Fall 2016

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

“Rules of the Road” for Safely Navigating the Information Superhighway Attorney General Doug Peterson

Nebraska Council of School Administrators

Fall 2016

www.NCSA.org

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CONTENTS

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Charting Our Future: The State Board’s Strategic Vision and Direction

BY DR. MATTHEW L. BLOMSTEDT

4

“Rules of the Road” for Safely Navigating the Information Superhighway

BY NEBRASKA ATTORNEY GENERAL DOUGLAS J. PETERSON AND RYAN S. SOTHAN

3

NCSA Announces Distinguished Service and Friend of Education Awards

5

NASES Announces 2016-17 Nebraska Distinguished Special Education Administrator of the Year

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Systems Thinking: Services, Coordination, Delivery

NCSA EXECUTIVE BOARD 2016-2017 Chair . . . . . . . . . . . . . Jeff Schneider Vice Chair . . . . Wendy Kemling-Horner Immed. Past Chair . . . . Ryan Ricenbaw NASA Representatives President . . . . . . . . . . . Dr. Mike Sieh President Elect . . . . . Dr. John Skretta Past President . . . . . . . Kyle McGowan NASBO Representatives President . . . . . . . . . . . John Brazell President Elect . . . . . . . . . Brad Dahl Past President . . . . . . . Jeff Schneider NAESP Representatives President . . . . . . . . . . Jim Widdifield President Elect . . . . . . Jason Calahan Past President . . . . . . . Mark Johnson

BY DR. DAVID M. LUDWIG

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A New Organization Supporting Nebraska’s Excellent Public Schools

BY ANN HUNTER-PIRTLE

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The TOP Ten!

BY DR. MIKE SIEH

11

Superintendent Turnover Declines Again for Fall 2016

BY DR. JAMES E. OSSIAN

14

New School Year Brings New Change

BY GREG LONG

15

Learning. Working. Living.

BY STUART STOFFERAHN

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NCSA Ambassador Program

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Calendar of Events and National Convention Dates

NASES Representatives President . . . . . . . . . . . Missy Dobish President Elect . . . . . . . . Jason Harris Past President . Wendy Kemling-Horner NSASSP Representatives President . . . . . . . . . . Steve Adkisson President Elect . . . . Brandon Mowinkel Past President . . . . . . . . . . Troy Lurz NARSA Representative President . . . . . . . . . . . . Dave Kaslon NCSA STAFF Dr. Michael S. Dulaney Executive Director/Lobbyist Dr. Dan E. Ernst Associate Executive Director/Lobbyist Megan Hillabrand Professional Development Manager Amy Poggenklass Finance and Membership Director Carol Young Executive Administrative Assistant

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 ©2016 by NCSA. All rights reserved.

Michelle Lopez 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 2016 NCSA TODAY 1

NDE UPDATE

Charting Our Future: The State Board’s Strategic Vision and Direction

BY MATTHEW L. BLOMSTEDT, Ph.D., NEBRASKA COMMISSIONER OF EDUCATION

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Blomstedt

n occasion, it is inevitable that the various winds of change seem to blow across the educational landscape. Yet, in Nebraska, we are deeply rooted in the values of the state and in the service to our next generation. I can find story after story in Nebraska of the passion in education to do what is best regardless of the winds that blow around us. Although we try to hold steadfast on a multiplicity of those educational values the winds start to erode our efforts, scour our beliefs, and bury our intentions. It seems that has happened for a long time as national winds blow all around. I think of the dust storms and blizzards of the past that obscured our vision and lead us off path. We somehow persevered and moved forward through it all.

However, as the winds subside for a moment and the atmosphere briefly clears, it is imperative to reset our vision and direction and chart the path for the future. I feel this is one of those rare moments in educational policy where we can accomplish this work. At a national level, the passage of the “Every Student Succeeds Act” (ESSA) provided this type of moment to take stock of where we are and set our own course. At a state level, I believe our work has been in preparation for this moment shaping and reshaping our system of accountability into a system designed to balance accountability with support to meet the needs of schools, students, and communities in a way not possible before. At a local level, the increase in creative collaboration between schools and communities is inspiring a set of new opportunities for students and a link to student success beyond high school.

Our System. Our Responsibility.

The State Board of Education believes as I do that providing leadership is also about taking responsibility for our system. This policy leadership includes the Board’s recent work in developing a strategic plan for the Department of Education and the education system. The work to finalize this plan will continue in the coming weeks and months. The Board took one very important step in sharing and releasing key elements of a strategic vision and direction at the September Board Meeting.

Our Mission The Board set its mission “To lead and support the

preparation of all Nebraskans for learning, earning, and living.” If this sounds familiar it is because for more than two decades this mission has been hanging on the walls of the Nebraska Department of Education. This mission was adopted by the agency over 20 years ago to reflect the work across the agency and these deep roots bind and hold fast commitments to Vocational Rehabilitation, Disability Determinations and the Pre K-12 and adult education system as a whole.

At the beginning of our strategic planning process the Board had a separate mission from the Department and a narrow perceived role. After much reflection and deliberation, it was clear that the principles that were rooted in the agency were also needed to assist in the alignment of the Board’s work. The alignment of the mission between the Board and the agency is critical for all of the steps ahead.

Our Priorities Not only through the alignment of the mission, but also through the expressed values of the Board and the agency through strategic priorities, we set out to develop measurable targets for our improvement. The following priorities are intended to guide our efforts and operationalize mission: • Ensure that all Nebraskans, regardless of background or circumstances, have equitable access to opportunities for success; • Increase the number of Nebraskans who are ready for success in postsecondary education, career, and civic life.

The priorities are important as they examine access, opportunities, and success for ALL. The Board recognizes the importance of the universal themes of accountability and equity. The Board also recognizes that we have many different roles in the education system. The Board highlights and summarizes these roles in by committing to the following: • Champion Nebraska’s strategic vision, goals, and policy direction to support learning, earning, and living; • Leverage policy authority and accountability to regulate and ensure equitable, high-quality education and services for all Nebraskans; • Build capacity by directing technical assistance and (continued on page 3)

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NCS A AWA RDS

NCSA Announces Distinguished Service and Friend of Education Awards

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astings Public Schools’ Superintendent Craig Kautz and Sen. Heath Mello received NCSA’s top honors at the 2016 NCSA Administrators’ Days held in Kearney.

