Spring 2022

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

SCHOOL TOURS OF THE STATE CAPITOL Spring 2022

www.NCSA.org

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C ONTENTS

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School Tours of the State Capitol are a Rich Tradition that Fill Nebraska’s Most Iconic Building with Life, Wonder, and Awe

BY TYLER DAHLGREN

7 Feeding School Culture ~ The Little Things

BY PATRICK MOORE 8 One Year After LB 322 was Passed, Safe2Help Making a Difference in Nebraska Schools

BY TYLER DAHLGREN 10 Leaning into Purpose with Nebraska Administrators: Dana Wiseman and Kevin Wingard

BY TYLER DAHLGREN 14 A Matter of Life or Meth: Schools to Play a Role in Attorney General’s Statewide Efforts to Put an End to Methamphetamine Use

BY TYLER DAHLGREN 17 The Power of Your Connections as Principals

BY ERIN GONZALEZ 18 An Introduction to OpenSky Policy Institute Executive Director Rebecca Firestone

BY TYLER DAHLGREN 20 Research for the Real World 23 Sponsorship 24 Calendar of Events

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 2021-2022

Chair – Brad Jacobsen Vice Chair – Sara Paider Immed. Past Chair – Dr. Mark Adler NASA Representatives President – Kevin Wingard President Elect – Dr. Melissa Poloncic Past President – Dr. Jeff Edwards NASBO Representatives President – Dr. Liz Standish President Elect – Jeremy Knajdl Past President – Erin Heineman NAESP Representatives President – Erin Gonzalez President Elect – Josie Floyd Past President – Sara Paider NASES Representatives President – McKayla LaBorde President Elect – Misty Beair Past President – Lona Nelson-Milks NSASSP Representatives President – Patrick Moore President Elect – Dr. Tiffanie Welte Past President – Brad Jacobsen 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 Jen Sylvester Executive Administrative Assistant Brenda Petsch 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.

SPRING 2022 NCSA TODAY

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P ROG RA M S PO TL I G H T

School Tours of the State Capitol are a Rich Tradition that Fill Nebraska’s Most Iconic Building with Life, Wonder, and Awe

By TYLER DAHLGREN, NCSA Communications Specialist The steps on the State Capitol building’s north side seem to go on forever.

Nebraskans, young and old, have stomped, climbed, and trudged that flight since construction of the Capitol, a remarkable feat in its own right, finished in 1932. Once at the top, they all do the same thing, no matter their business in the state’s most iconic structure.

They look up. Four-hundred feet up. All the way to the Golden Sower, an unfaltering figure that lives among the clouds, steady and strong, a testament to the state that sprawls below.

“The building is a symbol of Nebraska, and the building is the seat of the state government,” said Roxanne Smith, supervisor of tourism at the Capitol.

Smith has been guiding school tours since 1987. Nebraska Studies is a part of fourth-grade curriculum across the state, and visits to the Capitol have become both a rich tradition and a journey through time for generations of students.

“It’s a total and immersive experience for the kids, not just looking at it on a screen or reading about it from a book,” said Smith. “They’re in the building. They’re watching people go back and forth. They’re seeing the Legislature work. It comes alive. Nebraska and Nebraska history come alive for them here inside the building.”

Senator Mike Flood can remember that moment vividly. He was a fifth-grader in 1985 when his class rolled down K Street and spilled out of a school bus. Senator Flood was floored by the majesty of the building. For him, the Capitol came to life that day. So, too, did some aspirations.

“For somebody like me that was looking for outlets other than sports, it was more than an educational experience,” Senator Flood said. “It was a chance to see something that every Nebraskan should be proud of. It opened my eyes to the value there is in public service.”

Thirty-six years later, Senator Flood is set to embark on his third term representing District 19 in the Legislature. He still

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remembers that day, how small his class looked on the north steps in photographs. It defined a large part of his life. He hopes the continued tradition of school tours will do the same for future generations.

“You never know who you may be inspiring to serve in the Legislature,” said Senator Flood. “Or to work in state government. Or to be the next Governor of Nebraska someday.”

Senator Lynne Walz is no stranger to those steps. Still, the Chair of the Education Committee, a former educator, regularly catches herself in moments of awe.

“Every single day I walk up to the Capitol, look up to the top, and just think to myself ‘I can’t believe I get to do this job,’” Senator Walz said. “It reminds me of what an opportunity I have.”

To Schedule a tour, call (402) 471-0448.

To learn more, visit Capitol.nebraska.gov/visit/ school-tours/.

Right before Senator Walz talked with NCSA, she was visited by a group of fourth-graders. Senators prioritize speaking with touring students, especially the ones from their home district, interactions that have a way of brightening their day.

“Having students in here absolutely brings new breath into the Capitol and reminds you why it’s so important to be here and making decisions for those kids, our future,” Senator Walz, who represents District 15, said. “I talk about why I became a Senator, the ins-and-outs of what I do, how a bill becomes a law, and then I try to detail the process using an example the students convey to me.”

PRO GRA M S POTL I G HT Their suggestion?

“They had an idea to have chocolate ice cream served every day at every school in Nebraska,” Senator Walz laughed. “So we go through that idea and how it’s relayed to me and how I relay it through the Committee and hearings and to the floor.

We carry chocolate ice cream being served in school into law.”

Creating those memories early on is an important quest.

“That’s one of the cool things about Nebraska, is that we value things like that,” said Scott Harrington, Principal at Adams Central Junior/Senior High. “It’s a positive field trip that creates such early and positive lasting memories. Our Capitol building is so amazing, the architecture and design. I still remember going as a student and realizing this is where it happens, understanding that local government has such an impact on our lives.”

Teaching government at Norris High School, Harrington made a point of taking his students to the Capitol. He wanted them to be familiar with the uniqueness of Nebraska’s government, to see the openness with which decisions are made.

“Those visits stressed how you can have an impact in the government while being a normal citizen, and the earlier kids come to that realization, the better,” Harrington added. “I feel like Nebraska does that really well in comparison to other states.”

For schools, touring the Capitol is a can’t miss opportunity, but the tradition is equally beneficial for lawmakers. While many of their questions will make a Senator or a tour guide chuckle (Does the Governor have a helicopter? Why aren’t the statues wearing clothes? Is it lunch time yet?), some serve as a reminder as to why they are where they are.

