate last year. This year, the district is seeking at least five emergency certificates.

Last year, Holdenville Public Schools reduced the number of class sections at the elementary and secondary level. This year, Holdenville Superintendent Randy Davenport said the district didn’t restore any positions but is fortunate to have filled its vacancies. Only one person applied for a math opening, and no one applied for an English teaching position, which the district filled after shuffling staff.

The district also is working with Seminole State College to offer classes on its Holdenville campus. For some courses, students receive both high school and college credit.

“This is my 17th year as a superintendent, and it’s a night and day difference in the number of applicants. We used to have 30 to 40 applicants to teach in elementary school even when we didn’t have an opening. Now, we have to go hunt for people.”

While districts are in fierce competition for teachers, Davenport said they are also working together in the best interest of all students by sharing information about potential applicants when possible.

“I’m really afraid that we’re just at the beginning of the teacher shortage crisis, and this will take more than a short-term fix,” Davenport said. “With our operational costs skyrocketing, it’s also a budget issue. We are a long way from this crisis being over.” n

Survey Shows Growing Impact of Teacher Shortagecontinued from page 17

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It’s Policy Julie L. Miller, OSSBA Deputy Executive Director and General Counsel

An alert provided by legal counsel to school districts at the beginning of the school year has generated a great deal of conversation regarding the use of automated calling services. School districts should review current operating procedures to make sure use of an automated calling service follows federal guidelines.

In the 1990s, the rise of “robo calls” led the federal government to seek to protect people from dreaded automated phone calls. The Telephone Consumer Protection Act of 1991 (TCPA) and Federal Communications Commission (FCC) regulate automated phone calls and allow people to opt-out of receiving automated phone recordings.

The TCPA requires all telephone calls using pre-recorded messages to identify who is initiating the call. In addition, a telephone number or address must be included in the event the recipient wishes to reach the initiator of the phone call. School districts should add this information to every automated call

that is made from the school district. The added detail to a message can be as simple as, “This is an automated message from __________ school district. You can reach us at __________. We are calling today to __________.” By including those details in the message, the district is complying with the TCPA identification requirements.

In addition, 47 U.S.C. § 227(b)(1)(B) makes it unlawful “to initiate any telephone call to a residential telephone line using an artificial or prerecorded voice to deliver a message without the prior express consent of the called party.” An exemption does exist within the law that provides that “the Commission may, by rule or order, exempt from the requirements ... calls that are not made for a commercial purpose.” 47 U.S.C. § 227(b) (2) (B). The referenced law specifically prohibits calls to any telephone number assigned to a cellular telephone service. 47 U.S.C. § 227(b) (1) (A).

If your school district is only using

residential phone numbers and the phone calls are not for a commercial purpose, the law does not require written permission. However, since most parents now use cellular telephone service as their primary means of communicating with a school district, the district should obtain parental permission for the school to provide the parent with automated phone messages. If your school district has not already collected permission from parents, you may want to consider the use of the following sample permission form:

Dear Parent:

In order for you to continue to receive automated phone calls from our school district, we need to obtain your written permission to receive these messages. From time to time, the district uses these messages to inform parents of important events or safety issues. Please sign and return the attached permission form to your child’s teacher by __________.

Sincerely,

Superintendent or Building Principal

As the parent/guardian for __________, a student in the __________ grade. I hereby give my written permission to receive automated phone calls from the school district. The telephone number which may be called is __________.

Dated this __________ day of __________, 2015.

________________________________________

Parent/Legal Guardian

Using Automated Phone Services

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Six school board members and an Oklahoma City church were recently honored for their outstanding contributions to public education at the state’s largest gathering of school board members and administrators.

The Oklahoma State School Boards Association annually names five members to its All-State School Board, selects one board member for its Distinguished Service Award and honors one nominee with its Barbara Lynch Community Partner Award. One of the All-State School Board Members also is selected for the Buddy Spencer Leadership Award, honoring a board member who has shown particular leadership at the local and/or state level.

School board members and superintendents throughout the state

make nominations and a committee from the OSSBA’s board of directors selects the winners. The honorees were presented with their awards at the annual Oklahoma State School Boards Association/Cooperative Council for Oklahoma School Administration conference at the Cox Convention Center in Oklahoma City.

“OSSBA is honored to recognize these school board members, whose dedicated service to the children in their communities will have a lasting impact,” said Shawn Hime, OSSBA’s executive director. “We’re also thrilled to recognize the efforts of Emmaus Baptist Church for its incredible support of Moore Public Schools the last few years.”

