Fall 2013

NCSA TODAY A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

Tax Modernization Committee Studies Tax Reform in Nebraska

Nebraska Council of School Administrators

Fall 2013

www.NCSA.org

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CONTENTS

2 Tax Modernization Committee

BY ELISABETH REINKORDT

3 Enjoy a Bountiful Harvest

BY DR. MIKE TEAHON

18 NCSA Administrators’ Days 2013 3

Educare of Lincoln

NCSA EXECUTIVE BOARD 2013-2014 Chair ............................Chris Stogdill Vice Chair.......................Tim DeWaard Past Chair....................... Dave Kaslon NASA Representatives President ........................Mike Teahon President-elect ..................Mike Apple Past President .................Tim DeWaard

BY JULIA DADDS

4

Promoting Student Health,Together: The Nebraska Whole Child Project

BY DR. JOHN SKRETTA

6

Superintendent Turnover Declines for Fall 2013

BY DR. JAMES E. OSSIAN

7

NCSA Honors Distinguished Service and Friend of Education Award Winners

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Elkhorn Superintendent Steve Baker Named Nebraska Superintendent of the Year

11

Elkhorn Administrator Lee Frye Named Distinguished Special Education Administrator of the Year

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EHA Dependent Verification Strenghthens Plan, Saves Money

BY GREG LONG

15

Why the Counseling Office Needs Your Focus Transforming Data into Wisdom

BY DR. MATT BLOMSTEDT

17 20

NAESP Representatives President .......................Mike Janssen President-elect....................Rod Engel Past President ...............Ann Jablonski NASES Representatives President........................Brenda Tracy President-elect.............Sally Giittinger Past President ..................Jane Moody NSASSP Representatives President .....................Brian Tonniges President-elect............ Ryan Ricenbaw Past President ................Chris Stogdill NARSA Representative President ........................Larry Sweley NCSA STAFF

BY JOHN BAYLOR

16

NASBO Representatives President .....................Kelli Ackerman President-elect ..................Rick Haney Past President ................... Jill Pauley

Issues for the 2014 Legislative Session

Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Kelly Coash-Johnson Assistant Executive Director

BY DR. MIKE DULANEY and DR. DAN ERNST

Amy Poggenklass Finance and Membership Director

Calendar of Events / Upcoming Events

Carol Young Executive Administrative Assistant

Cover photograph ©2013 Norfolk Daily News, Norfolk, Nebraska

NCSA Mission The mission of the Nebraska Council of School Administrators (NCSA) is to be an effective leader for quality education and to enhance the professionalism of its members.

NCSA Today is a benefit of membership in the Nebraska Council of School Administrators, 455 South 11th Street, Suite A, Lincoln, NE 68508. Telephone 402.476.8055 or 800.793.6272. Fax 402.476.7740. Annual membership dues are $335 (active members), $100 (associate members), or $40 (student members).

NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ©2013 by NCSA. All rights reserved.

Michelle Smith Administrative Assistant Elisabeth Reinkordt Communication Specialist The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators.

FALL 2013

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TAX REF ORM

Tax Modernization Committee Studies Tax Reform in Nebraska

BY ELISABETH REINKORDT, NCSA Staff Correspondent

O

ne of the highest profile projects of the Legislature’s interim period this year has been the Tax Modernization Committee study, a 14-member panel formed in response to the Legislature’s consideration of tax reform proposals in the last session. The 2013 session’s proposals, which primarily targeted state income taxes, failed to garner Unicameral support. Senator Galen Hadley of Kearney, who is the chair of the Legislature’s Revenue Committee, was named chair of the Tax Modernization Committee.

This fall, the Committee has taken the show on the road, with a series of public hearings from border to border. NCSA Today spoke with Senator Hadley in the midst of his cross-state tour.

As the process began, Hadley stated that the Committee would be looking at a variety of ideas for addressing calls for reform of Nebraska’s tax system. At the time of this interview, Hadley said that the overarching tone so far has been a concern about property taxes. “We had folks in Scottsbluff, North Platte, and Norfolk testifying about their concerns related to higher property taxes,” he said, “and in particular on property taxes on increasing agricultural land valuations.” In some cases, he explained, testifiers were commenting that up to seventy percent of their property taxes were going to schools. It is not that people don’t want to pay for quality schools, he added, but simply that in some cases, the funding structure is out of balance in its reliance on property taxes to fund them.

As the Committee looks at options and gathers public input, Hadley noted the benefits of having Senator Kate Sullivan, who is also the chair of the Education Committee, serving on this committee as well. “We are

“We have to make sure whatever proposals we look at address the needs of school funding, too.”

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working hand-in-glove in developing plans,” Hadley said.

“We have to make sure whatever proposals we look at address the needs of school funding, too.”

The Committee’s hearings in Omaha and Lincoln, set to happen in mid-October, may take on a different tenor in terms of public testimony. Naturally, Hadley expects, they will have less to do with agricultural land values. “I anticipate we’ll be hearing more about sales and income taxes at those hearings,” he said.

Hadley praised the work of school administrators who have attended the public hearings so far. “We had the superintendent from Chadron drive down to our meeting in Scottsbluff,” he said, “and we appreciate hearing from school administrators.” He added that there were also several other school administrators present in North Platte and Norfolk. “Most administrators have raised concerns about school funding generally,” he noted, “and it is important that we hear that.”

As the process continues, Hadley asked for administrators to testify or submit written comments about their thoughts on the issue. “If you have any suggestions on property taxes, state aid to schools, or anything else, please let us know,” he urged. The Committee’s final report and findings are due December 15th. n

AF F IL IATE LEADERS HIP

Enjoy a Bountiful Harvest

BY DR. MIKE TEAHON, Superintendent, Gothenburg Public Schools; President, Nebraska Association of School Administrators

T

Teahon

he fall has always been my favorite season of the year with warm days, cool nights, football, and the corn harvest. As a young boy growing up on a farm in central Nebraska, the fall always represented an opportunity to see the benefit of months of hard work. It was the best time of the year. The school day seemed to drag but anticipation continued to build as the day moved on. The final bell would ring and we would run to the bus, thinking in some way that we would head home earlier. Everyone had an extra bounce in his or her step. It was a good time, a time of many blessings.

The work during the harvest wasn’t any easier than any other time of the year. In many cases, it was often more difficult and involved more pressure with equipment breakdowns, long lines at the elevator, the potential of weather delays, and low corn prices. However, it was still all good; it was the harvest. The stress of the work was often inconsequential due to the fellowship between neighbors as we worked together to bring in the corn, discuss the Huskers, and jaw back and forth about the upcoming high school football game. I remember the coolness of the breeze, the sounds of the locusts, the color of the sunflowers, the prick of the stickers, the smell of silage, and the taste of the ham and cheese sandwiches like it was only yesterday.

