Governor's Education Summit - Time is running out

There is still room available. Register now for an outstanding day on high school redesign!

March 27, Lansing Center
www.masb.org/page.cfm/873

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Standard & Poors releases 2006 school reports

As part of its work with the National Education Data Partnership (NEDP), Standard & Poor’s has released Michigan school district-level analytical reports.

The 2006 reports are now available on www.schoolmatters.com for district review. However, Standard & Poor's will not announce the availability of these reports to the media until March 29. That means schools have another week to review the reports and determine what, if anything, you would like to do to prepare for the release of your district's report. Standard & Poors has also prepared tips for superintendents on how they can use the SchoolMatters site.

To view the report for your district, visit www.schoolmatters.com. Once you are on the schoolmatters homepage, go to the search function (located in the blue box), choose the "district" radial button, type in your district name and state and hit "go." Your district should be listed on the results page, click on your district name. Now you will be on your "district homepage," the district reports can be found in the middle of the page under the heading "S&P Observations."

The report is based primarily on 2003 financial data and 2005 academic data. It features several unique breakout features, such as return on investment reports and the ability to do comparisons with up to 5 peer districts. These features offer new ways to look at district achievement and costs, and it opens new kinds of dialogues with your staff and community. To compare your district’s data with other districts, use the “advanced search” function in the top toolbar.

The reports, although new to most states, look much like Michigan’s earlier reports. You can see how the two versions compare in a side-by-side chart prepared by Standard & Poors. This year’s version is based on district-reported data collected from a variety of public sources, including the state department of education, the National Center for Education Statistics, the College Board, ACT, Inc. and Census data.

If you have questions about your data, you can read Standard & Poor’s data correction policy at www.schoolmatters.com/WebHelp/Data_Issues.htm. In addition, if you have questions or concerns around academic data only, contact 877.560.TEST (877.560.8378) at the Michigan Department of Education.

Standard & Poors has created an information sheet that includes background, report description, tips and ideas for report use and contact information for representatives for Standard & Poor’s.

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Department of Environmental Quality (DEQ) 2006 compliance initiative

The Department of Environmental Quality (DEQ) is undertaking a special compliance initiative ending September 30, 2006 that will apply to many school districts. If it applies to you, then taking action before September 30, 2006 may relieve you of liability, saving you money in the future.

This special initiative is designed to assist dischargers of storm water or wastewater to the ground or surface waters of the state without necessary permit coverage. Facilities that have never had a permit and are discharging storm water or wastewater without necessary permit coverage may apply without being subject to the fines and penalties associated with discharging without the permit, so long as they voluntarily submit a Certificate of Entry of the General Administrative Consent Order for Unpermitted Discharges, along with a permit fee by September 30, 2006. The General Administrative Consent Order is likewise attached for your review.

Guidance documents have been prepared to help determine whether a discharge permit is necessary. The Guidance Document for Schools identifies the regulatory programs that apply based upon discharge destination and the location of the school buildings.

Buildings in U.S. Bureau of Census designated Urbanized Areas:

Public facilities within Census Bureau designated Urbanized Areas need storm water discharge permits for their separate storm sewer systems. The Supplemental Guidance Document was prepared just for schools; it describes the Municipal Storm Water program.

These facilities may also need permits for groundwater or surface water discharges if they operate onsite sewage disposal systems, or have discharges from vehicle or equipment washing on site, or from a swimming pool. Click the following links for descriptions of: National Pollutant Discharge Elimination System (NPDES) (surface wastewater discharge) and the Groundwater Discharge Permit program.

Buildings outside Urbanized Areas:

Facilities outside urbanized areas don’t automatically need permits for their separate storm sewer systems. For any other wastewater discharges, refer to the previous paragraph to determine the appropriate permits needed.

If you have follow up questions, then you can contact the following:
Storm water permit program contact: David Drullinger at 517-335-4117.
Groundwater permit program contact: Derrick Simmons at 517-373-4014
NPDES permit program contact for surface water discharges: 517-241-1300 or 1-800-662-9278 (ask to speak to your NPDES permit field compliance staff or NPDES permit program staff).

More information can be found online at: www.michigan.gov/deq/0,1607,7-135-3313_4117-132151--,00.html

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DEQ offers science curriculum resources at no cost to schools

Michigan Environmental Education Curriculum Support (MEECS)
The Michigan Association of School Administrators, in partnership with the Michigan Department of Environmental Quality (DEQ), is pleased to announce that Michigan is among only a handful of states in creating its own environmental education curriculum, known as the Michigan Environmental Education Curriculum Support (MEECS).