“Today, Hastings was once again recognized. The community of Hastings, and I think Hastings Public Schools, was recognized for all the things that have been going on in this town from the new buildings to the national awards,” Kautz said during the Hastings Noon Rotary weekly meeting last Friday. Hundreds of conference attendees, including Kautz’s staff and friends and family, watched a humbled and surprised Kautz take the stage to receive his award which he was unaware he was nominated.

The NCSA Distinguished Service Award is a top honor to an NCSA member whose commitment and innovation in serving Nebraska’s public schools makes a notable impact. Kautz is entering his 27th year at Hastings Public Schools and his ninth year as superintendent. Despite consistently being in the top ten poorest districts in Nebraska, five out of eight schools in Hastings were recognized as national models for improving student performance in the last year alone.

“Craig Kautz is a consummate professional who represents and advocates for the Hastings community and is also among the best school administrators in the state,” NCSA Executive Director Mike Dulaney said. “Mr. Kautz is highly deserving of this award.”

State Senator Heath Mello of Omaha received NCSA’s Friend of Education Award for his outstanding service in the Nebraska legislature. The NCSA Friend of Education award recognizes a nonNCSA member and their exceptional dedication to Nebraska’s public education system. Senator Mello was elected in 2008 and reelected in 2012. Mello’s term ends this year due to term limits.

Craig Kautz

Heath Mello

Mello is the Executive Director at the Nebraska Career Education & Innovation Foundation in Lincoln.

“Senator Heath Mello is without a doubt one of the greatest advocates for public education,” Dulaney said. “In the eight years of service in the legislature, Senator Mello made many contributions toward effective policy decisions that have positively impacted our public schools.”

The Nebraska Council for School Administrators (NCSA) is a nonprofit professional organization dedicated to furthering the growth and development of Nebraska’s education administrators. It administers two distinguished awards each year with the goal of recognizing individuals who have focused their efforts on preserving and improving Nebraska’s public schools. n

Charting Our Future…(continued from page 2) professional development opportunities that highlight research and best practices; • Facilitate learning, earning, and living by creating connections amongst schools, families, businesses, and communities; • Serve as change agents, exploring and supporting promising new innovations.

Our Future. Our Responsibility.

There is still work ahead to finalize the next efforts in the strategic plan. The Board and I are dedicated to charting our future along with all of you in your schools and communities. We

are committed to drive change to accomplish our collective vision. The reality is that we are responsible for this system and we own that responsibility for crafting OUR future for OUR students. These rooted values run deep in every community and we also know that these roots are intertwined in the prairie across Nebraska. The charge of preparing ALL Nebraskans for learning, earning and living binds us together to withstand the winds overhead and resists the efforts that might seek to divide. Like my mantra of “every student, every day,” I find no exclusion in our mission and instead a responsibility that the Board not only shares but expects. n

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F EATURE

“Rules of the Road” for Safely Navigating the Information Superhighway

BY DOUGLAS J. PETERSON, Nebraska Attorney General, and RYAN S. SOTHAN, Outreach Coordinator, Consumer Protection Division, Attorney General’s Office

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ith a nod to Stan Lee and the Spiderman character he created, it is said that, “With great power comes great responsibility.”

This holds especially true in the context of the power associated with today’s device-driven, social-media drenched, and 24/7/365, technology frenzy.

We went to the moon—and back—with a computer less powerful than a basic smartphone possessed by today’s typical teenager. The computer that provided the guidance, navigation, and control to the astronauts on their journey contained only 145,000 lines of software computer code, an insignificant total, executing a remarkable feat by any measurement.

By comparison, the average smartphone app has less than 100,000 lines of code. But, according to Nielsen, the average number of apps used per month per person is 26. This equates to approximately 2.6 million lines of code, all of it managed by the processor at the heart of the smartphone.

Knowing this, it is easy to assert that today’s smartphone is yesterday’s supercomputer, and is a very powerful computer today by virtually any standard. And as we have established, with great power comes great responsibility.

Perhaps the greatest recognized form of power to come into the typical teenager’s life is the keys to the family automobile. We wouldn’t think of handing over the keys to anyone we love without first carefully preparing and instructing them on wielding this power safely and responsibly.

In understanding this, we engage in an official process of instruction, teaching by repetition, utilizing formal Driver’s Education coupled with hours of personal practice behind the wheel in order to develop and hone driving skills. Even after the license is issued, we restrict it for a period of time until proficiency becomes routine and safe, responsible, and respectful driving behavior is ingrained.

So, when it comes to navigating the “information superhighway” as the Internet is euphemistically known, it stands to reason we should question the level of preparation and instruction provided for our children and families. Generally speaking, we provide too little preparedness, operating under a hopeful assumption that today’s information technology is mostly harmless. Yet our children are colliding and crashing into one another all the time, often with negative and long-ranging consequences.

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What’s needed is a new form of Driver’s Education, a program geared to today’s youth that prepares them to live an increasingly significant portion of their lives online, and supports their navigation of the information superhighway in a safe, responsible, and respectful manner.

Something akin to this form of education exists in “Digital Citizenship,” a structured and increasingly popular program addressing the issue of technology use and defining the norms of appropriate, responsible behavior. It provides a framework of nine elements including etiquette, law, health and wellness, and security, among others. Hours can be spent teaching and delving deeply into these elements.

Ideally, a program should be memorable to the point that attention is captured and better decision-making is promoted through the superior filtering of varied stimuli, the range of responses, and their potential consequences.

Our office provides education promoting better digital decisionmaking through a presentation entitled “Digital Citizenship: Rules of the Road for Safely Navigating the Information Superhighway.”

The basis for the rules is the belief that particularly with information technology, it is “what you don’t know that you don’t know” that has the greatest potential to hurt you.

The “Rules of the Road” are: • You are not invisible when you go online. You have an indelible digital footprint by which you are known and easily can be found. Behave online as you would in person. (continued on page 5)

AFF IL IATE AWARDS

NASES Announces 2016-17 Nebraska Distinguished Special Education Administrator of the Year

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he Nebraska Association of Special Education Supervisors is proud to recognize Mr. Terry Houlton, Special Education Director for Millard Public Schools, as the Nebraska Distinguished Special Education Administrator of the Year for 201617.

