BELIN-BLANK CENTER STAFF
Saba Ali
Affiliate Faculty
Susan Assouline
Director Emerita
Pam Bozec
Graduate Assistant
Paige Carlson
Admin Services Coordinator
Kerry Cheverton
UI Center for Advancement
Nicholas Colangelo
Director Emeritus
Alejandra Castillo
Graduate Assistant
Ashlee Donithan
Coordinator, Student Programs
Brian Douglas
Associate Director, Finance and Operations
Patience Duepa-Kannah
Admin Services Coordinator
Aliyanna Dorn
Graduate Assistant
Megan Foley-Nicpon
Director & Professor
Gennifer Humphreys
Graduate Assistant
Joshua Jacobs
Administrator, Technology and Project Management
Mike Keller-Wilson
Administrator, Student Programs
Emily Ladendorf
Administrator, Technology and Public Relations
Michael Lambeth
Administrator, Academy Programs
Randy Lange
Associate Director, Clinical Assistant Professor for Professional Development
Ann Lupkowski-Shoplik
Administrator, Acceleration and Research
Mae Parker UI Center for Advancement
Claire McCall
Graduate Assistant
Pia Patel
Graduate Assistant
Bridget Pauley
Secretary III
Jessica Pauley
Graduate Assistant
Zeus Pichardo
Postdoctoral Research
Scholar
Katie Schabilion
Supervisor of Psychological Services
Jill Schenck
PR Assistant
Christopher Smith
Licensed Psychologist
Jolene Teske
Associate Director, Clinical Assistant Professor for Professional Development
Alexander Persons
Graduate Assistant
Raechel Popek
Graduate Assistant
Madison Trog
Graduate Assistant
Nancy Whetstine
Secretary III
Tianxin Wang
Graduate Assistant
ADVISORY BOARD
CHAIR
Thomas Belin
BOARD MEMBERS
Susan Assouline
Pat Ballou
Laurie Belin
Bennett Brown
Mary Bucksbaum Scanlan
Julius C. Carter
Nicholas Colangelo
Bob Downer
Dick Ferguson
Ann Hoffman
James E. Hoffman
Alyssa Levitz
Heidi Molbak
Maurine Neiman
Jeffrey Perry
Shoshana Perry
William Perry
Barbara Ross Belin
Theodore (Bob) Scarborough
Sarvjeev Sidhu
Don Swartz
Paul Thompson
Bret Ulery
Alex Vacca
EX-OFFICIO MEMBERS
Daniel Clay
Megan Foley-Nicpon
Sarah Hansen
Kevin Kregel
Lynette Marshall
Molly McConnell
Tanya Uden-Holman
Shaun Vecera
Barbara Wilson
FOUNDERS (IN MEMORIAM)
David Belin
Connie Belin
Myron Blank
Jacqueline Blank
VISION
Where all learners explore, develop, and realize their talents.
MISSION
The Belin-Blank Center creates opportunities for equitable talent development.
STRATEGIC PRIORITIES FROM THE DIRECTOR
Student Programs
Collaborate to form a safe space for transformative learning opportunities, unforgettable experiences, and lifelong friendships.
Professional Learning
Provide uplifting, researchbased professional learning opportunities to those seeking to support the needs of the diverse population of gifted and talented learners.
Psychological Services
Supporting clients, families, and professionals through specialized psychological services and education to increase skills and knowledge, promote success, and maximize potential.
Research
Engage in applied and collaborative research that expands and diversifies methods of talent discovery and development.
Outreach
Connect with and provide opportunities to our constituents, including those historically underrepresented in talent development.
Dear advisory board members and friends –
I am excited to share the Belin-Blank Center Advisory Board report for the 2023-2024 year! This report reflects the collaborative efforts of all Center faculty and staff to develop talent through professional learning, student programs, psychological services, research and acceleration, and outreach. While the work of the Center is wide-ranging, everything we do is ultimately in service of talent development.
The concept of talent development has been a part of the talented and gifted field for over 40 years. It has many definitions, most of which involve broadening the idea of who is considered advanced or talented academically. These definitions also typically recognize the need to nurture non-cognitive factors that impact achievement, such as motivation, resilience, interpersonal skills, and grit. Abilities across talent domains are malleable, and students need opportunities to grow their potential.