When a Tyson Foods plant closed in Senator Flood’s district in 2006, Senator Flood remembers a fourth-grader from Norfolk’s Washington Elementary raising his hand and asking “Are you doing anything to try and find jobs for my mom and dad who don’t have jobs right now?”

That question still sticks with him 15 years later.

“It’s easy to find truth in children,” Senator Flood said. “Them being in the Capitol, seeing their eyes light up and talking to them about the opportunities that are out there for them, it’s important for school children to have this experience.”

Senator Flood encourages administrators across Nebraska

Fourth-grade students from Bennington Public Schools enjoy a tour of the Nebraska State Capitol earlier this year, an experience that has become a rite of passage for students for decades.

to take advantage of such an excellent opportunity. He can’t stand the idea of having two waves of students that have missed out on such a formative and educational experience.

“I know there’s a lot of activities that administrators can’t replace due to COVID, but my message to superintendents across the state is to prioritize this,” Senator Flood said. “Make sure that each wave of students coming through your school system has visited the Capitol.”

"The pandemic made things around the Capitol too quiet," Senator Walz said. "They’re ready for the tradition of school tours to resume, revitalized and reinvigorated. After all, there’s so much to explore. So much to learn."

“I hope the students learn the three branches of government, I hope they learn Nebraska history and Native American history and of the little kids in the blizzard of 1888,” said Smith. “These stories make us one group of people with one shared history.”

If only the walls of the Capitol could talk, the clattering of sneakers down its dimly-lit and hauntingly charming corridors is a decades-long story they’d surely tell. ■

SPRING 2022 NCSA TODAY

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A FFILIA T E LE A DERSHI P

Feeding School Culture ~ The Little Things

By Patrick Moore, NSASSP President

MOORE

“Culture affects all aspects of a school. It influences informal conversations in the faculty lunchroom, the type of instruction valued, how professional development is viewed, and the shared commitment to ensuring all students learn.” ― Terrence E. Deal, “Shaping School Culture: Pitfalls, Paradoxes, and Promises"

This quote by Terrence Deal is the summation of what it takes for a school to be successful and is a great reminder of the power we have as building leaders to shape and feed our school culture in a positive light. Oftentimes, it is a series of little things linked together that help build and define the culture we set as building leaders. Teachable moments for our staff, students, and community make a difference.

As building principals, so much of what we juggle daily focuses on different aspects of leadership and sometimes we may forget our impact. Regardless, we wear many hats and our attitude affects everyone around us. Actually, our attitude is probably a skill we all share with our staff, either negatively or positively.

Think about leading your staff the last few years and your attitude. You have strategically navigated a shortage of teachers. You have found subs and probably subbed yourself!

You have guided your schools through the process of online learning and training. You have been creative and flexible in a day and age where schools are being bombarded with unfunded mandates from the federal and state level. You are now being asked to get into the political aspect of your job and be a voice of reason and accountability. Think about our impact. We are the voices of reason and accountability on so many levels. Our charge is to manage the process and make sure all stakeholders have a voice. Our impact over time has a great influence on our culture.

Despite all of these hurdles, it is hard not to realize how much school culture plays a part in each decision we make and how we, as principals, have a direct impact on our school culture. To me, it is about incremental small changes.

According to www.edglossary.org the term school culture, “Refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions. The term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity."

Sounds like school culture encompasses quite a bit, doesn’t it? It does.

The reality is students, parents, teachers, administrators, and other staff members all contribute to their school’s culture.

Other influences such as the community in which the school is located, the policies that govern how it operates, or the principles upon which the school was founded also play a key role (often the most important role) in educating our youth.

To me, building your school culture is about incremental changes on a small level. The term, “kaizen” was derived in post-WWII Japan and has been applied in many forms today. Kaizen is a process of getting better incrementally day-by-day. When assembly lines stalled or there was a problem, everyone was looked at to solve the problem. So instead of having one or two people become the brains of the operation, everyone was a problem-solver. This helped empower everyone in the factory to be a leader or not be afraid to have their voice be heard. Schools are no different.

I want you to think about the last two years and reflect on all the great things you are doing at your school to feed school culture in small incremental steps.

• You help form the mission and vision of your school with input from all stakeholders. The pandemic really challenged us as leaders and helped us all realize how much follow-through we have with our mission and vision and how it drives us daily in our quest to help others.

• You provide equitable learning environments and formulate systems to help students learn. Students all learn differently, and you have helped put systems in place to meet the needs of all students; both in-person and online. No easy task.

Continued on page 8 >>

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SCH OOL S A F ETY & SEC U R I TY

One Year After LB 322 was Passed, Safe2Help Making a Difference in Nebraska Schools

By Tyler Dahlgren, NCSA Communication Specialist

Dr. Chad Denker was an admitted skeptic of Safe2Help before David City Public Schools began the implementation process, which included two days of threat assessment and two hours of program training.

free-of-cost model is making a difference in the safety of schools and students.

“By the end of the training, I was already starting to change my tune,” Denker said. “After learning more, I thought, you know, this might be really helpful.”

“We continue to grow and learn,” said Nebraska School Safety & Security Director Dr. Jolene Palmer. “Safe2Help is serving about thirty-six percent of the state’s students, and we would like to grow to fifty percent by the beginning of next school year, if not more.

That’s the goal.”

Denker thought right. That was just before Thanksgiving.

Since then, David City has received eight reports, all of which needed to be acted upon and all of which were resolved without a crisis.

Palmer would like to see exponential growth before the team behind Safe2Help goes back in front of the Legislature to give a report in 2024. Their intentions are to keep Safe2Help free-of-charge to school districts.

“I’m one of their biggest advocates now,” said Denker. “If other superintendents would call me, I would ask them ‘Why aren’t you involved? You should be. It’s free and it’s anonymous.’”

It’s been almost a year since LB 322 passed and Safe2Help expanded its services to every school district in Nebraska.

“We recognize that schools are stretched,” said Dr. Denise Bulling, Senior Research Director at the University of Nebraska Public Policy Center. “We recognize that their primary mission is educating children. This is a way to keep schools safe in a cost-effective manner that lessens the burden on the schools by providing quality triage of the reports made in their buildings.”

