Strengthening School Success Through Community Collaboration
In today’s educational landscape, the success of schools hinges not just on dedicated teachers and engaged students, but also on robust partnerships with the community. By collaborating with local organizations, businesses, and families, schools can access a wealth of resources that extend beyond their traditional capabilities. This collaborative spirit is essential for fostering an environment where students, teachers, and parents thrive together.
The Importance of Community Partnerships
Schools often face limitations in resources, whether financial, material, or social. Community partners—such as churches, non-profits, local businesses, and government agencies—can bridge these gaps. Their involvement offers diverse resources that can greatly enhance the educational experience, some examples include:
■ Tutoring Programs: Community members can volunteer their time to provide one-on-one tutoring, helping students who may struggle in specific subjects.
■ Weekend Food Bags: Collaborations with local churches and food banks can provide essential meals for students over weekends, ensuring they have the nutrition needed when not in the school setting.
■ Adopt-a-Staff Member Programs: Community members can support teachers and staff through small acts of kindness, helping to create a positive school environment.
■ Picnic/Event Sponsorships: Local businesses can sponsor school events, promoting community engagement and providing fun, inclusive activities for families.
■ Clothing Closets: Partnering with organizations can lead to the establishment of clothing closets, providing students with access to necessary clothing items.
■ Parent Support Resources: Connections to community resources can help parents navigate financial challenges and offer parenting support, further enhancing the home-school connection.
The Role of Parent-Teacher Organizations (PTOs)
Parent-Teacher Organizations play a pivotal role in extending a school’s reach into the community. PTOs facilitate communication and collaboration between parents and school staff, creating opportunities for joint initiatives that benefit all stakeholders. These organizations can organize fundraising events, coordinate volunteer efforts, and build relationships with local businesses and government agencies. By actively engaging in community outreach, PTOs can enhance fundraising efforts, allowing schools to undertake projects that might otherwise be unattainable. They can also help foster a sense of community spirit, as families come together to support shared goals.
The Benefits of Open Communication
Forging strong relationships with community stakeholders is crucial for school success. Open communication creates a foundation of trust and collaboration. When schools actively engage with parents and local organizations, they can better understand the needs and strengths of their community. This two-way communication fosters a supportive environment where everyone feels invested in the success of the students.
Conclusion
The success of a school is a collective effort that extends far beyond its walls. By fostering strong partnerships with community organizations, parents, and local businesses, schools can tap into a rich array of resources and support systems. This collaboration not only enriches the educational experience for students but also strengthens the fabric of the community. Together, by embracing a spirit of partnership, we can create an environment where students are empowered to thrive, teachers are supported, and families are engaged in the educational journey.
Dr. Holly Arnold IASP President
As the school year moves forward and the vibrant colors of fall surround us, we are reminded of the importance of connection—within our schools, communities, and across the educational landscape. I am excited to introduce the October edition of the IASP Indianagram, which highlights a critical theme for school leaders: Community Collaboration and Initiatives.
This issue brings together a diverse range of voices from across Indiana, with articles contributed by acting administrators who are passionately engaged in fostering collaboration within their schools and local communities. These leaders share unique perspectives on how building strong partnerships can create lasting impacts that extend far beyond the classroom.
Collaboration is at the heart of effective school leadership. Whether it's working closely with teachers to improve instruction, partnering with local businesses to provide real-world learning opportunities for students, or engaging families to create a more inclusive school environment, the stories featured in this issue demonstrate how teamwork and collective effort can lead to meaningful change.
As you read through the contributions from your colleagues, I encourage you to reflect on how collaboration is shaping your own leadership journey. In today’s complex educational environment, we need to continually seek out partnerships that will strengthen our schools, support our students, and foster a sense of belonging for all.
At IASP, we remain committed to providing resources, networking opportunities, and support that enable school leaders to grow and thrive in their roles. The IASP Indianagram serves as a platform for sharing these ideas, celebrating success stories, and inspiring further collaboration across the state.
I hope this issue energizes you and provides valuable takeaways that you can use in your own work. Together, through collaboration and community, we can continue to unlock new possibilities and inspire growth within our schools.
Thank you for your continued dedication to leadership and for being part of this collaborative journey.
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
November/December: Principal Pages
January: AdaptED: Personalized Learning in the Digital Age
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/sCmLHwnh4aYcTJdr8
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!
Leveraging Community Partnerships for Our Students
Dr. Katie Jenner Indiana Secretary of Education
Research shows that in addition to having positive impacts on teacher satisfaction and retention, high-quality school leadership…an effective school principal…also has a significant impact on whether or not a student comes to school daily (student attendance) and ultimately, impacts their learning progress and achievement.
In Indiana, we have over 2,200 schools, and therefore, even more school principals and assistant principals who are serving every day to make our schools the best they can be. In conjunction with National Principals Week in October, Governor Holcomb has declared Sunday, October 6, through Saturday, October 12, Indiana Principals Week, in recognition of our outstanding principals who work daily to cultivate the best possible environment for educator and student growth and development.
As educators, we are called to the profession because of a desire to change lives, and to help every student to see – and achieve – their full potential. Principals in particular are often key change agents within buildings and districts–the leaders who others can turn to in order to help launch a new initiative, get a project across the finish line, or help champion new opportunities for students.