Mr. Terry Houlton received his Bachelor’s Degree in Political Science in 1988, his Masters of Science in Educational Administration from the University of Nebraska at Omaha (UNO) in 2001, and is currently completing his doctorate from UNO. As an administrator, Terry has led his special education department to become a team of professionals ready to support students, parents, staff and administration as they work with students with disabilities. Teamwork is expected and realized. He builds relationships with all stakeholders and is known to pick up the phone to call rather than sending an e-mail. He takes time to get to know people regardless of their role in the organization.

Not only has Terry supported his own staff, he has become a leader in the metro area and throughout the state. He works sideby-side with other special education directors, mentors new directors, and supports others as they are leading change in their districts. According to Jean Ubbelohde, Mr. Houlton often uses a phrase, “What gets talked about in your organization and how it gets talked about determines what will happen, or won’t happen.”

This is especially true when it comes to utilizing data to inform educational decisions. As a leader, he has provided training for district leaders and teacher leaders in the area of intensive interventions by enlisting the work of Dr. Ericka Lambke.

Mr. Houlton was active in the development of Unified Sports for students in Nebraska. He worked closely with Activity Directors and Special Education Directors throughout the state to Terry Houlton obtain support for Unified Sports.

Mr. Terry Houlton’s dedication and commitment to students with disabilities is truly inspiring! n

“Rules of the Road”…(continued from page 4) • You are not the consumer but the product. You must monitor your security and stop leaking information.

• Any data you post online in any format is not considered private. This also applies to data collected by third parties with whom you have an agreed-upon business relationship. Selfreflect before you self-disclose.

• Cyberbullying can have consequences. In school, punishment can include long-term suspension, expulsion, or mandatory reassignment. Criminal repercussions can range from fines to time in jail.

• Sexting is an especially risky form of self-disclosure. Selfdisclosure is a process of communicating and building relationships based on trust. But if the text you send or photo you share won’t pass the “Mom test,” don’t do it. Think again— and refer back to Rule #3.

With the preface and rules both quickly established, the presentation then delves deeper, expounding on the basis and support for each of the rules and how students can minimize their

exposure and risk(s) through specific measures and informed decision-making that, with practice, leads to their becoming fully-functioning and valued digital citizens.

The “Rules of the Road” presentation can be delivered in individual classrooms or en masse via school assemblies. A parents-only version is also available providing additional layers re: signs and symptoms, dangerous apps and behaviors to lookout for, privacy concerns, and referrals to helpful resources promoting a deeper level of understanding and support for teaching our children to become safe drivers when piloting all manner of IT resources.

Please contact our office toll-free at (800) 727-6432 for more information or to book a presentation for your classroom, school, and/or community. You can also visit us online at ProtectTheGoodLife.Nebraska.gov.

The bottom line for technology students at any age: Behave online as you would in person. n

FALL 2016 NCSA TODAY 5

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ESUCC

Systems Thinking: Services, Coordination, Delivery

BY DAVID M. LUDWIG, Executive Director, Educational Service Units Coordinating Council

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Ludwig

s I begin my 34th year as an educator within the state, I greatly appreciate the dialogue that has been and is being provided regarding the need for collaboration, cooperation, and communication. This “systems thinking” approach is essential as we collectively work together through an era encompassing a statewide budget shortfall, an emphasis for property tax relief, the need to do more with less, and so on. As we consider these potential “obstacles” within the system, the one constant that has been prevalent throughout time is the simple fact that we, as educators, have a distinct characteristic to collectively work together to continue meeting the needs of the students we serve.

For the past 50 years, Educational Service Units have been in existence to provide a level of service, coordination, and delivery designed to meet identified needs of the school districts throughout the state. With the passage of LB 603 in 2007, the Educational Service Unit Coordinating Council (ESUCC) came into existence beginning July 1, 2008 with the purpose of statewide coordination resulting in efficient, effective and equitable service delivery. During this period of time, the collaborative relationship between NDE and the ESUCC with 17 ESU’s has been developed and continues to evolve in support of the expanding services, statewide coordination, and delivery for the 245 school districts, 22,000 teachers and 307,000 students.

In his book, From Systems Thinking to Systemic Action, Lee Jenkins states, “A system is a network of interdependent components that work together to accomplish the aim of the system.” Within this thought, one entity “cannot suboptimize the system” for then the system fails at the expense of others. As the collaborative work with all stakeholders continues to evolve, the purpose of the system will be strengthened when focused upon the needs of the 307,000 students we serve.

Through this collaboration, the three statewide initiatives were adopted in April 2012 through a strategic planning session with NDE and the ESUCC. This collective planning for services, coordination and delivery has brought about the development and implementation of the ADVISER (Advanced Data Views Improving Student Educational Response) Dashboard in which nine pilot schools were involved in the initial onboarding process, 27 schools were introduced to the process through the first wave of

the Early Adopter Program (EAP), and 88 additional schools will be involved during the second wave of EAP. The BlendED Learning Initiative has evolved from knowledge, awareness and common language to the current implementation of a BlendED Pilot Program for 27 school districts. This unique opportunity has been made possible through the collaborative efforts with the ESUCC and the Nebraska Council of School Administrators (NSCA).

Through a planning committee comprised of staff from ESU’s and NCSA, plans to expand this level of service for other school districts are in process.

The Educator Effectiveness initiative has provided for the development of effective practice indicators for both teachers and principals and well as the development and implementation of an instructional model for school districts throughout the state. Plans for further development of the Educator Effectiveness project are in process.

As we continue to reflect upon the coordination and delivery of services, this collaborative climate has created many opportunities resulting in AQuESTT (Accountability for a Quality Education System, Today and Tomorrow), single-sign-on for the ADVISER Dashboard, Virtual Support Teams (VST), Learning Management Systems (LMS) within the ESUCC Coop Marketplace, Professional Staff Development, Student Record System (SRS) in which 240 out of 245 school districts participate, Northwest Evaluation Association (NWEA): Measures of Academic Progress (MAP) in which 231 out of 245 school districts utilize this service, National Repository of Online Courses (NROC) and Ed Ready which provides high-quality resources to support college and career readiness, as well as the ESUCC Coop Marketplace that has been in existence for the past 43 years. As a result of this service offered within the marketplace, 69 vendors and 70 catalogs are provided which results in a statewide cost saving of $4,586,967 during the 2014-15 school year.