With a 24/7 hotline manned by highly-trained crisis counselors in the Boys Town call center, the totally anonymous and

As Safe2Help is embarking on its statewide expansion, the Public Policy Center will be analyzing loads of data in order

Just another initiative, he remembers thinking.

Feeding School Culture ~ The Little Things (continued from page 7) • You provide professional learning opportunities for staff.

Oftentimes, you are the frontline worker helping your staff become experts in their field. Some of you have probably grown in your own knowledge and skills as well!

• You engage your community with positive partnerships and advocacy. You navigate state and local health mandates and communicate with students, staff, and parents the “why” behind every decision. You balanced the beliefs and perceptions of your school and communicated how your school was going to function during this unprecedented time.

• You provide social and emotional support to staff and students and meet their needs where they are at. You strategically map out what your students and staff need,

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and you have set sail trying to provide them the best supports for what they are going through.

• You celebrate students and their accomplishments.

I get it, this list is short and not all encompassing. This list does not even begin to scratch the surface of the many small things we do daily to build school culture. What I have found the last two years is that we need to include others in the process to help grow our culture at our individual schools.

We cannot do it alone. From seating charts to contact tracing to flexible schedules. Take some time this summer and fall to reflect on how you have kept your schools afloat through all the changes that have happened. ■

S C HO O L S A FE T Y & S ECURI TY to evaluate the effectiveness of the program. To help them do so, Public Policy Center Director Dr. Mario Scalora, the project’s principal investigator, and his team received a grant through the Bureau of Justice Assistance. The grant will allow them to collect aggregate data from school districts, adapt training practices for school teams based upon that data and to develop resources and materials for districts that choose to opt in.

Nebraska is a natural testing ground for this unique model, added Bulling.

“Dr. Palmer’s model is different than other areas of the country in that it’s not only a report line, it’s a report line that requires trained personnel ready to act on the other end,” Bulling continued.

Those professionals fielding calls and texts at Boys Town are a key cog to the Safe2Help model.

“They’re growing through this, too, because every situation is different,” said Palmer. “They have to make some judgment calls and determine life and safety issues and when to intervene, because there are times when not all the facts are known. They do a fantastic job of keeping kids safe, and working in collaboration with the schools just makes the process even stronger.”

Safe2Help includes thorough training in crisis detection and a streamlined reporting system. Most importantly, perhaps, is its anonymity. The reporter remains 100-percent anonymous.

No matter what. In small towns especially, students might be hesitant to come forward with concerns. Secrets are sparse in small towns. Safe2Help is a safe place for those students to make a call or send a text. Denker believes that’s why his students have been willing to do so. Ultimately, anonymity could save lives.

“This gives a voice to the voiceless,” Palmer said while noting that in 81.9-percent of crises there is information floating around the community ahead of time. “There are kids sitting in our schools today that have the information and yet withhold information out of fear of retribution or retaliation. This gives them someone to call without fear of being revealed.”

There are other administrators like Denker, school leaders who have seen Safe2Help become an invaluable asset to their school and its safety. Since September 1, the program has thwarted three potential school shootings.

“That tells me that this is worth every penny,” said Palmer.

Data shows that bullying is the most frequently reported event type, and more than 78 reports of suicidal behavior were fielded during the pilot stage of the project, which included Millard, Omaha and Sarpy County schools.

“Life is pretty miserable when you’re the victim of bullying,” Palmer said. “If we can help intervene in those students’ lives, to put some support systems around them and even some support systems around the bullies, we’re going to make life better for everybody.”

That’s the goal of Safe2Help, to keep schools and students safe. It’s an extremely efficient and easy-to-use program. And it’s free.

“Many schools can’t afford having someone answering reports 24/7, around the clock,” said Bulling. “I don’t know any school that can do that. Safe2Help is an added benefit to all of us in Nebraska. We’re fortunate to have something like this available to support our educators and our students. This keeps them safe.”

In three months, Safe2Help’s place has been solidified in David City and other districts across Nebraska. The team behind the program hopes to see powerful testimony lead to sweeping expansion. The more schools that opt in, the better.

A skeptic turned proponent, Denker said his district would continue to use Safe2Help even if it were required to pay a fee. Given how the program has helped the district, he doesn’t believe they can afford not to.

“This reaffirmed to me that kids care about other kids,” he said. “The tips that have been called in were from students concerned about a friend or, in some instances, another classmate, not even necessarily a friend of theirs. That shows me that our school and our community are raising kids that care about one another. It shows their character. Those parents have done a great job raising those kids.”

Palmer measures success both by the numbers and anecdotally. She receives calls from superintendents and is motivated by their gratitude. She sees the numbers and is invigorated.

Preventing just one tragedy is more than enough.

“Information in isolation is dangerous,” Palmer said. “There’s not a doubt in my mind that we are making a difference and giving a voice to those voiceless students who are holding on to information that could ultimately lead to the safety of everyone around them.”

To learn more, visit www.safe2helpne.org. ■

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LE A N I N G I N TO PU R PO SE

Leaning into Purpose with Nebraska Administrators: Dana Wiseman and Kevin Wingard

By TYLER DAHLGREN, NCSA Communications Specialist

This is the second of four installments of “Leaning into Purpose”, a series of sit-down conversations moderated by NCSA Communications Specialist Tyler Dahlgren and ESU 5 Mental Health and Wellness Director Jen McNally with a revolving guest list of Nebraska administrators from rural and metropolitan districts from across the state. We’ll jump into purpose, reflect on virtuous careers and celebrate the administrators that make Nebraska’s schools so special.

If Dana Wiseman walked back the course of her career, starting on this Wednesday morning in her office at Sutton Public Schools and ending at, well, the start, she’d find herself in Grandma’s kitchen.

That’s where her grandma, a farmer’s wife, would WISEMAN cook meals. In the living room, her grandma would sew and crochet. Dana would sit and watch. She’d marvel as her grandma’s quilts came to life.

So precise and patient.

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“She was the epitome of a servant leader,” Wiseman said.

“She was selfless and caring and very strong in a very kind way.”

Through the years, Wiseman realized something about her grandma. She never complained. Never engaged in negative conversation. Her grandma was open and pure, and she wanted to be the same.

“I wanted to be just like her,” said Wiseman, who is in her 14thyear as superintendent in Sutton. It was there, in Grandma’s house, where Wiseman decided what she wanted to be. She’d always wanted to work with people, that much was sure, and in an in-demand field, too. For a good while, she’d been set on physical therapy. But watching her grandma, a switch flipped.