We developed talent in multiple ways this past year in each of our priority areas. For example, the professional learning team worked with University of Iowa students who wanted to earn the Talent Development Certificate. The first recipient focused on developing athletic talent, knowledge he will take with him as he pursues a career in sports management. The student programs team reimagined the Blank Summer Institute, where middleschoolers from all backgrounds were exposed to week-long enrichment to further their talents in the arts, sciences, or humanities. The clinic psychologists helped hundreds of families identify their child’s talent domains along with potential barriers to actualizing those talents, such as a diagnosis of autism. The research and acceleration team received a Jacob K. Javits federally funded grant to partner with rural and urban Iowa schools to link students’ talent domains with their career interests, especially among those who are twice-exceptional. The outreach team created the inaugural Talent Development Recognition Award, which funded five innovative, school-based programs in Iowa schools, most of which were in low-income areas of the state. This is just a small sample of how we develop students’ talents and support educators’ efforts to do the same across Iowa and beyond.
I am thankful I work alongside so many creative, dedicated, and joyful faculty and staff at the Center. I am equally thankful to all of you for your ongoing support of and dedication to our mission.
Megan
STUDENT PROGRAMS
2e Academy Students
17 Bucksbaum Students
18 Summer Students
267 Scholarships & Financial Aid
$158,251
THE STUDENT PROGRAMS TEAM strengthened talent development opportunities for students through a focus on scholarships and expanded programs. Thanks to the generosity of our board members, we provided more scholarships for students to attend programming at a lower cost. In addition, we incorporated new support structures to ensure students met their goals and were successful within their programs. For younger grades, we expanded our Weekend Enrichment offerings, which exposed elementary-aged students to curriculum across a wide variety of topics and interest areas. Similarly, we expanded our middle school programming after a strong demonstration of interest and need this past summer. Going forward, we hope to continue broadening access to talent development programming through thoughtful, diverse curriculum and by cultivating partnerships with schools, students, and stakeholders.
“Recently my daughter accepted a position as an accessioning archivist at the Hoover Institute Library and Archives on the campus of Stanford University in Palo Alto,
ASHLEE DONITHAN PATIENCE DUEPA-KANNAH
MIKE KELLER-WILSON
MICHAEL LAMBETH
PROFESSIONAL LEARNING
206 Credit Hours Earned
489 Fellowship Participants
14 APSI Participants
163
THE PROFESSIONAL LEARNING TEAM was excited to see Dr. Laurie Croft begin a new chapter in her career after over 25 years in Gifted and Talented Education!
In the past year, we provided many professional learning opportunities for both pre-service and practicing educators. Highlights included a variety of course offerings, the summer AP training, and the 43rd Belin-Blank Fellowship. Our restructuring process has already begun as we have cross-referenced all Belin-Blank Center courses and have worked with the College of Education to align our State of Iowa Talented and Gifted Endorsement with all educational endorsements. With the addition of Jolene Teske and reassignment of Randy Lange’s position, we are moving forward in restructuring our professional learning offerings and planning for a fullday of on-campus professional learning for teachers.
“The biggest benefit I found from taking my summer APSI through the University of Iowa was the fact that I received so many resources which I can use inside my future classroom. I also found it extremely beneficial to work alongside experienced teachers and ask them questions ahead of my year of practicum and student teaching.”
PAIGE CARLSON
PSYCHOLOGICAL SERVICES
Assessments
94 Therapy Sessions
206 Consultations
16 Pro Bono Evaluations
2
THE PSYCHOLOGICAL SERVICES TEAM remained resilient and committed to clinic goals while temporarily relocating to the third floor of the Blank Honors Center. We have continued to deliver quality services to our clients, who consistently report positive feedback. We also have made great progress in moving through our waiting list, which has been further supported by the addition of our new postdoctoral scholar, Dr. Zeus Pichardo. Our staff gave several workshops and presentations, often in collaboration with the professional learning strategic priority, to further our goal of knowledge dissemination. We are excited to move into our new clinic space in the coming year, where we will continue our commitment to providing excellent psychological services. We are partnering with the outreach team to brainstorm ways to support our population beyond the walls of our clinic. For example, we will be developing “2e Tips” handouts for teachers offering easy-to-implement strategies to support twice-exceptional students in the classroom.
