Indianagram_February2021

FEBRUARY 2021 ■ VOLUME 23 ■ NUMBER 2

Alternative Education

TABLE OF CONTENTS

Alternative Education

FEBRUARY 2021 ■ VOLUME 23 ■ NUMBER 2

The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.

President’s Letter - Alternative Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 ALTERNATIVE EDUCATION Determining the Essential. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Relationship Building with Alternative Education Students in the COVID19 Era. . . 7

EDITORIAL BOARD MEMBERS Tiffany Barrett Steve Samuel Kelly Storms Matt Stark Debra Misecko Jared Leiker Roy Hufford Keith Burke Kevin Rockey Andrew Hawk Troy Albert Rick Hunt Chrystal Street Lori Graham Nicholas Mitchaner Jason Cary

The Role of Relationships in Alternative Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Changing Lives through Alternative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Creating the Best Possible Alternative School Experience . . . . . . . . . . . . . . . . . . . . . . . . 16 LEADERSHIP DEVELOPMENT College in High School - What’s the Buzz about Early College High Schools? . . . . . . 21 STEM Integrations Community Partnership Series: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Supporting ALL students in Career and College Readiness . . . . . . . . . . . . . . . . . . 22

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© 2020 Indiana Association of School Principals

Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

All rights reserved. Any duplication without prior written permission is strictly prohibited.

Spotlight on Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 LEGAL REVIEW Situation Briefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Schools Tackle Staff Performance During the COVID-19 Pandemic . . . . . . . . . . . . . . . 30

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PRESIDENT’S LETTER

Alternative Education When I found out that February’s Indianagram was focusing on alternative education, I Googled “alternative education.” I did it not because I hadn’t heard about alternative education, but I was interested in what the most current view on it was. How was it being defined? How was it being implemented? Where was it being implemented? I discovered that depending on what you read and who you hear speak, you may get very different answers. Most articles focus on specialized schools. The schools may be a charter school. They may be a school for at-risk students. They may be schools focused on STEM or the arts. Some discussions about alternative education focus on what can happen within a traditional school or school district for a specific set of students. The common theme is differentiating the educational experience and focus on meeting the needs of all students.

Whether we like it or not, this year most of us have been thrown into the alternative education setting. If you were like me, I work in a more traditional school. Yes, we are STEM certified. We have increased our focus on project-based learning and preparing students for college and careers. We have used a learning management system where most of our teachers were proficient in using and frequently using within their classroom. But we were not teaching students online. We were not having some of our students at school and some at home providing a learning experience for them simultaneously. We had never navigated teaching students who were not sitting within our classroom.

Let’s face it. Even when we have had students in our buildings, it hasn’t been traditional. Students have to stay six feet apart. There are limitations on what students can touch, how often they can touch it, and when they can touch it. Moving students around the room to work with others or do activities that require close communication have had to be thought about differently.

Is this the new norm? I don’t know, but I can say that I have learned more about education in this short time than just about any other time in my career, and it isn’t all bad. There are some great things that came about from this experience. Our staff is taking the time to assess what we are doing, what we use to do, and what we will do in the future. There are some great things we will continue to do moving forward. There are things we will never do again. There are things we are open to trying that we would never have considered a year ago.

I’m excited about hearing more about alternative education in this Indianagram because I’m not typically in “alternative education” and am now working in an “alternative education” setting. What can we do differently?

I’m ready to strike while the iron is hot. Teachers are more open to new things. Parents are more open to new things. Students are more open to new things. I’m more open to new things! Let’s learn together - Read On!

