Fall 2019 by NCSA

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

THE TEACHER PIPELINE Restocking with a Collective Purpose

Fall 2019

www.NCSA.org

EPISODE 2

AVAILABLE ONLINE OCTOBER 11 | iloveps.org FEATURING

THE PUBLIC SCHOOL DISTRICTS of: MILLARD OMAHA RALSTON WILBER-CLATONIA MARK ADLER, D.Ed STACY ATHOW JEFF BOSTIC, MD JASON JACKSON BILL JELKIN BETH MCGRATH CAMMIE WELAND

C ONTENTS

The Teacher Pipeline: Restocking with a Collective Purpose

BY TYLER DAHLGREN

Looking at Special Education Shortages in Nebraska

BY LAURA BARRETT

Catching up with the Commissioner: From Champions to Change Agents, NDE Narrows Focus on Equity

BY TYLER DAHLGREN

NCSA/NDE Advocacy Team Shares Unified Message with Delegates on Capitol Hill BY TYLER DAHLGREN

12 Transitioning from Safety Crisis Teams to Psychological First Aid Teams (PFA)

BY CESAR TORRES

New Video Series from AG’s Office Educates on Human Trafficking, Stresses Prevention and Awareness BY TYLER DAHLGREN

Superintendent Turnover Remains Steady for Fall 2019

BY DR. JAMES E. OSSIAN 19 Channeling Grief into Kindness

BY DR. MARK ADLER

Be Ready for EHA Deductible Changes for September 1st

BY GREG LONG

22 Calendar of Events 23 Sponsorship 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), $125 (associate members), or $50 (student members). NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ©2019 by NCSA. All rights reserved.

NCSA EXECUTIVE BOARD 2019-2020

Chair . . . . . . . . . . . . Dr. Terry Houlton Vice Chair. . . . . . . . . Sheri Chittenden Immed. Past Chair. . Dr. John Skretta NASA Representatives President. . . . . . . . . . . . Dr. Mark Adler President-Elect. . . . . Dr. Jeff Edwards Past President . . . . . . . . . . Greg Sjuts NASBO Representatives President. . . . . . . . . . . . Erin Heineman President-Elect. . . . . . . . . . . Pam Roth Past President . . . Jason Buckingham NAESP Representatives President. . . . . . . . . . Tammy Schaefer President-Elect. . . . . . . . . Sara Paider Past President . . . . . . . . Casey Slama NASES Representatives President. . . . . . . . . . . . . Laura Barrett President-Elect. . . Lona Nelson-Milks Past President . . . . Dr. Terry Houlton NSASSP Representatives President. . . . . . . . . . . Ross Ricenbaw President-Elect. . . . . . Brad Jacobsen Past President . . . . . Sheri Chittenden NARSA Representative President. . . . . . . . . Dr. Dallas Watkins NCSA STAFF Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Amy Poggenklass Finance and Membership Director Megan Hillabrand Professional Development Manager Tyler Dahlgren Communications Specialist Carol Young Executive Administrative Assistant Connie Hilker Administrative Assistant The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators. FALL 2019 NCSA TODAY

T E A C H E R S HO R TAG E

The Teacher Pipeline: Restocking with a Collective Purpose By TYLER DAHLGREN, NCSA Communications Specialist The idea for a three-part series examining a shortage in Nebraska’s teacher pipeline sounded, at first, straightforward and elementary. If you can’t put an issue on a pedestal and, in 3,000 words, encapsulate its origin, the roots of where the issue became a problem and when the problem tip-toed the line bordering an epidemic, then perhaps you’re not qualified to do so. That’s what I thought, anyways. Then I dove in, starting with the western part of the state, where administrators were more than willing to share their stories. In Central Nebraska, they wanted to talk, too. The sentiment was, and still is, striking. In many ways, school districts in rural Nebraska have travelled the same rocky road. There’s simply not enough teachers. But when you start to search for the why, well that’s when you can get winded. Or overwhelmed. Or both. We’ve spent the first two installments of this series searching for the why. And that’s because it’s important. We’ll do the same when we speak with administrators from the Omaha and Lincoln metro areas for the winter edition. All the while, resolution efforts probably haven’t been highlighted like they deserve to be. This is Nebraska, after all. When rolling down a rocky road, seldom do school districts do so alone. There’s support systems in this state, partnerships and collaborative efforts intended to alleviate the reverberations of a teacher shortage. For this installment in The Teacher Pipeline, we sat down with two professionals at the post-secondary level, Drs. Wendy McCarty (Director of UNK’s Transitional Certification Program) and Sara Skretta (Certification Officer at UNL), and discussed in-depth the different measures Nebraska universities are taking in an attempt to restock the educator conduit. It shouldn’t come as a shock that, in this state, it’s all hands on deck. Dr. McCarty came to UNK in 2002, around the same time NDE’s perceived need for an alternative teacher pipeline materialized in the Transitional Certification Program, the first of its kind in Nebraska. “The design from the very beginning was to be able to deliver professional education coursework online to allow peo4

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ple in various parts of the state access,” said Dr. McCarty. “NDE has been working with UNK ever since, building on that original proposal.” Written into rule not long after Rule 21 was put into place was a Transitional Teaching Permit, which required an individual to have a Bachelor’s degree and at least 75 percent of the content-area coursework required by whichever endorsement the candidate is wanting to teach in. At its core, UNK’s program is innovative in the certification process and collaborative in its operations, both with NDE and with school districts throughout the state. Dr. McCarty said she often works with people who started on the path of a teacher education program and ended up somewhere else. Or the candidate with English credit hours piled up who ended up with a degree in something else before a change in heart steered them back to the English classroom. “Here they are at this point in their life where the school has a need and they are looking to change and can meet this criteria,” said Dr. McCarty. “The district may choose to hire this individual, and, at that point, there is a partnership that comes together between this program at UNK, the school district and NDE where we provide the oversight in terms of a case management of making sure this person gets the coursework they need to qualify for an initial teaching certification.” School districts provide mentoring for that new teacher on sight. Mentoring, said McCarty, is sometimes intense. A large part of the equation, too. UNK plays a role in that process, too, by providing a student teaching supervisor. NDE tracks that individual, too. There’s a lot of paperwork, a lot of checking and balancing on the path to a transitional teaching permit. And it’s all fluid. Most of the time, the teacher-to-be is eligible for their initial certification in two academic years. Sometimes, it takes three, depending on the subject. English, for example, requires a minimum of 36 hours. An endorsement in a science field requires 48 hours, while business marketing information technology requires 51.

T E A C HE R S HORTAG E In order to be eligible to teach in a classroom, the individual must have 75 percent of those hours accounted for.

“We have been working with districts at a level we have not seen before.”