While the harvest included time of fellowship, its pace also provided a unique opportunity for quiet, individual reflection. We had time to think about our work, our day, and life in general as we waited in the truck, unloaded the corn, or leveled a grain bin. We took time to reflect.

We took time to think.

This time of year, I often catch myself thinking back to those times with fond memories and a touch of sadness. It was a time that has substantially impacted my life and my career as a school administrator, and it is a time that has passed. I often wonder if we take similar time for reflection in our lives as school administrators.

Do we have these thoughts about “times” within our career, or does it all become a blur?

The pace and stress inherent in school leadership often leaves little time for reflection. The lives of school

administrators are dedicated to reports, meetings, events, calls, and emails. The structure of the day is frequently determined by the needs of others. However, it is important that we function in our professional lives in ways that can be remembered throughout our years in feelings, sounds, smells and colors, just like the harvest days of our youth.

How can this be accomplished? While this must be determined on an individual basis, I see the following from my perspective. It is critical that leaders designate a specific time for themselves each and every day with no exceptions. While we take the responsibility of our work, our schools and our careers very seriously, we must equally take care of ourselves. Consciously seek out the fun parts of our positions like sitting on the floor reading to kindergartners, watching an anatomy lab, or joining in the Homecoming skit. Dedicate specific time to spend with your family and do not take that time for granted. Take time to reflect upon your accomplishments and the differences you have made in the lives of kids.

Take care of you.

It is also critical that leaders take time for others. It is important to thank those who have influenced your career and your life by sending handwritten notes. We have become who we are because someone believed in us and encouraged us. We must also take time for those who will follow us as school leaders. Identify that person who can make a difference and who has the potential to lead others.

Finally, step back, take a breath, and enjoy the ride.

Educators are truly blessed with the opportunity to change the world. We get to take each child from where they are and improve their circumstance. We get to guide and direct entire communities in the development of a future. We get to make a difference. The harvest of the career of a school leader is seen through our kids. Enjoy a bountiful harvest. n

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P ROG RAM SPOTLIGHT

Educare of Lincoln

BY JULIA DADDS, Executive Director

Two preschool children at Educare build homemade bird feeders during a collaborative Parent-Child educational event provided by UNL Ruth Staples Child Development Center educators.

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sition and other foundational skills, contributing to an achievement gap that will only continue to widen as they move through the K-12 system.

Educare of Lincoln, located adjacent to Belmont School in north Lincoln, is a significant part of our state’s answer to that challenge. Serving 48 infants and toddlers and 102 preschoolers aged three to five, it is one of the latest additions to a nationwide network of comprehensive, state-of-the-art early childhood programs aimed at narrowing the achievement gap before children enter Kindergarten. When Educare of Lincoln opened in the Spring of 2013, it joined two existing Educare locations at Kellom and Indian Hill Elementary Schools in Omaha. In so doing, it further advanced Nebraska as a leader in the growing national movement in support of high quality early education. When Nebraska’s fourth Educare, located in Winnebago, opens later this year, the network will serve an estimated total of 523 children statewide.

The Educare model draws from a wide range of research-based practices known to promote cognitive, social and emotional growth in children. In addition to providing a highly stimulating, safe learning environment, Educare Schools actively involve families as part of their core mission. Full-time social workers and other specialists support families and help parents develop the skills and confidence needed to champion their child’s

ebraska faces a serious challenge in preparing its youngest generation of children to thrive. Of the approximately 152,000 children aged birth through five in Nebraska, nearly forty percent (40%) come from low-income families that struggle to provide the kinds of early experiences and environments that form a basis for lifelong success.

Changing life outcomes for children in poverty requires intensive interventions beginning a child’s earliest months and years. During this critical developmental stage, children are most vulnerable at the same time that the brain is experiencing its most significant period of growth.

Stimulating environments and experiences and nurturing relationships in the earliest years are crucial to developing the cognitive, social and emotional skills that can dramatically change the life trajectories of children at risk.

Without these assets, children are more likely to lag behind their Mother and children learn about worms along with their Family Engagement Specialist. peers in terms of language acqui-

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P ROG RAM SPOTLIGHT

learning. Educare also works to strengthen the early education field by setting high standards for its staff, creating opportunities for professional development, and providing a training ground for the wider community of early learning professionals in innovative and research-based methods. In this way, every Educare center not only serves the children in the immediate community, but also functions as a hub for expanding the knowledge base and competency of educators on a regional or even statewide basis.

Each center represents a crucial partnership with Nebraska’s public schools by better preparing children to transition naturally and successfully into the K-12 system. At Educare of Lincoln, this close relationship is physically expressed in the architectural link that joins Educare classrooms to Belmont Elementary, where the school’s Kindergarten classrooms are housed. Part of the partnership with Lincoln public school system has included collaborating on a Sixpence grant to serve children aged birth to three. As well, the school district provides support for providing early intervention and special education services through the coaching model at Educare of Lincoln where about 20% of the children are identified as in need of services.

Lincoln is a rapidly growing school district (estimated to be app. 38,000 in 2013-14) that continues to change demographically. With more than 45% of students eligible for free and/or reduced lunch, the district currently has an 84.4% on-time graduation rate. The district’s ability to continue to move the needle academically for students that come to school with academic and social deficiencies will, hopefully, be supported by an early start in a research-based all day, all year early childhood program.

Mother and son explore together during a nature exploration activity.

The partnership between Educare of Lincoln and Lincoln Public Schools is a critical aspect of a wider collaboration involving the Community Action Partnership of Lancaster and Saunders Counties, the University of Nebraska, and the Buffett Early Childhood Fund. Its location in the capitol city makes it an ideal showcase for demonstrating Nebraska’s public-private commitment to its young children for our state’s leading policy makers. n

The Educare icon invites families and community to the new facility in Lincoln’s near Northwest side Belmont neighborhood.