This non-inclusive list of opportunities regarding services, coordination, and delivery is a reflection of the collaborative environment that has been created within the state. As we continue to work together, I am eager to observe what the future holds for each school district, each ESU, the ESUCC, NDE and all stakeholders within this statewide system of support. Best wishes for a great year! n

FALL 2016 NCSA TODAY 7

PROMOTING PUBLIC SCHOOLS

A New Organization Supporting Nebraska’s Excellent Public Schools

BY ANN HUNTER-PIRTLE, Executive Director, Nebraska Public Schools Coalition

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Hunter-Pirtle

ello, NCSA members. I got to meet many of you at Administrators’ Days in Kearney back in July, where I introduced a new organization supporting public schools under the working name Nebraska Public Schools Coalition. (We’re working on something a little shorter; look for more information soon.)

Our mission is to support Nebraska’s excellent public schools and advance policies that make them stronger, while opposing policies that would weaken them—like charter schools, tax credits, and vouchers.

Public education reflects Nebraska’s values. Public schools are open to all, they are free and fair, and they provide fiscally conservative oversight of taxpayer dollars through elected school boards. Public schools do an excellent job of educating our children—because Nebraskans know every child deserves a top-notch education.

But some in the state want to weaken and privatize public schools by allowing charters, because they see an opportunity for private companies to turn a profit. Broadly speaking, charter schools take public funds away from public schools, but operate without the oversight of an elected school board. They are managed by private boards of directors—which can be located in another state or even overseas, and have led to widespread fraud, corruption, and abuse in states where they exist.

Policies like charter schools pose a new threat to our excellent public schools in Nebraska—and out-of-state groups are jumping on board with campaign donations, publicity stunts, and special interest front groups, all designed to convince Nebraskans that our schools are failing and private entities have the solution.

But Nebraskans know better. For years, polls have shown an overwhelming majority of Nebraskans support public education—support that is well earned, because our schools get excellent results. Nebraska public schools are the hearts of their communities. Students are respected, and teachers are certified and committed—which is why our graduation rates are high and students perform very well on national standardized tests and college entrance exams.

We also know public education challenges are Nebraska’s challenges. Poverty, lack of economic opportunity, and mental and behavioral health are growing issues in many schools, just as they are growing challenges for many Nebraska communities. And to meet them, we need

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to protect the excellent schools we have, while providing our students, teachers, and families the support and tools they need to meet these challenges.

What we don’t need are New York solutions to Nebraska problems. Nebraskans know better than to leave local education decisions up to folks who live outside the state.

Charter advocates press for so-called “school choice.”

But what they are really advocating is school privatization. In fact, the National Labor Relations Board (NLRB) recently ruled that charter schools are private, not public entities, in a labor dispute.

Nebraska already has school choice through statewide open enrollment—students can choose to attend any public school in the state, and parents can choose private or parochial schools, or homeschooling.

Not only do charter schools receive public funds without public oversight; their lack of accountability has led to widespread corruption and fraud in states where charters exist. For instance, Ohio is in the midst of a scandal with its charter schools involving rigged performance scores, phantom attendance records, and tens of millions of dollars in illegal payments for students who may never have existed.

And while charter school advocates claim that they support the most vulnerable students, research shows otherwise. That’s why in recent months, both the NAACP and the Movement for Black Lives have called for a moratorium on charter schools—because they fail to serve the very students who need great schools the most. Charters have a long track record of systematically excluding the most vulnerable children, including special education students, English language learners, and those with behavioral and mental health challenges.

Instead of taking resources away from our public schools, we need to help them flourish. We need to promote policies like expanded learning, early childhood education, and school to career pathways to make our schools even stronger while meeting growing student needs.

• Expanded learning opportunities: After-school and summer programs help supplement what children learn in school and provide critical engagement beyond the classroom. They are also an opportunity for community groups to engage with young people in creative, innovative ways that are specific to their community. (continued on page 9)

A FF ILIATE LEADERSHIP

The TOP Ten!

BY DR. MIKE SIEH, President, NASA

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t seems like everywhere we look today, someone is putting together yet another “Top Ten” list. David Lettermen made his “Top Ten” list a highlight of the Late Show. ESPN has created a “Top Ten” list for every athletic category for each sport. Radio hosts have created “Top Ten” playlists for every music classification. Therefore, I thought it was my turn to put together a “Top Ten” list for administrators based upon my experience and observations.

Sieh

Administrators shall • Lead teachers, not herd them—During professional development opportunities, I have witnessed administrators zoning out in the back of the room. I always wondered if they were paying attention or if their thoughts were somewhere else. I believe that administrators should participate in every professional development opportunity.

If you want to impress your staff, you should become an expert in an educational topic then facilitate the professional development opportunity. Being an expert requires you to not only attend professional development opportunities but actually take notes.

• Grant teachers autonomy and show them why it is important—An administrator needs to take time with both his/her certified and classified staff members. So often we get caught up in management duties and forget to train our staff to our expectations. We need to teach them procedures, provide them support, and give them the autonomy to run the classroom. Just like students, teachers also must know “why” it is important that you don’t set up your office in their classroom to control discipline so they can teach.

• Schedule time to interact with students—An administrator’s best time to interact with students is during noninstructional times. For example, lunch is a great time to dedicate to interacting with students. But remember, interacting means not just observing but rather listening and asking questions. I would recommend moving from group to group to group so that ALL students have an opportunity to interact with you. But remember, there are students that need your attention more than others. I often observe the administrator visiting with a circle of teachers or focused on his/her work rather than the students. In other words, be interactive!

• Attend the activities of their students—Students are aware of the people who take their time to watch their activities. And even more, they appreciate the person who can speak with them the next day about their great moment in an activity. If you can’t go to all activities, then schedule yourself at a few activities that directly involve most of your students.

• Develop a web of great administrators—During my tenure, I have been impressed with several of my past and current colleagues. When I attend a meeting with my colleagues, I form opinions of people. If I find someone who I think would be a great member for my web, then I use proximity as my advantage to become part of another circle of colleagues. I would recommend broadening your web of colleagues by going outside your comfort zone.