“That way, the school district knows they are getting somebody with a fair amount of depth in their content area,” said Dr. McCarty.

UNK jumped at the opportunity to serve as a teacher prep institutional pillar in 2002. The program fits with the mission the University has followed since its inception in 1905.

Non-traditional teaching candidates don’t just help to abet the teacher shortage. They bring worldly experience to the classroom, and, in many cases, a longing to give back. In many cases, it’s that desire to work with young people which directs their career back to the education arena.

“This institution has always had, at its core, the mission of producing quality teachers,” she said. “This program made sense. It fit right in. I credit the people who were working here at that time who had the foresight to keep this program working well going into the future. They were able to put together a model that has helped it to be fairly self-sustaining.”

“It’s a very altruistic motivation for them,” said Dr. McCarty. “Sometimes it’s simply a member of the community who watched the district struggle to fill a need, and thought ‘Gosh, I have a background in that. Maybe I could step in and help out with that. But how?’” Enter UNK’s Transitional Certification Program, the only route which allows for a brand new teacher to be in the classroom with students from Day One. In 2014/15, the program certified 28 new teachers. The following year, there were 30. In 2016/17, that figure skyrocketed to 44. Last year, there were 55 certifications awarded in the fall semester alone. This fall, 62 new teachers are entering the program. “It has been growing, and the growth reflects the expanding need of school districts in Nebraska,” Dr. McCarty said.

"The district may choose to hire this individual, and, at this point, there is a partnership that comes together between this program at UNK, the school district and NDE where we provide oversight in terms of a case management of making sure this person gets the coursework they need to qualify for an initial teaching certification."

— Dr. Wendy McCarty, Director of UNK's Transitional Certification Program

Dr. McCarty works closely with other universities if UNK does not offer a specific subject area, and programs like Educators Rising in its efforts to produce more teaching candidates. The program is comprehensive in its offerings. It has to be. “The needs of the schools are so many and varied,” said Dr. McCarty. In the end, it comes back to Nebraska’s students. Kids are at the core of the collaboration between post-secondary institutions like UNK and school districts and NDE. “The folks who are most successful in teaching, whether they come through this certification route or a traditional one, in their hearts they must have a love for kids and the desire to make a positive impact in their lives,” Dr. McCarty said. “That’s the best reason to get into teaching.” First and foremost, when looking at the teacher shortage through a holistic lens, it’s important to keep in mind that recruitment has been and always will be a critical key to a solution. “The conversation is now centered on different ways we can reach PreK-12 students earlier,” said Dr. Skretta, who started her career in education before moving to UNL. “How do we attract those kids that maybe didn’t necessarily love school but would make really great teachers?” The Teacher Scholars Academy, a privately-funded program created to recruit academically-strong and diverse students to campuses in Omaha, Lincoln and Kearney, is in its first year. “The intent is to increase the diversity of the teacher population, as well as bring the best and the brightest to our campuses,” said Dr. Skretta.

Continued on page 6 >>

FALL 2019 NCSA TODAY

TEACH E R S HO R TA G E An example of the innovative approach taken at the post-secondary level to replenish the pipeline with educators, the academy reflects a growing commitment from private entities and communities to growing, and placing, teachers in Nebraska. “We work with communities who, whether because of their geographic location or some other reason, have trouble attracting teachers,” Dr. Skretta said. “They’re trying to really increase their attractiveness to our students in a hope they’ll consider student-teaching there.” Districts are trying everything to lure candidates, from lower-rent housing to grocery store stipends to promises of employment the following semester. The kicker, said Dr. Skretta, is securing a commitment. Making the reality happen. “We’re working on that, but there are districts and communities that are very, very active in bringing people to their communities to keep those schools viable,” she said. For the candidates who have the potential to grow into ultra-effective educators but no formal preparation, the answer is certification. “We feel it’s up to us to figure out how to best assist these schools and candidates,” said Dr. Skretta. “We need to bridge that gap between the reality of the situation and the ideal Utopian preparation so that we are not compromising quality on either one of those sides.” With schools evolving in the way they search for teachers, universities have become more creative in the way of certification processes. It’s a balancing act, said Dr. Skretta, juggling the standards of your institution with the needs of a district and the concrete, in-statute rule requirements of NDE. “Ultimately, I think we’re all working towards the same end,” she said. “If we can get someone certified with the right support and the proper training, either while they’re teaching or before they enter the classroom, then we’ve achieved our goal. Nebraska kids deserve a good teacher in front of that classroom.” It helps to live in a state long-devoted to education. The longstanding positive and collegial partnership between PreK-12, NDE and higher education is unique to Nebraska, a “love fest” which is sometimes taken for granted, but shouldn’t be. “We don’t always agree, but we’re all very supportive of each other,” said Dr. Skretta. “It should be highly coveted by each of us to maintain that cohesiveness as a priority. The three of us all have to be rowing in the same direction, so to speak,

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to get it all done.” It sets the table for advocacy efforts that go far and beyond what you see in other states. “I think I Love Public Schools has been a gift to our state, for example, though I’m not sure we even realize how large of a gift because, luckily, we’re still in a state that highly values education.” When it comes to reaching prospective teaching candidates, the days of posting an advertisement in the local newspaper and waiting for the telephone to ring are long gone. It’s time to think outside of the box, said Dr. Skretta, whether that means implementing some type of a loan forgiveness plan, stipends, or other strategies that can be borrowed from private industry practices. “We’re publicly funded, of course, so we would have to find some funding sources, but we can’t keep doing things the way we’ve always done them and expect new results,” Dr. Skretta said. “If we want to get our teachers in those classrooms earlier in the places that are having trouble, then we need to think of new ways to do it.” Nearly every district in the state has contacted UNL looking for help. Fourth-grade teachers in the metro districts should be a dime-a-dozen, and yet Dr. Skretta has fielded calls from nearby schools scrambling to fill an opening. It’s time to flip the timing. “Our students want jobs,” Dr. Skretta said. “Who wouldn’t want to say, ‘Oh, you know that last year of college? Cake, because I knew I had a job lined up.’” Take an intern at a private industry, for example. They perform well for two years and walk into a stable career. It’s not really apples to apples comparing teaching to other occupational fields, but it’s worth exploring. “We don’t do that in education, but I do think there are some of those elements we really need to be more purposeful about it we truly want to solve this.” ■

