AI Programs in Schools: Transforming Education
At Newburgh Elementary, we are excited to explore the potential of Artificial Intelligence (AI) to enhance teaching and learning. Recently, we held a teacher-led professional development (PD) session that introduced our staff to a variety of AI tools, including platforms like ChatGPT and MagicSchool.ai. These tools are revolutionizing how we approach everyday tasks in the classroom and administrative duties, making work more efficient and personalized.
Empowering Teachers with AI Tools
One of the most exciting aspects of AI integration is how it supports teachers in their roles. During the PD session, our staff discovered how AI tools can assist with a wide range of responsibilities, including:
■ IEP Goal Writing: AI platforms can help create tailored Individualized Education Programs (IEPs) for students, analyzing data to suggest specific goals and strategies that align with students' needs. This reduces the time teachers spend on paperwork and ensures the development of compliant, effective IEPs.
■ Lesson Plans: AI tools like ChatGPT can assist teachers in crafting lesson plans by suggesting activities, resources, and assessments that align with curriculum standards. Teachers can input key concepts or objectives, and the AI generates detailed plans, freeing up valuable time for more direct student engagement.
■ Newsletters and Communication: Writing newsletters and other communications to parents can be time-consuming. AI programs can automate much of the process by offering customizable templates, ensuring clear, professional communication without the lengthy drafting process.
■ Question Generators: Generating assessments and questions for quizzes or homework can also be streamlined with AI. Teachers can input topics, and AI tools can create relevant, thought-provoking questions that test various levels of understanding.
Supporting School Leadership with AI
Principals and administrators can also benefit from AI's capabilities. During the PD, we explored how AI tools assist in:
■ Letters of Recommendation: AI can help principals quickly draft letters of recommendation for teachers and staff, using templates that can be customized with individual achievements and traits.
■ Teacher Observations: AI programs can assist in recording and summarizing teacher observations, providing data-driven insights into teaching practices and suggest areas for improvement.
■ Presentations: Creating presentations for staff meetings, parent conferences, or district-level meetings can be simplified with AI tools, helping administrators produce professional, engaging content.
I think this can be particularly helpful when planning professional development and assisting with classroom management plans. With the ever-growing expectations of administrators, these tools help provide relevant information quickly, meaning less time spent on administrative tasks and more time supporting students, teachers, and the overall school community.
A Vision for the Future
As we continue to explore the potential of the amazing changes with technology, it's clear that an open mind and forward thinking will be key to successful integration. As leaders, we play a critical role in developing a vision for how AI can support both teaching and administration in our buildings, providing professional development opportunities and ensuring access to the right tools. By empowering our staff with the knowledge and skills to effectively use AI, we are not only enhancing teaching practices but also modeling the importance of continuous learning and innovation for our students.
At Newburgh Elementary, we are excited to continue exploring how AI can shape the future of education, provide our students with the skills and knowledge they need to succeed in an ever-changing world, and encourage educators to embrace technology to enhance their practice. Luckily, we have some tech-savvy staff members who are eager to lead the way. These educators are passionate about integrating new technologies, and they’ve already begun sharing their expertise with their colleagues to help support their work in the classroom in powerful new ways.
Dr. Holly Arnold IASP President
Welcome to the newest edition of the Indianagram! We’re excited to present our theme for this issue: “AdaptED: Personalized Learning in the Digital Age.” As we begin the second half of the school year, the IASP Editorial Board warmly invites you—busy school leaders and education professionals—to imagine a future where every student’s strengths, needs, and aspirations shape their learning experience.
In our fast-changing world, adaptive, student-centered teaching has never been more vital. Each day, classrooms are transformed by digital tools, flexible instructional models, and real-time data that help teachers meet students exactly where they are. Personalized learning opens doors for every learner, sparking both academic and personal growth. Whether through individualized courses, interactive projects rooted in real-world problem-solving, or digital platforms that offer instant feedback, the possibilities are limitless.
This approach directly connects to the School Leader Paradigm, emphasizing continuous growth, leadership development, and collaborative cultures. By building strong relationships, expanding leadership capacity, and fostering professional collaboration, we set the stage for deeper student engagement and achievement. Personalized learning in the digital age aligns perfectly with these core beliefs, underscoring the power of reflection, data-driven decisions, and innovative teaching strategies that nurture the whole child.
At the Indiana Association of School Principals (IASP), our mission is to champion these transformative efforts. We offer resources, training, and collaborative forums to guide you on the path toward meaningful change. In this edition, you’ll read success stories from districts that have seamlessly woven personalized learning into their practice and hear from school leaders who have navigated transitions to more flexible, tech-enabled environments.