• Be involved in the school improvement process—The level of involvement of the administrator dictates the perceived importance of the process in the school district. If an administrator assists in the collecting, analyzing, dis(continued on page 11)

A New Organization…(continued from page 8) • School to career pathways: By providing career training as part of high school education, students gain skills that can lead to well-paying jobs right away.

• Early childhood education: Children who grow up in poverty face disadvantages that can get in the way of their academic success. But research shows that high-quality early childhood education is a smart investment that makes people more likely to have a higher income as adults, more likely to own a home, more likely to graduate from high school on time—and less likely to need special education or public assistance.

School districts across the state are working on innovative, research-based ways to support children and families—and we need to expand those programs, not tear them down by weakening our

public schools.

I decided to do this work because I got a top-notch public school education here in Nebraska that enabled me to pursue my dreams, and I want every child in the state to have that opportunity.

I look forward to meeting with many of you in the coming weeks and months—along with teachers, parents, business leaders, and elected officials from across the state. Our officials need to hear from you about the great work happening in our schools every day—as well as the challenges you face.

Together, we can protect our excellent schools while working to make them even stronger for all Nebraska children. Look for more from us soon, and I look forward to working with you! n FALL 2016 NCSA TODAY 9

Many students are taking longer to graduate from college, resulting in additional debt and delaying the start of their careers. That’s why the University of Nebraska created Commit to Complete, a program to help college students get their degrees sooner, save money—and get their lives started.

See how your school can get involved at CommitToComplete.com/Advisors.

TR ENDS IN S UPERINTENDENCY

Superintendent Turnover Declines Again for Fall 2016

BY DR. JAMES E. OSSIAN, Wayne State College

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Ossian

eople of my age and experience find more enjoyment in reflecting upon the past rather than speculating about the future. After 56 years as a professional educator, I often think about those who began the journey with me. Regrettably, most of them have passed on to that big board meeting in the sky; at least I hope they are up there rather than in the other place. They caught enough hell, as it were, while leading educational endeavors on earth.

Computers came on the scene toward the end of my and my colleagues careers. Of course, we didn’t know much about them, but we made sure that our secretaries and principals did. Most of our energy was focused on financial matters and hiring quality staff. And occasionally, we needed to remind a board member that they could always go to school and eventually be certified as a superintendent. Also, we didn’t have school attorneys on retainer, because we didn’t need them.

We could not have anticipated that those first computers and ensuing technology would have a major impact on the future of the superintendency. Now, most every student and staff member have a cell phone and are immersed

The TOP Ten…(continued from page 9) aggregating, and displaying of student, school, and community data, he/she is more likely to understand the relevance of the process and the impact it can have upon student achievement.

As the administrator understands the information contained in the school district’s profile and what mechanisms are necessary to achieve student academic growth, the school district’s culture will then reflect the importance of the school improvement process.

• Listen to all stakeholders without over-reacting—In order to listen, an administrator must first develop the trust of all stakeholder groups. To develop trust, he/she must be willing to meet the stakeholders on their playing field and must be able to communicate at their level. The over-reacting part is hard to control.

But try just to listen, use some thinking time, use a colleague or two, and then form a plan of resolution rather than reacting.

• Write professional goals annually—I once heard a speaker who talked about the success rate of accomplishing your goals.

According to the speaker, you are fifty percent more likely to accomplish a goal just by writing it down. Before I heard this speech, I thought I was crazy for I update my written goals frequently. I guess it is okay to be crazy.

in social media and all of its derivatives; I even have a cell phone, though I don’t know how it works.

I am privileged to know most of the superintendents in the state, many of whom have been my students, and I continue to be amazed at the relative ease with which they handle their varied duties. They need to be experts at everything from ramped up accountability standards to campus security issues. In the bargain, educational policy makers at every level expect that the head school administrator will have a positive influence on teacher and student performance.

After the years pass and this group of school CEOs finish their careers, I only hope that they will be able to reflect upon and recall some enjoyable events. Their war stories will be different from mine but just as significant.

The New Year At the beginning of the 2016-2017 school year, there will be 33 school districts with a new executive leader, eight less than a year ago. In all, there will be 243 individuals in the superintendent role for 245 districts, in(continued on page 13)

• Assume ownership of school decisions—I learned this lesson early in my career. My board of education made a decision that I did not completely agree with. The next day when asked about the decision, I told the individual to go ask the board why they made the decision. WRONG! I should have assumed ownership. After all, the buck stops with the administrator.

• Engage the community—So often we forget to become part of the community as a whole. Or we tend to think that the school is the community. Either way, we need to measure our community involvement annually so we can continue to challenge ourselves to be more engaged. My principals and I have a conversation annually focused on each of our community involvements.

Writing this article was hard for me. The article may lead you to believe that I perceive myself as an expert in school administration. In fact, the opposite is true. These are just principles that I have learned to apply to increase my effectiveness and efficiency in fulfilling my job description. I’m still learning every day and can’t wait to learn more from my colleagues throughout 2016-2017 school year! n

FALL 2016 NCSA TODAY 11

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TR ENDS IN S UPERINTENDENCY Superintendent Turnover…(continued from page 11) cluding four who will be serving as superintendents in two different districts. For the second year in a row there were no district mergers. The decrease in turnover for this fall left the 38-year average at 40.4 per year. Accordingly, the 16.7% turnover rate from last year fell to 13.5% for fall 2016.

The median tenure-in-position figure increased from 4.15 years to 4.50 years, and the average tenure-in-position grew from 5.53 years to 5.95. National publications that focus on the school superintendency are in agreement that the average superintendent tenure across the country is approximately six years. As indicated earlier, Nebraska numbers mirror that trend.

Of the 30 individuals who left a Nebraska Superintendency last year, 16 retired, eight moved to another in-state superintendent position, one accepted an out- of-state superintendency, four left the profession at least for the time being, and one is deceased. Of particular note is that nine first-year execs are serving on an interim basis. Fourteen of the superintendents in year one are assuming the top executive position for the first time, and 89 of 245 (36.3%) superintendent positions will involve three years or less tenure in the same district, including the 2016-2017 school year.

cuse; Mike Sieh, Stanton; and Mike Teahon, Gothenburg, all at 15 years. The numbers for other superintendents with double-digit tenure are one with 14 years, 10 with 13 years, four with 12 years, six with 11 years, and 10 with 10 years.