“I went into education and became a Family and Consumer Sciences teacher, and it was because of my grandmother,” Wiseman said. “She was my inspiration, and I loved it. I loved teaching, but I always knew in my mind that it was going to be a stepping stone. I knew I wanted to move into some type of leadership position.”

Wiseman has always gravitated towards leadership positions.

It’s part of her personality. In school, she loved extracurriculars.

The more activities, the better. At UNK, she was a scholarship basketball and softball player for the Lopers. Being involved

LE A NING INT O P URP OSE made her happy, and she always was comfortable out in front.

After resolving an issue that involved a group of upset parents, Wiseman’s principal and superintendent pulled her aside, very impressed and very convinced that their FCS teacher would make for one heck of an administrator.

“I went into education and became a Family and Consumer Sciences teacher, and it was because of my grandmother. She was my inspiration and I loved it.”

— Dana Wiseman

“That’s all it took for me, just that small nudge,” she remembers.

“I just needed somebody to recognize my strengths and affirm that for me.”

Shortly after their meeting, Wiseman signed up for courses to become an administrator.

It’s 5:30 a.m. in Rising City, 1980 something, and Kevin Wingard has already been at his parents’ highway café attached to the gas station for some time already, giving Mom and Dad a hand opening the place up.

In three hours, the bell would ring at school and Kevin would scrape and WINGARD claw his way through the day. The Milford superintendent is honest about his struggles as a student. Always has been.

The tests didn’t make sense. His memory didn’t work that way.

But he was getting by and didn’t qualify for special education.

Getting by was enough back then, and it was because of the district’s collection of caring educators that he was able to make it work.

“In our small town, we had a connection with our teachers,” Wingard said. “You did stuff with them. They did things with your family. My dad was on the school board for years. He always knew what was going on with me in school. I loved how I got treated, and I always had role models.”

Back then, Wingard went nowhere without his camera. He loved the outdoors, spent hours and hours hunting and fishing, and grew a passion for wildlife photography. With a dad in the Air Force, Wingard and his brothers learned to stay out of trouble.

“I didn’t really party or go to stuff,” he said. “I walked around with my camera and took pictures.”

Wingard pondered turning his hobby into a career, but only briefly. No, his heart was in one place. His future was already spoken for. Plus, cameras were expensive. Photography was a pricey hobby.

“I just always knew I was going to be a teacher,” Wingard said.

“I had those teachers that got me through. I mean, I was in high school and couldn’t take a test. They did whatever it took to get me involved and allowed me to show what I knew.”

Wingard wanted to make the same kind of difference in the lives of his students. Working as an elementary teacher, he showed an innate ability to build those very same bridges.

“When I got into education, I always had great people to look up to. It’s funny, the entire time I was working as a teacher, I knew I wanted to be an administrator.”

Administrators, the good ones, have a magic power, an unexplainable ability to not only see the strengths inside an educator but to swiftly bring those strengths to the surface.

Wingard remembers Lowell Dodd pulling him into his office freshman year at Doane and convincing him, rather bluntly, that elementary education was his best fit. Wingard talks in great detail about Sharon Ivers, an English teacher who helped him transition to college, and Sharon Bender, his kindergarten teacher and the first sub he hired as a Milford administrator, and all the others who left their mark on his life.

He remembers them all.

“Three great people I am very grateful for,” he said.

Wiseman laughs when thinking back on the debates she’d Continued on page 12 >>

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LE A N I N G I N TO PU R PO SE Leaning into Purpose with Nebraska (continued from page 11) have with her basketball coach, who also taught instrumental music. Admittedly, she’s always had a strong personality. Other strong personalities, well, they were her greatest mentors.

Wiseman doesn’t back away from challenges. Neither did her mentors.

Iron sharpens iron.

“We could have those conversations and he respected the things I said,” Wiseman said. “He didn’t always agree with them, but he always respected and listened and I still talk to him to this day. We still connect.”

“Forget everything that is going on, forget the politics, forget it all, and keep doing what’s right for kids and families. That’s why we’re here. Do it anyway. No matter what.”

— Kevin Wingard

Wingard and Wiseman are longtime school leaders now, and Jen McNally sees in them what they saw in their idols coming up.

“They just know people,” McNally said. “They recognize your strengths. They know how to build confidence in their staff, inside and outside of school. They are two of the best.”

Wiseman, McNally said, is relentless in her pursuit of helping people feel seen and heard. “I’ve been to her school, and I’ve seen how she interacts with her team,” she said. “Dana is right there with them. Not ahead of them. It’s always there with them. There’s power in that as a leader. It’s not something you can just learn.”

Wingard has that very same force. It’s why they’re doing this interview together. Two superintendents from two similar communities with very different backgrounds but a common drive.

“Their presence alone makes you feel like you can do anything,” McNally said. “That’s a natural energy they have.

Their educators will say the same thing.”

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Wiseman works in a world without ceilings, without limits. From Grandma’s house to the superintendent’s office, her motivation hasn’t changed.

“My purpose is to help lead kids and adults to be the best that they can be,” she said. “Too often people think they are at their ceiling, but they’re not. Our minds and bodies are truly capable of more than we think.”

She’s inspired by the fear of being average. “I’m always pushing myself,” Wiseman said. “When I start to feel stagnant, I try to think of things that give me a push, that get me going again. I don’t like that feeling of stagnation. I try to do that for others. I encourage, I push, and that’s my purpose and my why.”

Wingard’s an emotional leader. He’s like his mom in that way.

He wears his emotions on his sleeve. He’s broken down in staff meetings and doesn’t care much about hiding his passion.

Those closest to him will tell you that passion is what makes Wingard effective. Milford’s superintendent embodies the district he serves.

“It’s just the way I’ve always been,” said Wingard. “My purpose has always been to be nice. Help others. Do what’s right. Be kind and humble. If you’re in education to get the glory and the press, then you’re in it for the wrong reason.”

Wingard is comfortable in the background. He leaves the limelight for the teachers and the students in his district accomplishing amazing things every day. As a leader, he celebrates those accomplishments. Nothing makes him more proud.