“As a parent of a soon-to-be college student with autism this is something that parents have wished for their children to have in the college community. I hope this program stays here at the UI. It is of huge importance that these students receive the support and guidance that they deserve. Thank you so much for providing a program for all these wonderful students!”
PARENT OF A TWICE-EXCEPTIONAL ACADEMY STUDENT
BRIDGET PAULEY ZEUS PICHARDO
KATIE SCHABILION
CHRIS SMITH
NANCY WHETSTINE
OUTREACH
THIS YEAR, THE OUTREACH TEAM introduced the Belin-Blank Recognition Award, which awarded five schools in Iowa funding for talent development projects. We continued traditions of collaboration, including hosting the Midwest-region Scholastic Art & Writing Awards ceremony, the Junior Science and Humanities Symposium Heartland-region event, and the Wallace Research Symposium at the University of Connecticut. We have increased general awareness of the Belin-Blank Center through robust engagement on social media, bimonthly newsletters to thousands of parents, educators, and stakeholders, our first-ever Hulu commercial, and by representing the Belin-Blank Center at conferences in the Midwest and beyond. We are excited to continue our outreach efforts, including celebrating our Recognition Award recipients at the Iowa Talented and Gifted (ITAG) conference in October and collaborating with other priority areas.
IOAPA Schools
111 IOAPA Student Participants
573 Scholastic Submissions
5,364 JSHS Student Participants
31 Recognition Award Submissions
28
“...these resources will facilitate a myriad of learning opportunities for students throughout the upcoming academic years. This will empower our future graduates to pursue careers they are passionate about and are competent to perform.”
BELIN-BLANK RECOGNITION AWARD RECIPIENT
BRIAN DOUGLAS JOSH JACOBS
EMILY LADENDORF JILL SCHENCK
RESEARCH
Presentations
32 Publications 10 Integrated Acceleration Reports
113 Wallace Attendees
THE RESEARCH AND ACCELERATION TEAM comprises many activities of the Belin-Blank Center. Some of the projects focus on services and interventions for students, and others are more theoretically focused and offer insights that might be helpful to practitioners. For example, we were thrilled to receive a fiveyear, two million dollar, federally funded Javits grant where we partner with Iowa schools to link students’ talent domains with potential career opportunities. Our work on acceleration this past year focused on fine-tuning the Integrated Acceleration System, which has been used by educators in 27 states and four countries.
We are dedicated to moving the field of talent development and advanced academics forward through interdisciplinary collaborations. We seek opportunities to share our research findings with scholars, educators, and community members. We created such an opportunity in partnership with the University of Connecticut’s Renzulli Center to hold the Wallace Research Symposium. This year’s Symposium was located on the beautiful Storrs campus, and over 160 speakers engaged across three days for the country’s premiere research symposium on talent development.
“Wallace easily became my favorite conference. I applaud the faculty and staff for creating a well-organized conference with a fantastic lineup of presenters and a good mix of topics. Even small details like the shared meals (and the ice cream), local lodging, and group pictures made it feel more like a community event rather than a stuffy academic conference.”
2024 WALLACE RESEARCH SYMPOSIUM ATTENDEE
SABA ALI
PEER-REVIEWED JOURNAL ARTICLES
Assouline, S.G. (2023). Professor Marcia Gentry walked the talk. Roeper Review, Volume 45. https://doi.org/10.1080/02783193.2023.224 6143
Fields-Oriogun, D., Foley-Nicpon, M., & Thornburg-Suresh, M. (2024). Mental health stigma and service use among Black American youth: A systematic review. American Journal of Orthopsychiatry Advance online publication. https://dx.doi.org/10.1037/ ort0000749
Kuhlmann, E. H., Foley-Nicpon, M., & Mahatmya, D. (2023). Adding some “Cs”: Expanding positive youth development to include disability and identity. Rehabilitation Psychology. Advanced online publication. https://doi.org/10.1037/rep0000513.