This year’s winners are:

All-State School Board:

Dustin Tackett, Caddo-Kiowa Technology Center (Buddy Spencer Leadership Award)

Janice Modisette, Choctaw-Nicoma Park Public Schools

April Stobbe, Shawnee Public SchoolsDon Tice, Oologah-Talala Public

SchoolsJamie Underwood, Edmond Public

Schools

Distinguished Service Award:

Ed Tillery, Whitebead Public Schools

Barbara Lynch Community Partner Award:

Emmaus Baptist Church, Oklahoma City

OSSBA Honors Outstanding School Board Members, Community Partner

L-R: OSSBA Executive Director Shawn Hime, Ed Tillery, April Stobbe, Don Tice, Bret Towne (on behalf of Jamie Underwood), Janice Modisette, Dustin Tackett, and OSSBA President Dr. Floyd Simon, Jr.

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All-State School BoardDustin Tackett, Caddo-Kiowa

Technology Center

In nine years on the Caddo Kiowa Technology Center Board of Education, Tackett’s leadership and service have helped the technology center meet the changing needs of the community and the students it serves.

During Tackett’s board service, CKTC began offering more college credit hours; improved facilities; increased high-tech, high-wage courses; opened a community-wide storm shelter; and increased partnerships with area colleges, universities and school districts. Superintendent Dennis Ruttman describes Tackett as focusing equally on “visionary policy change and remaining grounded in traditional, consistent beliefs.”

Ruttman said Tackett’s leadership was instrumental in the formation of the Washita Valley Regional Economic Development group, which led to the Caddo Kiowa Business Development Center and Business Incubator.

“He is an advocate for school improvement and has led the board for several years and given CKTC the support to be the very best it can be,” Ruttman said. “He constantly encourages the district to find ways to offer more and to serve more of the district’s population.”

Tackett has also been a statewide leader for education through his involvement as a director for the Oklahoma State School Boards Association. Tackett served as the association’s president in 2013 and leads the association government relations committee.

Janice Modisette, Choctaw-Nicoma Park Public Schools

Modisette is a 20-year member of the Choctaw-Nicoma Park school board, but that hardly describes the depth

of her commitment to the school district and its students. Modisette, a Choctaw High School graduate and the mother of four graduates, has served as a homeroom mother, field trip chaperone, PTO officer, in the gifted and talented program and with the booster clubs for band, soccer and JROTC. She also volunteers as a Shriners International clown.

“She is the rock of our school board and has consistently demonstrated her leadership skills by providing a vision, wise counsel and well thought out ideas that always put our students first,” said Superintendent Jim McCharen.

April Stobbe, Shawnee Public Schools

A Shawnee High School alumnus, Stobbe has served on the Shawnee school board since 2002. In that time, Stobbe has served on a number of board committees for personnel, curriculum and facilities. She also serves as a parent volunteer and with a number of community and philanthropic organizations in support of schools. A former teacher, Stobbe has undergraduate and graduate degrees in early childhood education.

“I have never been around an individual — either on a school board or not — who possesses such an acute awareness and understanding of the dynamics on how a school district functions within a larger community,” said Superintendent Marc Moore. “She uses this attribute to better the school district by forming relationships with key individuals and groups evaluating how the board's decisions might positively or negatively impact the community, and by heading off current and future problems.”

Don Tice, Oologah-Talala Public Schools

In 19 years of service on the Oologah-Talala school board, Tice has rarely missed a school event. From sporting

events to fine arts performances to school board meetings, Tice is a tireless, consistent advocate and supporter students. He has served six years as board president and is second vice president of the OSSBA Board of Directors. Tice also is assistant state director of the United States Specialty Sports Association Fastpitch of Oklahoma.

“Don is a leader with our board,” said Superintendent Max Tanner. “He listens to others and hears their opinions. He brings a common sense approach to the table and injects his opinion and knowledge of our school district history when needed and gets the other board members to think about how certain decisions can affect the school and district.”

Jamie Underwood, Edmond Public Schools

At Edmond school board meetings, Underwood brings knowledge, passion and an unwavering commitment to the best interest of children. Underwood has served on the Edmond board for 14 years, during which she has served as an at-large member, vice president and president. She has acted as a mentor to other board members and also volunteers with the Edmond Fine Arts Institute, Edmond Youth Chorus and First Baptist Church.