Today, there are community partnerships across K-12 that are effectively moving the needle for students. From the Literacy Cadre work with Marian University and the University of Indianapolis CELL… to co-curricular activities in STEM and robotics…to quality work-based learning opportunities…to school safety…and everything in between…community partnerships are helping students in all grades to maximize their future success.
One example of this occurring at the high school level is through apprenticeships. With chronic absenteeism at nearly 18% statewide, and even higher for high school students (32% of seniors last year were chronically absent!), it is essential that we find ways to overcome student apathy and help them connect with their future goals. We must continue to seize the opportunity to maximize the four years of high school and provide accessible and rigorous pathways for all students, whether they plan to go to college, straight into a career, or enlist in our nation’s military.
A recent example of this work is the newly-developed Early Childhood Education Registered Teacher Apprenticeship Program. This new opportunity is designed to strengthen career pathways for educators by leveraging competencybased, job-embedded workforce models for students.
Participating students will gain valuable experience in an early learning setting and earn a credential of value, while also earning high school credit. Once completed, they will be ready to seamlessly transition to a career opportunity in early childhood education, or continue in the education pathway to earn a degree.
Students and educators from participating schools were recently recognized at the Indiana Statehouse for a “signing day.” We are all likely familiar with signing days for professional athletes, and it is about time we did the same for our future teachers! Alongside their current teachers, students “signed” with local employers and higher education partners, to make their apprenticeship official. This event illustrates what is possible when we work together to maximize student opportunities and is a powerful reminder of why we lead the work that we do.
Shout out to the seven districts that have signed up to be a part of this opportunity, including: Anderson Community Schools, Elkhart Community Schools, Greater Lafayette Career Academy, Indianapolis Public Schools, Lewis Cass Community Schools, Metropolitan School District (MSD) Lawrence Township, and New Albany Floyd County Schools, as well as the higher education and employer partners who have signed up to be part of the solution!
Opportunities like the Early Childhood Education Registered Teacher Apprenticeship not only pay dividends for students, but for the community as well. Lewis Cass Schools is located in north central Indiana between Logansport and Kokomo. Understanding his town was in a childcare desert, Mallory Claypool, director of the Lewis Cass Polytech Academy, leveraged a partnership with Ivy Tech to open an early learning academy in 2020, which serves students between the ages of six weeks and four years old. Today, Lewis Cass students are participating in the Registered Teacher Apprenticeship program. Claypool’s message for other schools: “We’ve been able to show that if we can do it at a rural school, anybody can do this!”
The level of collaboration occurring today between education and community partners will continue to ensure that our work in K-12 is setting students up for the maximum possible success. Thank you to the many principals who have created community partnerships to best support our Indiana students!
From the AP Lens: Using an Interaction Checkbook to Build Community & Relationships
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP
Assistant Principal Liaison
Mr. Tony Stesiak Dean of Students
Winamac Middle & High School
Our October theme is “Community Collaboration.” In the AP/ Dean Survey conducted this summer, 38% of respondents expressed interest in learning more about school community building, discipline, and relationship development. Tony Stesiak, Dean of Students at Winamac Middle & High School, immediately came to mind as someone who has achieved tremendous success in fostering community and building relationships, both as an administrator and a coach. Tony is intentional about balancing his “interaction checkbook” each day, and his focus on relationships yields significant benefits throughout the year. Thank you, Tony, for your willingness to share your insights in this month’s article!
“What exactly do you do?” is a question I’ve heard several times in my 2+ years as Dean of Students at Winamac Middle & High School. It is a great question, and the short answer is whatever the administration, staff, and students need me to do. As schools are moving to promote teachers to this role, I thought it would be helpful if I shared some things I’ve learned about being the Dean of Students since I arrived at Eastern Pulaski Community Schools in 2022.
I don’t control my day. As a teacher, I controlled the lesson plan, the pace, and the content of the class. As the de facto assistant principal of both the middle and high school, I control very little of my day. Discipline doesn’t follow a schedule. Attendance issues are constantly evolving. I have a rough outline of my day. I start with supervising the student parking lot. Then I head to my office to write up detention reminders for high school students and address any referrals that were submitted by teachers after school the day before. I supervise all the lunches for high school and middle school. After that, I retreat to my office to work on any referrals that have been submitted by teachers that day. I also work on tracking and addressing any attendance issues. I end the day by supervising the front entrance of the high school. Various administrative and MTSS meetings occur throughout any given day. Of course, any discipline issue can completely change my day at any time. I have discovered that there is no manual for my job, I figure it out as I go along, not just day by day, but literally hour by hour.
Leadership matters. I am blessed to be led by an administrative team that truly cares about students and puts them first, even if it makes their job more difficult. The superintendent
and principals don’t micromanage but empower all staff to do their job effectively. This applies to my position as well. When teachers have enquired as to what kind of discipline issues they should send my way, I tell them that I handle the misdemeanors and the principals handle the felonies. I am available to assist the principals in whatever they need and they are great about handing out advice or help if I ask. We also have an outstanding School Resource Officer who is a great teammate for any discipline, attendance, or safety issue.