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P ROG RAM SPOTLIGHT

Promoting Student Health,Together: The Nebraska Whole Child Project

BY DR. JOHN SKRETTA, Superintendent, Norris Public Schools

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Skretta

6

But there is much work to be done, and there are ecent years have seen increased public awareareas that impact all of our districts where we have a ness of the connection between health and need to strategize together in the name of helping kids. academic achievement. What was generally reInitiatives like anti-bullying efforts and mental health garded as a truism now has the weight of empirical eviservices to students are just a few other key realms where dence behind it. Schools across the nation have been school districts have labored long and hard in isolation seeing improved academic outcomes where coordinated and could benefit from more collaboration. school health models are instituted that provide opporUnder the leadership of Dr. Mike Dulaney and John tunities for physical activity and a focus on nutritional Spatz, NCSA and NASB respectively have been collaboawareness. rating over the last two years to examine ways in which To some extent, this trend is a "boomerang effect" school districts might improve cooperation and replicaagainst a heavy-handed, worksheet – oriented methodtion of best practices in this important area. A major poology that some districts mistakenly instituted nationally tential boon to districts would be to enhance in a knee-jerk reaction to standardized testing. In many Medicaid-eligible reimbursements in qualified health cases, what those districts discovered was that watering areas. Currently, our state leaves money on the table by down the PE curriculum or eliminating recess did not not pursuing all eligible reimbursement dollars. Why? We lead to hoped-for improvements in achievement. simply lack the administrative structure to do so. Along Nebraska school districts have a long history of sound comes the brainchild of these two great professional orassessment practices and balanced instructional models. ganizations, the Nebraska Whole Child Project. This orSo it's not a surprise that many Nebraska districts have worked to integrate physical activity routines, sound health and nutrition curricula, all while maintaining excellent food service/nutrition services programs.

They have done this not instead of focusing on core academic achievement, but because we know these programs enhance core academic achievement.

Inspired by the examples set by districts including Kearney and the Lincoln Public Schools, more schools like ours are seriously examining the correlation between fitness and achievement. Kearney's extensive efforts have actually significantly reduced childhood obesity, and Lincoln's efforts with Partnership for a Healthy Lincoln have produced some very compelling data showing that fit students routinely perform better on standardized assessments.

At Norris, we have seen great results by instituting a few carefully selected innovations, from a Grab and Go school breakfast program that has hundreds of participants daily to routinized physical activity breaks that are designed to get kids up and moving Norris teacher Alisha Bollinger and her son take on the tire climb in the name of re-engaging them academically and challenge at the Titan Family Adventure Race, a fun annual event promoting families being active together. improving their mental alertness.

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P ROG RAM SPOTLIGHT ganization will exist to share best practices and to serve as a clearinghouse for the collection, reporting and sharing of data regarding student health and wellness from consortium members.

The potential upside of sharing this kind of information with one another, and providing a consultative clearinghouse for guidance on instituting coordinated school health approaches is selfevident. The program will follow all reasonable data disclosure protocols. Cooperating districts will be better able to analyze and validate correlations between childhood health, health issues, and achievement. The unifying principle is simple – that, together, we stand a better chance of making a positive difference in the lives of children.

I hope that you will consider joining with the Norris school district and other public school partners in supporting this important initiative. The Nebraska Whole Child Project offers the ability to promote healthy school initiatives that resonate powerfully with the reasons most of us went into education to begin with: to help instill habits and make a difference positive difference, one child at a time. n

Proud finishers and Norris family, the Petsches, celebrate completing the Titan Family Adventure Race.

Upcoming Events State Principals Conference December 12-13 arney Younes Conference Center – Ke visit www.ncsa.org to register

State Education Conference November 20-22 Embassy Suites – La Vista visit www.nasbonline.org to register

Hispanic/Latino Summit October 28th Younes Conference Center – Kearney visit www.latinosummit.org to register

shop ndents Work te in r e p u S g oln Emergin NCSA – Linc – th 4 r e b m r Dece .org to registe sa c .n w w w it vis !) (coming soon

Legislative Preview December 5th – Cornhusker Hotel – Lincoln visit www.ncsa.org to register (coming soon!)

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TR ENDS IN EDUCATIO N

Superintendent Turnover Declines for Fall 2013

BY DR. JAMES E. OSSIAN, Wayne State College

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The 45th annual PDK/Gallup Poll of the Public’s Attitudes toward the Public Schools was published in the September 2013 edition of the Phi Delta Kappan. I have read this annual report for at least 40 of those years. One of the yearly staples is a comparison between the public’s attitudes toward schools in their own community versus those nationwide. Per usual, A and B grades were given by 53% of respondents for local schools, whereas 53% assigned a C grade to the nation’s public schools.

Lack of financial support continues to be identified as the biggest problem facing public schools, cited by 35% of those polled; no other issues reached a doubledigit percentage. Most of those (97%) surveyed had heard about NCLB, but less than half acknowledged knowing about the Education Department’s “Race to the Top,” or waiver stipulations for meeting federal mandates.

Politics influence public opinion about providing free public education to children of illegal immigrants. Overall, 55% of Americans oppose the idea, 80% of whom are Republicans, while 66% of Democrats support the concept.

Other issues explored in the annual poll included: Common Core, accountability and testing, school safety, charter schools and home schooling, and vouchers. Only one-third of the public had ever heard of the Common Core; less than 25% said that increased student testing had improved public schooling; and 58% opposed the

Ossian

Nebraska Public School Districts Superintendent Data, Fall 1979, 2000, 2013 ITEM

1979

2000

2013

School Districts

317

275

248

Number of Superintendents

317

261

240

Median Tenure in Position

3.97

3.74

3.46

Average Tenuire in Position

6.16

6.36

5.38

56

52

32

17.7

18.9

12.9

Superintendent with 20+ Years Tenure

10

15

2

Women Superintendents

2

8

27

Superintendent with One-Year Tenure Percent Turnover

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use of student standardized test scores in the evaluation of teachers—interestingly, last year’s poll found 58% of the public agreeing with this practice.

Regarding school safety, 88% of public school parents indicated that they did not fear for their children’s physical safety while at school. Support for charter schools registered at 70% and 60% believe it is okay for parents to home school their children. However, 70% of Americans oppose private-school vouchers.

Though it is a bit tedious to sort through all of the data, the annual PDK/Gallup Poll is recommended reading for school administrators. You can compare your personal views to those of a nationwide adult public. And, it would also be an interesting exercise to replicate the survey for local patrons to see if it might generate some useful information.

The New Year At the beginning of the 2013-2014 school year, there will be 32 school districts that have a new executive leader, 10 less than a year ago. In all, there will be 240 individuals in the superintendent role for 248 districts, eight of whom will be serving as superintendents in two different districts. The decrease in turnover for the new year had little impact on the 35-year average, which dropped from 41.3 per year to 41 per year. Accordingly, the 16.9% turnover rate from last fall dropped to 12.9% for fall 2013. The number of new superintendents is tied for the second lowest in 35 years, there also having been 32 in 1983 and the low of 31 which was recorded in 2001.