“Sound, well-researched decisions have been a hallmark of Jamie's tenure, whether that meant donning a hard hat for a dusty trip through a construction site or plowing through 300-plus pages of contracts, budget reports, and personnel changes in the monthly board packets,” said former Superintendent David Goin. “She was also a champion of affirmation, insisting that a time for recognition of community partnerships and outstanding student and staff performance be a part of every board meeting.”

continued on page 22

OSSBA Honors Outstanding School Board Members, Community Partner

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Distinguished Service AwardEd Tillery, Whitebead Public Schools

Creative and an out-of-the box professional is how Whitebead Public Schools Superintendent Mary Smith describes Tillery. An 18-year veteran of the Whitebead school board and a practicing attorney, Tillery is active throughout the Pauls Valley community. He has coached youth soccer, organized and financed the local soccer league, hosted international students, served on the rural water board and served on the hospital board.

Tillery is “legendary in our community for his honesty, industry, competence and civic spirit,” Associate District Judge Steven C. Kendall said. “I am particularly impressed by how he balances his successful career with an impeccable personal life of public service. Ed is one of the busiest lawyers in town, yet he gives away immeasurable amounts of his time and skill as a labor of love.”

Tillery is a longtime member of OSSBA’s Board of Directors and is the only director of a K-8 school.

Barbara Lynch Community Partner AwardEmmaus Baptist Church

Two times in as many years, Emmaus Baptist Church became shelter in the aftermath of storms for students in Moore Public Schools.

In fall 2013, the 600 students at Moore’s Briarwood Elementary’s found sanctuary in Emmaus. A tornado destroyed their school the previous spring, and they would spend the entire school year at the church while their school was rebuilt. It was a therapeutic home away from home, and the church helped receive donations that helped meet the needs of many Briarwood children and their families. Church members provided meals, school supplies, backpacks and filled other needs.

Just a few months after Briarwood’s students returned to a new school, Emmaus was getting some much-needed TLC. The smell of new paint and carpet still hung in the air. Associate Pastor Jim Lehew, whose children attend Moore Public Schools, spent the morning of March 25, 2014, putting together a new bookcase for his office. That night, a tornado ripped

through Moore again and Lehew, who didn’t yet know another school had been hit, sent a text message to a district administrator: Emmaus is always available.

By 8 a.m. the next day, volunteers moved contents salvaged from of a 100,000-square-foot school building into Emmaus, and Southgate Elementary had a new temporary home.

“It’s amazing what communities can get done during difficult times,” Lehew said. “I firmly believe churches can play a big part in that.”

The church has continued to support Moore’s schools in other ways, including providing counselors, test monitors, volunteering during Super Kids day and assisting with teacher appreciation activities.

“Moore Public Schools is so grateful to Emmaus Baptist Church, and we feel that they embody the spirit of the Barbara Lynch award as they bring their community together with our schools to help our students succeed academically, physically and spiritually,” Moore Superintendent Robert Romines said. n

Leaders and members of Emmaus Baptist Church with Moore Superintendent Robert Romines (third from left), OSSBA Executive Director Shawn Hime (left), and OSSBA President Dr. Floyd Simon, Jr. (right)

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Is your school Koala-fied?

What is ALGEE?Hi, I’m ALGEE. Yes, that’s me, the stuffed koala at the bottom of page. My name also spells out a 5-step action plan that schools can use when a someone is having a mental health crisis. Just like anyone can do CPR in a medical emergency, anyone can use ALGEE in a mental health emergency.

Why does my school need ALGEE?Did you know 1 in 5 youth are impacted by a severe mental health disorder? When that many students need help it has a huge impact on the learning environment. By training schools to use ALGEE, we can find problems earlier and become better at getting students the help they need.

Will ALGEE improve test scores?Early intervention has demonstrated savings in expenditures for special education, welfare assistance, and the criminal justice system. Early intervention also leads to better social, emotional and decision-making skills, and yes, higher standardized test scores

How effective is ALGEE?Listen, I’m not just cute, I’m also evidence-based. I’m listed in Nation Registry of Evidence-Based Programs and Practices. By the age of 14 I became an international celebrity, training people in over 20 countries. I know school staff is overwhelmed, but when you come to my training I will give you practical tools with lots of specific examples, and even a chance to practice with role-playing. 440,000 people have already become certified Mental Health First Aiders in the United States, I want your school to be next!

How much does it cost?ALGEE is free! Yes, free, to every K-12 school in Oklahoma.

How do I sign up? Have my people talk to your people: 1-844-45ALGEE WhereisALGEE.comALGEE@whereisalgee.com See you in class!

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Longtime educator Ann Caine joined the Oklahoma State School Boards Association in August as the organization seeks to offer more robust training and services to the state’s 2,700 school board members.