We hope this Indianagram sparks fresh ideas and motivates you to explore new strategies in your schools. Let’s keep inspiring each other through networking, shared experiences, and collaborative innovation. IASP is here to support you with the tools, connections, and professional learning resources you need to strengthen outcomes for Indiana’s students. The Indianagram is one of the many ways we share these opportunities. If you have a story or insight to share, please reach out to me—we’d love to include your experiences in a future issue.
As we look ahead, let’s step into the second half of this school year with renewed energy and commitment. Together, we can create adaptable, personalized, and tech-forward learning experiences that set every student—and every educator—on a path to success today and in the years to come. Welcome to the IASP Indianagram! Let’s begin this exciting journey together.
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
February: Leading the Way: A Principals’ Guide to Fostering Inclusive Learning Environments
March: Silver Linings
April: Safe and Sound
May: Summer Supports
June: The Best of the 2024/2025 School Year!
Share your thoughts on the Indianagram: https://forms.gle/2LaxqTUNUc5AdviF8
IASP Executive Committee
Dr. Holly Arnold President
Andy Allen President-Elect
Bret Bailey Vice President
Dr. Crystal Murff Thorpe Past President
Raimeka Graham
NAESP State Representative
Dave Strouse
NASSP State Coordinator
Steve Baker Liaison to the DOE
Kristen Peterson
Assistant Principal Liaison
IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students. Each event is intentionally designed to encourage and engage all participants in the pursuit of learning! Find A Full List Of Events at www.iasp.org/Events
AI in Indiana
Dr. Katie Jenner Indiana Secretary of Education
A note from Dr. Katie Jenner, Indiana Secretary of Education: Over the past two years, Indiana schools have been on the leading edge of leveraging new artificial intelligence (AI) technology to improve education for our students. In fact, one of our districts, School City of Hobart, was recently featured on “60 Minutes” for their efforts to incorporate AI into the classroom.
Our goal since launching the initial AI grant opportunity in 2023 was to learn how we might leverage AI for the good, including using AI to help solve some of the challenges we face in education, such as increasing student high-dosage tutoring and decreasing teacher workload. Helping to lead Indiana’s efforts to support this local innovation has been Diana Smith, IDOE’s director of digital learning. In today’s message, I’ve asked Diana to share more about how AI is positively impacting Indiana classrooms, some common questions we hear from local leaders, and what we have planned for the future. So here’s a message straight from Diana, our resident expert:
The relationship between AI and education is changing rapidly as technology evolves and as educators gain more information. When AI-powered tools are safely and thoughtfully integrated into the classroom, they can have a positive impact on both teaching and learning, enhancing the connection between educators and students while promoting personalized and meaningful learning opportunities.
Since 2023, there have been several opportunities for schools to utilize state funds to try an AI-platform and leverage these tools to improve education for our students, including:
■ AI-Powered Platform Pilot Grant (2023),
■ Digital Learning Grant (2024), and
■ AI-Supported Alternative Education Grant (2025).
This school year alone, these opportunities have helped to connect more than 102,000 students and more than 9,000 teachers to AI platforms. And, we’ve been able to learn a lot, together, about what is helpful and how to better utilize this technology.
The AI-Powered Platform Pilot grant focused specifically on student 1:1 high dosage tutoring, teacher administrative and pedagogical task support, and AI literacy for both teachers and students, while ensuring sufficient guardrails are in place to keep students safe. At least 23 school corporations from the first pilot group continued their AI initiatives, and some even utilized local funding for their AI projects.
Common Questions from Local Leaders
When discussing AI in education, it’s important to think about platforms and AI tools. One of the most asked questions is, “What AI platform would you recommend?” Fortunately, schools have a number of safe, high-quality options available depending on their specific goals and needs. To help you get started, the AI Platforms in Indiana webinar provides information about each of the nine
AI platforms funded through the grant opportunities mentioned above and used in Indiana schools. Each platform meets at least one iteration of the AI-Vendor Requirements list, a partnership with schools exploring AI use, while prioritizing safety and teacher professional development rooted in AI literacy. The most recent version of this list is available here, and updated vendor requirements will be published to align with future grants supporting AI initiatives.
In spring 2024, IDOE also released AI Guidance designed to be user-friendly and spark local conversations related to student and teacher use of generative AI. While the guidance is important as a framework, it also provides an outline of the past, present, and future landscape of AI in Indiana K-12 education. Some common threads in supporting local school corporations with AI include: AI literacy, access to safe platforms, transparency and research, and guidance/ professional learning.
Much of the national conversation in response to AI’s role in education is centered around ethical uses of AI. Educators everywhere are wondering how and when to direct students to use AI in a way that protects academic integrity. The Relationship Between AI & Citation: It’s Complicated is the perfect on-demand webinar to help you brainstorm and make these decisions locally.