T E A C HE R S HORTAG E

Looking at Special Education Shortages in Nebraska By LAURA BARRETT, Student Services Director, Gering Public Schools Across all regions of our state, administrators are experiencing the stress of finding ways to fill special education positions. A recent survey conducted with the Nebraska Association of Special Education Supervisors (NASES) and the Nebraska Department of Education (NDE), indicated that there is a critical shortage in our state Barrett right now. Prior to the start of the 2019-20 school year, nearly 1/3 of the schools that responded indicated that they had an unfilled position. Of those vacancies, 38% were special education teachers, 23% were speech-language pathologists and 20% were school psychologists. An additional 172 positions were filled by professionals without full certification. While there has been a targeted focus on the decrease in numbers of people entering the field and increasing the number of individuals going into education, it is important to recognize that a large contributor to the shortage is related to retention. Teachers in their first five years are more likely than any others to leave the education profession. Special education teachers leave the field at nearly twice the rate of their general education peers. Recruitment and training of new staff members costs school districts thousands of dollars each year. Sometimes, schools are not able to find fully certified teachers and they must rely on provisionally certified individuals to fill those positions. This can result in students with disabilities not having access to high-quality instruction and services. Building-level leadership is essential to supporting special education teachers. A recent publication from the Council for Exceptional Children titled The State of the Special Education Profession (2019), surveyed special education teachers about their experience in their schools. When citing reasons for leaving or considering a change of profession, lack of administrative support tops the list. There are numerous ways that building leaders can support special education teachers and providers. Some of those that have been found to be successful are (Cancio, Albrecht & Johns, 2014; McLeskey, Tyler & Flippin, 2004): • Emphasizing high expectations for all students is the first step in creating a school climate where all teachers feel

•

• • •

valued and a part of the team. Examining resource allocation within the building, to ensure that special education teachers receive the same resources and access to curriculum materials as all other teachers. Providing itinerant providers an environment with adequate, dedicated space where they can provide services helps them feel like an important part of your school. Designing schedules that allow for collaboration between general education and special education teachers that can focus on meeting the needs of individual students. Paying attention to classroom locations to set up an inclusive environment rather than isolated by specialty. This could include avoiding placement of special education classrooms in isolation at the end of halls or out in modular buildings. Providing opportunities for quality professional development focused on both specific student needs as well as the core curriculum. Holding all staff accountable for student success. And last, but certainly not least...CELEBRATE student successes and recognize staff accomplishments.

The federal Office of Special Education Programs (OSEP) has identified reducing special education teacher shortages as one of their priorities. NDE’s Department of Special Education has created a task force to look at special education teacher and provider shortage in Nebraska. Steve Milliken, NDE Director of Special Education, has indicated that throughout this next year, the NDE Office of Special Education has committed to looking at ways to address the special education provider shortage in our state. The goal is to take action towards both increasing those coming into the profession and supporting those who are in the field. Keep an eye out for resources and supports coming soon. Right now you can make a difference. You can make an impact by creating a positive climate within your school that focuses on all students. Teaching is a rewarding yet challenging position. As educational leaders we must do our part to keep teachers in the profession and create systems that are so inviting that individuals are lining up to join the field. It is our responsibility to ensure high quality education for all students. When we have positive climates and inclusive systems, we can turn education back into a field that everyone wants to be a part of. What will be your first step? ■ FALL 2019 NCSA TODAY

CO MMI S S I O NER ' S R EPO R T

Catching up with the Commissioner: From Champions to Change Agents, NDE Narrows Focus on Equity By TYLER DAHLGREN, NCSA Communications Specialist Now that the verbiage within NDE’s strategic plan directly spells out the role of a champion of equity, Commissioner of Education Dr. Matt Blomstedt and his team are narrowing that focus to becoming change agents for equity. It’s the next step in NDE’s thorough process of implementing a statewide commitment to human dignity in the educational system and initial work has focused on actual measures that can be taken to advance change in the hallways of Nebraska’s schools. Blomstedt

In an attempt to build momentum, NDE outlined a playbook for school leaders containing recommendations of different practices that have been well-researched, well-aligned and concretely proven to work. The department is engaging in conversations surrounding Rule 10 and accreditation, and is evaluating that data from an equity perspective for the first time. On Wednesday, July 31, NDE hosted Agents of Change for Equity: A Virtual Conference Experience, and Dr. Blomstedt was encouraged by both the event’s attendance and participation. “Social studies, for example, is one of those areas where we are trying to be thoughtful in assuring that we appropriately recognize the indigenous people in Nebraska and the importance of those roles across history and time in developing what we teach,” said Dr. Blomstedt. “We’re balancing that with what students need to be successful and engaged as civic participants, given what has happened with LB 399 and the American Civics conversation.” Ardent focus on literacy and the Reading Improvement Act in an attempt to close the achievement gap will continue to hold a prominent place on NDE’s list of priorities entering the 2019-20 school year. Shouldering the role as change agents

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for equity means going to great lengths to provide necessary resources and supports to ensure that what is being provided is intended to suit each student's ability and circumstance, no matter how varying those may be. This won’t be accomplished at the state level, necessarily, so statewide fluidity in communication is imperative. “To know every student’s needs, every family’s needs, and every community’s needs, that’s something that is not going to happen at the state level, but at the local level,” said Dr. Blomstedt. “This is another strong equity principle, that leaders in education are able to connect to what is real in their school and in their community. We want to encourage that.” Equity can serve as the foundation for better student educational experiences statewide. To reach the point of tranquility, those inside the arena of education, from principals to classroom teachers to students, Nebraskans must be willing to look at things from a different lens; to walk a mile in someone else’s shoes, for lack of a better cliché. “A big part of embracing equity is to approach it asking the question ‘What’s an experience that someone else has?’,” explained Dr. Blomstedt. The Commissioner had a substantial amount of time to consider the importance of perspective when travelling the state after spring floods tested the meddle of districts across Nebraska. He does the same when working outside of the state, when he’d often think to himself, “Wow, I have no idea what their experience was.” “I think we can take that for granted and, when we do, we end up diminishing the experience a child has,” Dr. Blomstedt said. “Longstanding ideas such as being Trauma Informed are actually principles of equity. Being cognizant and thoughtful about what a student brings into an environment and what you need to be able to provide from a teaching strategy standpoint and from an inclusiveness standpoint to ensure every student has a chance to learn. That’s equity. Really, it’s nothing new in principle. That’s what we’re working towards.”

C O MMIS S IO NE R'S REP ORT Historically, Blomstedt said, some issues have been obvious in the way they correlate to equity, such as food and nutrition. If a student comes to school malnourished or painfully hungry, there’s no chance to curate learning. Likewise, a student who walks into the doors of a school with a challenge from home, more often than not hidden and suppressed, has another barrier implanted on the road to success.

Over the last several decades, assessment and test results have become the focal point, directly in the center of the state’s attention. The real kingpins stand behind those test score scores, and no two are the same.

“It’s a reality for all of us,” said Dr. Blomstedt. “It does come back to human dignity. Understanding that not every student had the same experience that I had or that you had or that their teacher had. Being aware of that is important. This is not new to us in education, but I do think changes that have happened demographically across the state have made it a bigger challenge.”