Caine, OSSBA’s director of education leadership, is acting as the association’s teaching and learning expert as it works with school board members, school district leaders and policymakers to improve public education. Caine also will assist school boards with strategic planning focused on improving student achievement, strengthening board/superintendent relationships and with superintendent searches.

“School board members are focused on making sure students receive an education that prepares them to achieve their dreams,” said Shawn Hime, OSSBA executive director. “Ann’s extensive knowledge and experience will help school board members make sure their local schools are meeting the needs of every child.”

For the last two years, Caine helped lead development of For the People: A Vision for Oklahoma Public Education. The joint initiative between OSSBA and the Cooperative Council for Oklahoma School Administration is a grassroots effort to engage policymakers, business leaders and local communities in a collaborative effort to improve public education.

“Children come into our public schools every day to receive education, hope and love,” Caine said. “It is our job as adults to make sure we deliver on all three, and that commitment takes the kind of focused, cooperative effort outlined in For the People.”

Caine recently retired after seven years as superintendent of Stillwater Public Schools. She previously served as an administrator and classroom teacher in Moore, Putnam City and Junction City, Kan. She also worked as an adjunct professor at the University of Phoenix, University of Central Oklahoma and Southern Nazarene University.

She has a bachelor’s degree in elementary education and a master’s degree in special education from Kansas State University, principal’s certification from UCO and a doctorate in educational administration from Oklahoma State University.

Among many awards and honors, Caine served on Gov. Mary Fallin’s Education Advisory Board, was Oklahoma’s 2014 Superintendent of the Year and is a graduate of Leadership Oklahoma. n

OSSBA Welcomes Dr. Ann Caine

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OSSBA Names Legislators of the YearThe Oklahoma State School Boards Association recently honored three lawmakers for their support of public education with its Legislator of the Year Award. The 2015 honorees, who were recognized Saturday at the association’s annual conference, were: Senator John Ford, Rep. Scott Inman and Rep. Katie Henke.

Ford, R-Bartlesville, has been a tireless advocate for public education. This year, he pursued bills to improve teacher recruitment and retention and to replace the high school end-of-instruction tests with ACT. He also authored a bill to continue parent involvement in decisions over whether a student promotes to fourth grade.

Inman, D-Del City, has been a vocal champion for public education as minority leader in the House of Representatives. Inman consistently and frequently opposes bills that would be detrimental to public education.

Henke, R-Tulsa, is a repeat winner. She authored and co-authored teacher retention and recruitment legislation. She’s also been a prominent advocate for including parents in decisions about grade promotion for the past two years.

OSSBA’s government relations committee selected this year’s winners.

“OSSBA is proud to honor these outstanding legislators for their commitment to supporting and improving public education,” said OSSBA Executive Director Shawn Hime. “As elected leaders themselves, school board members understand that collaboration is necessary in the legislative process, and they are grateful for lawmakers Sen. Ford and Reps. Inman and Henke who take time to hear their concerns and work toward solutions.” n

The Conference 2015 Rooney Virgin, OSSBA Director of Legislative Services and Staff Attorney

L-R: OSSBA Executive Director Shawn Hime, Rep. Scott Inman, and OSSBA President Dr. Floyd Simon, Jr.

L-R: OSSBA Executive Director Shawn Hime, Sen. John Ford, and OSSBA President Dr. Floyd Simon, Jr.

L-R: OSSBA Executive Director Shawn Hime, Rep. Katie Henke, and OSSBA President Dr. Floyd Simon, Jr.

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OSSBA delegates elected new officers and approved legislative goals during the annual Delegate Assembly at the OSSBA/CCOSA conference in August. Delegates representing 108 boards of education attended the meeting. Each member school is permitted one voting delegate, and those schools with a member on the OSSBA Board of Directors are permitted an additional delegate.

The officers elected were as follows:

President: Mike Mullins, Sand Springs Public School District and Region 4 Director, automatically ascended to the position of President.

President-Elect: Roger Edenborough, Goodwell Public School District and Region 1 Director, automatically ascended to the position of President-Elect.

First Vice President: Don Tice, Oologah-Talala Public School District and Region 5 Director, was elected to the position of First Vice President.

Second Vice President: Roy Justice, Mannsville Public School District and Region

13 Director, was elected to the position of Second Vice President.

Past President: Dr. Floyd Simon Jr., Clinton Public School District and Region 9 Director, automatically became Past President.

The 2016 Target Legislative Goals were adopted at the Delegate Assembly. Most of the goals were carried over from the 2015 legislative session as they are long-term goals to improve education in Oklahoma.

