Winter 2019

A PUBLICATION OF THE NEBRASKA COUNCIL OF SCHOOL ADMINISTRATORS

Winter 2019

www.NCSA.org

CO N T E N T S

3 10 Ways Schools Can Participate in I Love

Public Schools Day

4 Checking in with the Commissioner: AQuESTT

gives State a Head Start on Equity Objective

BY TYLER DAHLGREN

6 Four Years as a Teacher Positioned Perry

Law’s Schultze for 40 Years in Law

BY TYLER DAHLGREN

8 Materials Matter

10 Materials Matter

BY DR. CORY EPLER

BY DR. CORY EPLER

11 Affiliate Awards

13 Gripping & Sincere "The Mind Inside" debuts in January

BY TYLER DAHLGREN

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NCSA EXECUTIVE BOARD 2018-2019

Chair . . . . . . . . . . . . . Dr. John Skretta Vice Chair. . . . . . . Brandon Mowinkel Immed. Past Chair. . . . Dr. Mike Sieh NASA Representatives President. . . . . . . . . . . . . . . Greg Sjuts President-Elect. . . . . . Dr. Mark Adler Past President . . . . . Dr. John Skretta NASBO Representatives President. . . . . . . Jason Buckingham President-Elect. . . . . . . Erin Heineman Past President . . . . . . . . . . Brad Dahl NAESP Representatives President. . . . . . . . . . . . . Casey Slama President-Elect. . . . Tammy Schaefer Past President . . . . . . Jason Calahan NASES Representatives President. . . . . . . . . Dr. Terry Houlton President-Elect. . . . . . . . Laura Barrett Past President . . . . . . . . Jason Harris NSASSP Representatives President. . . . . . . . . . Sheri Chittenden President-Elect. . . . . . Ross Ricenbaw Past President . . . Brandon Mowinkel NARSA Representative President. . . . . . . . . . . . Nancy Meyer

Why Do New Dyslexia Laws Matter to School Administrators?

BY EILEEN C. VAUTRAVERS, M.D.

NCSA STAFF

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Dr. Michael S. Dulaney Executive Director/Lobbyist

Illustrating Best Practices in BlendEd Learning and Digital Age Skills

BY CRYSTAL HURT, NICK ZIEGLER, AND BETH KABES

17

Time to Reflect and Manage Stress

BY JASON BUCKINGHAM

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Sponsorship

NCSA Mission

The mission of the Nebraska Council of School Administrators (NCSA) is to be an effective leader for quality education and to enhance the professionalism of its members. NCSA Today is a benefit of membership in the Nebraska Council of School Administrators, 455 South 11th Street, Suite A, Lincoln, NE 68508. Telephone 402.476.8055 or 800.793.6272. Fax 402.476.7740.

Annual membership dues are $335 (active members), $125 (associate members), or $50 (student members). NCSA Today is published quarterly. Send address changes to NCSA, Membership, 455 South 11th Street, Suite A, Lincoln, NE 68508. Copyright ©2018 by NCSA. All rights reserved.

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NCSA TODAY WINTER 2019

Dr. Dan E. Ernst Associate Executive Director/Lobbyist Megan Hillabrand Professional Development Manager Amy Poggenklass Finance and Membership Director Tyler Dahlgren Communications Specialist Carol Young Executive Administrative Assistant Connie Hilker Administrative Assistant The opinions expressed in NCSA Today or by its authors do not necessarily reflect the positions of the Nebraska Council of School Administrators.

A C T I ON DAY

10 Ways Schools Can Participate in I Love Public Schools Day On January 23, join Nebraska Loves Public Schools for the fourth annual I Love Public Schools Day, a day devoted to celebrating our teachers, students, and public school communities.

More than three million people participate online each year and we hear thousands of stories that demonstrate strong support for public education. Most importantly, our state’s point of view rings loud and true every year: Nebraska loves public schools. Let’s make this year an even bigger success!

Below are a few tips and tricks for schools to prepare for I Love Public Schools Day 2019.

1. Share the message on your school’s social media Find poster images, social media graphics, sample messages, and more ideas on ways to celebrate in the Toolkit section of iloveps.org. Use these options as a quick way to help spread the word.

2. Encourage your staff to wear I Love Public Schools gear Consider this holiday a bonus casual Friday. Your staff will appreciate the extra ‘jeans’ day. Make sure to take plenty of photos and share them online with #ilovepublicschools and submit them on iloveps.org/stories I Love Public Schools gear orders placed by Jan. 16 will be received in time to celebrate the holiday.

3. Host a mini pep rally or assembly on January 23 Invite your school to come together for a few moments during the day. Ask a few students and teachers to share what makes them most proud of your school and why they love being part of your school community. Take pictures and videos and share with #ilovepublicschools

6. Make an I Love Public Schools video Listen, learn and understand how students view their school.

As filmmakers, we love to see students show off their creativity and demonstrate their storytelling skills. Encourage a class or club to create a video about what makes your school special. Listen, learn and understand how students view their school.

7. Encourage students to get creative From written stories about a favorite teacher to colorful kindergarten art that shares students’ favorite part of learning, art is a great way to show students’ powerful, honest, and often times fun perspective on public schools. Ask students to share their impression of your school.

8. Theme your school hallways and bulletin boards Decorate the halls of your school with some extra school pride and love. Consider this an easy way to set up Valentine’s Day décor by inviting students to share why they love your school. Bonus points for crafty, paper hearts.

9. Invite local media to spend the day in your school Call your local paper or television station and invite them to tour your school on I Love Public Schools Day. Get some extra face-to-face time with reporters and explain what’s new with your school. Use the day to give your students a voice to share about the opportunities the school and community provides.

10. Add the holiday to your school website Put the day on your school’s homepage or Google calendar.

Remind your community to take a moment during the day to share one story online about your school and to wear their I Love Public Schools gear.

4. Email parents about the day. Invite your parents to be part of the big day Tell them about how your school will be celebrating and ask them to share a story about something that has had an impact on their student. Send us your favorites and we’ll feature them throughout the day.

It’s easy to participate in this rapidly growing holiday and we need your support to encourage your staff and school community. Help us celebrate and feel free to reach out to the Nebraska Loves Public Schools team for ideas or more ways to get involved. ■

5. Include I Love Public Schools Day in your newsletter Tell your school community about I Love Public Schools Day. From interested community members to your school board, to your parents and teachers, include a mention of the day and encourage everyone to show their pride.

Mark Your Calendars: January 23rd Join Nebraska Loves Public Schools for the fourth annual I Love Public Schools day!