Through equity, those days are long gone. ■

“We can’t ignore the child behind those results,” said Dr. Blomstedt.

Administrators' Days 2019 NCSA held its annual Administrators’ Days Aug. 1-2, drawing school leaders from across the state to the Cornhusker Marriott in Lincoln after flooding in Kearney forced a late change in location. Thursday’s slate including keynote speakers Todd Whitaker and Michele Gielan, four Select-a-Sessions, an update from Nebraska Attorney General Doug Peterson and an awards luncheon. Dr. Dulaney and Nebraska Rural Community Schools Association Executive Director Dr. Jack Moles also presented the proceeds from the NRCSA/NCSA Disaster Relief Fund to North Bend Central and Niobrara Public Schools. NCSA presented its annual Distinguished Service Award to Dr. Kevin Riley, who retired this summer after serving 20

years as superintendent of Gretna Public Schools. The recipient of NCSA’s yearly Friend of Education Award was Senator Lynne Walz, a former educator who represents District 15, encompassing Fremont and Dodge County. In addition to keynote speaker Craig Zablocki, Friday’s agenda included an NDE update from Nebraska Commissioner of Education Dr. Matt Blomstedt and a federal policy report from Reg Leichty, owner of Foresight Law + Policy in Washington D.C. and a native Nebraskan. For the fourth straight year, Nebraska Loves Public Schools had a prominent presence at the event, highlighting the upcoming second episode of The Mind Inside and previewing social media activities for the following school year. The event included a charity walk with a $5,000 donation from BlueCross BlueShield of Nebraska on behalf of school administrators towards the Food Bank of the Heartland. ■

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ADV OCA C Y

NCSA/NDE Advocacy Team Shares Unified Message with Delegates on Capitol Hill By TYLER DAHLGREN, NCSA Communications Specialist Comprised of affiliate organization presidents, the NCSA Advocacy Team travelled to Washington with Commissioner of Education Dr. Matt Blomstedt June 9-10, where the group shared broad and impactful experiences with several delegates on Capitol Hill. The team, which also included NCSA Chair Dr. John Skretta and past-Chair Dr. Mike Sieh, was assembled by Executive Director Dr. Mike Dulaney and Dr. Blomstedt and was accompanied by Reg Leichty, a Nebraska native and the founder of D.C.-based Foresight Law + Policy. “This was a tremendous opportunity for us to support our Commissioner and address key federal programs which fund educational opportunities in Nebraska,” said Dr. Skretta. First on the agenda was an initial briefing over dinner on Sunday night. Following an early Monday morning strategy breakfast, the team traveled on foot under a light rain down North Capitol Street and through Upper Senate Park to the Dirksen Senate Office Building for a meeting with former US Secretary of Education and current Senator Lamar Alexander’s office. During the meeting, Dr. Skretta, Dr. Sieh and NASBO President Jason Buckingham (Ralston Public Schools) shared indepth insight regarding the importance of dual-enrollment opportunities for students.

“The advocacy trip reflected the thoughts and opinions of all administrators, from superintendents to principals to business officials and SPED directors,” said Dr. Sieh. “Everyone participated in the discussion and referenced how proposed language would affect their areas of expertise by telling a related personal story.” The group next made its way to the Cannon House Office Building for a 30-minute discussion with Congressman Adrian Smith’s office and legislative assistant Joel Keralis. Sheri Chittenden (Paxton), President of NSASSP, and NAESP President Casey Slama (Gordon-Rushville) facilitated the majority of a discussion centered around teacher shortages in the western part of the state. Buckingham and NASES President Dr. Terry Houlton (Millard Public Schools) provided prospective from the Omaha-area. “By sharing our experiences with increasing poverty and critical teacher shortages from very small schools to districts like Ralston and Millard, we helped our Congressmen understand why it’s important to support the Higher Education Act and student broadband access,” said Chittenden, who added that the large group of administrators present and in support of their Commissioner likely had an influential effect on delegates. “They were able to see that Nebraska school administrators support Dr. Blomstedt in the pursuit of quality education for ALL students.” The day didn’t slow down from there, as the team sat down in Congressman Don Bacon’s office and continued some of those same discussions, with NASA President Greg Sjuts (Humphrey) illustrating further the critical need for adequate broadband capabilities. Sjuts said the group hit a home run with stressing that importance throughout the day. “We connected this discussion with the teacher shortage and the need to provide distance learning classes for students where there is no teacher available,” Sjuts explained. “We shared a solid message that both rural and urban schools need the broadband to provide dual enrollment classes that helps all students to be more prepared and encouraged to pursue post-secondary education.”

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A DVOCACY After a lunch with CCSSO representatives at The Monocle, afternoon meetings commenced, first with half an hour in Senator Ben Sasse’s office where conversations centered around HEA reauthorization and digital learning practices. The final meeting of the day took place in the office of Senator Deb Fischer. “The challenges we face as far as the teacher shortage are very real and the reauthorization of HEA and the support it could provide K-12 in the state of Nebraska is substantial,” Dr. Skretta told Shannon Hossinger during the sit-down in Sasse’s office. The trip was a tremendous opportunity for the administrators in attendance to show support for their commissioner, said Skretta, and also provided a platform for addressing key federal programs which fund education priorities in Nebraska. “It was a chance for us to complement the words of our commissioner and strengthen the impact of NDE’s requests by sharing local district stories and anecdotes that illustrate the challenges we face and the successes we share,” he added.

The affiliate presidents represented nearly all corners of Nebraska, widening the perspectives the group was able to share through the day. “Having professionals that represent school districts from urban, suburban and rural districts helped to bring an understanding of how each district may be unique in terms of demographics and geography,” said Buckingham. “At the same time, we were able to illustrate the similarities that still exist among us all, particularly in the area of teacher shortages.” Combined forces between NDE and NCSA, according to Dr. Sieh, helped to unify advocacy efforts, ultimately benefiting students in Nebraska. It’s a unique and eye-catching model, one which significantly reinforces the Commissioner of Education’s efforts through support and a uniform message. “We delivered a consistent message from the state of Nebraska,” said Sjuts. *To go back and follow NCSA’s advocacy efforts in Washington D.C., search #NCSAontheHill19 on Twitter. ■

THE COMPREHENSIVE SOLUTION FOR EDUCATOR EVALUATION Now serving Nebraska schools! Contact us for a consultation. NEEAdvantage.com 844-793-4357 nee@missouri.edu

FALL 2019 NCSA TODAY

SCHOOL S A F ETY & SEC U R I TY

Transitioning from Safety Crisis Teams to Psychological First Aid Teams (PFA) By CESAR TORRES, NDE School Safety Intern and DR. JOLENE PALMER, NDE Director of School Safety and Security Nebraska School Safety is trying to build “systems” around safety that incorporate many facets: Prevention, Preparedness, Response, and Recovery. PFA connects to all of these cycles…..and works in the before, during, and after phases of an incident or event and is an evidenced-based practice. It will be part (not the whole) of the school emergency operations plan. PFA connects to the Incident Command System necessary to have in every school to be ready to respond to any situation that might arise.