What’s Next
On Tuesday, January 21, the AI Insights for Educators series kicks off in the Indiana Learning Lab, and will build on existing AI guidance, digging into topics related to AI, safety, teaching and learning, and more. Current session offerings can be found here. If you don’t yet have an account in the Indiana Learning Lab, now is the perfect time to create a free account using your school email address. This series brings in national voices and educators on this topic, including Matt Miller and Holly Clark.
Additionally, this spring, be on the lookout for the release of two grant opportunities that will support access to safe AI platforms for both teachers and students. The Digital Learning Grant will continue to prioritize funding for AI initiatives and the AI-Supported Alternative Education Grant will provide 1:1 tutoring for students enrolled full time in approved alternative education programs/ schools.
AI literacy also intersects with internet safety, and IDOE’s AI Guidance for Parents and Families will feature a series of short and easy to digest videos meant for parents and families and includes an opportunity for feedback. Be on the lookout for this resource later this winter in Dr. Jenner’s weekly update, and we hope you will share it with families in your community.
We all have a responsibility to become AI literate in today’s world, and our students need our support in this effort. If you have an idea, feedback, or an example of incredible AI use happening in Indiana classrooms, we encourage you to reach out to the Office of Digital Learning anytime! We look forward to continuing to be key partners in this important work!
Special thanks to our Sponsors:
Tue, January 28 at 10:00 AM CST
In this webinar, you'll
Key
How
Strategies
How
From the AP Lens: Personalized Learning: By Working Together, We Can Assist Students in Finding Their Career Paths
Mrs. Kristen Peterson
Associate Principal Chesterson High School
IASP
Assistant Principal Liaison
Mr. Justin Tucker Assistant Principal
Batesville Middle School
Happy New Year! Our January theme for the Indianagram is “Personalized Learning in the Digital Age”. Justin Tucker, Assistant Principal at Batesville Middle School, and the 2024 Indiana Assistant Principal of the Year, has a lot of insight about offering personalized learning and relevant careerrelated experiences for all students. Justin provides us with the framework for Batesville’s comprehensive Bulldog Ready approach that has transformed their schools into careerfocused environments. Thank you, Justin, for your willingness to share how Batesville is preparing its students to thrive in a global society, and congratulations once again on being named the 2024 Indiana Assistant Principal of the Year!
Personalized Learning: By Working Together, We Can Assist Students in Finding Their Career Paths
Author: Justin Tucker
For students today, personalized learning is vital to success as they travel through the marathon of K-12 schooling. We are so fortunate to be able to lean on resources such as artificial intelligence tools including Magic School, Chat GPT, or Gemini, customizable learning path programs, such as IXL or ExactPath, or gamification resources that create a game-like competitive environment into lessons, such as Kahoot or Duolingo for schools. As for many of us, keeping students engaged while igniting a flame for inspiration of what students want to do in their future careers through technology or otherwise is the main goal. I feel Batesville Community School Corporation and Batesville Middle School is creating an environment where students have daily opportunities to receive personalized and relevant learning experiences that guide them to a direct career-path with or without college experience all while building positive community relationships and partnerships.
I am a Batesville High School graduate, and I have a ton of Bulldog Pride, but I can be the first one to say, during my years of going to school, the culture that was shared to students was “College or bust.” Although I am very grateful of my Batesville education, career path and the options I chose, as educators, we know this is not always the most successful option for all, and, in Batesville, we began reflecting. Before the summer of 2022, we found that 72% of our students enrolled in college; however, only 19% of those that enrolled in a twoyear program completed on time and only 66% of those that enrolled in a four-year program completed on time. Although our corporation has offered dual enrollment, dual credit, and work-based options for many years, it was time to continue to grow our options for students. During the summer of 2022,
we qualified for Ford Next Generation Learning, supported by the 3E Grant from the Indiana Department of Education and in partnership with the Central Indiana Education Service Center, and in summer of 2024 we officially earned a National Ford Generation Learning Designation, which we now call Bulldog Ready.
Although Ford NGL/Bulldog Ready is a comprehensive approach, to attempt to summarize it simply, it is a dedication that we demonstrate by individually preparing students for success in college, careers, and beyond, by transforming our schools into career-focused environments. Through Ford NGL or Bulldog Ready, during their PK- 12 schooling experience, students will participate in work-based learning experiences, explore various career pathways, and partner with local employers and non-profits, all in preparation for thriving in a global society. Here is a visual from the Batesville Community School Corporation Master Plan summarizing the cohesive process for students:
This type of comprehensive approach takes a significant effort from a lot of contributors involved and requires time built in to create these opportunities. For instance, this year for the first time, Batesville Community School added five additional professional development days for staff with one of the goals being innovating our Bulldog Ready initiative. During one of these professional development days, in order to begin developing relationships with regional businesses, industries and non-profits, all of our staff members visited a location in an organized tour. For instance, I visited and toured the Honda Manufacturing Plant in Greensburg, Indiana (15 minutes from Batesville), while other staff members throughout the corporation visited different business, industry or non-profit locations. Following this, staff collaborated to make plans for how to utilize these businesses for student exposure in the future. The relationships built with these non-profit organizations, industries and businesses will assist our students in being exposed and experienced when it comes to skill-based learning in the long-term future.