This project is designed to provide students in grades four through nine with an opportunity to learn about their environment through five different curriculum units: Air Quality, Ecosystems & Biodiversity, Energy Resources, Land Use, and Water Quality. Through better understanding basic information about the environment – how it functions, how it is affected by human activity, and how harmony between human activity and the natural environment can be achieved –- Michigan’s students will be better able to address environmental challenges ahead.

Over 180 teacher training MEECS workshops have been scheduled. These workshops are offered on each of the five MEECS units in a variety of teacher-friendly times and locations across Michigan. The workshops are little to no cost and materials are provided FREE upon completion. Each participant will receive a kit including:

You can access the workshop brochure online at: www.michigan.gov/deq-meecs. The website offers information on the workshop dates, times, and locations. If you would like more information regarding MEECS contact Tom Occhipinti 517.373.2379 or occhipit@michigan.gov.

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Purchasing Card Consortium has successful first year

Purchasing Card details and information.

In the year since MASA. MSBO, and MASB officially launched the Michigan Purchasing Card Consortium, over 60 districts have implemented the program.

“The purchasing card program is a great success this first year,” said David Martell, Associate Executive Director of MSBO.

Martell reports that by the end of December 2005, 69 school districts, and a few colleges, implemented the program. Another 13 districts were in the process of implementing.

“We are pleased that for this first year the program has a total spend of $11.8 million,” said Martell.

South Redford School District began using the Purchasing Card in October 2005. Teresa Davis, South Redford’s Business Manager, believes even though the staff in her district had some hesitancy to use the card at first, they have found it convenient to have and use.

“The Purchasing Card is working out well for us. Basically, we’ve given the cards to board members, administrators, building level clerical staff, and our custodial and maintenance staff. In our first month, we spent $8,000. We spent $36,000, our second month. And in our third month we spent $86,000,” she says. “Some of our clerical staff said they are now getting deeper discounts just because they’re using the Purchasing Card. So it’s been great all around.”

Staff in the Williamston Community Schools have also successfully embraced the Purchasing Card. Tom Tebeau, Assistant Superintendent of Business and Operations at Williamston Community Schools, says his district gave the card to principals, building secretaries, maintenance staff and our accounts payable person.

“The main thing we did is to encourage everyone to use the card. When a bill comes in that can be paid using a credit card, I encouraged my accounts payable person to use the Purchasing Card,” Tebeau says. “The Purchasing Card has worked well for us. It’s a great program.”

Rebates
The program allows districts to earn rebates depending on their individual spend. This year’s rebates have ranged from zero (for districts that spend less than $100,000) to $11,870 for the largest spending district ($2.37 million).

District participation ranges from small, rural 265-student district to the largest district in the state with more than 130,000 students. The calculated Annual Spend per Student ranges from $1 (for districts just starting their program) to $189 per student, which can give a district an indication of how fully they are using the program.

Districts are scheduled to receive their rebate checks from the Consortium this spring , after the Consortium receives the rebate from Bank One. The rebate grid will be reviewed year to year and may be readjusted to address the competitive issues in the bank card market place.

To participate in the Purchasing Card Program, download this flyer and contact your regional Bank One representative. Questions? Contact Dave Martell at dmartell@msbo.org.

Note: This spring Bank One officially changes its name to Chase.

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START superintendents learn about derailment

By Bill Spargur, retired superintendent and START seminar leader

Introduction:
Through the Mentor Toolkit Participant program, MASA collaborates with approved organizations or individuals who offer professional services designed to support superintendents during their first years of service. These “MASA Mentor Toolkit Participants” provide high-quality services that mentors can recommend to and share with new colleagues. The SUMMIT Educational Leadership Series, coordinated by three recently retired MASA members, is a Toolkit Participant. The START program is one of three programs under the SUMMIT umbrella. START is designed for first and second year superintendents and stands for “Superintendents Talking and Reflecting Together.” The group meets once a month for three hours.

What are the causes of a superintendent getting off track? What really leads to “derailment” and how can you get back on track?

We all start out in a new position, high expectations, optimistic, excited and looking towards the future. The “honeymoon” is truly in effect and no one is talking or even thinking about getting fired.

In their February seminar, START participants engaged in a powerful discussion on “getting fired”—a topic that is rarely discussed with beginning superintendents. We all have witnessed “other” colleagues who derailed, and the causes were easy to identify. But what about your “blind spots” and the difficulty in identifying your derailment?