The adjusted median tenure-in-position figure increased from 3.31 years to 3.46 years, and the average tenure-in-position increased from 4.88 years to 5.38 years. A 2010 survey of the Council of the Great City Schools, the largest districts in the country, found that the average superintendent tenure for 65 member schools was 3.64 years. Dr. Ted Kowalski, EDAD Chair at the University of Dayton and the main author of AASA’s 2010 Decennial Study of the American Superintendency, was quoted in 2011 as saying that the average tenure of superintendents nationwide was seven years.

Of the 32 individuals who left a Nebraska Superinten(continued on page 9)

TR ENDS IN EDUCATIO N dency last year, 20 retired, six moved to another in-state superintendent position, four dropped dual district responsibilities, and two were deceased. Sixteen of the superintendents in year one are assuming the top executive position for the first time, and 104 of 248 (42%) superintendent positions will involve three years or less tenure in the same district, including the 2013-2014 school year.

The Veterans For the past 35 years the number of Nebraska superintendents with 20 or more year’s tenure in the same school district has averaged 14.6, with the high-water mark being 28 in the fall of 1991. Last year there were two, and there are only two to begin the 2013-2014 school year. Given the numbers in the pipeline, this figure may increase somewhat over the next few years, but it is doubtful that double-digits will be obtained again within the foreseeable future.

The two 20-plus veterans are: Randall Anderson, 35 years at Crofton; and Jon Cerny, 21 years at Bancroft-Rosalie.

Those who have been on the job between 15 and 19 years in the same district include: Keith Lutz, Millard (19); Kevin Johnson, Yutan, Jack Moles, Johnson CO Central, and Dan Novak, Elmwood-Murdock (18); Steve Sexton, Fremont (17); Jay Bellar, Battle Creek and Dan Bird, Burwell (16); and Pat Osmond, Callaway, and Kevin Riley, Gretna (15). The numbers for other superintendents with double-digit tenure are two with 14 years, seven with 13 years, five with 12 years, one with 11 years, and 12 with 10 years.

The Super Supes The list of the state’s most experienced superintendents and service-unit directors has dwindled from 11 to 7. These distinguished survivors are still active and have accumulated at least 25 years as a lead executive educator. Once more, please inform me if you know of any individuals who are approaching the 25-year mark in total tenure as a school superintendent and/or serviceunit director.

Randall Anderson: Crofton, 35 years; Wayne Bell: Grant, Gothenburg, and ESU 10, 35 years; Dale Rawson: Benkelman, Kansas Schools, and Mead, 32 years; Steve Sexton: Chadron and Fremont, 31 years; Dwaine Uttecht: Elgin and Ravenna, 31 years; Ted Hillman: Wynot, Pleasanton, Osmond, South Dakota School, and Lynch, 30 years; and Gil Kettelhut: Valley and ESU 3, 27 years.

Best wishes to these veterans and here is hoping that they maintain good health and persist in their work for many more years to come.

Service Unit Directors This is the third year in which ESU administrators are being

recognized in this annual article. They are an experienced and capable group of educators whose organizations provide invaluable assistance, ranging from staff development to technology, for the P-12 districts in their service areas. ESUs 18 and 19, Lincoln and Omaha respectively, function as a part of their districts’ central office administration. Steve Joel, superintendent in Lincoln, and Mark Evans, superintendent in Omaha, are the nominal ESU directors, although the job responsibilities are usually shared with other district administrators.

Wayne Bell, ESU 10 in Kearney, tops the tenure list with 20 years. Other ESU directors and their years at the helm include: Gil Kettelhut, ESU 3 in suburban Omaha and Norm Ronell, ESU 7 at Columbus (17); Jon Fisher, ESU 4 at Auburn (15); Marge Beatty, the only female in the group, ESU 16 at Ogallala (13); Bob Uhing, ESU 1 at Wakefield (11); Dennis Radford, ESU 17 at Ainsworth (10); Dan Shoemake, ESU 6 at Milford (8); Jeff West, ESU 13 at Scottsbluff and Paul Calvert, ESU 15 at Trenton (5); Dave Ludwig, ESU 2 at Fremont (4); Kraig Lofquist, ESU 9 at Hastings and Paul Tedesco, ESU 11 at Holdrege (3); Brian Gegg, ESU 5 at Beatrice (2); and Bill Mowinkel, in his first year, having replaced Randy Peck at ESU 8 in Neligh.

Women Superintendents After falling off last fall, the number of women superintendents grew from 24 to 27, though that figure is one less than the 28 count in 2011, which was the highest recorded in Nebraska for at least 60 years. Marlene Uhing at Norfolk and Virginia Moon in Omaha were the only female superintendents to retire. The increase in women school leaders can be attributed mostly to five rookies: Jane Davis at Hershey, Geraldine Erickson at Keya Paha, Nicole Hardwick at Loomis, Rita Moravek at Hyannis, and Jami Jo Thompson at Norfolk.

For Fall 2014, 27 of 240 (11.2%) Nebraska superintendents are women. Despite the encouraging increase, the 11.2% figure is still far short of the 24% reported for women in AASA’s 2010 Decennial Study of American Public School Superintendents.

Other Nebraska women in the fall 2013 group are as follows: Jamie Isom, Valentine and Lana Sides, Banner County (10 yrs.); Holly Herzberg, Hampton, Margaret Sandoz, Niobrara, Amy Shane, O’Neill, and Paula Sissel, Garden County (8 yrs.); Cindy Huff, Wood River (7 yrs.); Trudy Clark, Bruning-Davenport, Candace Conradt, Central City, Melissa Wheelock, Minden, and Dana Wiseman, Sutton (6 yrs.); Lynn Johnson, Arlington (5 yrs.); Joan Carraher, Cedar Rapids, Amy Malander, Greeley-Wolbach, Cherrie Malcom, Homer, and Caroline Winchester, Chadron (4 yrs.); Kim Lingenfelter, Neligh-Oakdale, Ginger Meyer, Scribner-Snyder, Julie Otero, Centura, Joan Reznicek, Ponca, and Stephanie Wlaschin Kaczor, Spalding (3 yrs.). (continued on page 13) FALL 2013

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AWARDS

NCSA Honors Distinguished Service and Friend of Education Award Winners

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o Administrators’ Days conference would be complete without honoring members of the profession, and this year’s honorees were a distinguished group.