While the Corporation vision is important, it is at the building level where this has such an impact on personalized learning for students. Within our Corporation, we have four buildings, Batesville Primary School (Grades PK-2, 542 Students), Batesville Intermediate School (Grades 3-5, 486 Students), Batesville Middle School (Grades 6-8, 507 Students), and Batesville High School (Grades 9-12, 679 Students). At Batesville High School, this initiative goes hand-in-hand with the new Indiana Diploma requirements that just
released on December 11. One of the goals is to provide a freshman community for grade nine, which provides several opportunities for career exploration. In grades 10- 12, the main goal is for students to investigate specific career-paths by bringing in experts into the classroom and designing relevant learning paths that will lead directly into career fields with or without additional schooling or college. The high school has partnered with local industries such as Hillendbrand, Batesville Casket, Wood-Mizer, Crum Trucking, Batesville Tool & Die, Baxter, Med-Mizer, Thrive Market, and Global Atlantic, to name a few. Additionally, the High School has partnered with the local industry of Wood-Mizer to build the BHS Innovation Center to assist students in being certified in welding before leaving Batesville High School.
At Batesville Middle School, the goal is to connect students to different careers learning about our community through the abundance of non-profit organizations in our regional area. By collaborating with local nonprofits, students acquire direct insights into the challenges and opportunities present in our community. Engaging in activities such as volunteering at local food banks or taking part in environmental cleanup initiatives creates empathy, grit, and a strong sense of civic pride. At Batesville Middle School, the phrase “See, Do, Grow” is currently spreading in the hallways when it comes to non-profit organizations. In sixth grade, students “See” by learning about non-profits in the 47006 region. In seventh grade, students “Do”, as each student will pick a non-profit that aligns with their interest and spend a day assisting that non-profit. In eighth grade, students “Grow” as students will use a program called Pathful to learn more about their career
interests and participate in the Bulldog Ready Summit, which is a day in which they live the life of a 27-year-old.
At the PK- 5 Grade levels at Batesville Primary and Batesville Intermediate Schools, the goal is to provide career awareness to students through reading development and overall skills growth. During these grades, students will get to participate in events such as our local “Touch-a-Truck” event where our local law enforcement, emergency services, fire department and other local supports come together to provide opportunities to elementary students to be exposed to community supports. As students grow through elementary school, students continue to be exposed to career opportunities all while supporting growth in basic school skills.
While students are ever-changing, one thing I assume will always ring true, students will always strive for personalized learning. During my time at Batesville Community School Corporation, I feel that skill-based, career-building, relevant skills that are personalized to each student are being offered every day. Although we have technology at our fingertips to ensure personalized learning for all students, sometimes it’s more than that. Sometimes it takes all members of a team getting on the same page and doing what’s best for students to ensure true and meaningful personalized learning that will last a lifetime.
Kristen Peterson kpeterson@duneland.k12.in.us
BNL Advisory & Intervention
Matthew Canada Principal Bedford North Lawrence
Bedford North Lawrence High School is much like your school. We have an incredible staff that cares about the well-being of students. We have a supportive community that cheers on our students. We have outstanding students. And if you are like us…we have a select group of students that seem to struggle - academically, emotionally, and socially. You can name some of these students right now. At BNL there are many reasons for this struggle - and likely many the same as your school. But how, what, when do we address this?
I’ll be the first to share that it is not the program that makes a difference. But the people and the effort. At BNL we all sat together as a team to determine an effort that we can make school wide to help facilitate an effort to help support this group of students. Out of this was born our Advisory program. We decided it was important to these students (and all students) to dedicate thirty minutes of our instructional day for intervention efforts. The intervention efforts are both targeted for students and school wide efforts for everyone.