When a superintendent derails, he or she views himself or herself as being victimized by outside forces. The START superintendents learned the six reasons for derailment.

These new school leaders were asked the question “What are you currently doing to avoid derailment?” Participants formed strategic answers to this question by listening to others’ assessment, and reflecting on other colleagues who derailed, but were successful. They also were reminded that events that cause derailment are usually small and cumulative, and that success at one point can be a cause for derailment later.

The group went on to learn a dozen “anti-derailment” techniques. An excellent resource for preventing derailment can be found in Staying On Track by Dr. Dale L. Brubaker and Dr. Larry D.Coble. A second edition is scheduled for publication this summer and is updated to include the addition of high stakes testing and the impact on a superintendent’s career.

If you are a first-year superintendent and would like more information about START, please check out the MASA Mentor toolkit or go to www.summitseries.org. In addition to START, the Summit Series includes the SELF and SPACES programs.

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Emergency Use of Seclusion and Restraint

The approval of the State Department of Education’s revision of the Standards for the Emergency Use of Seclusion and Restraint (the original document was 10 years old) has been delayed for at least a month based on concerns by some Board members. The new version emphasizes positive behavior support and a special emphasis on training teachers in how to recognize children with potential behavior problems and the appropriate use of seclusion and restraint. Concerns raised included the methods of seclusion and the forms of restraint that are currently being used, and, in some cases, misused.

The State Department of Education expressed a need to collect and analyze data about the current uses of seclusion and restraint in schools (little exists statewide). They also expressed a need for available resources and funding to train teachers. The new policy would impact all students, not just special education students as it did in the past.

The State Department of Education will continue to revise the current version of the document based on Board input and submit the Emergency Use of Seclusion and Restraint for approval at a later date.

Strategic Goals and Priorities

The Board approved retaining its previous Strategic Goal of attaining substantial and meaningful improvement in academic achievement for all students/children with primary emphasis on high priority schools and students.

The Board then identified the following four goals for the coming months:

The Board adopted an eight-point educational technology plan designed to address statewide policies and practices, but not the technology plans of individual local educational agencies and intermediate school districts.

The eight objectives are leadership, digital citizenship, student learning, data-driven decisions, professional learning, broadband access, shared resources and funding.

The plan is designed to prepare students to become productive students in a global economy. Under the plan, every Michigan student will be proficient in technology and experience meaningful technology-enabled learning opportunities. Every educator will use data effectively for classroom decision-making and school improvement planning. And every classroom will have broadband Internet access either through cable, DSL, satellite or wireless capabilities. www.michigan.gov/documents/Item_U_151905_7.pdf

FOCUS on Results March 2006 documents are now available from the
Center for Educational Networking

FOCUS on Results are brief guidance and technical assistance documents published periodically by the Michigan Department of Education, Office of Special Education and Early Intervention Services to keep stakeholders up-to-date on current changes in rules and regulations, dispute resolution, individualized education programs (IEP), alternate assessment, accountability, continuous improvement, early childhood, and other valuable and relevant topics.

The current documents focus on the areas of Curriculum and Instruction and Transition. The three articles are titled:

Grade Level Content Expectation conferences

Based on new Michigan standards and requirements, ALL students will be expected to meet more rigorous high school content expectations as well as more challenging high school graduation requirements. Course curricula, instruction and scheduling in most school systems will need to undergo major changes.

Michigan State University and the Michigan Department of Education are sponsoring two separate day-long conferences as a first step in disseminating Michigan’s new Content Expectations for Mathematics and English Language Arts. Each program will provide a review of the content expectations by members of the development and review committees, time for participants to review and discuss the expectations, hear panel discussions on how the expectations will impact high school curriculum and instruction, and hear a discussion about what implementation steps are needed for both K-12 and post-secondary education.

Two separate conferences will be held:
New Content Expectations for High School Mathematics
Tuesday, April 18, 2006

New Content Expectations for High School English Language Arts
Friday, April 28, 2006

Registration starts at 7:00 a.m. / Program begins at 8:00 a.m. and concludes at 2:00 p.m. (same for both conferences).

Where: Kellogg Hotel and Conference Center, MSU, East Lansing

See www.educ.msu.edu/k12out for agendas and registration brochures.

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Only heroes need apply: No experience required

Mike Couchman, Superintendent of Pinckney Community Schools, will be retiring this summer, and the School Board is working hard to determine the characteristics it will look for in a new leader. Search consultant Terre Davis of TD & Associates conducted 18 scheduled interviews with school staff members as well as about 117 random interviews throughout Pinckney, Putnam, and Hamburg Townships working to determine what the community wants to see in a new Superintendent.