The Super Supes There are still two experienced superintendents and one serviceunit director who have chalked up at least 25 years of administrative service. 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 service-unit director.

Wayne Bell: Grant, Gothenburg, and ESU 10, 38 years; Dale Rawson: Benkelman, Kansas Schools, and Mead, 35 years; Gene Haddix: Juniata, Wallace, North Loup Scotia and Greeley, and Southern at Wymore, 32 years. These veterans most likely still have a few good years left in them.

Service Unit Directors This is the sixth 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 assisThe Veterans tance, ranging from staff development to technology, for the P-12 For the past 38 years the number of Nebraska superintendents districts in their service areas. ESUs 18 and 19, Lincoln and Omaha with 20 or more year’s tenure in the same school district has averrespectively, function as a part of their districts’ central office adaged 13.6, with the high-water mark being 28 in the fall of 1991. ministration. Steve Joel, superintendent in Lincoln, and Mark Evans, Again, there are only three with 20-plus years to begin the 2016superintendent in Omaha, are the nominal ESU directors, although 2017 school year. Given the numbers in the pipeline, this figure may the job responsibilities are usually shared with other district adincrease somewhat over the next few years, but it is doubtful that ministrators. double-digits will be obtained again within the foreseeable future.

Wayne Bell, ESU 10 in Kearney, tops the tenure list with 23 years.

The three 20-plus veterans are: Jon Cerny, 24 years at BancroftOther ESU directors and their years at the helm include: Jon Fisher, Rosalie; Jack Moles, 21 years at Johnson County Central; and Dan ESU 4 at Auburn (18); Bob Uhing, ESU 1 at Wakefield (14); Dan Novak, 21 years at Elmwood-Murdock. Those who have been on the Shoemake, ESU 6 at Milford (11); Jeff West, ESU 13 at Scottsbluff job between 15 and 19 years in the same district include: Jay Beland Paul Calvert, ESU 15 at Trenton (8); Kraig Lofquist, ESU 9 at lar, Battle Creek and Dan Bird, Burwell (19); Kevin Riley, Gretna (18); Hastings and Paul Tedesco, ESU 11 at Holdrege (6); Bill Mowinkel, Bob Hanzlik, Stuart (17); Jeff Anderson, Fullerton; Brad Buller, SyraESU 8 at Neligh (4); and Ted DeTurk, ESU 2 at Fremont; Larianne Polk, ESU 7 at Columbus; and Dan Schnoes, ESU 3 in Nebraska Public School Districts suburban Omaha (3). Three women are beginning their Superintendent Data, Fall 1979, 2000, 2016 first year as an ESU administrator: Geraldine Erickson Item 1979 2000 2015 replaces Dennis Radford at ESU 17; Brenda McNiff replaces Brian Gegg at ESU 5; and Deb Paulman replaces School Districts 317 275 245 Marge Beatty at ESU 16.

Number of Superintendents Median Tenure in Position Average Tenure in Position Supt. with 1-Year Tenure Percent Turnover Supt. with 20+ Years Tenure Women Superintendents

317 3.97 6.16 56 17.7 10 2

261 3.74 6.36 52 18.9 15 8

243 4.5 5.95 33 13.5 3 34

Women Superintendents The number of women superintendents inched ahead from 33 to 34 for the fall of 2016, which is the highest figure recorded in Nebraska for at least 65 years. Tenure leaders are Jamie Isom at Valentine and Lana Sides at Banner County, both with 13 years at the helm. Entering year 11 are Holly Herzberg, Hampton; (continued on page 14) FALL 2016 NCSA TODAY 13

HEALTH CARE

New School Year Brings New Change

BY GREG LONG, EHA Field Representative

T

Long

he winds of change are rolling through the Nebraska Sandhills. Once again, school districts out west, in our great state, have generated positive momentum towards changing insurance offerings within the EHA. As a result, districts have begun moving from the standard PPO plans, to the Dual Option—that includes the PPO coupled with the $3,500 high deductible.

In years past, schools would count on the same presentation from Blue Cross Blue Shield that would include: copays, coinsurance, premiums and the normal jargon that comes with the PPO plans. Now the EHA mission is to educate our members on the incredible additional benefits of our health care plans which include; Health Savings Plans, Limited Purpose 125 flex accounts, premium savings, and the importance of MY Blue.

These changes have created a fantastic demand to educate our members on the new plan and assist them in determining which one best suits the needs of their families. I have recently visited school districts such as Conestoga, Arnold, Calloway, Arapahoe, Ravenna, and Axtell.

I look forward to crisscrossing the state and meeting with as many school districts as possible. Let’s keep the winds of change blowing so we can help all of our members, one life at a time.

The EHA encourages school districts that have not yet scheduled a meeting to do so by contacting me at greg@ehaplan.org or 402-440-9633. n

Superintendent Turnover…(continued from page 13) Margaret Sandoz, Niobrara; Amy Shane, O’Neill; and Paula Sissel, Garden CO. Female leaders who left the superintendent ranks included Geraldine Erickson, Keya Paha; Virginia Moon, Kearney; and Alberta Moore, Ewing and Lynch. Women in year one of the superintendency are: Lindsey Burback, Emerson-Hubbard; Cindy Huff, Maywood (Retired previously from Wood River Superintendency); Tawana Grover, Grand Island; and Carol Rempp, Santee.

For Fall 2016, 34 of 241 (14.1%) Nebraska superintendents are women. The number of female Nebraska school executives is gradually increasing but still short of the national average which, according to Ted Kowalski’s 2013 textbook on the superintendency, stood at 24%.

Other Nebraska women in the fall 2016 group are as follows: Trudy Clark, Bruning-Davenport, Melissa Wheelock, Minden, and Dana Wiseman, Sutton (9 yrs.); Lynn Johnson, Arlington (8 yrs.); Joan Carraher, Cedar Rapids/Spalding, Amy Malander, Central Valley, Cherrie Malcolm, Homer, and Caroline Winchester, Chadron (7 yrs.); Ginger Meyer, Scribner-Snyder, Julie Otero, Centura, and Joan Reznicek, Ponca (6 yrs.); Beth Johnsen, Conestoga (5 yrs.); Jane Davis, Hershey, Nicole Hardwick, Loomis, and Jami Jo Thompson, Norfolk (4 yrs.); Melissa Poloncic, Douglas County West, and Kate Urbanek, Mitchell (3 yrs.); Candace Conradt, Franklin, Sherrie Edmundson, Humboldt-TR, Stacie Hardy, Omaha Nation, Dawn Lewis, Arnold and Callaway, Lori Liggett, Gordon-Rushville, Lorrie Miller, McPherson CO., and Stephanie Petersen, Creighton (2 yrs.).