Dr. Rick Black, who spent over 40 years in education, was honored with a Distinguished Service award. He is a past Nebraska Superintendent of the year, past NCSA Legislative Committee chair, past Executive Board chair, and retired after spending the last six years of his career at PapillionLa Vista. “Distinguished service sometimes connotes success and achievement,” he said.

“For me, it was the work of the students and the staff I worked Black with. Thanks to Millard, East Butler, and Conestoga Schools, and to Papillion-La Vista, where I finished my career.” Black thanked his wife, Kyle, who is a special education teacher, stating, “no success would've happened were it not for my partner.” He thanked NCSA for the opportunity to grow professionally as a part of the organization, and reminded the audience that “It's about kids, it’s about our families, it’s about our communities.”

Mark Murphy, whose 35 years in education started as a Science teacher in OaklandCraig, then as an Elementary Principal for the rest of his career, was also honored with a Distinguished Service Award.

He is the past President of NAESP. Murphy told the audience he was “incredibly honored and totally humbled,” to be recognized. “I am a very proud member of this profession, and very proud to be associated with this group of

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people.” Reminding administrators that his journey probably hasn't looked too different from theirs, he added, “it’s those interesting events that provide us the opportunity to make a difference in the lives of students.” In a very touching speech, Murphy thanked the role models he’s had throughout his career, but addressed one in particular. “I've had one who has made all the difference for me—I've tried my whole life to model my work after his. He’s here today, and he’s my dad, still teaching me, 88 years young.” He encouraged NCSA’s members to get involved in leadership positions to enhance their careers, touting the “rewards of extending your work beyond the school walls.”

NCSA recognized Senator Greg Adams, Speaker of the Legislature and former Education Committee chair, with a Friend of Education Award. In introducing the Senator, Executive Director Mike Dulaney thanked him for solving problems all the time. “You solve problems behind the scenes to make public policy better for all of us,” he said. Adams, a former social studies teacher from York, seemed right at home with the crowd. “When Adams people ask me what it’s like to be speaker of the legislature, I just stop and realize there’s no way to explain it,” he said. “But I think it’s got to be pretty close to being a school administrator! The personalities, the egos, the situations, the constituents...it never stops!” Adams added that he was asked recently what he thought was the future of education. “I don't know,” he answered, “but I can come close. The future is what we already know. Some things are not going to change. Higher education is always going to expect more. It’s ok.

It fuels your fire. And technology: it’s not the answer, it’s a tool…Whatever we do in the classroom is never enough. The expectation that schools will fix all the problems will never change.

But you won’t shy away from it. Perhaps the biggest challenge is helping constituents understand all that you do and the context you work in.” n

AWARDS

Elkhorn Superintendent Steve Baker Named Nebraska Superintendent of the Year Respected Leader Praised as Model Superintendent by Peers

T

he Nebraska chapter of the American Association of School Administrators (AASA) recently honored Steve Baker with its Superintendent of the Year award.

Baker, who has been superintendent of the Elkhorn Public Schools since 2009, has led the district in a period of rapid growth.

Baker has spent 38 years working in the Elkhorn Public Schools, first as Director of Bands, then as an Assistant High School Principal, Assistant Superintendent, Associate Superintendent, and assuming the role of Superintendent in 2009. In the time he has been superintendent, the district has opened five new schools and seen an increase in enrollment of over 1,500 students.

Outgoing Commissioner of Education Roger Breed, who preceded Baker as Elkhorn’s Superintendent, praised Baker’s aptitude in the logistics of running a school district. “Steve has worked tirelessly with his community, board members, and teachers to plan strategically,” in the face of growth, Breed said.

“He’s a superintendent’s superintendent,” said Gretna Superintendent Kevin Riley.

Dr. Michael Dulaney, Executive Director of the Nebraska Council of School Administrators (NCSA), praised Baker’s service as a member of NCSA and his commitment to excellence in school leadership. “We’re extremely fortunate to have Steve’s expertise in our ranks,” Dulaney said. n

Elkhorn Administrator Lee Frye Named Distinguished Special Education Administrator of the Year Director of Special Services Touted as Integral Resource in State’s Special Education Community

T

The Nebraska Association of Special Education Supervisors (NASES) recently honored Lee Frye with its Distinguished Special Education Administrator of the Year award. Frye, who is the Director of Special Services for the Elkhorn Public Schools, has led with care and compassion as this rapidly growing district continues to provide services to students with special needs ranging from special education to English language learning and more.

Frye, who was surprised with the award at the annual conference of school administrators in Kearney, NE, last month, was deeply humbled to be recognized by his peers. In addition to his work in the district, he also serves as an advisor at the state level, and represents Nebraska nationally as a lobbyist for students with disabilities.

The award, presented by NASES President Jane Moody, recognizes exceptional service, innovation, and impact.

Dr. Michael Dulaney, Executive Director of the Nebraska Council of School Administrators (NCSA), praised Frye’s service as a member of NCSA and his commitment to excellence in Special Education.

“Lee is a model of leadership and compassion in education,” Dulaney said. “He knows that students come first, and he takes care to ensure that students with special needs are being provided with the best education possible.” n FALL 2013

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HEALTHCARE

EHA Dependent Verification Strengthens Plan, Saves Money

BY GREG LONG, EHA Field Representative

W

Long

hen the Educator’s Health Alliance dependent eligibility verification project launched last December, some members asked why the project was important and whether it would be worth the inconvenience.

The answer is a resounding yes.

The verification of dependent eligibility helps ensure that only eligible individuals are covered under the plan, and this helps keep plan costs as low as possible.

The verification process that began in December 2012 has been completed. A total of 1055 individuals were determined to be ineligible in either medical or dental EHA insurance plan. It is estimated that the removal of ineligible individuals will result in a medical and dental expense reduction in excess of $1.5 million annually.

As part of its commitment to manage benefit costs responsibly, the EHA and Blue Cross and Blue Shield of Nebraska hired Xerox HR Solutions, an experienced outside firm, to ensure that the EHA was providing coverage for only those who are eligible in accordance with the EHA’s eligibility guidelines.

"The EHA Board would like to thank all the plan members that provided information to complete the verification process" said Beth Kernes Krause, EHA Chairwoman.

Superintendent Turnover…continued from page 10 Looking Ahead In the past few years, I have identified two consistent trends as being the increase in women superintendents and the decrease in the number of school districts. Those trends continue albeit at a very incremental pace. For this fall, there is one less school district and the number of female superintendents has bounced back. It is also apparent that the practice of the dual superintendency is losing popularity. Over the past decade the number of school leaders serving more than one district has hovered in the low teens, never being more than 14. School boards in the smaller districts are moving toward the utilization of halftime educational execs or finding superintendents who are willing to share all of the K-12 administrative responsibilities.