WINTER 2019 NCSA TODAY

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

Checking in with the Commissioner: AQuESTT gives State a Head Start on Equity Objective

BY TYLER DAHLGREN, NCSA Communications Specialist In June, the NCSA Advocacy Team joined Commissioner of Education Dr. Matt Blomstedt at the Council of Chief State School Officers (CCSSO) in Washington DC and learned about equity. Blomstedt brought that message with him back to Nebraska, and imbedded the principles of becoming “Champions for Equity” into Blomstedt the State Board’s strategic plan. He laid many of those commitments out at Administrators’ Days a little more than a month later.

Conveniently, the state’s accountability system, AQuESTT, leads directly into the framework of equity.

“All of the themes about equity are embedded in AQuESTT as well,” said Blomstedt. “We want to be thoughtful about the equitable opportunities for students and about developing positive partnerships that lead to student success.”

Among those common themes include transitions. Blomstedt would like to see more quality early childhood experiences for students. NDE is currently working to leverage resources, and just recently submitted a preschool development grant with the Nebraska Department of Health and Human Services to the federal level which would help NDE ultimately fill gaps where they exist around early childhood programs.

Blomstedt has also given thought to assessment, and the measures and metrics the state uses to evaluate student success. Internal conversations led to the Nebraska Student Centered Assessment System, which was designed to more effectively measure student engagement.

“We want students to really feel part of that system and to feel engaged in their learning opportunities,” Blomstedt said. “Our students have all sorts of backgrounds, and that diversity is a large part of the exciting opportunities we see in our schools.”

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When submitting their budget, the Department did so with equity in mind. They aimed to more fully-fund special education. They ensured that the school aid formula is funded at the highest and most appropriate level. They looked at schools with other existing gaps and explored different ways to cover those holes.

“It’s the same thing that happens at a school level, where we are worried about each student that shows up at our doorstep,” Blomstedt said. “At a state level, we are worried about whether every school has the resources necessary to carry out that work and carry out their mission.”

Blomstedt said the Department, as it continues to implement ESSA, is making a concerted effort to go beyond what he calls the basic “check the box perspective”, and pushing towards a state-wide investment in improvement.

At the last national CCSSO meeting, Blomstedt was encouraged with feedback from interactions with Assistant Secretary for Elementary and Secondary Education Frank Brogran concerning the implementation of ESSA and freedom and flexibility with the way states go about handling it.

“I think our AQuESTT and equity plans fit quite well together,” Blomstedt added. “It’s now time to let it start growing and maturing. We are going to need the help of school districts and leaders across the state to accomplish our goal.”

Already, Blomstedt has been encouraged with the different elements of equity already adopted throughout Nebraska, namely the #BeKind movement that swept the state during the first semester. The Commissioner sees equity in the various unified sporting events that have been held in 2018, and was recently in attendance for Grand Island’s Harvest of Harmony, where students with disabilities participated in the marching band. Those kinds of things are worth celebrating.

“There are so many positive stories and our administrators should continue to hone in on those positive experiences and opportunities being provided for all of our students,” he said.

“Celebrate those experiences and celebrate the diverse nature of our students. It’s a unique thing.”

C O MMIS S IO NE R'S REP ORT In the past, Blomstedt believes leaders were ultra-focused on accountability and following the rules, important qualities for a leader, surely, but he’s seen an emergence of other avenues of impact in recent years. And it’s been both encouraging and influential.

“High-fiving a kid in the hallway in the morning and going out of your way to watch which kid is not being high-fived and reaching out to them and ensuring that they’re feeling connected is just as much a part of being a leader,” he said.

In the future, Blomstedt would like to see every student engaged in their own way. Embracing the role of “Champions of Equity” is the way to get there.

“Doing the right thing actually feels really good in a school setting,” Blomstedt said. “Math and reading matter, certainly, but the reality is that those things absent the rest of a functioning, positive environment just aren’t enough.”

The rise of career readiness programs is noticeable throughout the state, another expansion of student opportunities that only benefits Nebraska’s students. "For a long time," Blomstedt said, "the state struggled with creating a safe, protective environment for students while at the same time providing authentic, meaningful experiences."

“From a science and technology perspective, kids today are exposed to so much more and have so many more opportu-

nities, to where if we were limiting them to what I would call my 1980’s high school experience, it would be a real injustice to their futures,” he said.

“In fact, they are now able to customize and almost design their educational experience, and we need to continue to allow that to be a part of their learning environment.”

The fewer teachers try to condense student experience with guard rails or bumpers, the more likely their students are to find a path to engagement. It’s the job of schools to guide students along.

“And for those students not picking the right things to be engaged in, that’s an equity issue as well,” Blomstedt said. “Help guide them. Make sure they have direction. We have caring adults and teachers around every student.”

On the State Board’s immediate agenda are serious conversations about Rule 10 and what accreditation will look like moving forward. Blomstedt calls those examinations, and ensuring equity remains a part of those conversations, a nearly “daunting task”.

“How do we make a rule sufficiently flexible that schools and communities can be creative with educational opportunities while ensuring that equity will take place?” Blomstedt asks.

“The State Board is going to dive into that conversation.” ■

CALENDAR OF EVENTS JANUARY January 26

Emerging Administrators – NCSA – Lincoln

FEBRUARY February 2

Emerging Administrators – NCSA – Lincoln

February 14-15

NASES Legislative Conference – Cornhusker – Lincoln

APRIL April 3

GRIT – Cornhusker Marriott - Lincoln

April 10-12

NASBO State Convention – Embassy Suites – Lincoln*

April 25-26

NASES Spring Conference – ESU #3 – LaVista (Book hotel block)

April 29-30

NDE Data Conference – Younes Conf Center – Kearney

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

NATIONAL CONVENTION DATES AASA – February 14-16, 2019 – Los Angeles, CA

NAESP – July 10-12, 2019 – Spokane, WA

ASCD – March 16-19, 2019 – Chicago, IL

ASBO – October 25-28, 2019 – National Harbor, MD WINTER 2019 NCSA TODAY

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SP OT LI GH T

Four Years as a Teacher Positioned Perry Law’s Schultze for 40 years in Law

By TYLER DAHLGREN, NCSA Communications Specialist Forty-four years ago, Rex Schultze was teaching history at Bryan High School and coaching varsity girls’ basketball, embarking on a career path he had always planned to travel. Life, as he says, often turns on a dime.

In 1978, four years after graduating from Kearney State, his life did just that.