Looking Ahead In the past few years, I have identified two consistent trends as being the increase in women superintendents and the decrease 14 NCSA TODAY FALL 2016

in the number of school districts. The trend for female leaders is holding; however, school reorganization is at a standstill, probably because many district leaders are becoming very creative in sharing material and personnel resources. It is also apparent that the practice of the dual superintendency is losing popularity. My anecdotal conversations with board members and multiple-district executives indicated that neither party was particularly fond of the arrangement. While the number of school leaders serving more than one district over the past decade has been as high as 14, normally in the low teens, the figure now stands at four.

School boards in the smaller districts are moving toward the utilization of half-time school leaders or finding superintendents who are willing to share all of the K-12 administrative responsibilities. Unfortunately, many smaller districts lose their top administrator late in the hiring season and need to resort to an interim executive. These individuals, obviously, can maintain dayto-day operations, but they cannot be expected to engage in meaningful long-term planning.

Nebraska educational leaders continue to have a full plate. NDE mandates have not been reduced; however, the total pot of state money for schools is shrinking. One budget item that is probably growing is the cost for legal advice to help cope with social media and bathroom-gender issues. Many colleagues assist in the production of this annual report, including Dr. Craig Pease at Wayne State College and Dr. Dan Ernst, Associate Director of NCSA. n “When you wage war on the public schools, you’re attacking the mortar that holds the community together. You are not a conservative, you are a vandal.” — Garrison Keillor

PROGRAM SPOTLIGHT

Learning. Working. Living.

BY STUART STOFFERAHN, President, Nebraska Transition College Board

“

W

Stofferahn

hat will happen to my child when I die?”

When her son, Kyle, came home and asked her where he would be going to college after high school, Cindy was thinking beyond college. She could only think of what would happen to her son after she died.

“There isn’t a college for you,” she said.

Cindy is my cousin, and she shared this conversation with me at her home in Hudson, Wisconsin, back in October 2015. Her son, Kyle, was adopted from Russia, and he suffers from the effects of fetal alcohol syndrome, which presents similarly to an Autism Spectrum Disorder (ASD).

Kyle is a kid who—with a little extra skill mastery—could live a life of full independence. But like so many other kids, his options for a college-like, residential setting that is tailored to teaching social, living and work-ready skills in the same way neurotypical kids study calculus, French, and engineering are limited to only two locations in the United States—a campus in Ritchfield, MN (Minnesota Life College) and one in Phoenix, AZ (First Place). Both campuses accept approximately 15-20 students each year, and while they are open to any young adult who meets eligibility standards, both campuses specialize in autism spectrum disorders. Other than those two campuses, the services available to kids as they graduate from high school are limited to programs that specialize in social skills, or work skills, or living independently, but none that are comprehensive in scope. The reality is that most of these kids live in their parent’s basement until that option is no longer available.

Currently, there are 3.5 million people in the United States who identify as having an ASD. Each year, 50,000 kids on the autism spectrum graduate from high school, and that rate is expected to continue at least until 2023.

When they graduate, they and their families face a terrifying reality as the benefits of a free and appropriate education disappear, and costs skyrocket—causing many parents to take out second and third mortgages just to find basic services for their child. The lifetime cost associated with caring for a child with an ASD is six to eight times higher than those associated with a neurotypical child.

Back to Kyle. He gave his mom a puzzled look and asked, “Why not?”

That’s the same question Cindy posed to me back in October. I drove the six hours home in silence. When I arrived home, I added one word to the end of that question: Why not Lincoln? If there can be a Minnesota Life

College, couldn’t there also be a college with the same mission right here in Nebraska?

I am happy to report that—after not having the first clue about how to build a college—we are in the process of doing just that. Turns out I don’t have to be smart—I just have to know a lot of smart people. We are planning on going “live” November 1st, but we are privileged to give a preview to our NCSA audience!

Our name and tagline is Nebraska Transition College: Learning, Working, Living. Our mission is simple: Nebraska Transition College provides a tailored learning atmosphere, supports integrated working environments, and builds stronger communities to enhance independent living for individuals with an Autism Spectrum Disorder or other learning difference.

The campus will be in Lincoln with a long-term vision of building a network of small campuses throughout Nebraska and ultimately the United States. Nebraska Transition College will be integrated into an apartment-style complex that will be open to the general public, not just our students. The three-year curriculum will be designed around the needs of each student and will focus primarily on social and living skills for the first year or two and switch to employment-ready skills during the final year— with the ultimate goal of graduating into independence.

The student-teacher ratio is planned at 4-1, and the staff will be highly trained and certified. Our calendar will follow the same timeline as any other college—with the students on campus nine months and off three.

We will also offer a three-week summer internship program for current high school kids age 16-18 who would like to get a “feel” for what Nebraska Transition College is all about.

NTC will partner with employers of all trades and professions with the goal of assisting our students find employment that is tailored to their passion and desire.

Upon graduation, each student will have the option to enroll into our community living program that will provide life-long support in the event that any of our graduates need advice navigating a job-change, conflict, or crisis.

The MOST exciting part: We are working very hard to open our doors to our first summer internship program in June 2017 and our freshman class in September 2018. If you would like to receive updates as to our progress and development, and even to find out ways you can help, please email us: Nebraska.Transition.College@gmail.com.

Cindy—we got this. Tell Kyle. n FALL 2016 NCSA TODAY 15

NCSA REPORT

NCSA Ambassador Program

A

dministrators’ Days 2016 was acknowledged as one of the best state conference events in the history of our organization. We were very pleased to have Sally Nellson-Barrett and Brittany Mascio with Nebraska Loves Public Schools in attendance. We certainly look forward to having them back next year.

We are proud to be working with Nebraska Loves Public Schools through our NCSA Ambassador Program to help promote our public schools and the great work that’s being done each and every day. In recent weeks, our Ambassadors have met with groups of our members at ESU 1 (Wakefield), ESU 2 (Fremont), ESU 4 (Auburn), ESU 6 (Milford), ESU 11 (Holdrege), and ESUs 15&16 (in Ogallala).