In the transition, PFA for school level training will be provided in a similar manner as the Crisis Team training has occurred in the past. Trainings will be held in central locations where schools can send teams or individuals to receive PFA training at the school level. Dates and locations for those trainings will be shared in the same way as in the past and also can be found at education.ne.gov/safety (safety website.) Just as in the past, the district will be responsible for the cost of this training.

Crisis Teams take care of the aftermath of an incident/event. They help in the response and they assist with the recovery pieces. Incident or event refers to just about anything a school could encounter, natural or human-made incidents, natural or accidental deaths, suicides, natural or human-made disasters, etc. The PFA training will cover the response and recovery to these types of incidents. The model would train participants in 8 core actions. Participants will learn how to respond to students and staff in non-intrusive ways, provide practical assistance, as well as providing physical and emotional support to those who have been affected. Further, participants will learn how to provide and gather information for students and staff in addition to connecting those who need professional help with the appropriate services.

NDE safety has money to support the training of the ESU level teams. A nationally recognized trainer will be contracted to provide the training to the ESUPFA teams. The hope is to train about 2-3 ESUs’ teams at each training to work within our cost means.

Other topics covered during this training will be memorials, communication to and working with staff, students, school board, parents, community, and media through an incident/ event.

Many administrators have indicated their wish for assistance during the response and recovery parts of an incident. They have stated it is very difficult to grieve themselves, and yet to be responsible to keep normalcy, help work their staff, students, and even in some cases parents through the recovery process.

The end goal is to develop ESU level PFA teams to serve all schools in the ESU, taking the burden off local school districts to work through their own adverse incidents/events. The ESU level team would consist of one person from every school district in the ESU. When a school district has an adverse incident occur, a team from the ESUPFA would go to that school for whatever length of time needed to assist and provide the strategies of psychological first aid to students and staff. We will be creating a model memorandum of understanding as an example between districts and ESUs and possible agreements that can guide this endeavor. This transition will be a process and it will take time to get the infrastructure set to support schools. It may be as much as five years before we have PFA teams trained and ready to respond.

NCSA TODAY FALL 2019

The end goal is to eventually minimize or even phase out the crisis team at the local school district level and become guided by the principles of Psychological First Aid. It can be a financial burden on local school districts to keep their crisis teams current with best practices; however a school district may choose to continue to have their own PFA team. School level PFA training will be provided one or two times per year going forward. More information will be forthcoming.

Providing psychological support is based on similar principles of providing medical care. If there is an injury, it must be treated immediately. Psychological First Aid is very similar, immediate attention is provided to prevent further harm or traumatization. Just like a wound, unaddressed mental health needs can lead to life changing outcomes such as; increased dropout rates, lower academic achievement, disrupted peer relationships, and overall well-being. Psychological First Aid is done with the intent of providing ongoing support to allow students to emotionally heal and return to normalcy. This minimizes the amount of school disruption and the negative effects on students’ academic and social achievement (Brymer et al, 2012). Schools are typically the first service agencies to resume operations after a disaster/emergencies, as

S C HO O L S A FE T Y & S ECURI TY a result, a prompt return to normalcy will have far-reaching effects into the community. Providing Psychological First Aid is important for all students, however specific students may be more vulnerable than others. Younger students, due to their cognitive, emotional, and social immaturity, are more likely to experience negative outcomes following a traumatic event, especially if not treated. Similarly, students who have had previous trauma or who have a disability are more susceptible. While providing help to students is critical, an important part of a fast recovery is making sure teachers and staff are also cared for. During an event, teachers and staff often focus all their energy on protecting and caring for their students and forget about the trauma they experienced. In order to help others, one has to be physically and mentally well in order

to provide proper and effective care. Responding to a crisis may be overwhelming, especially over time and may lead to compassion fatigue, which can have negative impact on one’s cognitive, physical, social, emotional, and professional well-being (Teater & Ludgate, 2014). For this reason, it is important for administrators to support their staff by starting the conversation of self-care, not only during a crisis, but as part of the school environment. As teachers and students return to school, providing the proper support is critical as many teachers, students, and staff are still recovering from the recent floods and bomb cyclones experienced throughout the state. However, care goes beyond natural disasters as some students are often without support during summer, in addition to any trauma they may have experienced. They are counting on the school to be a place of support and recovery. ■

Lavon Hood Receives NCSA Distinguished Service Award Lavon Hood, who recently retired from her position as Chief Financial Officer at Scottsbluff Public Schools, was honored with NCSA’s Friend of Education Award at Administrators’ Days. “I am so honored to be recognized by NCSA with this award,” said Hood in a prerecorded message. “What an awesome surprise this has been.” For 11 years, Hood served as Scottsbluff’s CFO, and managed a $29.2M bond issue and the oversight of an approximately $40M new high school project. In her acceptance speech, Hood thanked her family, school district, its staff and the community for their unwavering support. “It’s been truly a pinnacle of my career to use my skill set to help kids in my community be successful,” Hood said. “Helping kids be successful, there’s just nothing better than that.” ■

Dr. Kevin Riley Receives NCSA Distinguished Service Award Dr. Kevin Riley, who retired this summer after serving as superintendent of Gretna Public Schools for 20 years, was presented the NCSA Distinguished Service Award at Administrators’ Days. In his acceptance speech, which brought a room full of administrators to their feet, Dr. Riley shared what he’s found to be the most important thing he learned in his 37 years in the district. “I believe we are ultimately judged by how well we take care of the children who need us the most,” said Dr. Riley, who went on to thank his peers and family. ■

FALL 2019 NCSA TODAY

with

$10,000 in DonorsChoose.org dollars

Let Horace Mann help fund your teachers projects! Who’s eligible? Teachers When is the giveaway? Now through Dec. 13, 2019 Do your teachers have classroom needs that could use funding? During our giveaway, there’s $10,000 to go around – and your teachers could win funding for their DonorsChoose.org project. Each month through Dec. 13, we’ll draw winners and donate directly to their established DonorsChoose.org project. Horace Mann brings the DonorsChoose.org story to the schools they serve. Horace Mann and its representatives have donated more than $4.4 million since 2011...and we're not done! What do your teachers need to do? Post projects on DonorsChoose.org, then go to horacemann.com/FallintoFunding and enter. Do your teachers need help posting a project? Contact your local Horace Mann representative for more information. or visit, www.horacemann.com/teacherlounge/contests.

