Under the Umbrella, Volume 2, Issue 2

gabuie

Under the

Umbrella

Volume 2, Issue 2

September 2019


Volume 2, Issue 2

2-3 Data, G.A. Buie

4 Data-Driven Decision Making, Sean Cochran

6-8 Annual PDK Survey of Public Attitudes on

Education Underscore Kansas Issues, Mark

Tallman

11 Get Inspired by the Data, Jerry Henn

12-13 Distributions and Deviations and Ranges, Oh

My!, Ted Carter

15 One Key to Reducing School Suspension: A Little

Respect, Sarah D. Sparks

@USAKansas

Facebook.com/USAKansas

16-17 Creating a Sense of Urgency, Dr. John Vandewalle

18 Technology and Learning Places: The Impact of

Imaginative Design, Kevin Greischar

20-21 How Well Do You Communicate a Hostile Crisis

in Your Building, Doug Parisi

22-23 Shape Your Future. Start Here.

25 Event Calendar

Ryan Jilka—President, KAMSA

Christie Meyer—President-Elect, KASCD

Sean Cochran—Past President, KASEA

Eric Sacco—Director, KAESP

Mike Berblinger—Director, KSSA

Cory Gibson—Director, KSSA

Eric Hansen—Director, KASBO

Justin Henry—Director, KSSA

Jake Potter—Director, KanSPRA

Volora Hanzlicek—Director, KASCD

Mike Argabright—Director, KSSA

P.J. Reilly—Director, KLCTE

Donna Schmidt—Director, KASSP

Glen Suppes—Director, KSSA

Patrick Schroeder—Director, KAESP

Deanna Scherer—Director, KASSP

Rena Duewel—Director, KASSP

Andy Koenigs—Director, KASPA

Amy Haussler—Director, KASEA

G.A. Buie—Executive Director

Jerry Henn—Assistant Executive Director


G.A. Buie, Executive Director, USA-Kansas

Data; for many people just saying the word

raises their blood pressure. For others it’s as if

you used the Lord’s name in vain because

when people talk about data they also talk

about change. Just what is it about data that

gets folks so anxious?

After all, I’m guessing those same folks who

hate talking about data are making data-driven

decisions every day and don’t even realize

it. We live in a society controlled by data. The

majority of the decisions we make are based

on some type of numeric or historic

information.

For example, from the time you leave for work

to the type of car you drive or even the food

you plan to eat for lunch, you made a decision

based on some type of data. OK, let me go a

little deeper. If I leave for work before 5:45

a.m., the majority of the time the roads are

quiet, there is very little road congestion, and I

can make it in about 60 minutes. If I leave after

6:30 the traffic on the Southside of Lawrence

gets congested and my drive time is going to

increase by 5-15 minutes. You’re right, I’m not

documenting every trip, but I am gathering the

information and using that information to

determine when I need to leave for work. If I

didn’t use the information/data, it is my fault

for being late to work even if traffic was heavy.

So why do many find it so difficult to use data in

our school-based decisions? If research

indicates that all students learn differently,

some learn faster than others, some require

manipulatives others don’t, some learn through

experience others don’t require the same

experiences. Yet year after year we still teach

every student the same curriculum the same

way at the same time strictly based on their age

and the results don’t change.

We shouldn’t act surprised if the historical data

never changes, but because we are working

with a different group of students we expect

different results. I would say that might be my

fault for expecting a different outcome knowing

the past data indicated it is not going to

change. We all know that is the value of data,

using the information to drive change.


We could talk for days on why it’s taken so long

to change our current educational system, but I

believe the unfortunate reality is we get

comfortable and dislike controversy. What

happens when you try to change? Administrators

get hit from all sides. The community: it was good

enough for me 30 years ago; the parent: just

make sure my child gets the basics and enjoys

school; school boards: what's it going to cost;

teachers: one more expectation. Even the

students have their own excuses.