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FROM THE EXECUTIVE DIRECTOR

IASP Executive Committee Eric Gilpin President Aimee Lunsford President-Elect As the snow is flying and the temperature has been below freezing for much of 2021, many of us are thinking of an alternative living climate, one of sun, sand, and the ocean surf hitting our favorite beach spot! Since that probably isn’t going to be reality for the majority of us soon, we hope you instead dig into this issue of the Indianagram focused on Alternative Education. Much like our President, Eric Gilpin, my experiences in Alternative Education in 1995 at Frankfort High School are now vastly different than what we now offer. Rather than focusing just on “those kids” who weren’t the exact fit for a traditional school building environment, our considerations now focus on getting the right fit for all kids, whether they are in-person, virtual, needing credit recovery, or because their academic and social emotional needs deserve a unique form of support. This enormous shift in thinking represents what is great about Indiana school leaders, their constant quest to serve our kids. Thank you for your leadership and enjoy this issue while maybe thinking of that warm, sandy locale…

Dr. Todd D. Bess IASP Executive Director

Matt Shockley Vice President Lizz Walters Past President Kelly McPike NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Amy Boone Assistant Principal Liaison

Future Indianagram themes Digital & Physical Building and School Safety

March 2021

Culture/Celebrations

April 2021

Highlighting Community Partnerships

May 2021

Professional Development

June 2021

Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8

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ALTERNATIVE EDUCATION

Determining the Essential Brian Dinwiddie Curriculum Coordinator Comm. School Corp. of Southern Hancock County Essential.

2020 has changed the importance of this word, hasn’t it? To me, Merriam-Webster should’ve picked it as their Word of the Year.

Essential workers. Essential needs. Those people and items deemed essential got more attention than ever before. Schools had choices to make as well, and as we always do, educators didn’t let a good crisis go to waste.

No matter if we are operating within a pandemic or under “normal” conditions, time has always been and continues to be one of the biggest obstacles educators encounter. Determining essential learning has been the most effective way I’ve seen to address the time issue.

Throughout the pandemic, there have been many opportunities to discuss the challenges the pandemic has placed on educators and families. Less often, but more powerfully, I’ve had the chance to explore the ways in which this situation can and will make us stronger educators. Recently, I had a conversation with two high school teachers in Southern Hancock who shared that they have taken advantage of this situation to reevaluate their choices in what skills and content to address with their students. One of them mentioned that, although they had made the choice out of necessity, they later realized that this would become a permanent change, dedicating more time and energy in one area and less in others.

So how do educators make these decisions about what is essential for their students to learn? Dr. Douglas Reeves, founder of Creative Leadership Solutions, recently presented a webinar in which he described power standards as those with the following characteristics: ■ Leverage: Think of a lever: if I push on this lever, does it elevate somewhere else?

■ Endurance: Thinking about vertical alignment; does it show up across grade levels?

■ Essentiality: Is it absolutely necessary in order for students to be exposed to it?

For example, let’s take a look at a specific example from the Indiana Academic Standards for U.S. History. Standard 4 looks like this:

■ USH.4.3 Assess the causes of the resurgence of conservative social movements, reform movements, and vigilante groups, including the Ku Klux Klan, the Red Scare, and Prohibition.

■ USH.4.4 Identify technological developments during the 1920s and explain their impact on rural and urban Americans.

■ USH.4.5 Analyze the causes of the Great Depression and its social and cultural impacts.

■ USH.4.6 Identify and describe the contributions of political and social reformers during the Great Depression Era. Knowing that time is of the essence, and knowing that some content and skills have to be given more priority than others, Dr. Reeves’ guidelines become helpful.

From a leverage point of view, USH 4.2 and 4.5, when taught to the essence of the standard, encompass others on this list. For example, USH 4.5 could be taught in a way which includes USH 4.6.

By analyzing what the standard is asking students to do, it allows the teacher to make connections both within and across content areas, increasing its endurance. When teachers focus on bigger concepts within these standards rather than the facts and figures, it reinforces the essentiality that Dr. Reeves discusses.