Horace Mann is a national sponsor of DonorsChoose.org, a not-for-profit organization that connects teachers in need of classroom resources with donors who want to help.

AM-C04432 (June 19)

A W A RE NE S S & PRE VENTI ON

New Video Series from AG’s Office Educates on Human Trafficking, Stresses Prevention and Awareness By TYLER DAHLGREN, NCSA Communications Specialist Human trafficking has been a longstanding priority for Attorney General Doug Peterson and his office, who in 2016 created the Nebraska Human Trafficking Task Force (NHTTF) to help victims and survivors and eliminate both the market for human trafficking and the heinous crime itself. Parks

Those efforts are being advanced once again with the production of a new video series, which, in four separate installments, will aim to answer the question of ‘Does this really happen in Nebraska?’ and heighten awareness on potential indicators of sex trafficking and prevention methods. “It’s vital that schools of every size across the state do understand that this is going on,” said Glen Parks, who coordinates NHTT. “This series of four videos will give every teacher, administrator, school guard, librarian and nurse a basic understanding of what’s going on.” The project materialized thanks in part to the longstanding relationship the Attorney General’s Office has shared with educators and administrators within the state, said Director of Communications for the AG’s Office Suzanne Gage. “The educators, being on the front lines of protecting the most vulnerable, our children in Nebraska, have eyes and the ears and can effectively raise that awareness level, which can prevent trafficking from happening,” said Gage. Parks presents at schools across the state, and held a session at this year’s Administrators’ Days, where the Attorney General addressed the crowd and previewed the new series. For a long time, PowerPoint presentations have existed on the Attorney General’s website, serving as educational resources for not just school districts in Nebraska, but the entire state.

The video series will be a quick and easily-accessible additional tool. The four videos will range from six to 18 minutes in length, with a release date in September. “It’ll be very convenient,” said Parks. “We’re quite excited about the possibilities of this series.” It’s critical for Nebraskans to take a proactive approach to preventing human trafficking. It’s happening everywhere, as mapped out in the series. The NHTT has five regional teams and has trained more than 3,000 law enforcement and service provider personnel at its annual seminars held at seven locations throughout the state. “There is no part of Nebraska untouched,” said Gage. ■

Nebraska School Safety and Security Summit October 9 and/or 10, 2019 YCC - Kearney, NE

Summit Highlights

3Carly Posey with I Love U Guys 3Bullying and Cyberbullying with Safer Schools Together 3Hands-on Digital Investigations Training to support Threat Assessment with Safer Schools Together For more information and to register visit ncsa.org

FALL 2019 NCSA TODAY

T RE N D S I N S U PER I NTEND ENC Y

Superintendent Turnover Remains Steady for Fall 2019 By DR. JAMES E. OSSIAN, Wayne State College

This is the 41st year in which I have penned this annual article and I intend for it to be my last. It has truly been a privilege. The privilege stems from personally knowing most of the superintendents in the state and the gratification of following, and sometimes contributing, to their career advancement. I spent seven years Ossian at UNK and 13 at WSC as a professor and mentor to many of the school executives in Nebraska and a goodly number in Northwestern Iowa. To the extent possible, I will continue to follow their careers. Special thank yous are tendered to past and present NCSA executives and their staffs. They have been very accommodating and a source of encouragement over the years. Though this might be my last rodeo, I rest secure in knowing that my capable colleagues Bob Uhing and Craig Pease (WSC Professors), Jerry Beach (WSC Adjunct), and Dan Ernst (NCSA Staff) will carry on. They are very familiar with the rigors of the superintendency and in touch with the realities of that position.

The New Year

At the beginning of the 2019-2020 school year, there will be 32 school districts with a new executive leader, the same number as a year ago. In all, there will be 242 individuals in the superintendent role for 244 districts, including two who will be serving as superintendents in two different districts. Turnover for this fall left the 40-year average at 40 per year. The rate of turnover for fall 2019 remains at 13.1%. The median tenure-in-position figure remains at 4.58 years, and the average tenure-in-position is 5.87 years. National publications that focus on the school superintendency still report the average superintendent tenure across the country as approximately six years. As in the past, the Nebraska numbers reflect that trend.

NCSA TODAY FALL 2019

Of the 32 individuals who left a Nebraska Superintendency last year, 19 retired, 10 moved to another in-state superintendent or ESU administrator position, and three left the profession at least for the time being. Mike Teahon left the Gothenburg superintendency to become the EDAD Department Chair at the University of Nebraska-Kearney. Seventeen of the superintendents in year one are assuming the top executive post for the first time, and 92 of 244 (37.7%) superintendent positions will involve three years or less tenure in the same district, including the 2019-2020 school year.

The Veterans

For the past 40 years, the number of Nebraska superintendents with 20 or more yearâ&#x20AC;&#x2122;s tenure in the same school district has averaged 13.1, with the high-water mark being 28 in the fall of 1991. To begin fall 2019, there will be only two with 20-plus years. Pending retirements, this figure will probably be about the same over the next few years. Most likely, double-digit numbers in this veteran class can be regarded as an artifact of the past. The two 20-plus veterans are Jon Cerny, 27 years at Bancroft-Rosalie, and Bob Hanzlik, 20 years at Stuart. Those who have been on the job between 15 and 19 years in the same district include: Jeff Anderson, Fullerton; Brad Buller, Syracuse; and Mike Sieh, Stanton, have all logged 19 years. Mark Aten, Overton, Curtis Cogswell, McCool Jct. and Greg Sjuts, Humphrey are counting 18 years. Top school execs for 16 years include Del Dack, Paxton; Terry Haack, Bennington; Jamie Isom, Valentine; Rusty Ruppert, Loup CO. and Sargent; and David Spencer, South Platte. With 15 years are Fred Hansen, Lyons-Decatur; Mark Norvell, Fillmore Central; and Kevin Wingard, Milford. The numbers for other superintendents with double-digit tenure are four with 14 years, six with 13 years, seven with 12 years, five with 11 years, and sixteen with 10 years.

The Super Supes

There are still three experienced superintendents who have chalked up at least 25 years of administrative service: Dale Rawson: Benkelman, Kansas Schools, and Mead, 38 years; Tom Sandberg, Axtell and Wallace, 28 years; and Jon Cerny, Bancroft-Rosalie 27 years. Best wishes to these veterans for several more productive years.