Relationships REALLY matter. This is a statement that I never would have believed when I was a teacher: I enjoy supervising the student parking lot, the lunch room, and the hallways during the passing periods. They are probably the best parts of my day. Why? Because those are the times I have the most interactions with students. I try to make these times where I don’t administer discipline consequences. These are the times I use to get to know students, and then build relationships with as many students as I can. These are positive interactions. In the morning, I greet each student I encounter with at least a “Good morning!” I want them to have a positive interaction with a staff member to start their day. I may also inquire about the previous night's sporting event or concert. If a student has an ear bud in, I may ask what they are listening to. The lunch room may not have the volume of conversations since kids are eating and allowed to be on their phones. But I still use this time to learn about kids based on their group interactions. I may also ask students about potential discipline or attendance issues that may be on my radar. I still don’t administer discipline, but I will try to have conversations to avoid anything that I may know may be approaching. Roaming the halls during passing periods allows me to still check in with students and keep my eye on any potential issues between students. I also enjoy interacting with teachers. I do miss aspects of being in the classroom and this time is a great time to be available for teachers for any advice, feedback, or their thoughts on a discipline issue they may have sent my way. I try not to be in my office very much during the school day. I value the interactions I have with students and staff. And the secretaries and principals can text me if I’m needed for anything urgent.
I have to be very intentional to balance my “interaction checkbook”. Positive interactions are “deposits” and negative interactions are “withdrawals”. I have to be honest, there are parts of my job that are not very enjoyable, yet they are necessary. Discipline issues are addressed in my office. I don’t enjoy handing out detention consequences or catching kids being less than honest. No kid celebrates getting a discipline consequence. Parent phone calls and emails can be contentious. These interactions are what I call “withdrawals” because they can be draining and take their toll. Usually when one of these occurs, I try to head out of my office during the next passing period to have as many positive interactions with students as possible. I call these “deposits” because they re-energize me and refill my emotional tank. At the end of the day, or week, my goal is to have the deposits outweigh the
withdrawals.
When in doubt, I try to be guided by my “Why”. Thirty years ago, I began my career in education with the goal of helping students in any way possible. It’s evolved to help young people be the best version of themselves. If I focus my efforts solely on being a rule enforcer, this can be a very stressful, negative, and unfulfilling job. Early on in my first year, I focused too much on rule enforcement and not enough on relationship building. By the end of the first grading period I was stressed and wondering how I’d make it to Christmas break. I’m also the head girls basketball coach and as the season started, I decided to take the coaching approach to my job as Dean of Students. Build better relationships with students so that when discipline issues arise, it’s not just a negative relationship. I also started to talk to students about issues before it gets to the consequence stage. I try to continue to check in on students and make sure that I compliment them when things are going well if discipline has been a significant issue with them. I
believe this is extremely important in building relationships. In the last year, I believe this approach has greatly improved my overall job performance and experience. I’ve seen completely negative relationships from two years ago turn into respectful and (mostly) positive relationships now.
Finally, I’ve learned that I still have a lot to learn. Every day, every hour, presents a unique challenge that I may or may not be prepared for. I just try to make the best decision I can with the information that I have available. Please don’t interpret this article as coming from an expert who believes they have all the answers. I don’t even know all the questions to ask yet! But I believe we are all teammates of sort, so if I can ever be of assistance or if you have advice to share, please feel free to reach out via email at tony.stesiak@epulaski.k12.in.us
Kristen Peterson kpeterson@duneland.k12.in.us
The Power of Community Collaboration: A School Leader’s Path to Success
Dr. Tiffany Barrett IASP Assistant Executive Director
With all of the changes in the educational landscape, collaboration has become an even more powerful part of our leadership journey. As we lead our schools through challenges and opportunities, we are reminded that the strength of our leadership is deeply intertwined with the strength of our communities. In fact, the power of collaboration within and beyond our school walls is one of the most impactful ways to foster growth, innovation, and student success.
The School Leader Paradigm emphasizes the importance of building connections across three core components: the Learning Leader, the Cycle of Inquiry, and the Context of Leadership. These components remind us that leadership is not a solo endeavor but one that thrives when we engage with others.
The Learning Leader serves as the cornerstone of effective collaboration. To truly lead, we must be committed to our own continuous improvement, using every interaction as an opportunity to learn from our colleagues, families, and local community. Our commitment to learning fosters a culture where collaboration is expected and encouraged at all levels— whether it’s through professional learning communities (PLCs), partnerships with local businesses, or engagement with civic organizations. As leaders, when we model the desire to grow, we inspire others to do the same, creating a ripple effect of shared knowledge and progress.
The Cycle of Inquiry is a practical tool that drives collaborative problem-solving. Rooted in reflection, this process encourages leaders to ask critical questions, gather data, and engage others in finding solutions. Whether it's tackling attendance issues, improving student performance, or addressing social-emotional needs, the Cycle of Inquiry provides a framework for bringing diverse voices to the table. By incorporating input from teachers, students, and community members, we can develop more comprehensive and sustainable solutions that serve our schools better.
Lastly, understanding Context is key to effective collaboration. Every school and community is unique, and as leaders, we must embrace the specific needs and strengths of our local environments. Partnering with community organizations, fostering relationships with local leaders, and engaging with families help us lead
in ways that resonate with our stakeholders. By aligning our goals with the needs of our communities, we foster trust, support, and shared responsibility for the success of our students.