Schultze

“I had kind of accomplished everything I had wanted to in teaching,” Schultze, who was teaching AP American History said. “I thought there was something else out there in the world.”

Schultze was raised by two educators. Combined, his parents spent more than 70 years in Nebraska’s public schools, his mother as a home economics teacher for 35 years and his father as a business teacher and a superintendent in small town-districts in the 50’s, and, beginning in 1960 was a principal in OPS. Law school wasn’t exactly on his radar.

“What did I have to go out there in the world with, other than an education degree?” he asked himself. “Law school, I thought, would give me a degree that I could use to go find some vocation that I would enjoy doing.”

Schultze approached his principal, Dr. John McQuinn, (a wonderful person, principal and mentor). After 40 years, he still distinctly remembers that concise conversation.

“I said to Dr. McQuinn, ‘I have been accepted to law school at the University of Nebraska, but I have a state championship basketball team coming in’,” said Schultze. “He said ‘Go to law school! So I went to law school.”

brary stopped by and mentioned in passing that Lincoln-based Perry Law Firm was searching for a clerk. Schultze picked up the telephone (one with a dial wheel), placed a call, and got a young lawyer by the name of Jim Gessford on the other line.

“I said ‘I heard you were looking for a law clerk’, and he said ‘You heard right, come on down and interview’,” Schultze said.

“I think he hired me because I had been a teacher, and because the firm was really trying to start a school law practice.”

At the time, school law was just becoming more complex and integral to the operations of public schools, lead by the Supreme Court’s 1969 decision in Tinker v. Des Moines that ruled students no longer “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

The concept that schools could do just about anything they pleased in the way of discipline was dead. The wooden paddles were retired, tossed away, and, as Schultze puts it, “There was a change in society that occurred that focused on the individual student. Soon after Tinker came legislation to address the rights of all children to a meaningful education – among them passage by Congress of the Individuals with Disabilities in Education Act whereby students with requiring to educate all students and accommodate those with mental, cognitive, behavioral or physical disabilities, and Title IX prohibiting discrimination in schools on the basis of gender providing girls the benefit of participation in activities and teams bringing about a true revolution in our society as a whole over the ensuing years.”

“That is when education law took off,” Schultze said. “We were dealing with student rights and student discipline. Teaching became a science. Evaluation of teachers became an emphasis to assure student learning was occurring the classroom important.”

For the record, Schultze was right. Right about the incoming crop of basketball talent, five young women who would win the Class A state championship for Bryan High School in 1981 under his former assistant and close friend Willie Marshall; and right about his decision to pursue a career in law.

The teacher-turned-lawyer was at the beginning of a new journey, and, looking back 40 years later, it was right where he needed to be. When Schultze started practicing, Perry Law Firm was a general practice firm, with six lawyers who did a little bit of everything. On Tuesdays, Thursdays and Fridays, Schultze was in court for trial.

With his head buried in a book studying for finals during his freshman year in 1979, a classmate walking through the law li-

“It wasn’t until about 2000 that schools became the central focus of what I did,” Schultze said.

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NCSA TODAY WINTER 2019

S POTL I G HT “Working with schools was always a part of what I did, and then it became more and more and more. School law became so specialized. We used to have the school law seminar back in the 80s, every June, and that would draw about 100-120 lawyers from around the state.”

Specialization continued to the point where small town lawyers stopped practicing school law. In 1979, there were close to 1500 school districts in Nebraska, a figure that in the last 40 years has shrunk to about 240, the result of consolidation.

“Just like there were fewer and fewer schools, there were fewer and fewer lawyers.”

Schultze serves as general counsel to the Nebraska School Activities Association and Southeast Community College, and, along with his colleagues, represents schools all across the state of Nebraska, from Scottsbluff, Gering, Alliance, and McCook to Elkhorn, Gretna, Blair, Falls City and South Sioux City.

Schultze hasn’t taught in more than four decades, but he learned one of the most important lessons of his career standing in front of a classroom for the first time in 1974, one that has largely fueled the passion he carries as a lawyer.

“First class, first hour, I had a young man named Jim sit down in the desk right in front of me and promptly fall asleep,” he recalls. “He slept through the entire class. When the bell rang, he got up and left the classroom.”

Schultze, concerned with controlling his first day and putting off the sense that he knew what he was doing more than anything else, let the snooze slide.

“The next day, Jim comes in and lays his head down and goes to sleep,” Schultze said. “He sleeps through my class, and I finally stopped him when he got up to leave and I said ‘Why do you go to sleep in my class?’ and he answers ‘Well, I work the third shift at the Cudahy Packing Plant and I get off at 7:30 a.m. and need to nap to get through my biology class.’”

Each student, Schultze then realized, came with special circumstances.

“We are dealing with issues we never anticipated,” said Schultze. “Politicians, educators, parents, we are all peddling hard to get caught up with the way students communicate and to educate in the way they communicate or assist them in communicating in different ways other than having a cell phone in front of them.”

Now, Tinker is back before us, as we are working with schools to balance student free speech rights and the right of other students to an environment free of harassment and anti-bullying as required by law, assisting schools in evaluating staff in ways that improves student learning and constructing buildings to support career pathways have all been added to the agendas of Schultze and other school law attorneys.

“At the same time, we still do the regular lawyer things,” he said. “We defend lawsuits when they are brought. We try to practice preventative law. We advise schools to position them to not have a problem on their hands, to handle it instead in advance. We have the regular employee issues, student discipline issues, open meetings issues and public records issues. The use of multimedia. Anything you can think of that a business deals with.”

Through it all, Schultze has gained a genuine appreciation for the quality of leadership in Nebraska’s public schools.

“We have really high quality administrators in our state,” he said. “They are well-educated. They are about kids. The theme that is repeated to me most often is ‘Every kid, every day’, and, uniformly, our educators and our administrators are there for the kids and are willing to do the necessary things to assist every child.”

Schultze sits in the Perry Law Firm conference room, with a drawn window behind him providing a view of the Nebraska State Capitol standing tall under a bright September sun, and tells stories from his four years as a teacher. Like when the guys on the Bryan track and field team moved their coach’s MG MGB convertible, all 1200 pounds of it, into the school’s gymnasium and left it there, much to Schultze’s surprise.

“I tried to get to know them and adjust my teaching in a manner that could reach them,” said Schultze. “I remember the kids. I remember those moments when I felt like I connected with them and gave them something they could grasp onto and use in the future.”

“I laughed, and then had the boys carry it back out,” he said.