T RE NDS IN S UPE RINT E NDENCY Service Unit Directors

This is the eighth 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 PK-12 districts in their service areas. Atop the tenure list is Paul Calvert, ESU 15 at Trenton (11); Larianne Polk, ESU 7 at Columbus; Dan Schnoes, ESU 3 in suburban Omaha and Ted DeTurk, ESU 2 in Fremont (6); Brenda McNiff, ESU 5 in Beatrice; Deb Paulman, ESU 16 in Ogallala and Geraldine Erickson, ESU 17 at Ainsworth (4); Bill Heimann, ESU 1, Wakefield; Greg Robke, ESU 4 in Auburn; Greg Barnes, ESU 11 in Holdrege; and Connie Wickham, ESU 19 in Omaha (3); and Melissa Wheelock, ESU 10 (2). Rookie ESU Administrators include Corey Dahl, ESU 8; Andrew Dick, ESU 13; Drew Harris, ESU 8; Sarah Salem, ESU 18; and John Skretta, ESU 6.

Women Superintendents

The total number of women superintendents is 31 for the fall of 2018, four less than the 35 from last year. The 35 female executives was the highest figure recorded in Nebraska since the end of WWII. The tenure leader is Jamie Isom at Valentine with 16 years. Entering year 14 are Holly Herzberg, Hampton; Margaret Sandoz, Niobrara; and Amy Shane, O’Neill.

For fall 2019, 31 of 242 (12.8%) Nebraska superintendents are women. The number of female Nebraska school executives is still considerably short of the national average. AASA’s Decennial Report, authored by Ted Kowalski in 2010, indicated that the national percentage of female superintendents was 24%. A five-year update of that report in 2015 showed that the percentage had grown to 27%. Other Nebraska women in the fall 2019 group are as follows: Dana Wiseman, Sutton (12 yrs); Amy Malander, Greeley-Wolbach; and Caroline Winchester, Chadron (10 yrs.); Ginger Meyer, Scribner-Snyder (9 yrs.); Beth Johnsen, Conestoga (8 yrs.); Jane Davis, Hershey; and Jami Jo Thompson, Norfolk (7 yrs.); Melissa Poloncic, Douglas County West; and Kate Urbanek, Mitchell (6 yrs.); Candace Conradt, Franklin, Sherrie Edmundson, Humboldt-TR; Lori Liggett, Gordon-Rushville (5 yrs.); Lindsey Burback, Emerson-Hubbard; and Tawana Grover, Grand Island (4 yrs.); and Nicole Hardwick, Boone Central; Dottie Heusman, Sterling; and Stephanie Peterson, Leigh (3 yrs.) Women beginning a second year are Evelyn Browne, Banner CO.; Sadie Coffey, Shickley; Stephanie Kaczor, Riverside; Cheryl Logan, Omaha; Heather Nebesniak, Ord; Julie Otero, South Central (previously 7 years at Centura); Elizabeth Owens, Kimball; and Angela Simpson, Loup City. In year one are two veteran superintendents, Dawn Lewis (4 years previously at Arnold & Callaway) and Virginia Moon (much experience as an interim exec.) ■

Nebraska Public School District Supt. Data, Fall 1979, 2000, 2018

Item

1979

2000

2019

School Districts

317

275

244

Number of Superintendents

317

261

242

Median Tenure in Position

3.97

3.74

4.58

Average Tenure in Position

6.16

6.36

5.87

Supt. with 1-Year Tenure

Percent Turnover

17.7

18.9

13.1

Supt. with 20+ Years Tenure

Women Superintendents

FALL 2019 NCSA TODAY

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A FFILIA T E LE A DERSHI P

Channeling Grief into Kindness By DR. MARK ADLER, NASA President

The grind in your stomach never goes away when you try to understand something that makes no sense. The tentacles of grief stretch far and wide into places you would never expect. My family, the Ralston Public Schools, and our full community were devastated by the senseless loss of a caring and popular 15-year-old Adler freshman at Ralston High School just more than three years ago. The freshman was my son Reid. My wife Joni discovered him dead in our home’s basement on Jan. 7, 2016. Reid had taken his own life sometime during the night. I’ve been the superintendent in Ralston, Neb., a diverse school district with 3,400 students in metropolitan Omaha, for eight years. I’ve been a public school educator for 29 years. Despite working all those years with thousands of students, no professional or personal challenge could begin to prepare me for such a sudden, devastating loss.

A Decision Regretted

From that time on, the girl held this embarrassing image over Reid’s head. She threatened that if he did not do what she wanted, she would share the photo on social media to make his life miserable. She knew Reid was a popular student and his father was the superintendent, which would make such a disclosure damaging not only to Reid but also his family and possibly the entire community. In December, the month before he died, there were signs Reid was struggling. He reached out for help. He sent a note to Joni admitting, at times, he didn't want to live. He admitted he had watched videos of how to die by suicide. Each video, Reid explained, suggested telling someone about these thoughts and to seek help. Joni and I immediately took Reid to counseling and surrounded him with love. We reminded him how much we loved him and how special he was. The visits to the counselor provided hope that things were going well and Reid was looking toward the future.

A Worst Nightmare

On January 6, 2016, the girl held true to her promise. In frustration, she shared the image on social media. Reid quickly learned his worst nightmare had come true. Sometime between 8 p.m. and 7:20 a.m. the next day, Reid took his own life by suffocation in our basement. Reid was the victim of cyber-bullying, intimidation, and manipulation.

Reid was popular at Ralston High School. He was a good student, smart, funny, athletic and involved in school activities. He was the kind of student you wanted in your school. He helped those around him to be better. He stood for things that were good. Most of all, Reid had the kindest and most caring heart. Often, he made it his mission to cheer up fellow students, or even a staff member, who might be having a bad day.

On the eve of his death, Reid had shared with multiple friends that he was going to kill himself, that he was an embarrassment to his school and his family. When friends challenged Reid about those words, he said he was kidding and things would be fine. Unfortunately, later that evening when his mind was racing about the negative consequences to come, Reid faced his deepest fears alone. He made a permanent decision to solve a temporary situation.

Reid included as many people as possible in social events outside of school. He did not see differences. He just saw people as they are and he cared for them. Reid spoke out and stood up for others who were targeted for bullying and harassment in the locker room and around his school.

Because I serve as superintendent in a metropolitan area, our story and journey with grief are public. We decided we needed to speak about teen bullying and suicide. Four months after Reid’s death, Joni and I began sharing publicly the journey we now walk. The primary message we try to share is this: spread hope and kindness with everyone you meet. We’ve reached more than 40,000 students, staff, parents and community members.

But, Reid was not perfect. During eighth grade in middle school, Reid took a photo of his midsection without clothes on. He shared this inappropriate image with a girl who subsequently used it against him. Reid knew what he did was wrong, but he already had hit send on the photo, and he couldn’t get it back.