The annual PDK/Gallup Poll referenced earlier identifies a host of current educational issues, but not all are pertinent to Nebraska. Our state’s school officials are still wrestling with man-

"The effort required to complete the verification process was considerable, but the results speak for themselves and include the cost savings and the equitable treatment of all eligible members in the EHA plan.”

To ensure only eligible family members are enrolled from now on, EHA will have an ongoing program to verify the eligibility of new members. This process will also be conducted by Xerox HR Solutions.

If you have questions, contact EHA Field Representative Greg Long at 402-440-1358, or Kent Trelford– Thompson at Blue Cross Blue Shield of Nebraska at 402-982-6810.

The EHA plan’s insurance coverage with Blue Cross Blue Shield of Nebraska includes more than 70,000 education employees, early retirees and their dependents in over 400 school groups. n

dated testing and data-reporting matters as well as evolving models for standards-based curricula and teacher evaluation.

Financial issues continue to be vexing, though ironically superintendents in the smaller non-equalized districts, which account for one-third of the state’s total, are juggling levy and budget lids to take advantage of the recent surge in land values so that they can replenish or establish healthy budget reserves.

Pending recommendations from the Unicameral’s Tax Modernization Committee may render this circumstance as a narrow window of opportunity. Anyway you cut it, being a Nebraska school superintendent is a challenging job.

As before, sincere thank-yous are tendered to Dr. Dan Ernst, Associate Director of NCSA, and Craig Pease, my colleague at Wayne State College, for their help in compiling the data in this annual article. n “It is always in season for old men to learn.”

—Aeschylus FALL 2013

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Educators are at the heart of our business Our agents work with teachers to get the funding they need for their classrooms through DonorsChoose.org. Horace Mann was recently recognized with a Golden Halo Award by the Cause Marketing Forum for giving back to educators.

We love the award, but our greatest reward comes from knowing we’re helping educators. We’re committed to giving back to educators, and you can count on us to give you the assistance you need.

For more information, contact your local representative or visit horacemann.com.

P ROG RAM SPOTLIGHT

Why the Counseling Office Needs Your Focus

BY JOHN BAYLOR, John Baylor Test Prep

N

ESA scores went up again in 2013. State ACT scores dropped from 22.0 to 21.5, but this half-point decrease can be attributed primarily to a surge in testtakers and to the ACT including for the first time the scores of students who received special test-taking accommodations. All this testing helps gauge whether Nebraska students are ‘career and college ready’ by the time they graduate from high school.

The need for college readiness is great since about 45 percent of first-year college students nationwide never ultimately get any college degree and since about 70 percent of two-year college students are still not graduated within three years.

Creating more career- and college-ready high school seniors is a laudable first step, but I would suggest that the ultimate goal should be to create more two- and four-year college graduates with minimal student debt. Nebraska needs more job creators and viable job applicants. Fast technological change and rapid globalization stoke the growing gap between rich and poor. Educated two- and four-year college graduates see advancing technology and inexpensive foreign laborers as opportunities rather than threats. It’s called a ‘knowledge economy’ for a reason.

Economics Professor Dr. Tyler Cowen of George Mason University thinks the population will soon be divided into two groups: those who are good at working with intelligent machines and those who can be replaced by them. Because of technology and globalization, the old middle-class hammock has become frayed and smaller, catching fewer adults armed with merely a high school diploma. Two- and four-year college graduates with minimal debt can better exploit these strengthening global forces, rather than be undermined by them.

Guiding high school students to the best college (for each) at the lowest cost requires counseling. Although the American School Counseling Association recommends a 250-to-1 ratio of students to counselors, the national average is 471-to-1. Nebraska’s average is 368-to-1. Millard North’s gifted counselors are responsible for about 400 students each. It’s difficult to reach each student when responsible for so many. Some students simply will not get the critical information they need to graduate from the best college for them at the lowest cost.

But beefing up our counseling ranks may be asking too much in this short term, bottom-line oriented political climate. Deploying our current counseling resources more prudently can help.

Too few of the dedicated counselors I work with get to do much college counseling. Between all the lunch room duties and emotional counseling there is little time to explain to Billy that a 26 could mean free tuition at Wayne State or that a 30 could save

him $34,000 over four years at UNO or that 10 percent of Washington & Lee freshmen attend for free (Johnson Scholars). Families are starving for real knowledge that leads to a ‘good value’ college in this pricey college environment. We’ve spent thirteen years getting students there—let’s make sure that more of them get to the college they truly deserve at the lowest cost.

Liberating college counselors so they can do more college counseling would help; fostering more specialists might help as well. Counselor Ann Herbener at Papillion-La Vista, with the help of a terrific executive secretary, handles all college counseling at this Class A high school of more than 1500 students. The other counselors handle the emotional counseling and other duties inherent to the office. The nearly 30 Susan Buffett Scholarship winners at Papillion-La Vista each year testify to the effectiveness of this model.

Finally, counselors need time to keep up with changes in scholarships, deadlines, and admissions policies. Allowing them to go on organized college tours for counselors can give them much needed time for professional development—knowledge from which they can bring back to their families and colleagues to motivate students. Additional time can also help counselors solicit and cultivate locally offered scholarships, something Counselor David Goswick at Nebraska City High School has done for years.

His NCHS seniors compete for an especially large array of big, locally offered scholarships.

College counseling is absolutely one of the most important functions in any effort to turn more K-12 students into two- and four-year college graduates with minimal debt. Countless adults have told me that that they never appreciated the full depth of college options or even how important the ACT was for scholarships. I personally received poor college counseling, one reason I’m so passionate now about my job.

JBTP provides assistance to our state’s hard-working counselors. For example, our 28-minute presentation on How to Get Into the Best College at the Lowest Cost is free—just go to JohnBaylorTestPrep.com, click JBTP For Educators, and then click JBTP Public Vignettes. Feel free to show this to your 6th through 12th graders day one of each year—and email the URL to all their parents. Or take the message and deliver it in your own way, persuading all students and parents that college is viable.