Thank goodness we have people in each of the

aforementioned groups who are demanding and

leading educational change in Kansas. It’s with a

collection of years of data that is driving our

changes. Keep in mind even decisions based on

the best data can be difficult to

implement. Simply put, change is difficult,

Remember to use others to help with the

process.

Here is the question, “Are we going to use the

data to embrace the future or are we going to

let our old educational habits remain the

future?”


DATA-DRIVEN DECISION MAKING

Sean Cochran, Principal of Tallgrass Learning Center USD 437, USA-Kansas Past President

Data driven decision making, sounds easy

right? In Major League Baseball (MLB), if

the pitcher’s Earned Run Average

(ERA) goes way up, the pitcher loses

his spot in the rotation, is sent to

the bullpen, or worst case he is

Designated For Assignment. In

college football, if a quarterback’s

completion percentage goes down, the

coach stops throwing the ball as much and

they start running the ball more. The coaching

staff makes game time decisions on the statistics and

the data of how his players are performing. All of

these examples are oversimplified, but hold some

truth.

So why in a school setting when attendance declines,

behavioral outburst increase, or student scores don’t

increase we keep doing the same thing? We move

onto the next section or chapter because that’s what

the district scope and sequence document outlines

teacher must get through in a year. These are just a

few examples of data points that are easily accessed

by teachers. But a number of factors contribute to

why teachers don’t use these data points to make

decisions to increase students learning including; lack

of time, too much curriculum to get through, don’t

understand how to interpret the data, and too much

other stuff to do. These are all very true statements

in their own way, however, if we are going to “Lead

the World in the Success of each student” outlined by

our State Board of Education, these “excuses” must

go out the window.

As educators, if we use data to drive our

decision making, we will see gains. It

might not be as quick as we would like

to see, but gains are going to be

made. Most importantly, our

decisions are going to be made off

data and facts, and not based on the

emotional state of the teacher. Too

many times I have ran staff meetings

and a single teacher has said, “He/she is

doing horrible and always acting out.” However,

when we look at the student’s behavior sheet there is

documentation that the student’s behavior has

actually improved. Why was that statement made

then? Teacher frustration, teacher bias, teacher burn

out, just to name a few. These statements lead to

judgements and labels being put on students in an

unfair manner.

As educators; we often feel tired, burned out, and

overworked. This can seem like “one more thing to

do.” But if we are truly invested in EVERY child, it is

imperative that we make data-driven decisions. If

this was your child, wouldn’t you want

their teacher making decisions based on

data and facts rather than the

emotional state of the

teacher?


Mark Tallman, Associate Executive Director of

Advocacy and Communications, Kansas Association of

School Boards

The 51st annual PDK Poll of the Public’s

Attitudes Towards the Public Schools was released

this week. While the results are drawn from national

surveys and may not reflect Kansas sentiments, the

survey offers a guide to possible attitudes on current

topics in Kansas.

Here are some of the highlights of the report.

• Teachers feel underpaid, undervalued, frustrated

with the profession and half have considered

leaving it. Over half say they would consider going

on strike. Big majorities of all adults say they

would support teachers striking for higher pay or

to have a greater voice in academic policies.

Kansas: Perhaps the most common concern of school

leaders is the struggle to find quality teachers.

Adjusted for inflation, the average Kansas teacher

salary in 2018 ($50,403) is essentially unchanged

since 1970 ($50,000). That is true of some other jobs

but pay in most other professions requiring a college

degree has increased more than inflation. Kansas

teachers have also fallen behind other states, ranking

34th in 1970, rising to 28th in 1990, dropping to

40th in 2017 but rising to 38th in 2018 when the

Legislature began increasing K-12 funding in response

to the Gannon school finance case.

In 2017, Kansas teacher salaries were below Colorado

($52,398), Iowa ($56,790) and Nebraska ($53,473),

but higher than Missouri ($49,208) and Oklahoma

($45,292). The Oklahoma number does not include

raises after a teacher strike. Teacher strikes are illegal

in Kansas.