As we embark on this school year, let us remember that we are not leading in isolation. Our community partnerships and collaborative efforts are essential to the well-being and growth of our schools. The School Leader Paradigm equips us with the tools to engage meaningfully with others, ensuring that we lead with purpose, empathy, and shared vision.
Together, through collaboration, we can unlock new opportunities, inspire growth, and ensure lasting success for our students. Let’s continue to lead on, Indiana!
Blessings in a Backpack: Nourishing Minds and Bodies
Wendy Ivey Principal
Highland Hills Middle School IASP Editorial Board Member
What is Blessings in a Backpack?
Blessings in a Backpack is a profound initiative aimed at helping kids who face food insecurity. Imagine returning to school on a Monday, excited to learn, but your stomach growls because you didn’t eat much over the weekend. That’s the reality for many children in the public schools. This program steps in to bridge the gap. Blessings in a Backpack Floyd County currently serves 2,000 pre-k through 6th-grade students across New Albany-Floyd County School Corporation. (located in Southern Indiana) Our program is in all nine elementary schools and the three middle schools.
What is in the Blessings Bag?
Each week, students receive a bag of food that is ready to eat and easy to open for our students. The bags of food can vary but always include items made with whole grains, low in sugar, and rich in protein.
Why is This Program Important?
Food plays a vital role in a child’s ability to learn. Just like a car needs fuel to run, brains need food to function well. When kids don’t eat well, it can distract them from their studies, take away their focus, and affect their mood. The program started in 2008 and has grown significantly over the years as the need has grown. Blessings in a Backpack Floyd County provides food on the weekends to students residing in food-insecure homes and our chapter is completely self-funded. Blessings in a Backpack aims to tackle this issue head-on. By ensuring children have meals over the weekend, the program helps keep their minds sharp and their spirits high.
How Does Blessings in a Backpack Work?
Our volunteer advisory board works closely with the New Albany-Floyd County Education Foundation to raise the funds necessary to operate the program. We do not receive any funds from the national Blessings in a Backpack program nor NAFCS and 100% of our donations go directly toward the cost of food for our students. Schools identify children who might go hungry over the weekend. The program provides bags filled with nutritious, kid-friendly food to students who need it most. Each Friday, students take home enough snacks and meals to get them through until they return to school. At Highland Hills Middle School, our school counselors fill bags with food items and distribute them discreetly. The goal is to ensure no child feels alone in their struggle against hunger.
Who Benefits from Blessings in a Backpack?
While the direct beneficiaries are the children, the ripples of positivity extend far beyond that. Highland Hills currently has 47 students participating in the program in Grades 5 & 6. Across the district, we currently have 2,000 participants. Families experience less stress when they know their kids have food to eat. Communities become stronger as people come together for a shared purpose. Furthermore, schools see improvements in attendance and academic performance too.
It’s a win-win situation for everyone involved.
How Can You Get Involved?
Want to be part of something special? Getting involved with Blessings in a Backpack is easier than you might think. To feed a student for 1 year (40 weekends) is $150.00. Our Chapter makes sure we cover the school breaks too. You can volunteer your time, donate food, or even raise funds. Our volunteer advisory board meets monthly. This group of volunteers actively seeks out funds for the program by planning fundraising events (such as our upcoming Be a Blessing Fun Run and Pigs4Kids events), writing grants, seeking community donations, and spreading awareness regarding the high levels of food insecurity in Floyd County among our students. Last month, we held a Hat Day at school where students & staff could pay $1 to wear a hat. We raised $419 for our Blessings in a Backpack! In November, several of our staff will represent our school in the 5K run/walk for Blessings. We are always looking for committed community members who would like to join our board! Every bit helps fuel this mission. Whether you’re packing backpacks or spreading the word, your contributions can make a real difference in the lives of children.
Conclusion: A Community United
In a world where it’s easy to overlook the needs of others, Blessings in a Backpack serves as a reminder of the power of community. Every child deserves the chance to study, learn, and grow without the burden of hunger. By coming together, we can create more opportunities and brighter futures for our children. If anyone is interested in more information or interested in getting involved, they can go to https://biabfloyd. com/
Fall Professionals Conference
Sunday, November 24, 2024
1:00 p.m. Registration opens (JW Grand Ballroom Foyer)
1:00-3:00 p.m. Board of Directors Meeting (Grand Ballroom 1 )
3:15-4:30 p.m. UnConference Sessions: Your Topics, Your Questions ! - Elementary (Grand Ballroom 2) - Middle School (Grand Ballroom 3) - High School (Grand Ballroom 4)
4:30-6:00 p.m. President’s Reception (JW Grand Ballroom Foyer)
6:00-8:00 p.m. Awards Banquet: POY & APOY (White River Ballroom)
Monday, November 25, 2024
7:00 a.m.-3:30 p.m. Exhibit Hall Hours (Grand Ballrooms 5 & 6)
7:00 a.m. Breakfast Buffet (Grand Ballrooms 5 & 6)
8:30-10:00 a.m. First General Session (White River Ballroom) Keynote: Jimmy Casas
10:00-10:30 a.m. Vendor/ Break
10:30-11:30 a.m. First Round of Concurrent Sessions
11:30 a.m.-12:45 p.m. Lunch a
12:45-1:45 p.m. Second Round of Concurrent Sessions
1:45-2:30 p.m. Break
2:30-3:30 p.m. Third Round of Concurrent Sessions
3:30-3:45 p.m. Break
3:45-4:45 p.m. Second General Session (White River Ballroom)
State of the Association: Dr. Todd Bess IASP Service Awards Lightning Rounds
4:45-5:15 p.m. District Meetings
8:00 p.m. Celebration Reception/ Dance /Casino Night (Griffin Hall)
Tuesday, November 26, 2024
7:15-9:45 a.m. Association Aisle (JW Grand Ballroom Foyer)
7:15-8:15 a.m. Kids Caring and Sharing (Grand Ballrooms 5 & 6) Continental Breakfast
8:15-9:05 a.m. Third General Session (Grand Ballrooms 5 & 6) Legal Updates: Seamus Boyce, Attorney
9:25-10:25 a.m. Fourth Round of Concurrent Sessions
10:40 – 11:20 a.m. Dr. Katie Jenner
11:20 a.m.-12:30 p.m. Final General Session: (Grand Ballrooms 5 & 6)
Closing Speaker: Joe Sanfelippo
Closing Remarks, Bret Bailey IASP Vice President Door Prizes
November 22, 2024
7:45 a.m.