An effective curriculum design process, based on the backward design work of Wiggins and McTighe, keeps these guidelines in mind. In an initial meeting with our departments and grade levels in Southern Hancock Schools, our first step is to work with the team to develop a “Top 10 List” of the knowledge, attitudes, and skills they expect as outcomes for their students, an activity in essentiality. These are compared and aligned with the Indiana Academic Standards. Once teachers analyze and cluster those standards into units of study, they identify a limited number of enduring understandings and essential questions highlighting what students should know, understand, and be able to do. These become the focus for the remainder of the process, from designing assessments around those essential questions to identifying key vocabulary to curating instructional resources. The assessment process includes the use of readiness assessments, evaluating whether or not the students have the prerequisite knowledge and skills to be successful in the upcoming instructional sequence so they may be addressed.

The Indiana Department of Education has provided educators with several tools that assist us in making decisions around which content and skills are essential, and I would recommend all Indiana educators keep these close at hand. They include the vertical articulation documents, the ILEARN/ISTEP+ blueprints, and the recently developed content area frameworks.

United States History Standard 4: Students examine the political, economic, social, and Whenever I think of this topic, I’m reminded of the words cultural development of the United States during the period from of Southern Hancock Schools administrator Keith Fessler: 1920 to 1939.

Modern United States in Prosperity & Depression: 1920’s & 1930’s “Everything’s important, but not everything is ESSENTIAL”.

It is the responsibility of educators to objectively make that ■ USH.4.1 Explain the significance of protectionist business determination. Many times those decisions are not easy, but policies in the 1920’s and the effect they had on the economy. necessary in the interest of time and providing students with the ■ USH.4.2 Identify new cultural movements of the 1920s, content and skills they need moving forward. including the emergence of women in the public sphere and the professions. www.iasp.org

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Hundreds of live Virtual Field Trips for in-class or remote teachers and students streamablelearning.com $300/school/academic year IASP members receive a 20% discount with subscriptions that run through June 2021. District pricing is available.

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ALTERNATIVE EDUCATION

Relationship Building with Alternative Education Students in the COVID19 Era Nicole Chisley, EdD Zionsville Community Schools Camille Scott Toliver, EdD Academic Adolescent Behavior Solutions

Serena Salloum, PhD Ball State University Few educators would disagree that cultivating relationships with students in alternative education programs is critical. Yet, something as fundamental as relationships are often overlooked in a climate dominated by pressure for academic performance. Relationships between faculty and students are foundational in that teachers serve as role models, providing academic, emotional, and social support. This is particularly important in the COVID19 era, which has presented setbacks and challenges for students who struggle with meeting grade-level academic standards and expectations. Students spend approximately 25-30 hours per week, either online, or in-person, with their teachers and their peers - and maximizing this time is essential.

Recently we (Dr. Chisley and Dr. Scott Tolliver) completed dissertations examining alternative education students’ success using the lens of selfdetermination theory. Deci and Ryan (2004) identified three concepts that are essential to students’ development academically, socially, and emotionally: ■ Relatedness- students have worth and value because they have relationships with caring adults who believe in their potential to succeed, ■ Autonomy-when students’ interests www.iasp.org

and values are embedded in the school culture and they have the freedom to share their cultural experiences, ■ Competence- when students have the opportunity to build their confidence by receiving academic support from their teachers in a manner that is culturally-responsive and demonstrates practical gains/ growth.

Both of our dissertations pointed to relatedness specifically, as integral to alternative education students’ success.

For example, alternative education students shared the factors/practices that shaped their social and academic experiences: rapport with staff, freedom to make decisions, and experiencing success (Chisley, 2020). Furthermore, we learned that academic progress is directly affected by the alternative education teacher’s ability to meet the social, emotional and behavioral needs of students, particularly those facing trauma, by cultivating strong, positive relationships and providing an autonomy supportive learning environment (Tolliver, 2020).

As educational leaders, how might we consider working diligently with faculty to foster relationships as we educate our students during the era of COVID19?

Social distancing, wearing masks, and virtual learning, although necessary for everyone’s safety, also provide added challenges. It is complicated to keep our students engaged in the curriculum while fostering a connection to school.