Kansas salaries are low for two reasons: Kansas total

funding per pupil has dropped to 30th in the nation,

and Kansas has a low pupil-teacher ratio (only 12

states are lower), so fewer dollars are divided among

more teachers.

• The public isn’t very interested in state test

scores. Less than 25 percent of all adults and K-12

parents say the percentage of students who pass

a test is the best way to measure school

performance, compared to 75 percent or more

who say students’ improvement over time is the

best measure. Only 21 percent of parents say

they assess quality based on their child’s state

standardized test scores and 23 percent use state

report cards on local schools, compared to 39

percent who look at their child’s report card

grades and 15 percent who use evaluations from

other parents.

Kansas: Information on state assessments is required

by the federal Every Student Succeeds Act and must

be included in a “report card” for each school. This

information is posted on the Kansas State

Department of Education website. The school finance

bill passed this session added a new requirement for

a one-page report based on ESSA data, to be placed

on each district’s website.


Following public meetings, input from employers and

surveys, the Kansas State Board of Education based

its Kansans Can outcomes on a broader set of

outcomes: kindergarten readiness, graduation,

postsecondary success, individual plans of study and

social and emotional measures locally.

• Over 60 percent of parents think Bible studies

should be an elective in their schools, with 7

percent saying these studies should be required

and 32 percent saying they should not be offered.

A slightly higher percentage supports offering,

but not requiring, comparative religion courses.

Large majorities of all adults, parents and

teachers believe civics class should be required.

Kansas: Bible studies and comparative religion

courses can be offered if approved by local school

boards, and one year of government is a state

requirement for Kansas high school graduation. In

many cases, decisions about offering electives or

requirements is based on availability of teachers and

student interest when competing with courses

already required for graduation or college.

The State Board of Education is promoting civic

education as part of the Kansans Can vision.

• Majorities of parents and all adults think

academics should be the main focus of public

education, and just 20 percent of parents,

teachers and all adults say preparing students for

work should be the main goal. However, over 75

percent of each group say that schools should

prepare students both academically and for jobs.

Currently, about half of Kansas students in a

graduating class will have completed a postsecondary

certificate or degree or be enrolled in a postsecondary

program after two years.

• Sixty percent of adults and 75 percent of teachers

say their community schools are underfunded,

and for the 18thstraight year, inadequate

financial support is listed as the biggest problem

facing public schools. Majorities says they would

support candidates who want to increase public

school funding. But most adults, parents and

teachers would rather see cuts in other

government programs than raise taxes – although

majorities would also support using lottery

revenues, legalized marijuana and sports

gambling to raise money for schools.

Kansas: In 2016, the Kansas Supreme Court ruled the

school system was constitutionally underfunded.

After three years of Legislative efforts, the court this

summer approved a plan to restore funding to 2009

levels when adjusted for inflation, the last time

funding was presumed adequate, by 2023.

Total K-12 funding remains at a lower share of Kansas

personal income than most of the past 30 years and

K-12 state aid is approximately the same percentage

of the state general funding budget it has been since

1994.

Kansas: These responses may not clearly distinguish

between preparing students for work through

specific job training, such as career and technical

education, or preparing student academically for

postsecondary education that will lead to

employment. Research indicates over 70 percent of

Kansas jobs in the future will require a credential

beyond a high school diploma. About half of those

will require a four-year degree or more and half will

require a technical certificate or two-year degree.


• The public has mixed opinions on discipline. By a

51-45 percent majority, parents say school

discipline isn’t strict enough, and over 70 percent

of all adults, K-12 parents and public school

teachers say they support “zero tolerance”

policies on weapons. But less than half of

respondents support automatic suspension for a

student who accidentally brings a folding knife to

school, and by two-to-one or three-to-one

margins, see mediation or counseling as more

effective than detention or suspension. Large

majorities of parents, teachers and all adults say

schools should be involved in disciplining

students who engage in cyberbullying, which

often does not take place at school.