“The one thing I heard across the board is that your superintendent needs to be very kid-and community- oriented,” Davis said. The characteristics people most frequently said they wanted to see included honesty, integrity, trustworthiness, sincerity, ethics, high morals, and plain speaking. Seven people said the board should look for someone just like Couchman, nine said the new superintendent should come from outside the district, and only three people said previous experience as a superintendent is important.

The board used these comments to develop a profile covering leadership, visibility in the district, communication skills, commitment, personality traits, curriculum experience, knowledge, and team concepts. Several comments that came up frequently 10 years ago, such as wanting a superintendent with common sense who knows all employees by name and position were not mentioned at all this time, Davis said.

Source: Leanne Smith, “What’s in a superintendent? Pinckney school board creates profile from wide-ranging input.” in the Ann Arbor News, Wednesday, March 08, 2006.

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All Texas high school seniors receive mentors

An ambitious new mentoring plan at Lancaster Elsie Robertson High School in Dallas, Texas aims to encourage kids to stay in school, complete necessary academic work to graduate, and move on to college.

“It’s mentoring from the inside out,” said Assistant Principal Verdi Sadberry, creator of the program.

Through the program, every staff member at Lancaster, including teachers, administrators, instructional aides, and secretaries are required to counsel students. Every single high school senior at Lancaster, which includes over three hundred students, has a mentor.

At first, employees were worried that the work load would be too much to handle, but the program seems to be working well for everyone. The mentors track attendance, academic process, scores on nation-wide tests, and the Texas Assessment of Knowledge and Skills (TAKS) test scores, which students are required to pass in order to graduate. Mentors also help the students do the paperwork for college.

This year with the mentoring program in affect, 80% of students have already past the TAKS exam, compared to only 60% total at the end of last school year. This is even more impressive in the light of recent district-wide efforts to raise the standards for high school students. School officials want to extend the program to all grades.

“It kills you at graduation to see those kids sitting out there in the audience,” said Superintendent Larry D. Lewis of the high school seniors in the past who did not graduate, “We said this will never, ever happen again.”

Source: Sean Cavanagh “All Seniors in Texas High School Get Mentors” from Education Week, February 22, 2006. www.edweek.org.

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California schools chief pick faces expense account flap

A draft internal audit report reveals that between 1998 and 2005, California schools chief nominee Alan Bersin racked up substantial travel and entertainment expenses while serving as superintendent of San Diego schools, which were covered by a special fund of the nonprofit San Diego Foundation. Bersin said the fund existed to spare the city the cost of his expenses, but critics worry about the potential for abuse and conflict of interest among contributors to the fund.

Source: The Sacramento Bee (Calif.) 3.10.06

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Small districts in Massachusetts resist merging

In Massachusetts, where about a third of districts have fewer than 1,000 students, Gov. Mitt Romney is encouraging small school systems to team up with others. While such consolidations would save money, many lawmakers are reluctant to wrest local control from districts.

Source: The Boston Globe (3/14)

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States look to reduce dropout rates

Pressured to boost graduation rates under the federal No Child Left Behind law, school districts nationwide are looking for ways to keep students in the classroom. Many are turning to lawmakers for answers. Indiana this month passed a bill that would allow students under 18 to drop out only for health, financial or legal reasons. Other states have backed off legislative solutions: The South Dakota Senate in February rejected a bill that would have forced students to stay in high school until they graduate or turn 18, rather than 16. Opponents said it would be counterproductive because teens who don't want to be there cause problems for other students.

A better approach, some suggest, is to address the reasons students drop out. The National Dropout Prevention Center says some students quit because they are bored, don't perform well academically or become pregnant. Others have no parental involvement in their education, have difficulty connecting with teachers or chafe under strict school attendance policies or rules about suspensions.

Source: Deanna Martin, Boston Globe, 3.19.06

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Study: Almost 90% of dropouts had passing grades

Debunking the popular myth that dropouts leave school because they can't do the work, a new survey by Civic Enterprises finds the vast majority of those who leave had passing grades, but left school because they found classes too boring. The study's authors recommend schools adopt more engaging curricula and set up early-intervention systems to identify and support children at risk of dropping out.

Source: The Christian Science Monitor, March 03, 2006.