What is BNL Advisory? Advisory is a daily time block in the schedule from 8am-8.30am.. During this time, BNL will create smaller learning environments to promote the success of every student. This time fosters support in relationship building, academic support, social and emotional learning, career and college readiness, and schedules school day time
for extra curricular club experiences. Mondays are white days, where all students are assigned a homeroom for four years - the same group of students with the same teacher for all four years of high school. The goal is to foster a small group community. Teachers facilitate efforts of grade checks, attendance support, career & college readiness, and social and emotional learning. Tuesdays, Wednesday, and Thursdays are blue days - academic intervention. Teachers offer classroom space for intervention for their students, remediation, re-teaching, enrichment learning experiences and much more. Teachers assign students from their rosters as needed that week and students get the choice of their location for additional academic help. For example, a student may sign up for Math support one day, then may get assigned to work on an English essay another day, or may choose their Art elective to finish a project.. Fridays are red days. This is all about extracurricular connections and experiences; its about exploring learning in a different way. Students may select a formal club such as Student Council Meeting, or how to build a rocket in science or even the vinyl hour club to listen to music.
Advisory benefits all students, and specially gives teachers the dedicated time to work in a small group setting with students that need that specific support to find success. We have found this to be enjoyed by students, and to be beneficial in supporting student learning goals. BNL is home of the Stars. Our school colors are red, white, and blue, hence the color days. All students matter, and our goal is to support them in their graduation journey.
Matthew Canada BNL Principal canadam@nlcs.k12.in.us
AI for School Leaders
Nick Elam, Ph.D. Associate Professor of Educational Leadership Ball State University
At the AI in P-12 Education Conference at Purdue University in November 2024, a panel of high school and undergraduate students shared the ways they use AI in their lives and their studies. Two key takeaways emerged from the panel. First, a panelist shared how he uses AI for help in generating recipes. That in itself wasn’t especially eye-opening, but his approach (and ultimately, AI’s approach) was interesting – instead of starting with an end product (meal) in mind, and then generating the ingredients and steps necessary to create that product/meal, this student looked at the ingredients he had available in his kitchen, and then input those in AI to generate not only the steps needed to create a product/meal, but also to determine what the product/meal would actually be. In an indirect way, this relates to the situation many educational leaders find ourselves in. Many of us haven’t chosen AI as an ingredient in our “kitchen.” But it's there. And it’s becoming increasingly clear that AI will always be there to be used in some way. If you haven’t done so already, make 2025 the year you begin to embrace AI to make you better at what you do, and/or to help your teachers and students be better at what they do, too.
The second takeaway from the panel serves to reinforce the first. For better or worse, students (at least these panelists, anyway) seem to use AI for assistance on every assignment in every subject. Educational leaders don’t necessarily need to use AI for everything, but it’s probably for the best if you use it for something.
It’s likely that the topic of AI has come up at a recent principal meeting you’ve attended. And while it can be helpful and insightful if the topic is framed around how your students are using AI, and what your teachers can do in response to that use, listen just as carefully when the discussion shifts to how principals are using AI for their own purposes. You probably already know (even if you haven’t tried it yourself) that ChatGPT can help to compose letters of recommendation, newsletters, and emails - and even translate them into multiple languages as needed for the families in your community.
You might not know that an AI tool such as Magic School can suggest “AI-resistant” assignments for the teachers in your school, or suggest behavior interventions for individual students in your school, or generate (or at least help you get started on)
IEPs and 504 Plans. For more advanced use of AI, principals can use a tool such as Edval Education for assistance in developing schedules based on whatever factors you share. A tool such as Tellius can identify trends, areas of need, and even suggest actionable solutions based on achievement data that you share. This just scratches the surface on the many AI tools and functions available to educational leaders. These tools often have free versions or free trials for you to experiment.
I still consider myself closer to the old-school end of the spectrum regarding AI, so there are some potential uses of AI that I believe are still better left to humans. These include classroom observation, image creation, creation of school vision/mission, generating feedback for student work, and developing content to be delivered as professional development.
Of course, you will want to make sure the teachers in your school are as prepared as possible to use AI to their advantage in their instruction and facilitation of their classrooms. Professional development is key, but before you outsource this PD (unless it’s free), consider providing one or more of your teachers with the opportunity to lead the PD themselves. There is a good chance you already have an AI expert within your faculty.
Greetings Indiana Administrators! I am very proud and excited to tell you about IU Bloomington’s highly successful Online, Fast-Track Secondary (18 cr, 11 months) and Special Education (24 cr, 18 months) Transition Programs. Both are taught by highly qualified professors with significant practitioner and research-based experience. Literacy courses are embedded with Science of Reading strategies and all methodology coursed focus on high-priority classroom strategies and needs (e.g. co-teaching, problem-based learning, real life application, engagement, student voice, differentiation considerations for ELLs and diverse learners in general). Please learn more by reading and sharing the enclosed fliers with anyone interested in these highly effective and affordable transition programs. Our career placement rate is outstanding with wrap around support from start to finish! I look forward to growing our school partnerships and supporting your hiring needs. Email me, Lara Christoun, Ed.D., Director of Transition to Teaching at larachri@iu.edu Happy Holidays, Happy New Year!