More two- and four-year college graduates with minimal debt help our students, families, communities, and state. Ensuring that our college counselors have the time, expertise, and assets they need to guide each student effectively serves that goal. n

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PARTNERSHIP

Transforming Data into Wisdom

BY DR. MATT BLOMSTEDT, Executive Director, ESUCC

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Blomstedt

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he future of education is heavily dependent on the decisions we make as educators, policy makers, and as a society today. Recently listening to a series of early childhood testifiers at a hearing on school finance, someone highlighted research that that suggests the brain starts to “hard wire” itself at about age 3. The way we all think; our ability to connect synapses; and, our beliefs systems are all established at a very early age. Naturally, skills including reading and math develop as we grow, but the information presented also suggests that our measureable academic gaps exist very early and remain throughout our educational careers. How do we know? Data tells us so. But it also takes dedicated research and resources to transform data into information.

I’ve also been tracking some national educational technology discussions around data and “big data.” This movement suggests that the ever increasing demand for data is not going to change. Instead the education system from Pre-Kindergarten through Higher Education is poised to change as a result of multiple influences that are driven by the ever-increasing collective data and technology foundation. There are web-based systems designed to gather information with the sole (or at least primary purpose) of understanding your buying behaviors so the next time you log in to your computer, the “right” advertisement appears while you read the newspaper online. The business world has figured out when to populate “just in time” advertising guessing that you might be interested in ordering the latest technology gadget that would improve your life in some way or another.

However, this information is also coupled with the broader context of other societal responsibilities for the education of our students. Presented with additional information about the educational demands at all grade levels, the financial constraints of the education system, and the ever increasing focus on educational accountability; we are forced to make decisions that impact individual students. As challenging as that seems, a decision that benefits one student may in effect be a detriment to another. Increasingly there is a need to understand individual student information in making decisions about students. Perhaps this was driven by “No Child Left Behind,” or perhaps by a society that promotes individual

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level equality. Regardless, it is a struggle for educational leaders to balance the needs of the system and the individual student.

Schools have invested heavily in the collection of data at the demand of local, state, and federal accountability. We have invested in numerous student information systems, innumerable educational assessment and data tools, and limitless educational objects. You can tell how many times a given student logs into a given educational resource. You can separately look for resources and tools that might assist students learn. Even parents are driving students toward online resources that keep track of those students use. Somewhat like the shipwrecked crew in the ocean with “water, water everywhere and not a drop to drink.” The reality is it is “data, data everywhere…” and it is nearly impossible to organize that data into information, knowledge, and ultimately wisdom.

But, it cannot be hopeless for us in education. I see a ray of light in the work of the Nebraska Department of Education in their leadership in two areas.

First of all, the most recent version of the state of the schools report is the best organized and most informative edition of that report to date. Credit to Valerie Foy, Diane Stuehmer, and Dean Folkers and all of the other NDE leadership and teams that have continued to work to organize meaningful information state reporting.

The second area of work is specifically related to the statewide longitudinal data system grant that includes the development of a data dashboard for the use of school districts across the state. Currently, Dean Folkers and Matt Hastings are working to develop a system with several pilot schools participation. This effort will start to allow the state, school districts, and ESUs partner to build and sustain a data system that helps transform data into credible decision-making information. I don’t see an end in sight to data demands from outside sources; however, I do envision a time where schools, teachers, and students are in control of that data for their own benefit. Ultimately, that “data, data everywhere” will become a useful, education sustaining, set of information…maybe even someday “knowledge and wisdom.” n

NCSA REPORT

Issues for the 2014 Legislative Session

BY DR. MIKE DULANEY, Executive Director; and DR. DAN ERNST, Associate Executive Director

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Dulaney

Ernst

he Nebraska Legislature is still a few months away from convening the 2014 Legislative Session, but while it seems quiet at the moment, there is plenty of action going on behind the scenes.

Lawmakers and committees are conducting meetings, hearing from constituents, and formulating legislative proposals for the upcoming 60-day “short” session, which convenes on January 8, 2014.

Each year about this time, organizations such as NCSA attempt to get a feel for what might be “on the table” for the next session. We need to try to be aware not only about potential education-related legislation, but also non-education-related proposals in order to anticipate how the session might proceed.

A 60-day session can move fairly quick, adjourning sine die in mid-April. And yet short sessions have historically produced some major legislative initiatives. For example, the original version of TEEOSA, the school finance formula, was passed in 1990, a short session, under LB 1059.

We do not, however, believe any significant, comprehensive school finance legislation will result from the 2014 Session. The Education Committee’s current public hearing tour for the purpose of studying school finance issues is not meant to initiate legislation for introduction next year. Most likely the Education Committee will want to address other education issues in 2014, one of which may be a carryover bill from 2013: LB 438.

Introduced by Speaker Adams, LB 438 requires the State Board of Education to use the indicators included in the state accountability system (Ne-PAS) to develop school and district performance scores. School and district performance would be categorized based on such scores. The State Board could designate up to three schools from the lowest performance level as “priority schools.” The Commissioner of Education must appoint an “intervention team” for each school designated as a priority school to assist the school district with: (1) diagnosing issues that negatively affect student achievement in the priority school, (2) designing and implementing strategies to address such issues through the progress plan, and (3) developing measurable indicators of progress.

LB 438 was advanced from the Education Committee by a unanimous vote and currently rests on General File, awaiting first-round debate.

We also anticipate the 2014 Session will include major discussion and media coverage over tax reform. Whether or not the Tax Modernization Committee forwards any proposals, there will certainly be tax reform measures introduced by individual lawmakers. With a projected $679 million cash reserve by the end of the current biennium, the state is considered to be healthy in economic terms.

There will no doubt be attempts to capitalize on the state’s economic condition by reducing/modifying the current tax structure.

In addition to tax reform, we will likely see Medicaid expansion return to the limelight. Proponents of Medicaid expansion were not successful in the 2013 Session, but it is almost certain that they will try again in the next legislative session.

Corrections and correctional facilities will likely be an issue in 2014. The ongoing debate over prison overcrowding and “good time” laws has impacted Nebraska just as it has in almost every state. We may even see discussion about new or expanded facilities for the existing state penitentiary system.

Whatever the issues, whether good, bad, or otherwise, each legislative session seems to take on a life of its own. We look forward to providing you information and updates throughout the 2014 Session. As always, we want our members to understand the importance of their participation and their voices in the legislative process. n

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A DMINISTRATORS’ DAYS

Administrators’ Days 2013

T

he 2013 edition of Administrators’ Days kicked off early on Wednesday, July 31st, with a keynote address from Deputy Commissioner of Education Scott Swisher, who introduced NDE’s theme for the day: Leading Forward. Swisher, who has stepped up to fulfill many of the duties of the Commissioner after the June 30th retirement of Dr. Roger Breed, outlined the state of education in Nebraska for administrators. Standards, Assessment, and Accountability took center stage, with Swisher emphasizing that it takes “a community effort to have all students leave school college and career ready.” With Language Arts and Math standards up for review in the coming months, Swisher stressed that “we want to align standards to the Nebraska way,” further indicating that the state, while conducting an alignment study of its standards with the Common Core, is not looking to adopt the Common Core at this time.