8:45 a.m.
10:30-11:30 a.m.
AP Conference Overview
Registration Begins & breakfast buffet (White River Ballroom Foyer)
General Session (White River Ballroom) Speaker: Ken Williams
Concurrent Session Round 1
11:50-12:50 p.m. Concurrent Session Round 2
12:50-2:20 p.m. Lunch (White River Ballroom)
2:20-3:20 p.m.
3:40-4:40 p.m.
4:45-6:15 p.m.
November 23, 2024
7:45-8:30 a.m.
8:30 – 9:15 a.m.
Concurrent Session Round 3
Concurrent Session Round 4
Reception (High Velocity)
Breakfast (White River Ballroom)
Breakfast Sessions (White River Ballroom) Enjoy breakfast and facilitated discussions over your important topics!
9:30 – 10:00 a.m Lightning Round
10:00 - 10:50 a.m.
10:50 - 12:00 p.m.
Second General Session (White River Ballroom) Speaker: Attorney Seamus Boyce “Legal Updates”
Closing General Session (White River Ballroom) Keynote: Beth Houf
It Takes a Village to Fund Our Schools
Dr. Tracy Caddell Assistant Clinical Professor of Educational Leadership and Director of Ball State Internship Program
In Indiana, public K12 education funding is a system that involves local, state, and federal resources. The collaborative efforts of communities, parents, schools, and policymakers play an essential role in shaping a complex funding system.
School funding in Indiana primarily comes from three sources: local property taxes, state tuition support funding, and federal grants. The state employs a formula-driven approach to distribute funds to schools, considering factors such as student enrollment, which is the primary driver of state funds and specific needs (e.g., special education, low-income families).
Indiana's education funding faces several challenges for many school districts in the state. These include:
■ Inequity: Significant disparities exist between wealthy and lowincome school districts, often leaving underfunded areas with fewer resources.
■ Budget Constraints: Recent legislative decisions, including expanding school vouchers, impact available funding, leading to budget cuts that directly affect classroom resources, staff salaries, and support programs.
■ Declining Enrollment: Many districts, particularly in rural areas of the state, face declining student populations, which results in reduced funding, exacerbating existing inequities. To combat these challenges, various initiatives aim to foster collaboration among community partners.
Ninety-four percent of Indiana’s children attend public schools. Local education foundations are vital in bridging funding gaps for public schools. Organizations like the Indiana Association of Public Education Foundations work to grow and strengthen Indiana’s education foundations through education, training, collaboration, and advocacy to support public education.
PTOs serve as a crucial link between parents and educators. PTOs can significantly enhance classroom resources and programs by organizing fundraising, advocating for classroom needs, and providing essential volunteer support. For example, the PTO at Lawrenceburg Primary and Central Elementary has provided A.L.I.C.E. kits, mulch for the playground, indoor recess equipment, and staff appreciation through Walk-A-Thons, Restaurant Nights, and a Spring Festival.
Several regional and statewide coalitions focus on improving school funding and resources. The Community Education Coalition in Columbus, Indiana, was formed by community partners, area businesses, and local educators and is a 25-year partnership focused on aligning the region’s community learning system with economic growth. At the same time, The Indiana Coalition for Public Education advocates for high-quality, equitable, well-funded public schools for all children while raising awareness that our public schools are essential for educating our citizens and maintaining our democracy.
Beyond these regional and local collaborations, other agencies and organizations work to address school funding challenges: Organizations like Stand for Children Indiana work to advocate for better school funding policies. They mobilize parents, teachers, and community members to push for legislative change and ensure that
education funding is a priority in the political arena. Their campaigns often involve grassroots efforts, including door-to-door outreach and community meetings.
Information sharing is a crucial aspect of community engagement. Workshops and conferences held by organizations such as the Indiana School Boards Association provide school board members and district leaders with vital information about school funding, including budget mechanisms and accountability measures. These workshops and conferences foster a better understanding of the financial landscape and equip local leaders with the knowledge to advocate effectively for their schools.