Continued on page 20 >>

FALL 2019 NCSA TODAY

AFF I LI A T E L EAD ER S H I P An Educator’s Call to Action

Suicide and mental illness are growing at an alarming rate across our nation. In Nebraska, suicide is the leading cause of death among children 10 to 14 years old and the second leading cause of those 15 to 25. Yet suicide remains a topic many people shy away from talking about, concerned about planting ideas in the minds of impressionable young people. The statistics tell us the thoughts are already there. That prompts my wife and me to speak passionately so no other family feels the pain we endure. As professionals and caring adults, we must arm our young people with specifics on how to prevent this. Never before have educators and school leaders been more important in helping our young people navigate the challenges facing them. Joni and I talk about recruiting an army of students, parents, professional educators, and community members who understand and recognize the signs of mental illness and to act if someone is talking about self-harm or suicide. We all must be responsible to report concerning behavior because it could save the life of a loved one. In a K-12 community, all educators and especially those in leadership must have the courage to address suicide and prevention, while continuing to eliminate the bullying and harassment that arises in our schools. Our students and communities look to us for leadership on such important issues.

Let’s Make an Investment in Kindness

Moving forward, our family is working hard to make a positive difference. We are mission-bound to make kindness an action verb for everyone. Through social media campaigns, metro-wide #BeKind days, the distribution of #BeKind bracelets and window clings, and our public engagements, we are trying to positively impact many others. As school leaders, no focus is more important than cultivating kindness in our schools. Kindness costs nothing and the dividends will pay back forever. Joni and I challenge all schools to activate student leaders, teachers, and school staff to develop and implement activities, expectations, programs, and campaigns to make kindness a way of life rather than an activity or event. Let’s focus on teaching and encouraging positive acts of kindness in how we treat each other rather than saying “don’t do this or that”. As school leaders, our actions always speak way louder than our words. Nebraska school leaders, I challenge us to make a collective investment in kindness. Reid paid it forward every day in the way he lived. I hope our family and ALL Nebraska schools can remember him fondly through our actions that make a positive difference. #BeKind ■

Senator Lynne Walz Receives NCSA Friend of Education Award NCSA Administrators presented Senator Lynne Walz, a former educator who represents District 15, with the annual Friend of Education Award at Administrators’ Days. Since 2012, NCSA has honored a non-member who has demonstrated exceptional, distinguished leadership on behalf of public education with the Friend of Education Award. “Being chosen for this award is a huge honor,” Walz, just the third state senator to receive the award, said. “Being a former teacher, it means a lot to me because I know how hard teachers work, and I want to make sure I am fighting for teachers in our education system.” Prioritizing public education and academic opportunities, specifically in reading, has been a focal point for Walz during her time in legislation. If children can’t read, she explained, "they can easily lose confidence in other aspects of their lives." "Protecting our education system is important to our children and families, our ability to build communities and our future." Senator Walz said "Receiving this award means a lot in that respect." Dr. Mike Dulaney called the legislative work of Senator Walz a great benefit to Nebraska’s public schools. “Senator Walz is a true friend of education, and the commitment she’s shown to elevating the discussion around the public education system in the state of Nebraska makes her incredibly deserving of this award,” said Dr. Dulaney. ■

NCSA TODAY FALL 2019

E HA UP DATE

Be Ready for EHA Deductible Changes for September 1st By GREG LONG, EHA Field Representative

The EHA will have a staggered deductible increase starting September 1st, of 2019. The deductible calendar is January 1st to December 31st. It is important to remember, members who have either reached or not reached the deductible level will have the increase amount to satisfy from September 1st to December 31st. Long If the member has reached the maximum out-of-pocket, they will not see an increase cost for the remainder calendar year.

PPO Changes: Current

As of September 1st

$600

$650

$750

$850

$900

$1,050

$1,150

$1,450

$1,500

$1,900

$2,000

$2,500

clude a $400 coinsurance. The coinsurance will be a 90/10 split with 90% of the claim being paid by Blue Cross Blue Shield and the remainder 10% paid by the member. The total out-of-pocket has increased from $3,500 to $3,900. Singles who have or not met the $3,500 maximum will have an additional $400 for the calendar year. The family only High Deductible Health Plan is a $6,850 deductible. It is important to understand one person or the family combined must meet $6,850 before Blue Cross Blue Shield assists in claims. Once the Family hits the $6,850 threshold there will now be a $800 coinsurance added to the plan with a 90/10 split. BCBS will pay 90% of the claim while the member will be responsible for the remaining 10%. Once $7,650 has been met the family is now covered at 100%. Families who have or not met the $$6,850 deductible will have an additional $800 for the calendar year. If you have any questions please feel free to contact Greg Long, EHA Field Representative at greg@ehaplan.org or 402-440-9633. â&#x2013;

Nebraska Fall Ed Tech Conference hosted by NCSA and NETA

Oct. 31-Nov. 1, 2019 Younes Conference Center Kearney, NE

2019 Conference Highlights

HDHP Changes: Current

As of September 1st

3 Pre-Conference Workshops

$3,500

$3,500 + $400 Coinsurance 90/10 Split

Over 50 Breakout Sessions

$6,850

$6,850 + $800 Coinsurance 90/10 Split

Over 20 Exhibitors

The High Deductible Health Plan has also seen an increase and design change. For a single only the covered member will still have a $3,500 deductible to meet and will now in-

Keynote Speaker: Beth Houf

Registration is now open! Visit fall.netasite.org for more information and to register.

FALL 2019 NCSA TODAY

CALENDAR OF EVENTS SEPTEMBER September 25

School Law Update – Younes Conf Center – Kearney

September 26 – 27 NASES New Member Workshop – NDE – Lincoln September 28

NCSA Tailgate – NCSA – Lincoln (Purdue – kickoff TBD)

OCTOBER October 9 – 10

Safety and Security Conference – Younes Conf Center – Kearney

Oct 31 – Nov 1

NE Fall Ed Tech Conference – Younes Conf Center – Kearney

NOVEMBER November 6

Emerging Superintendent Workshop – NCSA Office – Lincoln

November 20 – 22

State Education Conference – CHI Center – Omaha

DECEMBER December 4

Legislative Preview – Cornhusker Marriott – Lincoln

December 12 – 13

State Principals Conference – Cornhusker Marriott – Lincoln

*Region meeting dates can be found on the NCSA website.

NATIONAL CONVENTION DATES ASBO – October 25-28, 2019 – National Harbor, MD

NASSP – July 7-9, 2020 – National Harbor, MD

AASA – February 13-15, 2020 – San Diego, CA

ASCD – July 12-14, 2020 – Louisville, KY

ASCD – March 14-16, 2020 – Los Angeles, CA

Save the Date! Emerging Superintendents Workshop November 6, 2019 NCSA Offices - Lincoln, NE

Legislative Preview Conference

December 4, 2019, 8:30 a.m. to 1:00 p.m. Cornhusker Marriott - Lincoln, NE

State Principals Conference December 12-13, 2019 Cornhusker Marriot - Lincoln, NE

NCSA TODAY FALL 2019

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