LeBeau, B., Foley-Nicpon, M., Doobay, A. F., Schabilion, K., Smith, C. L., Berns, A. J., & Assouline, S. G. (2024). Academic, clinical, and psychosocial profiles for high ability individuals with Obsessive Compulsive Disorder. Roeper Review. Advanced online publication. https://doi.org/10.1080/02783193.2024.2309394
Mathur Grunewald, N., & Foley-Nicpon, M. (2023). Exploring the utility of community-based participatory research to investigate mindfulness-based interventions in schools. Psychology in the Schools. 1-15. https://doi.org/10.1002/pits.23059
Park, S., Foley-Nicpon, M., & Mahatmya, D. (2024). Young adult career outcomes for adolescents with ADHD, high ability, or twiceexceptionality. Journal for the Education of the Gifted. Advance online publication. https://doi.org/10.1177/01623532241258759
Pichardo, J. M., Foley-Nicpon, M., Fields, D., & Hong, J. E. (2023). Exploratory factor analysis of the Social Communication Disorder Screener. Journal of Autism and Developmental Disorders. Advanced online publication. https://doi.org/10.1007/s10803-023-06076-6
Stuart-Maver, S. L., Foley-Nicpon, M., Stuart-Maver, C. I. M., & Mahatmya, D. (2023). Trends and disparities in suicidal behaviors for heterosexual and sexual minority youth 1995-2017. Psychology of Sexual Orientation and Gender Diversity, 10(2), 279-291. http:// dx.doi.org/10.1037/sgd0000525
CHAPTERS
Foley-Nicpon, M., & Teriba, A. (2023). Supporting students who are gifted and talented. In D. E. Houchins, R. P. Colarusso, C. M. O’Rourke, M. Leontovich, & M. Flores (Eds)., Special education for ALL teachers (pp. 297-330). Kendall Hunt.
OTHER ARTICLES
Foley-Nicpon, M., & Teriba, A. (2024). Policy considerations for twice-exceptional students. Sage Perspectives Blog. https:// perspectivesblog.sagepub.com/blog/policy-considerations-fortwice-exceptional-students
KEYNOTE
PRESENTATIONS
Assouline, S.G. (2024, April). From academic acceleration to academic acceleration 1.0, 1.1, 2.0. Ottawa Area ISD / Michigan Association for Gifted Children, virtual.
Assouline, S.G. (2024, May). Julian C. Stanley Distinguished Lecture: Current mindsets in gifted education and talent development: What happened to talent discovery? Wallace Research Symposium, Storrs, CT, United States.
Colangelo, N. (2023, October) Our hopes and worries about gifted students. International Conference on Talent Education, Slovenia, virtual.
Foley-Nicpon, M. (2024, February). How research can inform practice for educators and parents of twice-exceptional learners. 2e@William & Mary: Twice-Exceptional Conference, virtual.
Foley-Nicpon, M. (2023, June). Twice-exceptionality: What is it, and what do we do about it? Detroit Public Schools Summer Institute, Detroit, MI.
Lange, R. (2023, July). Lange, R. Academic acceleration: rethinking the journey. Ankeney Community School District Summer Administrator Retreat, Ankeney, IA, United States.
INVITED PRESENTATIONS
Foley-Nicpon, M. (2023, October). Best practices in identification of twiceexceptional students for talent development opportunities [Invited presentation]. World Giftedness Center International Conference, virtual.
CONFERENCE PRESENTATIONS
Adelson, J. L, Smith, S. S., Teske, J. K., Wilkins McCorey, D. M., Robinson, A. (2023, November) Implementing universal screening and local norms to support equity and excellence. Presented at the National Association of Gifted Children (NAGC) Annual Conference, Orlando, Florida.
Brulles, D., Brown, K., DuBois, M., Teske, J. K., Wells, A. (2023, November) Gifted coordinators’ pre-con bippity boppity boo – making magic happen in your gifted program. Presented at the National Association of Gifted Children (NAGC) Annual Conference, Orlando, Florida.
Lange, R. (2023, October). Academic acceleration: rethinking the journey Illinois Association for Gifted Children Conference, Naperville, IL, United States.
Lange, R. (2023, November) Academy for twice-exceptionality. National Association for Gifted Children Conference, Orlando, FL, United States.
Lange, R. (2023, October) Academy for twice-exceptionality: A community of support. Twice Exceptional Teacher Education Conference, Cleveland State University, Cleveland, OH, United States.
Lange, R. (October, 2023). Early entrance to college. Talented and Gifted (ITAG) annual conference, Des Moines, Iowa.
LeBeau, B., Assouline, S. G., Foley-Nicpon, M., & Lupkowski-Shoplik, A. (2023, November). Likelihood of whole-grade or subject-specific acceleration for twice-exceptional students. National Association for Gifted Children Conference, Orlando, FL, United States.