TRANSITION to Teaching PR OGRAMS
2025-2026 Transition Programs
SECONDARY INITIAL LICENSURE
• Use your bachelor’s degree to earn an online Indiana teaching license in less than 1 year (summer, fall, spring)!
• Highly experienced, practitioner-based instruction, supervision, and advising
• Effectively prepares you to support diverse students including English Learners
• Clinical and student teaching placements tailored to your needs
• Count up to 15 credits toward an online IU Master’s in Education! (Earn up to 15-20% more as a HQ educator in most school settings)!
SPECIAL EDUCATION LICENSE
• Unique online 18-month special education program
• Course reimbursement opportunity (for program duration)
• Practitioner-based program with dyslexia and Science of Reading preparation
• Count courses toward an online IU Special Ed Master’s Degree! (With higher earnings in most school settings)
• More than $100,000 of Transition scholarship funding was awarded to Secondary and Special Education IUB Transition Programs in 2024-2025!!
placement rate for 5 years!
fellowship, and financial aid opportunities
IPLI Updates
Dr. Kelly Andrews Director Indiana Principal Leadership Institute
IPLI is a premier professional development opportunity for Indiana's practicing principals. We support and encourage you and provide growth in your leadership as we learn, lead, and connect.
IPLI continues to move forward supporting and encouraging Indiana Principals as they increase their leadership and their school capacities. We are in the season of recruiting for the upcoming class of Cohort 13 which will participate from the Summer of 2025 to the Spring of 2027.
Are you ready to elevate your leadership skills and make a lasting impact on your school community? We invite you to join Cohort 13 of IPLI where you will:
■ Engage in a transformative experience designed to enhance your leadership capabilities.
■ Connect with fellow principals across Indiana, sharing insights and strategies.
■ Benefit from the mentorship of experienced educators and leadership experts.
■ Gain access to resources and tools that will help you lead your school more effectively.
■ Participate in interactive sessions covering a wide range of leadership topics.
■ Build a strong professional network with peers and mentors.
■ Receive tailored coaching to address your unique challenges and goals.
■ Have the opportunity to take graduate four courses toward a higher degree for ½ tuition through ISU and transferrable to all Indiana universities.
How to Apply: Click on the following link to access the Cohort 13 application opening on November 1st and submit it by April 15, 2025, for consideration to participate in the next cohort of principals.
Apply
to IPLI Cohort 13
To learn more about IPLI, please visit our website www. indianapli.org where you can see more about the program. Don’t miss this opportunity to join a community of dedicated leaders committed to excellence in education.
The application deadline is April 15, 2025. Take the next step in your leadership journey with IPLI. We look forward to welcoming you to Cohort 13. IPLI UPDATES
IPLI's partnership with IASP continues strong. 647 Principals and more than 1000 teacher leaders have been served since 2013. The collaboration continues with:
■ IPLI Keynote sponsorship for the Fall Professionals Conference - $8,000
■ 2023: 24% of all principals at the fall conference were IPLI graduates or participants.
■ 2023: IPLI members doing breakout sessions: 44% of all breakout sessions
■ 2023: members honored as district principals of the year: 39%
ISU COURSEWORK THROUGH IPLI
Did you know that ISU offers four courses to principals during their 2-year cohort with IPLI that connect directly to their work in IPLI? Tuition is half the cost for these courses if they sign up during their cohort years. In addition, these courses may lead to entering the ISU Ed.S. program or transferring the credits to another Indiana institution.
The goal is to support our principals who may seek higher education while participating in research-based inquiry work. This is just another perk of participating in IPLI.
As Director of IPLI, I continue to be hopeful for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI Graduate Programming meet the need. IPLI is grateful for your ongoing support, trust, and dedication to education and educators during these challenging times, showing Indiana's commitment to growing our schools and students.
Kids Caring & Sharing Update
Susan Miles Program Officer, Kids Caring & Sharing TM
Riley Children’s Foundation
It is 2025! Time to introduce the new class of Riley Champions presented by Kroger.
We once again celebrate the brave and giving Riley patients and families from across Indiana who are chosen to serve as ambassadors for Riley Hospital due to their courage and commitment to helping others while navigating their own medical obstacles. Follow the links below to read more about these amazing Riley kids.
Indiana’s Miss Amazing 2024 Teen Anna Yutzy is a sophomore percussionist who performed with her Northridge High School marching band on Friday night and participated in a band competition the next day after having just returned home from Riley Hospital where she was treated for a collapsed lung. That is only the most recent encounter with Anna’s “second family” at Riley where she has received the highest level of care since her birth.