Kansas: Most discipline policies are set by local

schools. There is a “zero tolerance” requirement for

bringing weapons to school, but superintendents can

make exceptions. More districts are investigating

alternatives to suspension, such as mediation and

“restorative justice” practices, in part to address

concerns over bullying and harassment. Under

current state law, schools have little authority to

address cyberbullying or harassment that takes place

outside of school.

• As has been the case for decades, the public

dramatically splits its assessment of public

schools, with fewer than 20 percent giving the

nation’s school a grade of A or B, and just 44

percent giving those grades to schools in their

community, but 76 percent – near an all-time

high – give their own children’s schools an A or B.

Kansas: Mathematically, these results indicate a

problem of perception. Most respondents are either

being “too easy” on their own children’s schools, or

“too hard” on everyone else. In fact, it can be some

of both. Parents closest to their own schools may see

positive results for individual students and supportive

programs that national news stories about problems

or test scores miss. But it may also indicate that they

are also be reluctant to push their own students

harder or consider changes in long-standing

community traditions.

That is one of the great challenges for the Kansans

Can vision: acknowledging the progress public

schools have made with educational attainment for

all groups at an all-time high, while pushing for

improvement to help students who continue to lag

on educational measures.


Visit us at www.renaissance.com


Jerry Henn, Assistant Executive Director, USA-Kansas

Are you familiar with the term ‘data-driven’? If not,

where have you been? This is probably one of the

most common phrases in education currently. I often

wonder why we were not concerned with data years

ago, since change is something that should be driven

by data. I realize we used data to rate students,

teacher effectiveness and in our athletics, but we

need to make sure we are using data to correctly

identify the changes needed to help our students.

An article by Shayna Stewart of Y Media Labs (Article

Here) discusses a new term ‘data-inspired’. Let’s take

a look at what this means.

Inspired is next. Being inspired means to be moved.

What inspires you? For me, I get inspired by music,

students and people in general. So, for me to be

data-inspired, I need to have data to move me

towards making decisions on what music to listen

to, how to help all students and how to effectively

communicate with all people. Being inspired

usually has no or very little requirements that need

to be met. You get to define these. Data does not

ever tell you what to do, it only gives you

information. You must decide how to use the data.

Being data-inspired puts you in a state of mind to

collect, manage and usage of the data.

Data is very simple. Data is the information coming

to us in all different forms. Data could include raw

scores, geographical information, race, etc. There

are so many different data points one could get

overwhelmed with data. How do you know what to

keep and what to discard of? Only you can make that

determination. What is important to the

organization? What will make your organization

better? All of these questions would need to be

answered by your organization. Always remember,

data collected must better the organization for

students so they can learn more efficiently.

We all know that making changes in school systems

can be difficult, but with the use of data we can

now say we have a reason to change. By being data

-inspired gives us the motivation to use data to help

us become better change agents. Once this is in

place, relationships make the changes happen. I

will save the relationships article for another

month!

Hope the school year has begun with smiles and

open arms. Our students need and deserve the

best we can give them.


Ted Carter, Chief Data Officer, Kansas Association of School Boards

Recently, I shared an article on averages and how

they can be misleading. This article will expand on

that and talk about how the nature of the data being

represented can have a huge impact on the averages

being discussed.

Previously, we talked about the mean (the

mathematical average calculated by adding up all the

numbers and dividing by the count of numbers), the

median (the middle number in a series of numbers),

and the mode (the most commonly occurring

number). The things we will talk about today could

impact all three of these types of averages, but we

are going to focus on the mean, since it is the most

commonly reported average calculation.

But what if the distribution of your scores is not

normal?

Take a look at this chart:

When you see an average, it is natural to assume that

this “middle” number has numbers arranged around

it in some consistent fashion. This arrangement of

numbers is called a “distribution,” and thinking that

this distribution is consistent means we are assuming

it is a “normal

distribution.”

This is what a normal

distribution looks

like:

This one still has a mean of 52.4, but as you can see

the distribution of scores is much different, with a

higher frequency of high scores. This one would be

considered “negatively skewed” because the “tail” on

the lower side is longer.