Districts often have to secure additional funding for programs that serve the needs of multiple communities. By pooling resources, districts can access larger grants that address broader educational goals. The Ready Schools, a regional opportunity initiatives program, for example, funds and assists cohorts of school districts through a 10-month design process to better align PK-12 curricular and programmatic offerings with the education and workforce needs of their communities, emphasizing Indiana’s uplands eleven counties.
There are numerous additional resources available for communities seeking to improve school funding in Indiana:
The Indiana Department of Education (IDOE) provides information about funding policies, allocations, and financial management resources. Their resources can help school leaders and community advocates understand the funding landscape and identify potential opportunities for their schools.
The Indiana Department of Local Government Finance (DLGF) has a manageable website that offers insights into the budgets of all political subdivisions in the state, including school corporations, allowing communities to track education budgets, including how circuit breaker credits may be impacting schools and communities. Many local chambers of commerce, such as the Indianapolis Chamber of Commerce, advocate for education funding, recognizing the importance of a well-educated workforce. They often host events and provide platforms for discussion, enabling businesses and educational institutions to collaborate for better funding outcomes.
Numerous nonprofit organizations, including the United Way of Indiana, address educational inequities by allocating funds and resources to underserved communities. They often facilitate partnerships among schools, businesses, and social service organizations, promoting comprehensive student support.
Finally, in a state advocating reading, the Dolly Parton Imagination Library is an excellent opportunity to foster a love of reading by creating a home library for children beginning at birth. The goal of the statewide expansion is to make books available to children ages 0-5 in every zip code in Indiana.
School funding in Indiana relies heavily on community collaboration and advocacy. By leveraging local organizations, engaging with multiple state resources, and participating in community initiatives, all those that serve our school communities can work together to bridge funding gaps and promote educational opportunities for all of our students. Though many challenges remain, the collective efforts of parents, educators, and government leaders can influence positive change in Indiana's educational landscape, giving every child a chance to succeed.
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.
COLLABORATION & COLLABORATIVE LEADERSHIP
Collaboration is a cornerstone of success in our educational field. It is more than just working together; it is about leveraging diverse perspectives where individuals can contribute their unique strengths, leading to a comprehensive problem-solving approach. A collaborative leader prioritizes open communication, mutual respect, and allowing everyone to participate. By harnessing the collective strengths of a team to achieve shared goals, a collaborative leader fosters an environment of trust, respect, and open communication.
According to Gruenert & Whitaker (2024), "collaborative leadership is where leaders value teachers' ideas, seek input from teachers engage teachers in decision making, trust teachers professional judgment, support and reward risk-taking and innovation designed to improve students achievement and reinforce the sharing of ideas and effective practices among all staff." (p.92). We can agree to disagree, which can assist in productive collaboration. According to Garmston and Wellman (2009), "cognitive conflict can improve team effectiveness, lead to better decisions, and increase commitment, cohesiveness, empathy, and understanding" (p.68).
IPLI's partnerships constantly collaborate to seek the highest professionalism, educational value, and reach for all Indiana Principals. IPLI is grateful for its significant and collaborative partnerships:
■ Indiana State University, Bayh College of Education
■ Indiana Association of School Principals
■ Indiana Association of Public School Superintendents
■ Kahler Communications, Inc.
■ Marzano Research, Inc.
■ MSD Lawrence Township
■ School Pictures with Class
■ IPLI Advisory Board
■ IPLI Leadership Team
■ IPLI Mentors
The research clearly shows that building relationships and trust first assists leaders when they seek input, trust, and celebrate together the heavy lifting required to improve our leadership and schools. While this concept is not new, building a collaborative environment is an ongoing process
that can be challenging. We must be patient and gentle in our approach while creating the conditions for an environment where accountability can exist.
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.
History in the making
Susan Miles Program Officer, Kids Caring & Sharing TM
Riley Children’s Foundation
One hundred years ago on October 7, the James Whitcomb Riley Hospital for Children was dedicated celebrating the philanthropic efforts of individuals, corporations, civic organizations and schools statewide and immortalizing the beloved Hoosier poet on his birth anniversary.
From the first pennies collected in schools to help build the hospital, to the painted rocks sold by a school boy to contribute to the cause as part of a new Kids Caring & Sharing school philanthropy initiative, to the hours-long dance marathons that today continue to share the Riley Hospital vision of accessible world-class healthcare for children in Indiana and beyond, Indiana schools play an integral role in moving Riley Hospital forward in an ever-evolving pediatric health care landscape.
Please join us in reflecting upon and celebrating a century of innovation and growth
The impact school gifts make
As a Riley Hospital “shareholder” it is important to know how your gifts are at work. Not only is it important to teach children the value of moving into action on behalf of others; it is also important for them to understand what happens with the money they collect.
Many Indiana schools choose to support the most immediate needs of the hospital allowing for the fastest and most comprehensive application of the raised funds. This unrestricted designation was very helpful during the pandemic when unforeseen needs arose for which there was no prior funding allocation. That said, the Riley Children’s Foundation will always honor the gift designations that may arise from a personal connection which motivates a school community’s giving.
Here is an “insider’s” look at a growing program at Riley that your gifts impact.
Leading the way for sickle cell disease
Sickle cell disease is a painful, chronic disease lasting a lifetime. According to the Centers for Disease Control, sickle cell disease (SCD) affects about 100,000 people in the United States, and more than 90% are non-Hispanic Black or African American.