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Oakland Schools hosting second annual Power Up! Conference
Technology Conference is for All School Personnel Who Use Technology

Oakland Schools invites all school personnel who use technology to the Power Up! Oakland Schools Educational Technology Conference on Tuesday, April 4 from 9 AM - 4 PM. Registration will begin at 8 AM. Power UP! Educational Technology Conference is a collaborative conference sponsored by Oakland Schools Special Education, Learning Services and Technology Services. Attendees can listen to national and local professionals speak about technology in education, observe student demonstrations showcasing technology use and view an extensive technology vendor area.

The special keynote speaker is David Warlick and his topic will be "Redefining Literacy for a New Century." This conference is ideal for educators who want to: get a statewide perspective of the direction of educational technology including NCLB, the Technology Literacy requirement, and the new high school requirements; engage in conversations with fellow educators about their use of technology for managing and delivering instruction and processing information; and learn about new and exciting products from vendors and other educators to help manage and facilitate instruction.

Registration is required by 5 PM on March 31. To register visit the Oakland Schools website at www.oakland.k12.mi.us, click on Professional Development and locate Power Up! Questions? Please call Julie Ferguson, Communications & Marketing, Oakland Schools at 248.209.2300.

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Managing E-Waste in Michigan:
A workshop for community programs, generators and recyclers

Genoa Woods Banquet and Conference Center, Brighton
7707 Conference Center Drive, Brighton, Michigan
April 6, 2006

Presented by the Michigan Department of Environmental Quality, this E-Waste Workshop will provide information for community collection programs as well as business generators to help manage electronic waste properly. Information about compliance with regulations will also be provided for those operating and interested in starting electronic waste recycling businesses. Electronic waste is a growing part of the global waste stream. As more and more computers, televisions, cell phones, and more become obsolete, the need to manage them safely increases. Register to attend the full day for $75 or either the morning or afternoon session for $50 each. Watch for updated information on the web at www.michigan.gov/deqworkshops, click on “Upcoming DEQ Workshops,” and scroll down to “Managing E-Waste in Michigan.”

Registration Information Contact: Environmental Assistance Center, 800.662.9278, or email at deq-ead-env-assist@michigan.gov. Information Contact: Lucy Doroshko, Environmental Science and Services Division, 517.373.1322, or email at doroshkl@michigan.gov.

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Grade level content expectations conference dates

New Content Expectations for High School Mathematics
Tuesday, April 18, 2006
New Content Expectations for High School English Language Arts
Friday, April 28, 2006

Where: Kellogg Hotel and Conference Center, MSU, East Lansing

See related article for details.

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Free Balanced Leadership Workshop

The Freedom to Learn program is offering more free 2-day Balanced Leadership workshops open to all Michigan administrators. This is the workshop referenced by Brian McNulty of McCREL in one of the keynotes at the midwinter MASA conference. The Balanced Leadership workshop is based on six major research findings from McREL’s meta- and factor-analyses on principal leadership, which you can read online here. It also includes an introduction to the concept of shared leadership, balanced leadership, and the Balanced Leadership Framework™.

Workshops are scheduled for Crystal Mountain, April 19-20, 2006 and Wayne RESA, April 26-27, 2006. You can register by contacting Kate Kennedy at 517.335.0449 or KateKennedy@ferris.edu. Learn more about this workshop and access the workshop flyer.

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Principals’ Academy:
Introduction to ASSIST and Comprehensive Induction

Friday, April 21
8:30 a.m. - 3:30 p.m.
James B. Henry Center for Executive Development
Michigan State University

ASSIST (Advocating Strong Standards-based Induction Support for Teachers) project, is a unique resource designed by faculty at Michigan State University that provides meaningful professional development for new teachers during their induction years, and tools and resources for both new and experienced teachers to use as they work together in mentoring-learning relationships and for administrators responsible for implementing induction programs. ASSIST is a free web-based resource available to all educators in Michigan. A one-day academy to introduce principals and other administrators to the ASSIST web-based tools and resources and provide basics for planning for comprehensive induction is scheduled for Friday, April 21, 2006, 8:30 a.m. – 3:00 p.m. at the James B. Henry Center for Executive Development, MSU. Visit the ASSIST website at http://assist.educ.msu.edu to see the agenda, explore the tools on the ASSIST website, and to register. You may also register by phone at 517.353.8950.