The Ambassadors have also received invitations to attend NCSA region meetings from several affiliate associations in the coming months.

The NCSA Ambassadors are available to speak to your ESU or NCSA region meeting. Please don’t hesitate to reach out to them at: news@ncsa.org. n @NCSAcinde @NCSAkyle @NCSAkeith

Dr. Keith Rohwer attends ESU 4 Superintendents’ Advisory meeting, August 25.

Dr. Cinde Wendell speaks to attendees at the ESU 15/16 meeting on August 30.

Mr. Kyle McGowan visits with administrators at ESU 6 on September 1.

CAL ENDA R O F EVENTS OCTOBER 6-7 6-7 13 26

NE Fall Ed Tech Conference NACIA Fall Retreat Facility Directors’ Workshop Emerging Superintendents Workshop

Younes Conf Center Lied Lodge Elkhorn Public Schools NCSA

Kearney Nebraska City Elkhorn Lincoln

State Education Conference Legislative Preview

Embassy Suites Cornhusker Marriott

La Vista Lincoln

State Principals Conference

Holiday Inn

Kearney

NOVEMBER 16-18 30

DECEMBER 8-9

*Region Meeting dates can be found on the NCSA mobile app and NCSA website.

National Convention Dates AASA—March 2-4, 2017—New Orleans, LA | ASCD—March 25-27, 2017—Anaheim, CA NAESP and NASSP—July 9-11, 2017—Philadelphia, PA 16 NCSA TODAY FALL 2016

Gold Sponsorships Ameritas Investment Corp.

EHA Wellness

Dallas Watkins dallas.watkins@ameritas.com 5900 O Street, 1st Floor Lincoln, NE 68510 800-700-2362 ameritas.com

Howie Halperin howie@ehawellnessprogram.org 256 No. 115 Street, Ste. 7 Omaha, NE 68154 402-614-0491 ehawellness.org

Blackboard

ESUCC

Daniel Beatty daniel.beatty@blackboard.com 605 Massachusetts Avenue, NW Washington, DC 20001 970-391-1550 http://www.blackboard.com/k12

Dave Ludwig dludwig@esucc.org 6949 So. 110th Street Omaha, NE 68128 402-597-4866 esucc.org

Boyd Jones Construction

First National Capital Markets

Mark Pfister mpfister@boydjones.biz 333 So. 9th Street Lincoln, NE 68508 402-318-4794 boydjones.biz

Craig Jones craigjones@fnni.com 1620 Dodge Street, Ste. 1104 Omaha, NE 68197 402-598-1218 fncapitalmarkets.com

D.A. Davidson & Co. Paul Grieger pgrieger@dadco.com 1111 No. 102nd Court, Ste. 300 Omaha, NE 68114 800-942-7557 davidsoncompanies.com/ficm

DLR Group Curtis Johnson cjohnson@dlrgroup.com 6457 Frances Street, Ste 200 Omaha, NE 68106 402-393-4100 dlrgroup.com

Great Plains Safety and Health Organization Mick Anderson andersonmd@unk.edu Rm 220E WSTC—UNK Campus 1917 W. 24th Street Kearney, NE 68849 308-865-8258 www.greatplainssafety.com

Horace Mann Cindy Dornbush cindy.dornbush@horacemann.com 10612 Monroe Street, No. 4 Omaha, NE 68127 402-680-9382 horacemann.com

Humanex Ventures Katie Lechner katie.lechner@humanexventures.com 2900 So. 70th Street, Ste. 100 Lincoln, NE 68506 402-486-1102 humanexventures.com

Insuring Success Ty Christensen tchristensen@insuringsuccess.com 19016 Costanzo Circle Elkhorn, NE 68022 402-960-5387 insuringsuccess.com

John Baylor Prep John Baylor john@johnbaylorprep.com P.O. Box 30792 Lincoln, NE 68503 402-475-7737 johnbaylorprep.com

Modern Images Bradley Cooper brad@champshots.com 13436 So. 217th Street Gretna, NE 68028 402-991-7786 misportsphotography.com

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

National Planning Corporation Brian Luther brian@compassfr.us 500 Central Park Drive, Ste. 204 Lincoln, NE 68504 402-467-0531 www.compassnebr.com

Nebraska Liquid Asset Fund Barry Ballou balloub@pfm.com 455 So. 11th Street Lincoln, NE 68508 402-705-0350 nlafpool.org

Nebraska Safety Center Mick Anderson andersonmd@unk.edu West Center, 220E Kearney, NE 68849 308-865-9393 www.unk.edu/offices/ safety_center

TRANE Dave Raymond dave.raymond@trane.com 5720 So. 77th Street Ralston, NE 68127 402-452-7762 trane.com/omaha

Unanimous Will Hays will@unanimousagency.com 8600 Executive Woods, Ste. 300 Lincoln, NE 68512 402-423-5447 unanimousagency.com

Wells Fargo

Bronze Sponsorships Kearney Visitors Bureau

University of Nebraska High School

Sarah Focke | sfocke@visitkearney.org PO Box 607 | Kearney, NE 68848 800-652-9435 | visitkearney.org

Charlotte Seewald | cseewald@nebraska.edu 1520 N. 20th Circle | Lincoln, NE 68588 402-472-1922 | highschool.nebraska.edu

Heather Kudron heather.h.kudron@wellsfargo.com 1919 Douglas Street Omaha, NE 68102 402-536-2090 wellsfargo.com

Silver Sponsorships Awards Unlimited Larry King larryking@awardsunlimited.com 1935 O Street Lincoln, NE 68510 402-474-0815 awardsunlimited.com

NE Public Agency Investment Trust Becky Ferguson P.O. Box 82529 Lincoln, NE 68501 402-323-1334 Becky.Ferguson@ubt.com www.ubt.com

Renaissance Learning

Software Unlimited, Inc.

Heather Roth 2911 Peach Street Wisconsin Rapids, WI 55494 800-338-4204 ext. 4712 heather.roth@renaissance.com renaissance.com

Corey Atkinson rph@su-9nc.com 5015 S. Broadband Lane Sioux Falls, SD 57108 605-361-2073 su.inc.com

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