“They all thought that was pretty funny – so did I.”

The present day is an evolutionary time for schools and their leaders, similar to when he started practicing in the late 1970s.

New challenges have arisen as society has evolved into the information age.

“I enjoyed every moment of my teaching career,” Schultze said. “It was great training to be a lawyer.” ■

Four years that he won’t forget. Four years that put him in position for the next 40.

WINTER 2019 NCSA TODAY

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NDE UP D A T E

Materials Matter

By DR. CORY EPLER, NDE Academic Officer

Like most kids, I was always looking for something. “Has anyone seen my <homework, shoe, keys, book, etc.>? I left it right here!”

My parents, like most, were quick to point out the exact location of what was missing. I can still hear my dad’s infamous words: Epler

“If it was a snake, it would have bitten you.”

Lately, I’ve wondered if instructional materials and curriculum are like the objects I was looking for -- something hidden in plain sight. Generally speaking, the Nebraska Department of Education (NDE) has not led conversations about instructional materials and curriculum. The NDE develops rigorous content area standards, aligned assessments, utilizes a robust accountability system, and provides statewide professional development for teachers, but we pay less attention to curriculum, the actual materials used to help students learn.

In the 2017 report, “Hiding in Plain Sight: Leveraging Curriculum to Improve Student Learning,” Chiefs for Change drew attention to the small, but powerful, body of research that suggests that content-rich, standards-aligned, and high-quality curricula have a significant influence on student learning and student outcomes.

tance of, “supporting and expanding access to high-quality, standards-aligned instructional materials, curricular resources, and professional development.” This commitment highlights the importance of instructional materials in improving Nebraska’s education system.

Dr. David Steiner, Director of the Johns Hopkins Institute for Education Policy, says that “[N]o matter how much energy and money we spend working on systemic issues-- school choice, funding, assessments, accountability, and the like -not one of these policies educates children. That is done only through curriculum and teachers: the material we teach and how effectively we teach it” (2017).

As Nebraska districts work to ensure that students are college, career, and civic ready, it’s imperative to consider the impact instructional materials have on student learning. Furthermore, as districts begin to implement the requirements of the Nebraska Reading Improvement Act, it’s important to consider two questions: (1) Do all students have an opportunity to learn from high-quality, standards-aligned instructional materials for kindergarten through third grade English language arts (ELA)?, and (2) How can we continue to build coherence among standards, instructional materials, assessment, and professional learning in order to improve instruction and student learning?

Additionally, multiple research studies illustrate that switching from a low- to high-quality textbook can boost student achievement more than any other intervention used in the classroom. What’s more, shifting to a high-quality curriculum adds several months of additional student learning, or, to put the same point differently, can move a student who is performing at the 50th percentile to the 70th in one school year. Because of this, a growing number of policymakers, researchers, and philanthropists point to high-quality curricula as a lever to drive student success. Clearly, materials matter.

A lot.

What do we know about the “state” of instructional materials and curriculum in Nebraska? To be honest, not much.

In 2017, NDE, in partnership with the Educational Service Units (ESUs), asked districts to voluntarily provide information about the instructional materials they use for ELA, math, science, and social studies. The data collected provided a snapshot of the materials used by Nebraska districts. This year, a more formal survey was used to ask each district to indicate the instructional materials they use for kindergarten through 12th grade ELA and mathematics. Nearly 75 percent of districts reported the information. Our next task is to better understand how districts use instructional materials in a locally-determined curriculum and to learn more about the processes local districts and school boards use to select instructional materials.

This past July, Commissioner Blomstedt introduced NDE’s Commitments to Equity. These commitments challenge our educational system to address the inequities of the past by focusing on high-leverage strategies that impact all students.

In these commitments, Dr. Blomstedt emphasizes the impor-

A significant hurdle facing districts when selecting instructional materials is determining the alignment of the materials to Nebraska standards. Many of the most commonly-used instructional materials are described as “standards-aligned,” but independent reviews and review tools (e.g., EdReports,

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NDE UP DATE the EQuIP rubric, or the IMET tool) illustrate they may not live up to that promise. Adding to the complexity for Nebraska is that materials advertised as “standards-aligned” may or may not be aligned to Nebraska standards.

So, how can districts determine if the materials they select are high quality and aligned to Nebraska standards? The Nebraska Instructional Materials Collaborative, or NIMC, (www.nematerialsmatter.org) highlights high-quality, standards-aligned instructional materials and offers Nebraska-specific guidance documents to ensure materials meet the expectations of Nebraska’s Content Area Standards.

Through the NIMC, NDE and key partners are committed to providing statewide leadership that informs and supports the decisions made locally related to curriculum and instructional materials. Currently, the NIMC has backing from the Nebraska Educational Service Unit Coordinating Council (ESUCC) and the Nebraska State Literacy Association (NSLA).

This signals a strong network committed to providing leadership and support relative to instructional materials.

Included in the NIMC are independent reviews of instructional materials for ELA and mathematics, as provided by EdReports (www.edreports.org). EdReports is an independent, nonprofit organization that reviews instructional materials to help educators seek, identify, and demand the highest-quality instructional materials. Educators complete the EdReports reviews and each report represents hundreds of hours of work by the reviewers. These reviews are organized by “gateways,” wherein each gateway considers standards alignment, fundamental design elements, and other attributes of high-quality curriculum. The NIMC also includes resources to determine how EdReports reviews support alignment to Nebraska’s standards and instructional shifts. By signaling alignment and quality, NDE expects the number of districts using high-quality, standards-aligned instructional materials to increase to ensure that strong, standards-aligned instruction happens every day, in every class, for every student.

When all students are afforded opportunities to engage with standards-aligned, high-quality instructional materials they are more likely to learn more. This idea isn’t new or novel. It’s almost too simple, right? Even though this valuable school improvement strategy is right in front of us, we have not maximized the value of instructional materials across our state.

There is no justification for avoiding state-level conversations about instructional materials, curriculum, and aligned professional learning. There is too much evidence highlighting the importance of high-quality instructional materials and too much is at stake to do nothing. A focus on instructional

materials through the NIMC helps us find what we thought might be missing. It’s right where we left it, right in front of us, helping to ensure that all students have equitable access to the education necessary to achieve their full potential. ■

NCSA Partners with NDE to put on Inaugural Safety Summit In partnership with NDE, NCSA hosted the inaugural Nebraska School Safety and Security Summit on October 17, drawing more than 250 school administrators from across the state to the Holiday Inn in Kearney.