In Wingard’s office hangs Mother Teresa’s famous “Do it Anyway” poem, which says all you need to know about the man in the chair.

“Forget everything that is going on, forget the politics, forget it all, and keep doing what’s right for kids and families,” he said.

“That’s why we’re here. Do it anyway. No matter what.”

It all comes back to the kids. Wiseman and Wingard’s stories started when they were students themselves, and circle back to the very students they serve. The kids in Sutton and Milford.

Each morning, it’s back to the start.

“I love watching kids achieve things that they never thought they could,” Wiseman said. “I live for those ‘A-Ha!’ moments.

Where a kid is just elated, or they’re in tears because they’re so happy and proud of what they’ve been able to accomplish in the classroom or on the field or court. That brings me a lot of joy. It always has.”

LE A NING INT O P URP OSE Q: What advice would you have for your fellow administrators pertaining to their wellness?

Dana Wiseman: Create that time to devote to yourself and don’t allow anything to interrupt that time. Whether it’s making some time for silence and reflection or just turning the TV off and trying to get rid of the noise for the day. I hardly ever turn the TV on. I just crank the music up. I play music all the time from when I wake up all the way through the day. I do that much more than I ever did before.

Surround yourself with people who are going to pull you out of a funk. People who are not judgmental. Positive people. And I know we can't be that all the time, but surrounding yourself with people who bring out the best in you is so important.

Kevin Wingard: That's my advice to administrators going into the field now is to set that regimen, to be a Dana, to set that time that is non-negotiable. because I'm beyond that. I'm now working on ‘How do I get back to where I can actually do that?’

My wife through this whole thing has been kind of a driving force in that. Every night, we have quiet time. My wife has dogs, I say they’re her little dogs, but I sit on the floor and play with those dogs. I forget the world, try to redirect.

Q: How important is your network of administrators?

Dana Wiseman: I can't speak enough about how important my admin network is. These ladies and gentlemen, they're my rock. They're the guys and gals that I call, I text, I bounce ideas off of. I learn from them too. I laugh with them. I cry with them. I would be a mess without my fellow superintendents.

We’re all in this together. We just look out for each other. And we're always there for each other. I don't know what I would do without them.

Kevin Wingard: If someone is not using their colleagues, the networking within NCSA, they really need to re-examine what they're doing. It goes back to the personal wellness, having those relationships with your colleagues is just as important as that. It's part of that wellness program. You need your group. ■

Favorite Restaurant?

Wiseman-Panera.

Wingard-Misty’s in Havelock.

I’m in your town for a story assignment. Where are you taking me?

Wiseman-The Legion, or the Mustang.

Wingard-Pizza Kitchen.

Favorite Restaurant?

Wiseman-Any sports bar like Brewsky’s or Rivals.

Wingard-Misty’s in Havelock, along with Pizza Kitchen.

Favorite Musical Artist?

Wiseman- I'm a classic rock person. Guns and Roses, Def Leppard, Queen, Journey.

Wingard-John Cougar Mellencamp, INXS, Kiss.

Favorite Movie?

Wiseman: Anything sports related. Unbroken.

Hoosiers. The Blindside. Remember The Titans.

Wingard: The Sandlot. For the Love of the Game.

The Rookie. Those great sports movies can teach you a lot about life.

Stranded with one complete series to watch. What is it?

Wiseman: CSI. I rarely ever turn the TV on, unless it’s football season.

Wingard: If I’m at home, Criminal Minds. If I'm on an island and need some humor, the old Simpsons.

Favorite Author?

Wiseman: Reach for the Summit by Pat Summitt.

Wingard: Bill Watterson and Calvin and Hobbes.

Keeps you laughing.

NASBO

State Convention April 20-22, 2022

Embassy Suites - Lincoln, NE

Visit ncsa.org for more information and to register.

SPRING 2022 NCSA TODAY

13

AWA RE N E S S & PR EV EN TI O N

A Matter of Life or Meth: Schools to Play a Role in Attorney General’s Statewide Efforts to Put an End to Methamphetamine Use

By Tyler Dahlgren, NCSA Communication Specialist

After coordinating and carrying out a relentless attack on human trafficking, Nebraska Attorney General Doug Peterson has launched a campaign to put a stop to the destructive spread of methamphetamines.

Constructed through collaboration between local and federal agencies, the coalition tasked with fighting meth is composed of the US Attorney’s Office, the Nebraska State Patrol, FBI of Omaha and the Drug Enforcement Administration (DEA) Omaha Division, in addition to the Attorney General’s Office.

Through late February and March, the task force embarked on an awareness outreach tour, rolling out the campaign in seven communities across the state. Federal authorities believe Nebraska’s model is the only one of its kind.

Schools will play a prominent role in the “It’s a Matter of Life or Meth” campaign, particularly in prevention, one phase in a three-pronged structure that also includes treatment and law enforcement.

“When I think of our public schools, I think of a prevention and education program,” the Attorney General said. “The DEA has some educational tools for schools to implement. We want to build out tools for schools and other resources for communities to use in identifying and preventing the spread of meth, because we do see that access to this drug is becoming much greater.”

When meth surged onto the scene 20 years ago, the State combatted its subsequent wave of destruction by improving laws and focusing on shutting down home-based labs. That worked for a while, but then production shifted to sophisticated and significant-sized labs run by the drug cartels in Mexico, who were finding it harder to compete in the United States’ skyrocketing marijuana market.

“Meth is cheaper and stronger than it’s ever been before,” said Peterson. “Nebraska has more overdoses as a result of meth than opioids, which is unusual compared to other states.

What activated our office were the conversations I was having with county attorneys. Counties across this state were seeing a spike in not only meth use, but also in the consequent criminal behavior associated with meth addiction.”

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With an active producer pushing the drug across the border and into an active market, the situation required immediate action. While Peterson doesn’t think the campaign has fully arrived, he does feel the task force assembled is more of a giant leap than a first step when it comes to cutting off distribution channels.

“The next phase is prevention, and that’s why community involvement and particularly the participation and support from schools is important,” Peterson said. “Our goal is to raise meth abuse awareness in young people.”

Because meth is so cheap, it’s often the next step up from marijuana. While Peterson was surprised by the growing curve of users between the ages of 30 and 41, he was troubled by how the drug has trickled its way down to schools. Given the 293-percent increase in meth seizures by law enforcement from 2016 to 2021, that trend was likely inevitable but still extremely unsettling.