On Thursday morning, Twitter was all abuzz with excitement about the fact that conference attendees would get to see the two leading experts in teacher performance assessment on the same day. First to the stage was Charlotte Danielson, who opened her presentation with a little background on why teacher quality is currently one of the hottest topics on the national education landscape. In 2009, the New Teacher Project in Boston released a report called “The Widget Effect,” which she said became jokingly referred to as the Lake Woebegone effect. “The report showed that all of the teachers were above average,” she said, “which, of course, can’t possibly be true.” When the Obama Administration added the improvement of teacher evaluation systems to Race to the Top, many states examined their systems or added systems just to qualify for the money. Danielson commended Nebraska for “doing it because it’s the right thing to do.”

Danielson also devoted part of her presentation to discuss what we know about professional learning. Importantly, it is based on trust. “First-year teachers are vulnerable – and they know it,” she said, meaning that they are more likely to learn more from a mentor than from a supervisor. She also encouraged administrators to share the notes they take while observing with the teacher. “Ask: ‘Did I get this right? Did I miss something?’

Remember, the teacher was there, too!” she added.

The focus of Bob Marzano’s keynote, entitled “When Teacher Evaluation Enhances Teacher Development,” turned to the question of whether a system ought to be more about measuring teachers or developing them. Marzano polled the audience to rank on a scale of one to five where the balance should be, with one meaning all measuring and five meaning all development. The overwhelming consensus in the room was four: a little bit of measuring and a lot of development.

18

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Marzano, like Danielson, stressed the importance of finding common language to describe teaching, adding that “even small, incremental improvements in teacher effectiveness can have a positive effect on student achievement.” He also discussed the need to provide opportunities for focused feedback and practice, as well as for observing and discussing effective teaching. Instead of evaluation models that only assess teachers every few years, he advised schools to develop individual improvement plans for teachers that are reviewed annually.

On Friday, the day started with a breakfast to welcome new NCSA members. Select-a-Sessions dedicated to hands-on technology helped administrators learn more about web-based management tools, Google Apps, Evernote, and YouTube. The conference concluded with an empowering keynote session by Ramsey Musallam on “Cultivating Curiosity in the 21st Century.”

Ramsey walked participants through a series of experiences that forced him to shift from a technology-centered approach to a pedagogycentered one. n

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CAL ENDAR O F EVENTS

OCTOBER 17 18 23 23 25 28 31 31

NAESP Executive Board Hearing Office Training NSASSP Region II NASA Region III NASES Region II Hispanic/Latino Summit NASES Region III NASES Region IV

9:00 am 10:00 am 5:30 pm 8:30 am 8:30 am 8:00 am 9:15 am 9:00 am

NCSA NCSA Tiburon Country Club Wayne State College Elkhorn Public School Younes Conf Center Lifelong Learning Center ESU #10

Lincoln Lincoln Omaha Wayne Elkhorn Kearney Norfolk Kearney

11:30 am 2:00 pm 2:00 pm 5:00 pm 5:30 pm 12:30 pm 8:30 am 10:30 am 12:00 pm 1:00 pm 12:00 pm 9:00 am

Bellevue Public School Lifelong Learning Center Lifelong Learning Center Indian Creek Country Club Risky’s UNK Bennington Public School Embassy Suites Embassy Suites ESU #3 Embassy Suites Embassy Suites

Bellevue Norfolk Norfolk Elkhorn Beatrice Kearney Bennington LaVista LaVista Omaha LaVista LaVista

9:00 am 9:00 am 10:00 AM 12:30 pm 8:30 am

NCSA Cornhusker Hotel Younes Conference Center Younes Conference Center Bellevue Public School

Lincoln Lincoln Kearney Kearney Bellevue

5:00 pm 10:00 am 8:30 am 9:00 am 9:00 am 9:00 am 5:30 pm 8:30 am 9:00 am 1:00 pm 12:00 pm 9:15 am

Ameritas ESU #10 Millard Public Schools NCSA NCSA Wilderness Ridge Upstream Midplains CC Midplains CC Cornhusker Hotel Westside Event Center Lifelong Learning Center

Lincoln Kearney Omaha Lincoln Lincoln Lincoln Omaha Ogallala Ogallala Lincoln Alliance Norfolk

NOVEMBER 11 12 12 13 13 15 15 20 20 20 20-22 22

NASA Region II NAESP Region III NSASSP Region III NAESP Region II NSASSP Region I NAESP Region IV NASES Region II NARSA Executive Board NASA Executive Board NARSA Technology Boot Camp State Education Conference NASA General Membership

DECEMBER 14 15 12 12-13 13

Emerging Superintendents Legislative Preview NSASSP Executive Board State Principals Conference NASES Region II

JANUARY 18 15 17 22 23 23 23 29 29 30-31 30 31

NASA Region I NASA Region IV NASES Region II NAESP Executive Board NCSA Executive Baord NASCD Winter Conference NAESP Region II NSASSP Region V NAESP Region V NASES Legislative Conference NASA Region V NASES Region III

National Convention Dates ASBO — October 25-28, 2013 — Boston, MA ASBO — September 19-22, 2014 — Kissimmee, FL NASSP — February 6-8, 2014 — Dallas, TX AASA — February 13-15, 2014 — Nashville, TN NAESP — July 10-12, 2014 — Nashville, TN 20

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National Insurance Steve Ott 9202 W. Dodge Rd., Ste 302 Omaha, NE 68114 800-627-3660 sott@nisbenefits.com www.nisbenefits.com

Bronze Sponsorships Northwest Evaluation Association Dan Henderson 121 NW Everett Street Portland, OR 97209 503-624-1951 www.nwea.org

NLAF Barry Ballou 455 S. 11th St. | Lincoln, NE 68508 402-705-0350 balloub@pfm.com www.nlafpool.org

Pickering Creative Group Will Hays 8001 South 13th Street Lincoln, NE 68512 402-680-9382 will@pickeringcreative.com www.pickeringcreative.com

TRANE Danny Szegda, Dave Raymond, Denny Van Horn 5720 S. 77th St. | Ralston, NE 68127 402-935-9040 dave.raymond@trane.com www.trane.com/omaha

Wells Fargo 1248 O Street | Lincoln, NE 68508 402-434-6188 www.wellsfargo.com

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