LeBeau, B., Foley-Nicpon, M, Doobay, A. F., Schabilion, K., & Smith, C. (2023, November). Psychoeducational profile of high-ability individuals with obsessive compulsive disorder. National Association for Gifted Children Conference, Orlando, FL, United States.
Long, D.A., Assouline, S.G., McCoach, B.D., Siegle, D. (2023, November). Professional learning to increase understanding and use of academic acceleration. National Association for Gifted Children Conference, Orlando, FL, United States.
LeBeau, B., Foley Nicpon, M., Doobay, A., Schabilion, K., Smith, C. L., Berns, A., Assouline, S. (November, 2023). Psychoeducational profiles of high-ability individuals with Obsessive-Compulsive Disorder. National Association of Gifted Children (NAGC) conference. Orlando, FL.
Lupkowski-Shoplik, A., LeBeau, B., & Assouline, S.G. (2024, May). Validity study of the Integrated Acceleration System. Presented at the Wallace Research Symposium on Talent Development, University of Connecticut, Storrs, CT.
Rambo-Hernandez, K. E., Makel, M., Peters, S. J., Dixson, D. D., Long, D. A., Rinn, A. N., Foley-Nicpon, M., Lee, H., Pereira, N., Lee, L, (2023, November). Research-to-practice lightening talks: The latest research that practitioners need to know. [Conference session]. National Association for Gifted Children Conference, Orlando, FL, United States.
Rasheed Ali, S. R., Mahatmya, D., & Foley-Nicpon, M. (2024, May). Talent and career development among students underrepresented in gifted education. Wallace Research Symposium, Storrs, CT, United States.
Smith, C. L., Schabilion, K. (October, 2023). Twice exceptional: All-day, every day. Paper presentation at 2023 Iowa Talented and Gifted (ITAG) annual conference, Des Moines, Iowa.
POSTER PRESENTATIONS
Fields, D., Thornburg-Suresh, M., & Foley-Nicpon, M. (2023, August). Mental health stigma and service use among Black American youth Poster presented at the meeting of the American Psychological Association, Washington, DC.
Pauley, J. & Foley-Nicpon, M. (2023, October 18-21). The benefits and barriers to sports participation for youth with autism spectrum disorder [Poster presentation]. AASP 2023 Annual Conference, Orlando, FL, United States.
Rasheed Ali, S. R., Mahatmya, D., Foley-Nicpon, M., Assouline, S., & Field, E. (2023, August). A career exploration intervention among diverse high ability adolescents. Poster presented at the meeting of the American Psychological Association, Washington, DC.
OUTREACH PRESENTATIONS
Schabilion, K. (2024, April 25). Outreach presentation to Iowa City Community School District Extended Learning Program Team: Working with Twice-Exceptional Students. Iowa City, Iowa. Lange, R. Classroom Outreach in Hills School fifth grade classroom modeling an enrichment program. Iowa City Community School District. Iowa City, Iowa.
WEBINARS
Hesbol, K., Robinson, A., Foley-Nicpon, M., Pereira, N., Lawson Davis, J., & Hafenstein, N. (2024, May). Spread the word: Javits’ project directors present applications and advocacy across other disciplines Webinar presented for the National Association for Gifted Children University Special Interest Group.
Lupkowski-Shoplik, A. (January 2024). Acceleration: What do parents need to know? Webinar presented to the Pennsylvania Association for Gifted Education. Virtual.
WORKSHOPS
Foley-Nicpon, M. (2023, June). Twice-exceptionality: Identification and intervention strategies. Ancillary session at the Detroit Public Schools Summer Institute. Detroit, MI.
Foley-Nicpon, M. (2023, May). Twice-exceptionality in the classroom: Identification and intervention. Workshop presented at the Ankeny Summer Academy, Ankeny, IA.
Lupkowski-Shoplik, A. (2024, April). Academic acceleration: Research, grade-skipping, subject acceleration, and more. Full-day workshop for educators and administrators. Summit Educational Service Center, Cuyahoga Falls, OH
Lupkowski-Shoplik, A. (2024, July). Academic acceleration: Tools, policies, and research. Full-day workshop presented to teachers and gifted coordinators. PaTTAN (Pennsylvania Training and Technical Assistance Network; for educators throughout the state), Harrisburg, PA.