Ja’Marrion Young’s Riley journey began before he was born after doctors detected a hole in his heart. While infant heart surgery is complicated Ja’Marrion was also diagnosed with sickle cell disease which required collaboration from multidisciplinary teams at Riley to plan for his best outcomes. Donor gifts support the experts whose great care now enables Ja’Marrion to attend Martin Luther King Montessori Preschool.
Riley Champion sisters Lilly and Olivia Roush and their family created “Flynn’s Library” at Riley Grief Services while navigating a heart-wrenching loss. Learning to express their feelings through art and growing their empathic recognition for others is part of the Pendleton Heights Middle School and Pendelton Elementary students’ Riley journey.
Seven-year-old TeKoppel Elementary student Pharah Paul doesn’t remember a lot about her experiences at Riley that began when she was three, but she does enjoy visiting with her “friends in red” during her follow up appointments at the hospital. Now cancer-free Pharah was quite a celebrity with her bubbly personality despite her intense cancer treatments.
Brebeuf Preparatory Academy’s Riley Dance
Marathon co-president Libby Parkins has a very personal motivation for supporting Riley Hospital. Difficulty sleeping and severe reflux alerted Libby’s pediatrician to a hole in her heart requiring repair by Riley professionals when she was 5. That was only the start of Libby’s Riley medical and philanthropic story.
Every March 20, Center Grove High School freshman Alana Miller celebrates her “kidneyversary”, the day she received a new kidney from her church pastor. Diagnosed with stage 3 chronic kidney disease at age 6, Alana was only 9 when she began publicly sharing her Riley experience even before leaving the hospital following her transplant. Her early media exposure may be the spark to a future career as a cinematographer.
Faith Christian School fourth-grader Ezra Hayden hosts monthly Bingo on Riley KIDS TV5 at Riley Hospital and interviews community members, Riley Hospital staff, and local and national celebrities as a regular contributor to news stations in Lafayette and Indianapolis. Ezra uses these platforms to advocate for Riley Hospital and the professionals who help him navigate cyclical vomiting syndrome.
Two-year-old Leo Galvez and his family continually inspire others through a TikTok page dedicated to sharing Leo’s journey through complex medical needs due to two rare genetic syndromes. Spending his first 4 months in Riley’s Neonatal Intensive Care Unit there was joy and celebration in every milestone achieved. The Galvez’s ongoing Riley experience is proof that no one is alone as they face challenges as a Riley family.
“Mr. Positivity”, 8-year-old Riley Champion Cory Buwalda, makes monthly trips from Fort Wayne to Riley Children’s Health at IU Health North for medical infusions where he loves visiting with the pediatric gastroenterologist and nurses who guide his care for Crohn’s disease. When he’s not attending online school, singing or playing the drums, Cory and his brother create bracelets to sell to support other families who need Riley Hospital.
Creekside Middle School cheerleader Lucy Beyers
served as the 2023 Children’s Miracle Network Hospitals Indiana Champion and is excited to share her story as a 2025 Riley Champion presented by Kroger. Lucy’s Riley cardiologist began caring for her when she was diagnosed prenatally with heterotaxy, which impacts the arrangement of internal organs. While her first seven months were spent at Riley Hospital and her care is ongoing, Lucy credits her Riley team for making it possible for her to energize others.
All K-12 schools are recognized
While the Kids Caring & Sharing program promotes “giving for giving’s sake”, it is important to recognize the wonderful family of supporters we hope to grow each year. Indiana K-12 participant schools – regardless of fundraising model (inperson, online, ExtraLife, Dance Marathon, etc.) –receive a multi-year recognition plaque to showcase annual participation decals.
A $1+ per student gift achieves Red Wagon School status in a giving year, July 1 – June 30. While we know it is a stretch for many schools, we dream of a yearly $1,000+ per school gift which would help a lot of Riley kids and families!
Other milestone recognition includes Red Wagon Booster for school gifts exceeding $3,000, Red Wagon Sponsorship for school gifts of more than $5,000 and debuting with gifts raised in 2024-2025 - collectible banners for schools raising $10K, $20K and $40K!
Riley kids come from every community in the state, I’m sure you won’t have to look far to discover a very personal reason to support Riley within your own school family. Please let me know how I can help your school make your Riley philanthropy efforts as unique and meaningful as possible.
Maximize your school’s philanthropic impact for the kids at Riley and visit 2024-2025 Kids Caring & Sharing to create an online giving team page for your school. Follow the prompts in a handy tips for success resource to get started today! Want a separate campaign established for your entire school corporation so each school can see their collective fundraising efforts at work? Contact smiles@rileykids.org
KCS gift submission information
Please make checks payable to the Riley Children’s Foundation by June 1, 2025, to:
Riley Children’s Foundation
P.O. Box 3356 Indianapolis, IN 46206-3356
Attn: KCS/Susan Miles
KGR Law Briefing: Social Media Can be Such a (Legal) Nuisance!