The condition affects hemoglobin, which carries oxygen in red blood cells. Normal red blood cells are round and flexible, so they can move easily through blood vessels. The red blood cells in patients with sickle cell disease are crescent, or sickle, shaped, which means the cells don’t move as easily and can block blood flow.
In addition to extreme and recurrent painful episodes, patients with sickle cell disease can experience lung or eye issues, infections, and kidney disease. Screening for sickle cell disease is a part of routine newborn screening blood test. Due to underfunding, treatments for patients with sickle cell disease are not as available as other chronic diseases, like cystic fibrosis.
Dr. Meghan Drayton Jackson, a Riley hematologist and Director of Quality and Safety for the Hematology/Oncology/Stem Cell Transplant Division, is leading an effort to establish The Health Empowerment Advocacy and Learning (H.E.A.L.) Network.
This national pediatric sickle cell disease learning network will allow institutions across the country to work together, share data, and make improvements. The collaboration will enhance clinical practices, expand research opportunities, drive quality improvements, and address disparities in care.
Riley Children’s Health brings together a multi-disciplinary team of specialists, providing an all-inclusive program for patients with sickle cell disease. With the Sickle Cell Programs most recent initiative, the H.E.A.L. network, Riley will increase its footprint as a national leader, bringing together clinicians, researchers, patients, and caregivers in a cohesive way to improve outcomes for children with sickle cell disease in Indiana and beyond.
Coming up next
chool fundraising efforts are as diverse as the school communities that host Riley spirit days, read-a-thons, and coin wars, etc. A growing community of E-sports teams is getting in on the action turning their gaming interest into dollars for Riley kids through the nationwide ExtraLife program.
Your E-sports team can register now to join thousands of gamers on Saturday, November 2, uniting to play games and change kids health. While registering choose Riley Hospital for Children (zipcode 46202) as the Children’s Miracle Network Hospital you would like to support. Be sure to share your contact information with your member hospital so we can recognize your school’s ExtraLife fundraising efforts in your 2024-2025 KCS participation.
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: “Hairy” Policies
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate Attorney Education Law & Policy
Kroger
Gardis & Regas, LLP
We strive to keep the courts out of your hair (and will take gratuity for limiting “dad jokes” as a part of this column). Thus, bring your attention to a recent case out of Texas that provides a good reminder on considering unintended consequences of school policies (particularly when it comes to what is on top of the head). In the case of George v. Abbott , the school had a policy regarding student hair that said in relevant part:
■ Male students' hair will not extend, at any time, below the eyebrows, or below the ear lobes when let down. Male students' hair must not extend below the top of a t-shirt collar or be gathered or worn in a style that would allow the hair to extend below the top of a t-shirt collar, below the eyebrows, or below the ear lobes when let down.
The student at issue had dreadlocks (locs) which he described as “an outward expression of his Black identity and culture.” He received in-school suspension for violating the hair policy. In response, the student filed suit contesting the constitutionality of the policy. He also claimed the policy violated a Texas law called the CROWN Act which prohibits race-based hair discrimination. He was unsuccessful in the state claim which we will not delve into further.
In the federal case, the student argued that the policy violated the Fourteenth Amendment’s Equal Protection Clause because it discriminated against him both on the basis of race and sex. The Court found that the school did not provide any reason for the sex-based distinction in the dress code and therefore the student could claim a sex-based Equal Protection violation.
Regarding the race discrimination claim under the Equal Protection clause, the court found that the policy was “facially race-neutral” meaning that the policy does not explicitly discriminate on the basis of race. However, the student argued that it
has a disparate, or unequal, effect on Black students. In such situations, a plaintiff has to meet what’s called the Monell standard established through a Supreme Court case that requires that an official policy or custom promulgated by government (including public school policy makers), be the moving force behind the violation of a constitutional right. The court found that the plaintiff had not demonstrated a persistent, widespread practice of disparate, race-based enforcement of the policy. Therefore, the race discrimination part of his Equal Protection claim was dismissed. But even in ruling in the school’s favor on this issue, the judge referenced a famous Justice Scalia quote about certain policies being “stupid but constitutional” and noting that not everything that is undesirable, annoying, or even harmful amounts to a violation of the law.
Indiana had its own “hair case” not so long ago. In Hayden v. Greensburg Community School Corporation (7th Cir. 2014), a player on the boys basketball team had long hair in violation of a school policy. He argued that this violated the Equal Protection Clause of the Fourteenth Amendment because the girls basketball team had no similar hair length policy. The Seventh Circuit in analyzing this case explained that when a policy has different grooming standards for men and women, the rule is not simply whether there are sex-based differences in the policy. To be unconstitutional the policy must put an unequal burden on the plaintiff for sex-based reasons. The court noted that different hair length policies for men and women were specifically allowed in a prior case where all employees must conform to certain standards of dress and the rules were applied in an evenhanded manner. Additionally, other cases examined if the grooming standards fall within generally acceptable standards of dress and appearance. The Court also noted that other cases examined whether the differences in policy were related to impermissible sex-stereotyping.
However, the court in the Indiana case found that this line of analysis was inapplicable to this case because there was no record of a broader grooming policy applying to all athletes. So, the Court could only look at the difference between the boys basketball hair policy, with a hair
length restriction, and the girls basketball team, with no similar restriction. Therefore, based on the facts presented to the Court, the boy won the case since there was a non-equivalent burden imposed on athletes based on sex. The Court found there was a Title IX violation as well under a very similar analysis.