State School Security Director Jolene Palmer gave the opening welcome, before John-Michael Keyes, executive director of the I Love U Guys Foundation, gave a moving keynote speech detailing his own personal and inconceivable story.

Other speakers included Mario Scalora, director of the University of Nebraska Public Policy Center, who covered threat assessment and management, and Rich Payne from Safe2Tell, who focused on the prevention of school violence.

In the afternoon, NCSA ambassador Dr. Keith Rohwer facilitated roundtable workshops and discussions. Other moderators included ambassadors Dr. Cinde Wendell and Kyle McGowan and NCSA chair Dr. John Skretta. ■

WINTER 2019 NCSA TODAY

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AF F I LI A T E A WA R D S

NSASSP Announces 2019 Outstanding New Principal of the Year The Nebraska State Association of Secondary School Principals has selected Nicholas Kroon as the 2019 Outstanding New Principal of the Year. Mr. Kroon has been in education since 2006 and has been the Principal at Fairbury Jr./ Sr. High School since 2016 after serving as the Assistant Principal/Activities Director for 1 year at Fairbury.

Mr. Kroon has been a member of the Nebraska Council of School Administrators (NCSA), the Nebraska State Association of Secondary School Principals (NSASSP), and the National Association of Secondary School Principals (NASSP) for four years.

Stephen Grizzle, Superintendent of Fairbury Public Schools, praised Mr. Kroon, noting, “As a young administrator, Nick combines many great qualities such as enthusiastic creativity, empathy, and effective personnel management along with a desire to stay abreast of best-practice pedagogy, and, does this with an infectious passion for work.”

Congratulations to Nicholas Kroon for his outstanding performance as a Secondary School Principal at Fairbury Public Schools. NSASSP appreciates the contributions to the profession and are proud to name him Nicholas Kroon of Fairbury Jr/Sr. High School the 2019 New Principal of the Year! ■

NAESP Announces National Distinguished Principal From Nebraska The Nebraska Association of Elementary School Principals is pleased to announce that Kris Friesen, Principal at York Elementary School, has been named the 2018 National Distinguished Principal from Nebraska. Kris has been the Elementary Principal in York Public School district for 10 years. Prior to her role as the Elementary Principal, Kris was the Assistant Elementary Principal in York for three years.

Kris is very active and passionate in her role as an elementary and early childhood administrator. She possesses a true passion for early childhood education and this is evident in her many roles and responsibilities. Kris has developed a comprehensive early childhood program that includes partnerships with Headstart and the Nebraska Correctional Center for Women. Kris has also led the York Elementary through the development of a solid system of academic interventions as well as a tiered system to meet the needs of students’ social-emotional needs as well.

Dr. Mike Lucas, Superintendent of York Public Schools states, “Mrs. Friesen is relentless in ways to make York Elementary School (YES) a better place for her students. Her enthusiasm, creativity, and determination have helped her turn YES into a place we are all very proud of. Kris is a phenomenal instructional leader. Under her guidance, our student achievement scores are at an all-time high.”

Kris’ leadership has been obvious during her career as a Principal. She has been active in Nebraska Council of School Administrators, Nebraska Association of Elementary School Principals, even serving as President and Past-President of Region 1.

NAESP is extremely proud to have Kris represent our organization as NDP for 2019. She is very deserving of this recognition.

Congratulations, Kris! ■ 10

NCSA TODAY WINTER 2019

A FFILIA T E AWARDS

NAESP Announces Outstanding New Principal of the Year Megan Schmidt, Elementary Principal of Emerson Elementary of Kearney Public Schools has been named Nebraska Association of Elementary School Principals, New Principal of the Year for 2018-2019.

As a new principal, Megan has worked to bring programs to Emerson that will support career ready students. She has also put a focus on improving achievement through a vital partnership with the University Nebraska Kearney which provides her students with America Reads tutors, student volunteers, practicum students and student teachers as well as math training for her staff.

The elementary principals of Kearney Public Schools write, “As a first year principal, Megan accepted the challenges of a school that serves a high needs clientele. The demands of this school would challenge a veteran principal and Megan had very little time to “learn the ropes.” Megan took a comprehensive approach to building improvement. She concurrently addressed student behaviors, parent relationships, communication, effective staffing, efficient use of time, relationships, and curriculum and instruction. Megan models a “whatever it takes” service mentality that her staff mirrors.”

Megan has been involved in many organizations including National Association of Elementary School Principals, Nebraska Association of Elementary School Principals, and Nebraska Council of School Administrators. Within her district, Megan provides supervision of district level reading teachers, serves on the Language Arts Curriculum Committee and was also a cadre leader for Keeping Learning on Track.

Congratulations to Megan Schmidt for her outstanding start as an Elementary School Principal. We appreciate her early contributions to our profession, and are proud to name her New Principal of the Year for 2018-2019. ■

NSASSP Announces 2019 Assistant Principal of the Year The Nebraska State Association of Secondary School Principals has selected Steve Throne as the 2019 Assistant Principal of the Year. Mr. Throne has been in education since 1993, where he started his career as a Physical Education teacher and coach at Lourdes Central Catholic in Nebraska City. Mr. Throne has been the Assistant Principal/Activities Director at Millard South High School since 2013. He is an active member of many associations including the Nebraska Council of School Administrators (NCSA), the Nebraska State Association of Secondary School Principals (NSASSP). In addition, Throne has provided leadership for the Nebraska State Interscholastic Athletic Administrators Association NSIAAA (2015-2018) and the Nebraska School Activities Association (NSAA) Student Advisory Committee (2016 to present).

Heidi Weaver, Principal at Millard South High School, praised Mr. Throne, noting, “I can’t think of a better candidate for the Nebraska Assistant Principal of the Year. Steve has devoted his life to education….as a teacher, coach, assistant principal and athletics/activities director. His motto in regards to education and his life can best be described by this quote from Ghandi: ‘The best way to find yourself is to lose yourself in service to others.’” Principal Weaver continues: “From the minute you meet him, you know that you are important to him.”

Congratulations to Steve Throne, NSASSP Assistant Principal of the Year! ■ WINTER 2019 NCSA TODAY

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AF F I LI A T E A WAR D S

NASA names Teahon Superintendent of the Year Dr. Mike Teahon, Superintendent of Gothenburg Public Schools, was recognized as Nebraska’s 2018-19 Superintendent of the Year at the 100th Annual State Education Conference in November.

For 17 years, Dr. Teahon has served in his current position leading Gothenburg Public Schools, where teachers view him as a committed, caring and visionary school administrator.