The one below, still with a mean of 52.4, is “positively

skewed” because more scores fall in the lower half of

the distribution:

This one is based on hypothetical student scores with

a mean of 52.4.

The normal distribution is sometimes called the bell

curve, because as you can see, the bars resemble a

bell – tall in the middle, then tapering on the sides.


So, when looking at reported averages, it is important

to ask questions about how the numbers are

distributed. The three charts above represent very

different sets of student scores, but if you are only

looking at the average (mean), you would never see

these differences.

Along with thinking about how the scores are

distributed on a curve, it is also important to think

about the average amount by which each score

differs from the reported average (mean). This is

called the standard deviation. The standard deviation

tells you how much variation there is in your

numbers.

In the examples provided above, each with a mean of

52.4, the normal distribution has a standard deviation

of 10.9, meaning each score differed from the mean

an average of 10.9 points. The negatively skewed

distribution, on the other hand, has a standard

deviation of 22.8, and the positively skewed

distribution has a standard deviation of 21.9,

meaning on average these two sets of numbers

differed more from the mean than the scores in the

normal distribution.

Higher standard deviations indicate the average

(mean) reported is less representative of any one

number in the sample.

This one is still normally distributed, and still has a

mean of 52.4, but the range is 5 to 100, meaning the

scores are much more spread out than they are in

the first normal distribution we looked at. And

because the range is longer, the standard deviation is

also higher – it is 26.0 for this distribution compared

to 10.9 for the other normal distribution.

Though I have presented each of these three notions

separately, the distribution, standard deviation, and

range all interact, and all three need to be considered

when looking at reported averages.

One final note on the topic of charts and tables. It is

easy to manipulate data sets to get a chart to look

like you want it, like I have for this article. When

being presented data in a chart or graph, it is always

a good idea to see if you can also get to the data in

tabular format. Charts and graphs can seem more

intuitive, but they are usually created with a specific

point in mind and can be misleading.

Therefore, here is the data used for the four

frequency charts above:

The third thing to keep in mind is the total range of

scores. The range is the distance between the

highest and lowest numbers in your sample. Again

using our distributions, the range for the normal

distribution is 29 to 73, 9 to 83 for the negatively

skewed, and 21 to 95 for the positively skewed sets

of numbers. In other words, our normal distribution

represents a tighter range of scores than the other

two.

This is not

necessarily the case

for all normal

distributions,

however.

Consider this chart:


Sarah D. Sparks, Education Week

In schools working to reduce suspension rates,

teachers could take a cue from Aretha Franklin:

Considering how young people view respect can

greatly improve classroom management, new

studies show.

A one-time intervention to help teachers and

students empathize with each other halved the

number of suspensions at five diverse California

middle schools, and helped students who had

previously been suspended feel more connected at

school, according to Stanford University research

published in April in the Proceedings of the National

Academy of Sciences.


CREATING A SENSE OF URGENCY

Dr. John Vandewalle, CEO Lumen Touch, johnv@lumentouch.com

In the last issue, you were introduced to John Kotter,

one of the gurus of change. His first 2 steps in

creating a new opportunity are to “Create a Sense of

Urgency” and “Build a Guiding Coalition”.

So, have you ever asked yourself if there is a sense

of urgency in your domain? Have we ever been in

meetings and discussed what the sense of urgency is

when it comes to running a school or school district?

There are probably a set of assumptions that we can

tussle with that poke us to believe we have a

tremendous urgency in Kansas and in our country.

• Our Commissioner, Randy Watson created the

Mercury, Gemini and Apollo programs to

address an urgency

• Kansas ranks around the 15 to 20th mark in State

rankings for education success with an overall B-

­­­- score

• We spend more than $8B in remedial education

to prepare new employees for their new jobs in

the U.S.

• As a country we have the highest incarceration

rate in the world much of this due to failing early

learning programs or lack thereof and low

education proficiency rates with high school

graduation.