“You’re starting to see more high school kids who are willing to experiment with it,” he said. “It’s a very addictive drug.

Unlike opioids and heroin, which are depressants, meth is a stimulant and very dangerous in that way.”

Meth saps the body of health, and it does so in a disturbingly quick and shocking fashion. The drug can’t hide its ugliness, and the “It’s a Matter of Life or Meth” campaign isn’t pulling punches. Addiction to meth is hell, and visual timelines of users can detail a steep and frightening depth of despair.

“Some cynics suggest that you can’t impact young people using the ‘Just Say No’ playbook, but when kids see the impact of some of these drugs, they do get impelled to say no,” said Peterson. Peterson remembers his brother coming home from a day of school at Lincoln Southeast in 1969 and, after seeing side-by-side photographs of healthy lungs and the lungs of a 40-year smoker, pleading for his parents to kick the habit.

“He said ‘Mom and Dad, you have to quit smoking, because I saw pictures and it’s really scary,’” Peterson recalls. “That actually had an effect. The sad thing is there are kids in our schools going home to parents who are hooked on meth.

A W A RE NE S S & PRE VENTI ON

Attorney General Doug Peterson speaks on the new meth prevention campaign at the Nebraska Drug Forum. Pictured with Peterson, from left to right, are Interim U.S. Attorney for the District of Nebraska Jan Sharp, DEA Omaha Division Special Agent in Charge Justin C. King, FBI of Omaha Field Office Special Agent in Charge Eugene Kowel and NSP/DEA Task Force Officer Tyler Kroenke.

There’s more of those kids than we could even imagine.”

Peterson sees much of the heavy lifting occurring in the treatment phase of his office’s innovative model. Arresting users, he said, won’t eliminate the problem. What they need is treatment, and, for meth addicts, that’s rarely a quick process.

“You have to have some degree of duration, and the courts have limited options for long-term treatment,” Peterson said.

“That’s one of the biggest challenges we have right now. If those kids return (after receiving treatment) to the same community, the same crowd, it’s going to be very difficult for them to avoid reverting back to using. With the school systems, the most helpful and effective way we can make a difference is through prevention efforts.”

The success of the Attorney General’s human trafficking and opioid prevention efforts lend themselves nicely to this current endeavor. The spirit of cooperation in Nebraska is strong, as is Peterson’s track record with like-minded campaigns. The Attorney General serves as treasurer on the Truth Initiative’s Board of Directors, and has seen that program’s effectiveness lower teen smoking from 23-percent to 5-percent through the utilization of multiple communication channels.

“We need to be strategic about reaching the younger age demographic where they are and exposing them to the dangers of meth,” Peterson said. “I want to be strategic about not just talking to them in an auditorium but going into where they are, on social media and other places, and saying ‘It’s your life.

Think deeply about it.’”

Peterson knows from experience that his message will resonate. Make no mistake, he continued, students tend to listen.

“Nebraska’s students are receptive,” Peterson said. “In seven years, I haven’t been in one school setting where the kids weren’t engaged. They’re always respectful. That says a lot about our schools.” ■

Both the DEA and Nebraska State Patrol have agents/troops available to give presentations to students, administrators, or parents in schools across Nebraska. To host a presentation in your district, contact either Emily Murray or Cody Thomas (information below). To learn more, visit https://ago.nebraska.gov/life-or-meth.

Emily Murray Public Information Officer Drug Enforcement Administration (DEA) Omaha Division Office: 571-387-3545 Cell: 402-214-0692 Cody Thomas – Public Relations Director (402) 479-4985 cody.thomas@nebraska.gov

SPRING 2022 NCSA TODAY

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This is big,

don’t miss

out!

You have until Oct. 31, 2022 to find out how you and your employees can take advantage of the limited-time changes to Public Service Loan Forgiveness.

Learn more Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com.

AM-C04626 (Jan. 22)

A FFILIA T E LE A DERSHI P

The Power of Your Connections as Principals Erin Gonzalez, NAESP President

“We must establish personal connections with each other. Connection before content. Without relatedness no work can occur.” Peter Block The principalship encompasses varying layers, and the challenges we face on a daily basis, especially in recent years, can pile on, making the GONZALEZ important pieces hard to discern. We have to wear many hats and the challenge is prioritizing the most important matters. I have found over the ten years of my principalship, the most powerful weapon we have as leaders is personal connection to others. That personal connection can lead to stronger mental wellbeing for ourselves, higher teacher satisfaction, stronger school communities, and ultimately student success.

Make Connections by Finding Your Circle Everyone needs others to lean on, especially in times of trial and struggle. I never realized how much I needed a circle of colleagues, friends, and confidants until I had them and started to lean on them for support and encouragement.

During the pandemic, I began reaching out to a few of my colleagues to ask for advice, support, and comradery. We began daily texts, sending quotes, and reminding each other to keep going. This has continued and our circle has grown. I am blessed every day through these connections and people in my life. One of my favorite things to do with this circle of amazing leaders is a quick check-in focused on a positive. I send, “Best part of your day- GO!” We take turns sharing the positive part of our day, allowing us to find the good, even when the days are hard. My life and my professional career are richer and brighter because of them.

Make Connections by Building Relationships with Staff One of the most rewarding parts of my job has been creating an environment where my staff feel loved, safe, and cared for by me and each other. This is a constant work in progress, but I value every person on my staff and make a concerted effort to honor their human side. Family first is my motto and I lead with love. I honor them as professionals, trust their judgment, and have created relationships with them so they feel comfortable to share concerns, celebrations, and life’s

challenges. Much of this takes vulnerability on my part. I am open, share my life, laugh with them, cry with them, and talk about my struggles and celebrations. We are truly a family and love each other. Last year, one of the most difficult years in my career, I sent out a survey to my staff asking for feedback about my leadership. It was scary, raw, and put me in a space that felt very uncomfortable. My staff was able to be anonymous and share their thoughts on how they feel about my efforts as their administrator. It was eye opening and one of the best opportunities for growth I have ever had as a principal. After this, staff said they felt more valued and closer to me as a leader than ever before. This was definitely a change-making practice and transformed me for the better.