“Dr. Teahon is a catalyst for real change that benefits children,” said GHS English teacher Jay Garrison, who has spent 35 years educating Nebraska youth. “He is a selfless and tireless champion for student achievement.”

In all, Dr. Teahon’s career in the field of education has spanned 34 years, all within the state of Nebraska. He spent his first eight years teaching math, history and coaching before becoming the secondary principal at Sandhills Public Schools in Dunning from 1994-1999.

Dr. Mike Teahon, Superintendent of Gothenburg Public Schools, accepts the award for the 2018-19 Nebraska Superintendent of the Year at the 100th Annual State Education Conference in November.

Dr. Teahon assumed his first superintendent role in 1999 at Amherst Public Schools before accepting his current position in Gothenburg. He has spent the last five years as a lecturer for the Educational Administration Department at the University of Nebraska-Kearney, and has received a long list of previous distinguished awards.

A former Chair for NCSA and president of NASA, Dr. Teahon has led Gothenburg Public Schools through a successful school bond, multiple remodels and renovations, and the implementation of inclusion for special education students and the PLC model currently in place in the district.

“Communication and building relationships are some of the most important qualities a superintendent can possess,” remarked former Gothenburg Elementary Principal and current Minden Superintendent Jim Widdifield. “Dr. Teahon is exemplary in his ability to communicate with staff, students, parents, the Board of Education and patrons. He has an outstanding ability to get the district’s message across to all stakeholders and is on the forefront of promoting a common message of the Gothenburg way.”

Congratulations to Dr. Mike Teahon, Nebraska’s 2018-19 Superintendent of the Year! ■

Legislative Update Reg Leichty, founding partner of Washington, D.C.-based Foresight Law + Policy, provided a federal legislative update to those attending NASA’s General Membership Meeting on Friday morning at the 100th Annual State Education Conference in La Vista. Leichty, who advises national and state education associations, discussed the consequences election results will have on education policy and best communication strategies while advocating on “The Hill”. The NCSA Federal Update, featuring Leichty, began in late November, 2018. ■

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FILM REVI EW

Gripping & Sincere "The Mind Inside" debuts in January

By TYLER DAHLGREN, NCSA Communications Specialist In concept, it doesn’t seem all too difficult, the life of a young student. Wake up, brush your teeth, chow down a hot and nutritious breakfast, swing your backpack around your shoulder and hop on the school bus, where dozens of smiling and friendly faces are merrily caroling “Wheels On The Bus”.

However, it is hardly ideal, and the notion that its hardships are felt only by adults is simply inaccurate. In the first episode of their new docuseries titled “The Mind Inside”, Nebraska Loves Public Schools takes viewers on a thoughtful, 35-minute examination into the very real and very unideal home lives of three Millard Middle School students, who overcome barriers every single day just to make it to the classroom.

“It’s a thoughtful look at what many students endure just to make it through the day,” said NCSA Ambassador and former Crete Public Schools superintendent Kyle McGowan.

“School is important and undoubtedly provides support and stability for many children who lack such basic needs in their home lives.”

The film, which is set for a full-release on January 18th, will spark conversations. First, from educators who can easily relate to the on-screen subjects, from the three extremely bright but disadvantaged students to the incredibly helpful and attentive school social worker, Eric Depue, whose care for his students you can almost feel through the screen.

“The end goal is to graduate and get an education,” Depue says in the film. “Most kids don’t have a lot of barriers or obstacles. I deal with the kids that have a moat they have to get across.”

every day. It truly takes a team effort, as described in the film, to make a difference.”

Schools do what they can with the limited resources available, and as mental health continues to garner more and more consideration, the way schools approach the delicate subject will continue to evolve.

“The film is right on target for bringing to light very accurately the mental health and behavioral issues that are in public schools today,” said Dr. Cinde Wendell, an NCSA Ambassador and former school superintendent. “It highlights the challenges schools must address as school professionals attempt to provide interventions to deliver a brighter future for each student.”

“The Mind Inside” is a courageous project from Nebraska Loves Public Schools, and its first installment is done in the most-sincere way; through the eyes of three middle school students.

“Like all films from Nebraska Loves Public Schools, “The Mind Inside” is important and timely, a genuine look at an emerging topic that deserves the consideration and attention of public school leaders, educators and stakeholders across the state,” said NCSA Executive Director Dr. Mike Dulaney.

Depue’s commitment to guiding his students around existing obstacles mirrors that of public schools in Nebraska, and “The Mind Inside” highlights that intent in a gripping and sincere fashion.

The lives of our young students are much more complex than what they may show on the surface suggests. For many more children than you’d think, it takes courage just to take on every day, and that’s the message shining through “The Mind Inside”.

Secondly, the docuseries will spark discussion from those outside of the education arena, who will get to feel what it’s like to walk a mile in the shoes of a young person whose path to success isn’t a straight-shot, walk-in-the-park, but rather a tricky and winding road to navigate.

“School is the one constant in the life of a student,” said Rohwer. “In that constant, they will find love, support, encouragement, warmth, safety, personal care, meals and consistency of expectations. The ingredients to help them move forward and become proud of who they are in life.”

“This is not a film about excuses,” said NCSA Ambassador Dr. Keith Rohwer, a retired superintendent. “This is a film about our kids and the personal conflicts they deal with each and

For many kids, school is a lot closer to home than you’d think.

■

WINTER 2019 NCSA TODAY

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D YS LE X I A

Why Do New Dyslexia Laws Matter to School Administrators?

By EILEEN C. VAUTRAVERS, M.D., retired Lincoln pediatrician, NDA Board Member and Past President A new era in education excellence was ushered in during 2017/2018 with the passage of Nebraska’s first dyslexia legislation. The intent of this article is to increase your understanding of dyslexia and the reasons for the educational measures required in this legislation.

Passage of LB645 in 2017 Vautravers placed the definition of dyslexia in state education statute Section 79-1118.01. LB1052 was passed in 2018 and states that every student with characteristics of dyslexia shall receive evidence-based multisensory structured literacy instruction beginning in the 2018-2019 school year. It requires all NE teacher education programs, starting in July, 2019, to include instruction in best practices for teaching reading and in the science and signs of dyslexia, as well as interventions, accommodations and assistive technology for students with dyslexia.