• Small towns in Kansas are going out of business

because education and business are not teaming

to address revival strategies through

entrepreneurship

• There are ~50,000 unfilled jobs in Kansas

• In essence, our pipeline from cradle to career is

not working and it is a community issue that

should be addressed by all.


We have addressed the urgency to create a better

future for our citizens and our towns and cities, we

have spoken about the steps to create very clear,

concise plans with focused vision, mission and goals

all under the banner of

.

improvement and college readiness. Redesign does

not require us to tinker with a broken system but

rather to deconstruct the legacy and invent

something innovative that creates a wow! factor.

Did you read this?

We would like to now address the banner of

as we continue to

address school redesign.

Build a Fortress of Student Agency

Foster Highly Profitable Alliances

Let us be reminded that if we are not seeing the

redesign changes we are hoping for, we may not be

addressing system change but rather classroom and

teacher change with a strong obsession on grade

This is for further discussion but in the meanwhile

let’s all build a strong vision and mission. Develop

goals around our mission and LET’S BE

ACCOUNTABLE.


Kevin Greischar, DLR Group

The age of information technology has introduced a new

lens for examining learning spaces and the model on

which they are built. The rapidly evolving state of

technology from computers and electronic media to

augmented and virtual reality in classrooms, laboratories,

and studios has necessitated essential transformations in

the physical spaces devoted to instruction.

Distance

learning in particular has prompted a further

reexamination of the classroom-based learning paradigm.

Recently, I was given the opportunity to tour the

Wharton School of Business at the University of

Pennsylvania. This tour highlighted how imaginative

design maximizes the use of technology and inspired me

to think of new ways to wholly integrate technology into

design.

Wharton’s leading edge distance learning conference

room was eye opening. It is designed to teach graduate

level classes in remote locations simultaneously and

seamlessly. The example observed was a simulation from

Philadelphia in real time to San Francisco and Shanghai.

This real time interaction between remotely located

students and professors is a highly valued learning

experience. Such an environment more positively

impacts learning outcomes by drawing students together

– allowing them a critical experience of collaborating as if

they were in the same room, which is far superior to

static images projected on a screen.

As our hosts explained the intricate nuances of the room,

it was apparent that significant investments in physical

design were made to facilitate such personalized learning

– with its focus on the student/teacher experience.

At first glance the room looks like a traditional fixed seat

tiered lecture room for around 50, but closer observation

reveals that at least six pan, zoom, and tilt cameras are

built in, with multiple microphones suspended from the

ceilings, and a high end projector beams to the room’s

defining feature – a floor to ceiling screen at the front.

Impressive technology and equally simple design that

doesn’t announce its presence!

The studio, set up two floors below, is an almost mirror

image of the classroom above. By using sophisticated

camera perspectives, the illusion is created of a full size

professor standing at a lectern in front of each of the

remote rooms. Correspondingly, in the studio, the

professors utilize three monitors enabling them to see

each individual classroom as if the students are in front of

them. Professors can literally interact with individual

students. After a few minutes in such a setting both

students and professors can forget that the interchange

is even virtual. The concept is simply brilliant.

It is undeniably costly to build facilities like this.

But the future calls for ingenuity and investment.

Research is proving that humans need more than high

tech. Focus on technology alone can cause a sense of

human isolation. In order to maximize learning, students

and educators need high touch and a sense of social

human interaction. Who better than designers to

eliminate the sense of isolation and humanize

technology?

At DLR Group, we understand that in every classroom

and school environment, from pre-K to post-graduate,

technology itself should not be the focus. Intelligent

design uses the technology to connect learners with

knowledge, thereby expanding the opportunities for

creative dialogue that in turn allows for finding deeper

meanings and better learning outcomes.


SafeDefend.com


Doug Parisi, SafeDefend

In order to mitigate casualties in a mass casualty

event it is important to look at past incidents. This

doesn’t have to be a direct comparison but rather

should examine solutions that work and why they

are effective. Simply put the importance of mass

notification is essential to alert people of a threat to

their safety so they can take appropriate steps to

protect themselves.