The goals are:

• Develop and implement a long-term funding plan to equip schools with the tools and resources to improve student achievement and produce college-ready and career-ready students.

• Adopt a teacher compensation plan that allows Oklahoma schools to recruit and retain high quality teachers for every classroom.

• Adopt the ACT as a statewide assessment system that measures individual student growth and provides real-time data that is readily available.

• Adopt and implement a statewide accountability system to replace the current A-F grading system for all public schools that includes valid, research-based indicators of student growth.

• Reauthorize the Elementary and Secondary Education Act (ESEA) and replace the flawed accountability system with one that appropriately utilizes a student growth model and allows for local flexibility in determining the best use of federal funds.

• Increase technology funding through E-Rate and modernize the program to reflect today’s technological realities. n

The Conference 2015 Rooney Virgin, OSSBA Director of Legislative Services and Staff Attorney

Delegate Assembly Membership Report

L-R: Immediate Past President Dr. Floyd Simon, Jr., President Mike Mullins, President-Elect Roger Edenborough, First Vice President Don Tice, and Second Vice President Roy Justice

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School board members should establish a personal relationship with their lawmakers and make sure all communication with their representatives is personalized, members of an advocacy panel told board members at the annual OSSBA/CCOSA conference.

The panel was OSSBA’s new approach to educating members on the importance of grassroots advocacy. A panel of three legislators and two school board members answered questions for an hour immediately following the new laws presentation. Dustin Tackett, Caddo-Kiowa Technology Center board president and OSSBA Region 15 Director and past OSSBA President, moderated the panel. Panelists were

Jimmie Nolen, school board member from Midwest City-Del City Public Schools; Glen Cosper, board member and OSSBA Region 15 Director from Moore-Norman Technology Center; Senator John Ford; House Minority Leader Scott Inman; and Representative Katie Henke. The panel answered questions about building effective relationships with lawmakers and about how to prepare for a visit with a lawmaker.

The panel was informative and well received by the audience. Lawmakers advised board members to get to know the lawmaker outside of session — in person in their home district so there is a relationship and familiarity established once the legislative session

begins. The lawmaker will remember having spoken with board members before and will pay closer attention to what they say. Mass “copy and paste” e-mails were discouraged. Legislators said they would rather read a personalized e-mail and find that to be far more persuasive than 100 identical e-mails.

Nolen and Cosper said they have developed relationships with their lawmakers and keep up with them regularly through text and e-mail, as well as visit the Capitol in their spare time during the legislative session. They both proactively reach out and offer assistance to their legislators on education-related bills. n

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Rooney Virgin, OSSBA Director of Legislative Services and Staff Attorney

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More than 2,100 Oklahoma school board members and administrators attended the annual OSSBA/CCOSA conference Aug. 28-30 at the Cox Convention Center in Oklahoma City to learn about improving school governance and to talk about the future of public education.

The conference focused on “For the People: A Vision for Oklahoma Public Education,” the culmination of a two-year effort by public school officials to develop recommendations for policymakers and local school districts focused on improving student achievement. State schools Superintendent Joy Hofmeister and Dr. John Draper Jr. served as keynote speakers for the three-day event.

Board members and administrators chose from dozens of sessions focused on seven areas outlined in For the People. The conference featured more than 70 speakers and 150 vendors in the exhibit hall. OSSBA also honored several award winners, and delegates elected the 2015-2016 OSSBA officers. n

The Conference 2015 Rooney Virgin, OSSBA Director of Legislative Services and Staff Attorney

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Rooney Virgin, OSSBA Director of Legislative Services and Staff Attorney

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U.S. POSTAGE PAIDOKLA. CITY, OK

PERMIT NO. 1049

Oklahoma State School Boards Association2801 North Lincoln Blvd., Ste. 125Oklahoma City, OK 73105405.528.3571 • 888.528.3571405.528.5695 fax • www.ossba.org

As a school board member, you’ll do nothing more important than selecting a superintendent to lead your district, be an ambassador for public education in your community and ensure your local children receive a top-notch education.

Districts that choose OSSBA’s executive search services are backed by an entire team of dedicated professionals. Our team includes former superintendents who understand what to look for in recruiting applicants. OSSBA’s experts in school and employment law offer valuable guidance for boards throughout the entire search process. A talented team of marketing professionals will help highlight why your district is an amazing place to work and draw applicants who are a good fit for your district.

we're ready to put our talent to work for you.Contact Us: 405.528.3571 • shawnh@ossba.org • stephanieh@ossba.org

IS YOUR DISTRICT LOOKING FOR A NEW SUPERINTENDENT? LET OSSBA HELP!