According to LB645, dyslexia typically results from a deficit in the phonological or sound component of language. One phonologic skill is phonologic awareness, a more general term meaning “all levels of awareness of the sound structure of words” per Dr. Sally Shaywitz. Assessing phonologic awareness by evaluating a student’s ability to rhyme words, count syllables in words and words in sentences, and use onset and rime to form new words is strongly predictive of reading and spelling acquisition. Phonemic awareness, in contrast, “refers to the more advanced ability to notice, identify and manipulate the smallest particles that make up a word: phonemes” per Shaywitz. Most school assessments focus on this level of awareness, which has the strongest relationship to later reading. Examples include segmenting (breaking a word into individual sounds), blending (putting sounds together to make a word), isolating sounds (what word in a group begins with the same sound as a given word), addition, deletion and substitution of sounds.

“By the end of first grade, most children have just about mastered their basic phonologic skills,” wrote Shaywitz. Because dyslexia generally results from a phonologic deficit, both teacher observation of and standardized testing for phono14

NCSA TODAY WINTER 2019

logic skills can identify students at-risk for reading struggles and dyslexia as early as four years of age.

Formal testing is generally not necessary prior to initiating services for students at-risk for dyslexia. This is why LB1052 requires that students who just exhibit characteristics or signs of dyslexia receive the appropriate instruction. LB 645 contains additional characteristics of dyslexia, in addition to the phonologic skill deficits noted earlier.

LB645 states that dyslexia is neurobiological in origin, and it is usually inherited. Up to one in five individuals has dyslexia, according to Dr. Shaywitz and other researchers. Up to 50% of children born to a parent with dyslexia, or with a sibling with dyslexia, will also have dyslexia. Functional MRI studies by many neuroscientists have shown that individuals with dyslexia lack the wiring for reading to the two primary reading systems in the left posterior brain. One area slowly analyzes a word, breaking the word into individual letters, associating a sound with each letter, and putting those sounds together to read or say the word. The second system stores that word, its definition, spelling and pronunciation for rapid recall in the future. Students with dyslexia cannot use these two systems because they lack the wiring to them.

LB1052 mandates that evidence-based multisensory structured literacy instruction be provided to students with signs of dyslexia. The basis for requiring this appropriate instruction is that it establishes the brain wiring for reading to the two primary reading centers. Multiple studies using fMRI’s corroborate this. When this instruction begins in first grade, the expected reading disability is reduced by 67% - 87%. When this instruction is delayed until third grade, the expected reading disability is reduced by only 26%. Children identified as reading disabled after second grade rarely catch up to their peers. Not only do the fMRI’s demonstrate use of the primary reading centers after this instruction, but those students became accurate and fluent readers. Student’s simultaneous use of all their senses helps all students remember sounds and words.

Continued on page 15 >>

PA RT NERSHI P

Illustrating Best Practices in BlendEd Learning and Digital Age Skills

By CRYSTAL HURT, NICK ZIEGLER, AND BETH KABES

When it comes to revolutionizing learning, collaboration is key! As such, Nebraska’s ESU Teaching and Learning with Technology (TLT) group, in partnerships with Educational Service Unit #5, ESU Coordinating Council, and NCSA, is sponsoring two statewide projects to support collaboration, design, and sharing. The projects, Digital Age Skills and BlendEd Best Practices, will provide a framework for teachers to explore, create, and share blended and personalized teaching practices. See details in the chart pictured to the right.

Continued on page 16 >>

Project

Digital Age Skills

BlendEd Best Practices

Purpose

Facilitate deeper learning through student creation of products promoting acquisition of content standards and digital age skills.

Promote BlendEd Best Practices within each of the Cyclical Unit Design segments.

Content

The Content for this PL experience includes 3 parts: Bronze Level Exploration Silver Level Investigation Gold Level Implementation

The Content for this PL experience includes 4 parts: Direct Instruction Knowledge Deepening Knowledge Application Empowering Learners

Product

Through this project, we will generate 42 lesson plans promoting content area skills and digital age skills. Lesson plans will be shared publicly on Nebraska’s OER Commons Hub.

Through this project, we will generate 40 unit plans that exemplify BlendEd Best Practices.

Unit plans will be shared publicly on Nebraska’s OER Commons Hub.

Structure

7 Coaches 14 Participants

8 Coaches 34 Participants

Why Do New Dyslexia Laws... (continued from page 14) An excellent resource for school administrators for evidence-based structured literacy instruction, assessment and intervention is the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) at UNL. This Center has helped nearly 60 NE school districts and two ESU’s implement MTSS, using evidence-based assessments, structured literacy core instruction and interventions, and explicitly teaching rules of the English language.

CYFS researchers found that the stronger the core classroom instruction, the fewer the students who required interventions.

As a result, more resources, time and intensity of intervention were available for students struggling with reading. They also report that successful MTSS implementation with fidelity generally requires creation of new, school-wide systems for teacher training and coordination among disciplines.

Administrators play a key role in initiating these changes, in order to comply with LB1052, by providing comprehensive professional development for teachers and support for all school staff. Helpful resources include the National Center on Intensive Intervention for evidence-based assessments and interventions and the What Works Clearinghouse for evidence-based core instruction and interventions.

Without the testimony in support of LB1052 given by a NCSA and a variety of other educational and medical organizations, this legislation would not have been passed unanimously by the legislature. LB1052 provides the earliest opportunity for students to receive effective instruction prior to failing reading. The Nebraska Dyslexia Association is confident that parents and students with dyslexia are grateful for your support!

Read the unabridged article at www.NCSA.org ■

WINTER 2019 NCSA TODAY

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P ART N E RS HI P The goal of both projects is to harness the momentum of the of the BlendEd Pilot, sponsored by NCSA and ESUCC, which is currently in its third year of implementation, as well as spur content creation in the Nebraska OER (Open Education Resources) Commons Hub. To access the hub visit: https://www.oercommons.org/hubs/nebraska In addition to supporting the AQuESTT Tenet of Educational Opportunities and Access and Future Ready Nebraska efforts, the two projects align with Nebraska State Board Goals: Goal 1.1 – By 2018, the NDE will be organized through personnel and processes to provide leadership in school support systems, regulations, interagency collaboration, data systems, fiscal responsibility, and evaluation that will enhance the success of educational systems in Nebraska.

Goal 1.3 – By 2020, 100% of teachers, service providers, school leaders and local school board members will have access to quality professional learning opportunities through an NDE facilitated professional learning directory.

Goal 4.1 – By 2020, NDE will develop a statewide digital course and content repository.

The power of the project is the statewide network. Teachers from across Nebraska will serve in one of two roles: participant or coach. The map below reflects the location of the teachers working on the project and represents all NCSA

regions. The red pins indicate locations of single teachers with the blue dots represents multiple teachers from a school or community.