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Opening Doors To Your Future: A life and career transition program

April 25, 2006
8:45-4:00 $ $120 Members, $150 Non members
Presenter: Bob Thelen, CTO, Capital Area Michigan Works

The concept of retirement as a “winding down” or “extended vacation” is obsolete. The new retirement is now viewed as a new life where the distinction between working and retiring is blurring. This Career Transition Course will focus on the non-financial aspects of retirement and will help prospective retirees create a transition plan. Participants will consider if their time will be spent working in a related career field, an entirely different area or in voluntary activities. They will also explore future life roles and their relationship to retirement planning. The course will help you create a new identity in retirement--an identity that includes a sense of purpose, an outlet for creativity and a feeling of control. The final outcome for the day will be the development of an action plan.For more information, go to www.gomiem.org.

The Challenges and Benefits of Diversity in the Workplace

April 27, 2006
$120 Members, $150 Non members
Presenter: Larry Leatherwood, Executive Consultant

This session will present an opportunity to look at and understand the challenges and benefits of workplace diversity even when there are questions about its effectiveness. Especially when considering how EEO and Affirmative Action policies receive such verbal and nonverbal negative responses. For more information, go to www.gomiem.org.

2006 Michigan School Improvement Conference

April 27, 2006 – Lansing Center
8:00 a.m. to 5:00 p.m.
Cost $125

This one day conference will provide you with practical, hands-on information and tools to understand and use the Framework to support and enhance your school improvement efforts. The conference will offer important information on: The connection between the Framework, district and building level school improvement efforts and various school improvement models; Understanding and using the Framework to address all state and federal school improvement requirements; Understanding and using the new School Improvement Rubrics to identify goals and select strategies for inclusion in your school improvement plan; The alignment of Education Yes! with the School Improvement Framework; Tools and resources to support your school improvement efforts; Question and Answer Panel Discussion. Visit www.gomiem.org to register.

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1. align improvement efforts throughout the district,
2. make sound decisions based on data, and
3. increase the efficiency of operations that lead to improved student performance.

• systems thinking,
• process management,
• strategic thinking, planning and developing the capacities necessary to create a high performing district.

Reach and Teach for Learning 2006

The Michigan Association of Secondary School Principals (MASSP) has made building administrators aware of a great opportunity that we want you to know about and support as you see approriate. School building teams will have an opportunity to apply to participate in a year-long professional learning opportunity called REACH and TEACH. Teams that are accepted will be invited to begin the program on July 12-13, 2006. The focus for the year will be on improving learning results for students who are hard to reach and/or hard to teach.

This program is sponsored by:
American Federation of Teachers Michigan, (AFT-Michigan)
Michigan Association of Administrators of Special Education, (MAASE)
Michigan Association of Secondary School Principals, (MASSP)
Michigan Department of Education (MDE)
Office of Special Education and Early Intervention Services (OSE-EIS)
Office of School Improvement (OSI)
Michigan Education Association, (MEA)
Michigan Elementary and Middle School Principals Assoication, (MEMSPA)
National Association of State Directors of Special Education, through an IDEA Partnership grant to MDE.

More detailed information and the documents needed for application are at
www.cenmi.org/ideapartner/documents.asp. Look for the Reach and Teach for Learning secion of the webpage.

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LEADing the Future handheld technology training

Administrator training in handheld computer technology is still available at discount rates through LEADing the Future and MASA. An updated schedule of workshops has been published online. Get on board with foundation courses to familiarize yourself with the tools, information, and possibilities (handheld computer, software, and additional equipment are included in the registration fee for foundation courses). Extension courses focus on specialized and additional strategies for making the best use of this technology in your district (extension courses are free to those who have successfully completed foundation training).

To learn more or to register, visit the LEADing the Future website at www.leadmichigan.org or contact the MASA office at 517.327.5910.

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UBS Financial Services, Inc.
www.ubs.com - UBS is one of the world's leading financial firms. We are:

Our first priority is our clients' success. As an integrated firm, UBS creates added value for clients by drawing on the combined resources and expertise of all its businesses. As an organization, UBS combines financial strength with a global culture that embraces change.

Turner Construction Company
www.turnerconstruction.com - Turner Construction operates nationwide offering a diverse array of K-12 Market services including: pre-bond qualification, conceptual estimating, referendum consultation and construction phase management. For over 100 years, our reputation has been built upon quality, teamwork and professionalism.

Teachscape
http://www.teachscape.com
Teachscape offers a full range of professional learning services for teachers, school principals and other instructional leaders. We provide the nation's highest-quality, comprehensive support for education professionals. Our customized approach is results oriented because at Teachscape we work as a long-term, capacity-building partner to our clients. We help schools and districts design and deliver results-oriented, job-embedded professional learning for teachers, principals and other instructional leaders. For those clients who cannot find coaches or staff developers, we can provide them.

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