Make Connections by Creating Supportive Relationships with Students Relationships with your students have to start from the beginning, before your students ever set foot in your school doors. Each year as principal, I visit every kindergarten home, bringing them a kindergarten box full of crayons, pencils, glue, and a welcome note with pictures of my kindergarten team and me. During these visits, I take staff members with me and families have invited us into their homes. The connections built during these visits are long-lasting and students remember this as an impactful time. It alleviates the nervousness for students and parents on the first day of school, and provides a first relationship and familiar face when our newest students start school. Over the years, I have extended this practice to visiting our new incoming families to our building each year. I also pride myself on knowing the names of each of my students, their interests, and them as a person. It ensures they know that I care and they matter.

Make Connections by Utilizing Social Media One of the greatest assets we have as principals and educators is the ability to connect with leaders from around the country and around the world. Twitter is a tremendous resource for principals. Make an account, find your friends and follow who they follow. Your Professional Learning Network will grow and so will your resources and knowledge base in our profession.

Continued on page 18 >>

SPRING 2022 NCSA TODAY

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PAR T N E R S PO TL I G H T

An Introduction to OpenSky Policy Institute Executive Director Rebecca Firestone

By Tyler Dahlgren, NCSA Communication Specialist

There’s no need to sell Rebecca Firestone on the importance of quality public education.

OpenSky Policy Institute’s new executive director knows that you can’t have a strong Nebraska without strong schools.

“Having robust and vibrant schools in FIRESTONE Nebraska is incredibly important for the future of our democracy and for the future of our state,” said Firestone. “We want to make sure that the schools are adequately supported to provide high quality education to Nebraska’s children.” Firestone’s career path has crossed oceans and spanned continents, but it didn’t weave and wind its way to downtown Lincoln by happenstance. File all of Firestone’s experiences in chronological order and it’s apparent that she’s right where she needs to be.

“My training was international and I’ve worked globally for most of my career,” Firestone said. “I worked for an international non-profit (Population Services International) for a number of years. I’ve lived and worked in Southeast Asia. I’ve done research in applied behavioral and public health research in India and a number of countries in SubSaharan Africa.”

Firestone, whose doctoral work in public health was particularly focused on social and behavioral sciences, has extensively analyzed the effectiveness of social policy. She’s worked across the globe to understand the link between the two.

“I was really interested in trying to understand how social policies either lead people towards better health and wellbeing, or if they can actually cause people to become unhealthy and unwell,” Firestone said. “I was looking at how social and behavioral programs help people make healthier choices or not make healthier choices and how we know whether or not these policies and programs are making a difference in people’s lives.”

Each stop brought her one step closer to Lincoln. In 2017, Firestone landed in Omaha evaluating the effectiveness of foundation investments as a part of her role with The Susan Thompson Buffett Foundation.

“We want to make sure that the schools are adequately supported to provide high quality education to Nebraska’s children."

— Rebecca Firestone

The Power of Your Connections as Principals (continued from page 17) Make Connections by Getting Involved My connections with NCSA and NAESP began as a teacher, attending an aspiring adminstrator event in Region II with my building principal and then again the NCSA Emerging Administrators. As a new principal, the support I received through NCSA and my Region was immeasurable.

Administrators’ Days and the State Principals Conference were amazing opportunities for growth and connections with other administrators. Upon returning to Omaha, after my first

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NCSA TODAY SPRING 2022

principalship in Crete, I became more involved with Region II as their secretary. This led to numerous opportunities and finally to where I am today as your State President of NAESP. This opportunity has afforded me the chance to attend the National Principals Conference and advocate on behalf of all of you on Capitol Hill. Serving as President of NAESP has been one of the biggest honors of my career. I would encourage you to step out of your comfort zone and get involved. ■

PA RT NE R S POTL I G HT “I always knew that my time in philanthropy wasn’t going to last, because it’s an incredible privilege to be on the side of figuring out the funding and the financing and the support of social programs, but I missed the actual doing of it,” Firestone said. “I was really excited when the opportunity came up with OpenSky, to be a part of an organization that really believes in producing high quality evidence and getting it into the hands of decision makers. This was a great opportunity to take my skill sets and utilize them in leading this organization.”

Firestone’s first legislative session at the Unicameral has been a fascinating one given all the important decisions that are hanging in the balance. Decisions that will have a direct and potentially monumental impact on public education.

“This is a unique time for the State of Nebraska, with the size of the budget, the existence of ARPA (American Rescue Plan Act) funding, and the need to make really wise decisions now that have serious implications on the future,” Firestone said, noting that Nebraska isn’t the only state sitting in a fiscal bubble and that the budget surplus might not be as wide as the projections initially suggested.

“The ARPA funds need to be spent by 2026. That’s not too far down the road. We need to make sure that the State of Nebraska isn’t caught holding the bag. We need to be looking to the future while making sound financial decisions now.”

Firestone said she feels privileged to lead a staff that has such a multi-faceted collection of talents. That quest is made easier by partnerships with organizations like NCSA, she added. It’s encouraging and even invigorating seeing school administrators testify at the Capitol.

“It’s great to see administrators and professionals from the schools there having conversations with legislators. After all, they’re on the front lines, especially now, and it’s really important for legislators to hear from people on the front lines and to understand the enormous challenges they’re facing.”

“It’s great to see administrators and professionals from the schools there having conversations with legislators,” Firestone said. “After all, they’re on the front lines, especially now, and it’s really important for legislators to hear from people on the front lines and to understand the enormous challenges they’re facing.”

It’s obvious that schools have a lot on their plates, Firestone continued, from expanded mental and behavioral health needs of children to severe staffing challenges affecting districts large and small. It’s critical that surplus dollars go towards alleviating some of those burgeoning issues.

“As a part of his budget this year, the Governor proposed a substantial cut to personal and corporate income taxes,” Firestone said. “That will have a large fiscal impact, $400 million by 2026. If these cuts go through, the ARPA money isn’t going to make up the difference. If they cut taxes now to the extent that we don’t have enough revenue in the future, then other things have to get cut. And what’s the first thing on the block? It’s going to be the schools.

Or property taxes are going to go up and districts are consequently going to feel pinched.”

Though she’s only been in Nebraska for five years, the state’s commitment to public education quickly caught Firestone’s attention. Her son attends middle school in a public district, and, as a parent, Firestone feels and appreciates that support.