Schabilion, K. (2024, April). Understanding twice-exceptional students: Essential tips for teachers. Workshop for the Baker Teacher Leader Center, University of Iowa. Iowa City, IA.
Schabilion, K. (2024, July). Assessment and diagnosis of ADHD in youth APA-accredited 2 CE workshop for College of Education, University of Iowa. Iowa City, IA.
Schabilion, K. (2024, July). Identification of high ability students Workshop for Belin-Blank Fellowship, University of Iowa. Iowa City, IA.
Smith, C. L. (July,2024). Executive functioning: What it is and how to address challenges. Workshop for the Belin-Blank Center Fellowship program. University of Iowa, Iowa City, IA.
Smith, C. L. (June, 2024). The assessment and diagnosis of intellectual disability. APA-accredited 2 CE workshop for College of Education, University of Iowa. Iowa City, IA.
Smith, C. L. (November, 2023). Executive functioning in relation to high ability students. Workshop for Baker Teacher Leader Center. University of Iowa. Iowa City, IA.
GRANTS
Rasheed Ali, S. R [PI], & Foley-Nicpon, M. [Co-PI]. (2023 – 2025). Expanding child/adolescent mental health training and supervision for community providers and trainees. Behavioral Health Workforce Education and Training – Children, Adolescents, and Young Adults (BHWET-CAY) Program / Health Resources and Services (HRSA). ($302,647).
Foley-Nicpon, M. [Contact PI], Rasheed Ali, S. R. [PI], Mahatmya, D. [PI], & Assouline, S. G. [PI]. (2023 – 2027). Innovations in discovering and developing talented twice-exceptional students (DD2E). U.S. Department of Education Jacob K. Javits Gifted and Talented Education Act ($2,269,132).
Rasheed Ali, S. R. [PI], Foley-Nicpon, M. [Co-PI], Martinez, D. [Co-PD], Bermingham, C. [Co-PD]. (2021 – 2024). Building a mental health workforce to serve rural Iowa youth. Behavioral Health Workforce Education (BHWET) Program / Health Resources and Services (HRSA) Program ($1,991,433).
David and Connie Belin and their close family friends, Myron and Jackie Blank, inspired each other with an enduring spirit of service and philanthropy. That spirit, shared by other close family friends, Martin and Melva Bucksbaum, and Joanne and Milton Brown, spread throughout Iowa, the nation, and the world. The dedication to service and philanthropy from these core Des Moines families, now passed down to their children and grandchildren, acts as a beacon of inspiration for all of us at the Belin-Blank Center, which exists because of their expansive vision.
The University of Iowa is located on the homelands of the Ojibwe/Anishinaabe (Chippewa), Báxoǰe (Iowa), Kiikaapoi (Kickapoo), Omāēqnomenēwak (Menominee), Myaamiaki (Miami), Nutachi (Missouri), Umoⁿhoⁿ (Omaha), Wahzhazhe (Osage), Jiwere (Otoe), Odawaa (Ottawa), Póⁿka (Ponca), Bodéwadmi/Neshnabé (Potawatomi), Meskwaki/Nemahahaki/ Sakiwaki (Sac and Fox), Dakota/Lakota/Nakoda, Sahnish/ Nuxbaaga/Nuweta (Three Affiliated Tribes) and Ho-Chunk (Winnebago) Nations. The following tribal nations, Umoⁿhoⁿ (Omaha Tribe of Nebraska and Iowa), Póⁿka (Ponca Tribe of Nebraska), Meskwaki (Sac and Fox of the Mississippi in Iowa), and Ho-Chunk (Winnebago Tribe of Nebraska) Nations continue to thrive in the State of Iowa and we continue to acknowledge them.
As an academic institution, it is our responsibility to acknowledge the sovereignty and the traditional territories of these tribal nations, and the treaties that were used to remove these tribal nations, and the histories of dispossession that have allowed for the growth of this institution since 1847. Consistent with the University’s commitment to Diversity, Equity and Inclusion, understanding the historical and current experiences of Native peoples will help inform the work we do; collectively as a university to engage in building relationships through academic scholarship, collaborative partnerships, community service, enrollment and retention efforts acknowledging our past, our present and future Native Nations.
Josh
MYRON & JACQUELINE N. BLANK
DAVID & CONNIE BELIN