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate Attorney
Education Law & Policy
Kroger Gardis & Regas, LLP
Most school leaders have probably considered social media as a “nuisance” at some point in their careers. According to the results from one of our recent surveys of school leaders, Snapchat continues to top the list of the biggest nuisances. Well…a court recently opened the door for social media literally being a “public nuisance” as defined by tort law.
A classic example of public nuisance law occurs when someone uses their land in a way that negatively impacts the people that live around them. Think of the odor and runoff of large a pig farm, a factory that pumps out pollution, or even the loud noise from an outdoor concert venue. To be successful under Indiana’s definition of “public nuisance” a party must prove that whatever is being complained about “is: (1) injurious to health; (2) indecent; (3) offensive to the senses; or (4) an obstruction to the free use of property; so as essentially to interfere with the comfortable enjoyment of life or property.” I.C. § 32-30-6-6.
A lawsuit against the major social media companies (including Meta, Google, Snapchat, and ByteDance (TikTok)) brought by several states (including Indiana) and individual school districts (including many in Indiana) alleges that the social media corporate entities have created a public nuisance by deliberately choosing to design, develop and market their platforms to attract and addict youth. (They also allege that the platforms are “products” and, thus, should be held responsible for the harm caused.)
One of the main arguments from the social media companies thus far has been that a “public nuisance” must
involve the use of land. Some states laws would allow for the social media defendants to successfully dismiss public nuisance claims in those states. However, Indiana’s Supreme Court has already determined that public nuisance does not have to involve land.
Most recently the lawsuit survived a key phase of the litigation when the court ruled the public nuisance and product liability arguments are legitimate in theory. This is significant because “discovery” will now be permitted. In other words, the lawyers for the states and districts will be able to dig into private records and depose corporate leaders to help determine what they knew and when regarding potential harm caused to kids.
The pending litigation against the social media companies is large and complex. It will most likely last for years until it is finally resolved through settlement or court. It is, however, worth your attention. It may lead to changes in the various social media platforms. You may have already seen Instagram advertising Teen Accounts. Second, it is spurring needed attention on harm to our youth. Legislation is starting to pass that further restricts children from setting up accounts without parental consent. Another recent ruling from a different court has permitted families of deceased and significantly harmed children to continue with a lawsuit against Snapchat after the app has been linked to the dealing of illegal drugs, including fentanyl.
If these cases are successful, they will likely result in resources to help mitigate the problems alleged in the lawsuit. Similar litigation against opioid and e-cigarette companies has already resulted in large monetary settlements. Indiana created a state statute, I.C. 4-6-15-4, to distribute the funds from the opioid settlement. This law creates four “buckets” to distribute the money: (1) 15% to the state for unrestricted use; (2) 35% to the state abatement opioid settlement
account for prevention, substance use disorder, and mental health programs; (3) 15% unrestricted to cities, counties, and towns; and (4) 35% to the local abatement opioid settlement account to address impacts in local communities. If you aren’t already aware of how the funds are being used in your community, you probably want to ensure school leaders are at the table. Not only could the resources benefit your students now, how they are used could set important precedent for use of resources coming from the social media litigation. More information on the opioid settlement can be found on the Attorney General's Opioid Settlement Website.
What is the legal lesson from this brief?
Social media, for good or bad, is not going away. With the platforms and technology evolving rapidly, we at least have the opportunity to share information about the “public nuisance” it causes to the educational setting. Engaging in the topic could help lead to holding bad actors accountable and mitigate future harm to kids. We must also be prepared to take advantage of resources to address high acuity behaviors, mental wellness issues, and other issues related to social media use.
We at the KGR Legal Help Desk are here to address these education and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, we hope your algorithms bring you nothing but joy to start 2025!
IASP Conference
R E C O R D E D C O N T E N T
Sessions
IASP Information
Special Recognitions
If you attended the Assistant Principals or Fall Professionals Conferences, the recorded content presenters shared will be available to you within the app and the conference platform through the end of February!
11025 East 25th Street
Indianapolis, IN 46229
1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org
Horace Mann, a long-time corporate supporter, is thrilled to launch HMScore™ — a free tool for credit monitoring and reporting that empowers you to take control of your financial health. As you shape future leaders, let us help you build your own financial future.
Sign up for your free HMScore™ account today and start your journey toward financial success.
Thank you for your dedication to education. We’re proud to support you!
Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com AM-C04812 (Oct. 24) horacemann.com