“Nebraska’s commitment to public education is really notable,” she said. “The very strong support for not just K-12 education but K-12 public education is really worth celebrating.”

When Firestone isn’t knee-deep in legislation, she enjoys cooking, yoga, and reading. Her favorite vacation spot is Thailand, a place she lived for many years, and though she doesn’t have a favorite dining spot in Lincoln yet, Firestone is looking forward to ingraining herself in the capital city in the years to come and further fostering partnerships like the one between OpenSky and NCSA. “The partnerships with the education community and NCSA are essential to OpenSky as an organization and to me personally,” Firestone said. “Historically, I know that’s been a very strong partnership, and I intend for that to continue.” ■

— Rebecca Firestone

SPRING 2022 NCSA TODAY

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P ART N E RS H I P

Research for the Real World The University of Nebraska-Lincoln (UNL) Department of Educational Administration (EDAD) faculty conduct leading research and outreach related to the most pressing and complex challenges and opportunities in the education field and support students in connecting theory to practice.

Below are two summaries of recent hands-on research published by UNL EDAD faculty. Contact them to learn more.

Sturgeon and Dearborn turn research on supporting behavior improvement into a book

By Scott Sturgeon, Ed. D. In 2017, educator and consultant Grace Dearborn and Scott Sturgeon sought to turn their work together supporting behavior improvement into a book for STURGEON teachers and administrators.

The result was Yeah, But What About This Kid?. In it, they approach students struggling with behaviors from the perspective that they want to do better than what we are seeing and the best way to help them is to focus on the adult(s) working with them. Dearborn and Sturgeon do this, not to take ownership from the student or to blame the adult, but to stay within their own area of control, ourselves.

It’s empowering to work from an “adults change first” mindset, because we can decide to make that change today. When we adjust our approach, support, word choice, and reactions, we find that the students respond differently.

We believe, and our experience tells us, our techniques help students respond in a manner that leads to better choices and outcomes. Dearborn and Sturgeon focused on practical techniques to put educators, across K-12, on a path to success with their most challenging students.

Since publication in 2019, Dearborn and Sturgeon have had the chance to share their book, their techniques, and their philosophy with schools, districts, and organizations all over the country. Recently, Dearborn and Sturgeon provided the keynote presentation for the Arkansas Nonpublic School Accrediting Association in Little Rock, AR. In this session, they provided ideas for improving school culture and changing mindsets, rethinking school discipline, and for building sustainability for the most important work.

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NCSA TODAY SPRING 2022

The feedback from the superintendents, heads of school, principals, and teacher leaders told us that they found ideas and practices in our presentation that could be used in their campuses across the state. Now, maybe more than ever, educators are struggling to find success with students coming out of the pandemic and we know that our book provides strategies and approaches to working with our most challenging students that could lift up teachers and administrators seeking to turn the tide.

Dr. Scott Sturgeon has served as associate professor of practice in the Department of Educational Administration at the University of Nebraska-Lincoln since 2020. Prior to higher education, Sturgeon spent more than 19 years with the Omaha Public School district serving as a fifth-grade teacher, assistant principal, principal, and executive director of school support and supervision. Scott Sturgeon can be reached on Twitter @SturgeonDr. UNL doctoral student conducts research to facilitate effective teacher professional learning

By Angela Plugge, Ed.D Angela Plugge successfully defended her dissertation in November 2021 and serves as the Director of Learning for the Waverly, District 145 School District.

During her time as a school PLUGGE administrator, Plugge has recognized the importance of accelerating teacher growth to support continuous improvement. At the same time, she has experienced the challenges and complexities in orchestrating relevant and meaningful professional learning experiences to really make a difference for teaching and learning within a school.

Understanding how to foster the conditions to support professional learning and growth is an essential part of educational leadership and the primary focus of her work.

Her dissertation titled, "Fostering the Conditions for Professional Learning: An exploratory case study examination of how instructional rounds impact teaching practice and student learning." The case study brings to light the experiences of three teams of middle school teachers participating in a professional learning model

PA RT NERSHI P called instructional rounds. Over the course of a year, Plugge collected data through participant observation and teacher interviews to understand the learning model from the teachers’ perspective. Key findings discussed in the case study begin with a description of how instructional rounds provide alignment and coherence of existing core practices and processes to transform knowledge of effective teaching into implemented action. The observed changes in teachers’ practice were supported by teacher agency in goal setting, transformative learning through observation and analysis, and increased collective efficacy within the teams. These findings reinforce the need for teachers to engage in authentic professional learning experiences

connected to relevant classroom issues or goals they identify as significant. Equally important, effective change in instructional practice is accelerated when teachers are provided ongoing opportunities to collaboratively observe and analyze the teaching of themselves and their colleagues.

Dr. Angela Plugge currently works as the Director of Learning for the Waverly, District 145 School District. Prior to serving in this role, Plugge was the principal at Dawes Middle School in the Lincoln Public School district. Plugge has spent 16 years as a school administrator. ■

NETA Leadership Summit April 21-22, 2022 CHI Health Center Omaha

Staying Personal & Authentic in the Midst of Adversity Thursday, April 21 Thomas C. Murray Throughout this summit, leaders will: Reflect on their own leadership and what aspects help or hinder those they lead Explore ways to create cultures of innovation and risk-taking Explore a framework to identify practical ways to make learning Personal & Authentic Identify issues related to equity in access and opportunity Leave motivated to continue the work needed to move your school or district forward

Friday, April 22 Do Space - Innovation Playground Sessions on Leadership Optional Off-site Tour of IP Designs

Register at https://bit.ly/3w1DDkB More Information at www.netasite.org

SPRING 2022 NCSA TODAY

21

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CALENDAR OF EVENTS MARCH March 23-24

Celebrating Women in Leadership – Holiday Inn - Kearney

Mar. 31 & Apr. 1

NASES Spring Conference – ESU #3 – Omaha

APRIL April 20-22

NASBO State Convention – Embassy Suites - Lincoln, NE

JULY July 27-29

Administrators’ Days – YCC North - Kearney, NE

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

NATIONAL CONVENTION DATES ASCD – March 18-21, 2022 – Chicago, IL

ASBO – September 14-17, 2022 – Portland, OR

NAESP – July 15-17, 2022 – Louisville, KY

AASA – February 16-18, 2023 – San Antonio, TX