What is the legal lesson from this brief? When creating grooming policies be mindful of whether it will have a disparate impact on people within protected classes like race and sex. When developing and updating such policies consider seeking feedback from a diverse set of individuals in your community. If you have sexbased differences in a grooming policy, consider whether the rules for either boys or girls are more onerous than the other and whether the grooming standards fit within generally accepted standards of dress and appearance in the community. Finally, periodically review these policies as community-based standards can change over time. For example, who thought mullets would ever come back into fashion? But I think we can confidently predict a 90% likelihood of success when defending a rat tail prohibition..
We at the KGR Legal Help Desk are here to address these education and any nonpersonal employment legal issues for IASP members. Until the next KGR Law Brief, stay legal!
1 See: https://apnews.com/article/hairdiscrimination-school-locs-texas-trial-4a1 c3ec2ff85da27ffb2118f9fc55007
Your Itinerary
Day 1: Fly to Italy
Board your overnight flight to Milan!
Day 2: Milan | Turin
A r r i v e i n M i l a n a n d t r a v e l t o T u r i n
Welcome to Turin, Italy’s first capital city and home of the House of Savoy, the country’s royal family, the city is a major European crossroad for industry, commerce, and trade.
Day 3: Turin
T a k e a n e x c u r s i o n t o t h e C u n e o r e g i o n
A g r i c u l t u r a l v i s i t
JourneytotheCuneoregionwhereyouwillparticipate in an agriculturally focused visit. You might visit a fruit orchard, learn about flour-making at a historic watermill, or visit a dairy farm to learn about cheese-making.
E x p l o r e C u n e o o n y o u r o w n
This afternoon, take time to explore Cuneo on your own.
Day 4: Turin
G u i d e d f o o d w a l k i n g t o u r
Take an expertly guided food tour through one of Turin’s charming neighborhoods, sampling new dishes around every corner. Finish this walking tour with lunch and dessert.
M u s e o N a z i o n a l e d e l l ’ A u t o m o b i l e
Learn about global automative history, and uncover the social, cultural, and technological impact of cars as you visit the National Automobile Museum in Turin.
E x p l o r e T u r i n o n y o u r o w n
Take time to explore Turin, known for its refined architecture, grand squares, baroque buildings, and authentic cuisine.
Dinner is not included this evening.
Day 5: Turin | Zurich
T r a v e l t o Z u r i c h
Welcome to Zurich, a beautiful cosmopolitan city on the River Limmat.
W a l k i n g t o u r o f o l d t o w n Z u r i c h
Stroll along the River Limmatand take time to discover the narrow streets and the restored buildings of the historic old town on a walking tour led by your Tour Director.
Day 6: Zurich
E x c u r s i o n t o L u c e r ne
W a l ki n g t o u r o f L u c e r ne
Get to know Lucerne during your Tour Director-led walking tour. You might walk the length of the Kapellbrücke, Lucerne’s medieval covered bridge, make your way to the Lion Monument, a statue carved into a rock cliff near the center of town, or stroll along serene Lake Lucerne to take in the majestic mountain views.
E x c u r s i o n t o M t . P i l a t u s
Begin this breathtaking journey with a relaxing cruise around Lake Lucerne. Then, ascend the mountain by way of the world’s steepest cogwheel railway - a marvel of Swiss ingenuity and design At the summit you will have stunning views across the country before you begin your cable-car descent over the serene forests of Kriens.
Dinner is not included this evening.
Day 7: Zurich
E x p l o r a t i o n t
h
Take some time to explore this visually stunning city on your own. You may choose to visit a museum or two, do some shopping, or just walking around the city with your camera to capture Zurich’s stunning backdrop!
V i s i t a
Learn more about Education First and our international presence as you visit EF’s Zurich office location.
Day 8: Depart for home
Tra n s f
Your Tour Director assists with your transfer to the airport, where you’ll check in for your return flight home.
Itinerary is subject to change and may impact the stated trip cost.
For complete financial and registration details, please refer to the Booking Conditions at www.eftours.com/bc.
11025 East 25th Street
Indianapolis, IN 46229
1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org
Long-time corporate supporter, Horace Mann, is here to help. Horace Mann representatives have extensive knowledge of the Indiana State Teachers’ Retirement Fund (TRF). With this knowledge, they can help give you a big picture view of how state retirement benefts and supplemental retirement plans can work together.
Many experts say you’ll need about 80% of your pre-retirement income to maintain your standard of living when you stop working. While most educators receive a pension, it may not completely replace your pre-retirement income. Long-time corporate supporter, Horace Mann, can help you and your employees fnd ways to fll any fnancial gaps.
Click or scan the QR code to find your local Horace Mann representative today!
Horace Mann does not represent state teachers’ retirement systems and is not affiliated with or sponsored by state teachers’ retirement systems. Horace Mann provides publicly available information in its state teachers’ retirement system workshops, and the content of the workshops has not been endorsed or approved by any state teachers’ retirement system.
Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to familiarize association members with the Horace Mann brand, products or services. Contact association.relations@horacemann.com for more information.
AM-C04752 (9-24)
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