Within this network, participants will submit products in the form of planning documents, lessons, and student creations that support either ISTE Standards and/or BlendEd Best Practices connected to Cyclical Unit Design: Direct Instruction, Knowledge Deepening, Knowledge Application, and Empowering Learners. These products will go through a cycle of revision between participants and coaches and will then be added to the Nebraska OER Commons Hub in the Summer of 2019. Educators across the state, regardless of their involvement, will have access to these NE standard-aligned materials.

In the spirit of “sharing is caring” both projects will provide those participating with opportunities to learn, collaborate, create, and share. Through these teacher leaders, TLT will ignite and promote a culture of collaboration and sharing wherein Nebraska teachers have access to ideas and best practices to use in their classrooms.

The support of administrators and commitment to the innovation of teaching and learning is appreciated. Look for the outstanding products that will be created by outstanding Nebraska educators! If interested in learning more, visit the website: bit.ly/esuccproject ■

WINTER 2019 NCSA TODAY

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A FFILIA T E LE A DERSHI P

Time to Reflect and Manage Stress

By JASON BUCKINGHAM, NASBO President

Season’s Greetings to all of our NASBO members and members of the NCSA. As I sit at my desk and write this article for NCSA newsletter I find myself in time of reflection. By the time of the print of this article, we will be in the midst of the holiday season with obligations pulling each of us in many different directions. I am currently preparing to host a Thanksgiving meal with 23 guests. I’m hoping that my turkey will be large enough to feed everyone and that we can get through the meal without anyone bringing up politics, public school finance or anything else even remotely related to controversy.

Though I am looking forward to the opportunity to share our house and our blessings with my family, I can’t help but think about all of the issues each of us deal with in our personal and professional lives. I think each of us if we were honest could identify at least a few causes of stress that exist as a result of the jobs we perform. Speaking from a business official’s perspective, this time of year is more than full with the prospects of the ESSA conversion, negotiations, staffing changes and the potential impact of the next legislative session. Each of these different stressors, combined with our own personal stressors can make the responsibilities of our jobs seem incredible if not impossible to manage.

One thing I have found recently in my own experience has been to schedule time in each of my school buildings as a stress reliever. I’m fortunate enough in my position that I can on occasion leave our central office and head out the buildings for some interactions with staff and students.

Regardless of the type of day I am having, I find that a few interactions with our students and staff have an almost instant mood altering effect. It might seem like a bit of escapism to leave the office, but to me it provides a type of instant therapy and a reminder of the great importance of our jobs as administrators. The mere fact that we are responsible for buildings that are safe, climate controlled and fully staffed with the best staff we can find is a tremendous accomplishment.

So, to each of you that may be experiencing some stress related to your work, please take some time out between now and semester break to get back in touch with the “why” of what we do.

I wish to conclude by sharing some techniques recommended by the Anxiety and Depression Association of America (https://adaa.org/managing-stress-anxiety-in-workplace/ anxiety-disorders-in-workplace).

Tips to Manage Stress and Anxiety at Work Getting stressed out at work happens to everyone, and it’s perfectly normal. But stress that is persistent, irrational, and overwhelming and impairs daily functioning may indicate an anxiety disorder. Keep these ideas in mind to keep your work life manageable: Work! In addition to financial reasons, working can be important for your self-esteem and it adds to your social identity.

Tell a trusted coworker. Knowing that someone accepts your condition can be comforting and it may reduce any anticipatory anxiety about having a panic attack at work.

Educate yourself. Learn to recognize the symptoms of your disorder and how to handle them if you experience any at work.

Practice time management. Make to-do lists and prioritize your work. Schedule enough time to complete each task or project.

Plan and prepare. Get started on major projects as early as possible. Set mini-deadlines for yourself. Anticipate problems and work to prevent them.

Do it right the first time. Spend the extra time at the outset and save yourself a headache later when you have to redo your work.

Be realistic. Don’t over commit or offer to take on projects if you don’t realistically have enough time.

Ask for help. If you’re feeling overwhelmed, ask a coworker for help. Later you can return the favor.

Communicate. Speak up calmly and diplomatically if you have too much to handle. Your supervisor may not realize you’re overextended.

Stay organized. Filing and clearing your desk and computer desktop may rank low on your priority list, but they can save you time in the long run and may prevent a crisis later.

Continued on page 18 >>

WINTER 2019 NCSA TODAY

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AFF I LI A T E L EA D ER S H I P Avoid toxic coworkers. Try to ignore negativity and gossip in your workplace.

Take breaks. A walk around the block or a few minutes of deep breathing can help clear your head.

Set boundaries. Try not to bring work home with you.

Don’t check your work e-mail or voice mail after hours.

Savor success. Take a moment to celebrate your good work before moving on to the next project. Thank everyone who helped you.

Plan a vacation. You’ll be rejuvenated and ready to work when you come back.

Take advantage of employer resources and benefits.

Your workplace may offer an Employee Assistance Program (EAP), discounts to gyms, or skill-building courses.

Learn what’s available to you.

Be healthy. Eat healthfully, get enough sleep, exercise regularly, and limit caffeine and alcohol. Try to keep your body and mind in shape to handle challenging situations.

As we begin to gear up and prepare for the conclusion of this year and beginning of next, please remember that taking care of yourself and your family must be a top priority. Happy Holidays, be safe, and be healthy! ■

NCSA Hosts 13th Annual Tailgate Party NCSA hosted its 13th annual tailgate party prior to Nebraska’s September 29th home game against the Purdue Boilermakers, and though steady morning downpours moved the party inside, a great crowd showed up for the fun.

Chair Dr. John Skretta welcomed guests to the tailgate, including Commissioner of Education Dr. Matt Blomstedt, UNL Education Administration Chair Dr. Nick Pace, and the Perry Law Firm team, before Cash-Wa Distributing served up pulled pork, smoked brisket, sausage and chicken, as well as delicious sides. The rain couldn’t keep the UNL Alumni Pep Band away either, as the enthusiastic group filled the offices with spirited hits like “Dear Old Nebraska U”, “Hail Varsity” and other pregame favorites. ■

Certificate of Appreciation Vice Chair Brandon Mowinkel (left) and Chair Dr. John Skretta (right) stand next to the newest addition to the conference room, a Certificate of Appreciation from UNL Educational Administration Department for NCSA’s long-standing support. ■

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NCSA TODAY WINTER 2019

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