We see the need for notification clearly in a fire

emergency. When someone has an indication of a

fire from sight or smell they only need to pull a fire

alarm. By doing this we know that emergency

services are alerted and responding, building

occupants are aware they need to protect

themselves by exiting the building and the person

activating the system is now free to attempt to put

the fire out with available resources or head for

safety.

In the Midwest the weather services sound alarms

on phones, community sirens and media sources

that inform us to head to shelter areas. The mass

notification system has shown to work. For some

reason we haven’t applied this step to hostile

intruders and it is costing us lives.

In reviewing the recent reports from the federal

commission, Broward County, and the Marjory

Stoneman report there is a strong analysis of

where the breakdown occurs in a crisis. Typically,

the notification protocols don’t work and this has

resulted in unnecessary casualties. These

problems aren’t exclusive to any particular school

shooting. 911 calls are delayed as students and

staff secure their own safety. Public address

systems aren’t utilized as staff would have to

expose themselves to danger while on the phone

or using the call button. Speakers aren’t heard or

accessible outside the classroom. Information


elayed to dispatch is confusing, limited or incorrect.

All of these issues can be eliminated with a single

stage activation mass notification system. Alarms

work in a crisis to get staff to act and students to seek

shelter.

Law enforcement

needs to know

where in the

building to

respond and staff

need information

to protect

students. In a

fire emergency

the alarms are

zoned so responders know where in the building to

go. Police are all too often just told to respond to the

school for a shooting. Running in the front door and

expecting the staff to direct them to the crisis is

unreasonable. Most staff should already be on

lockdown and unavailable. This has slowed their

response and caused confusion of where to respond.

An interoperable alert system connected to dispatch

and those officers can reduce response time.

Any notification needs to alert all building occupants;

staff, students, and visitors. Addressing security is a

layered approach. Each component adds to the

overall safety posture, but no single improvement

addresses every threat. Deterrence, detection and

prevention of violence are important. Response is

the component that is relegated to law enforcement

in our schools. We need to get them there as quickly

as possible.

Many people are so occupied with getting out of the

career trap that they seem to care little about what

happens after they leave their jobs. Despite the fact

they have planned other aspects of their lives, they

seem to feel retirement will take care of itself. The

opposite is often true. – Elwood Chapman and

Marion Haynes, authors, Comfort Zones: Planning

Your Future.

What difference will financial planning for the future

make if we have no idea what kind of life we want to

purchase with our finances? Would you prepare for

a two-week overseas vacation and not make any

arrangements for how you will best use your time

once you arrive? Even just heading out for a short

weekend trip, one may spend considerable time

plotting out hotel, route, food, and entertainment

options. Why, then, embark on a 30-year journey

with the sole concern being economic?

Millions are saving for what might be a 35-year

journey with absolutely no idea where that journey

might take them. Individuals who approach

retirement in this manner will have a ticket to ride

but no road map. While this may sound appealing,

they may soon find themselves lost.

How important is it to you to have direction in the

journey ahead? An inspiring vision of what you might

be and do if you were financially able must

accompany the numbers crunching if you hope to

have a successful transition into whatever your next

phase of life may be.

http://www.ameritimeks.com/

Securities offered through Securities America, Inc., member FINRA/SIPC. Advisory services

offered through Securities America Advisors, Inc. Ameritime, LLC and Securities America

are separate entities.


Shape Your Future.

Start Here.

Become an ambassador with the

U.S. Census Bureau’s Statistics in

Schools (SIS) program, which uses

Census Bureau statistics to

educate pre-K through 12th

grade students about the

importance of a complete and

accurate census count.

SIS equips teachers with free and

engaging activities to use in

classrooms. For the 2019-2020

school year, new materials will be

released that teach students

about the importance of the

2020 Census count, and

empowers them to share this

knowledge with adults in their

homes.

SIS ambassadors will champion

the program in their classrooms,

schools, and communities, and in

doing so promote a complete

2020 Census count. As leaders in

the program, ambassadors will:

• Promote national SIS events on

social media platforms, leading

up to and during events, to

increase awareness and

engagement.

• Network with fellow

ambassadors.

• Receive exclusive 2020 Census

promotional items for use in

and outside the classroom.

Ideal candidates are active pre-K

through 12th grade teachers who

are excited to spearhead a

national initiative at their schools

while shaping the future of their

communities through social

media, collaboration, and


leadership. Application reviewers

will consider the following

qualifications:

• Past leadership positions or an

expressed interest in gaining

experience.

• Knowledge of or experience

with SIS materials.

• A social media presence.

Making sure ALL children are

counted in the 2020 Census is

especially important for

education. Responses to the 2020

Census survey will determine

how more than $675 billion in

federal funds is distributed to

communities each year for the

next 10 years, including money

for school programs such as:

• Special education

• Teacher training

• Technology

• School lunch assistance

• Head Start

• Title I funds

• After-school programs

As an SIS ambassador, you will

help your students, schools, and

communities benefit from the

2020 Census. Email

CLMSO.SISambassador@census.g

ov to apply today.


Search for USAK in the app store or use this QR code for fast access!


Leadership Events

No Cost to districts who are PLN Members, Reduced

Cost for USA Members, and Full Price for Non-USA

Members. Events run 9:00-2:00.

Instructional Techniques for Students with Dyslexia—

Elizabeth Stevens

9.9.2019—Topeka, 11.11.2019—Goddard

Producing Television News for Schools—Dick Brundage

10.18.2019—Goddard, 1.24.2020—Topeka

Advocacy in Action

Co-hosted with KASB

1.15-1.16.2020—Topeka

Women in Leadership Summit

Co-hosted with KASB

3.23-3.24.2020—Manhattan

So You Want to Be a Principal

Designed for anyone aspiring to be a building level

leader. No Cost to districts who are PLN Members, $50

for USA Aspiring Members, $100 for all other registrants.

Events run 9:00-2:00.

11.8.2019, 12.13.2019, 1.31.2020

Locations TBD

Regional Meetings

No Cost to districts who are PLN Members, $75 for all

other registrants.

9.24.2019—Stafford

9.24.2019—Hiawatha

9.25.2019—Sublette

9.25.2019—Topeka

9.26.2019—Colby

9.26.2019—Olathe

10.1.2019—McPherson

10.1.2019—Greenbush

10.2.2019—Beloit

10.2.2019—Haysville

Drive-In Events

No Cost to districts who are PLN Members, $100

for USA members, and $200 for non-USA members.

Events run 9:00-2:00.

Rethinking Relationships

10.7.2019—Goddard

10.8.2019—Garden City

10.8.2019—Lenexa

10.21.2019—Topeka

10.22.2019—Hays

Rethinking Collaborative Leadership

11.4.2019—Goddard

11.5.2019—Garden City

11.5.2019—Olathe

11.18.2019—Hays

11.19.2019—Topeka

Rethinking Reflective Growth

12.2.2019—Goddard

12.3.2019—Garden City

12.3.2019—Lenexa

12.10.2019—Topeka

12.10.2019—Hays

Rethinking C.I.A.

2.3.2020—Maize

2.4.2020—Garden City

2.4.2020—Lenexa

2.10.2020—Topeka

2.11.2020—Hays

Rethinking Results Orientation

3.2.2020—Goddard

3.3.2020—Garden City

3.3.2020—Lenexa

3.9.2020—Topeka

3.10.2020—Hays


KAESP—Kansas Association of Elementary School Principals

KAMSA—Kansas Association of Middle School Administrators

KASBO—Kansas Association of School Business Officials

KASPA—Kansas Association of School Personnel Administrators

KASCD—Kansas Association of Supervision and Curriculum Development

KASEA—Kansas Association of Special Education Administrators

KASSP—Kansas Association of Secondary School Principals

KLCTE—Kansas Leaders of Career and Technical Education

KanSPRA—Kansas School Public Relations Association

KSSA—Kansas School Superintendents Association

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