Alternative education students often thrive from school connectedness and the COVID19 era is especially trying for educators who serve students in alternative settings.

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Below are a few relationship enhancing strategies that might be helpful in addressing the social and emotional needs of alternative students during COVID19.

School Support Staff Roles: ■ School counselors and Social Workers can make themselves available to students via virtual meetings.

■ School Support Staff might provide parents with mental health resources for their students who are learning remotely.

■ District and School Support staff might provide small group virtual gatherings for parents that address strategies that parents can use to help their children deal with the disconnectedness from school; pressures of remote learning; as well as strategies parents can use to help themselves cope with the pressures of having students learning from home.

■ School Counselors and School Psychologists might offer opportunities for remote learners to learn about different strategies to deal with stress by holding virtual sessions.

■ School Counselors might provide students opportunities to interact with one another virtually with the supervision of the instructor, counselor, and or social worker.

■ School districts could provide ways for students to receive internet access.

■ Schools might provide teachers and support staff with a list of district resources that staff can refer to as they encounter the different social emotional needs of their students.

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ALTERNATIVE EDUCATION

Teacher Roles:

■ Teachers might provide remote learners with reflective opportunities both written and verbally.

■ Teachers might consider creative ways to be accessible to students during the school day, by providing specific office hours and frequent student check in times throughout the school day.

■ Teachers might consider ways to recognize students for the successes they are having each day.

For example, positive postcards mailed home recognizing student attendance goals and consistent virtual check in goals.

■ Teachers might provide students with virtual brain break activities to get students away from their computers and refocus. These are helpful strategies for students who are learning remotely (Desatutel, 2019).

■ Teachers might consider creative ways to gage the mental wellness of their students.

References

Chisley (2020). Addressing the needs of underserved high school students in alternative schools. Unpublished dissertation, Ball State University.

Deci, E. L., & Ryan, R. M. (2004). Handbook of selfdetermination research. University Rochester Press.

Desautels, L. (2021). Revelations in Education, retrieved January 10, 2021,

http://revelationsineducation.com.

Tolliver (2020). An analysis of the effects of an autonomy supportive teaching environment on adult alternative education students who have experienced trauma and their confidence in graduating from high school. Unpublished dissertation, Ball State University.

Virtual Secretaries Conference March 12, 2021 9:00am to 12:30pm

Let’s Celebrate What You Do For Our Schools!

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Nomination Form

Register by going online at www.iasp.org The Horace Mann/IASP Secretary Awards Recognize Your Secretary!

expectations...someone who goes above and beyond the call of duty...someone who you and your school can't live without? assistant for one of 5 awards that will be presented during the 2021 Secretaries Conference.

• Secretary of the Year • Above and Beyond Award

• Leadership Award • Service Award

• Compassion Award

The nonimation form is online at www.iasp.org The Nomination Period Ends February 19th!

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ALTERNATIVE EDUCATION

The Role of Relationships in Alternative Education

students. At JWR, relationships center around 5 elements of a developmental relationship. Developmental meaning the type of relationship a young person needs which supports their individual growth and maturity as they traverse the years of adolescence. Elements of the framework include: 1) Express Care, 2) Challenge Growth, 3) Provide Support, 4) Share Power and 5) Expand Possibilities. These tenets are further expressed by 20 specific actions included in the framework.

Bri Schoch Social Worker Southport Middle School Lindsey Wright Social Worker Perry Meridian Middle School Joe Shelburn Director of Alternative Education Perry Township Schools Almost every State in the Country (43 as of 2014*) offers students in middle and high school a defined “Alternative Education” program, with each program as varied as Indiana’s weather. There tends to be a broad spectrum of strategies districts choose to serve targeted populations for all sorts of reasons. Differentiating, individualizing and personalizing learning experiences have long been an integral element of the Alternative scene. Districts seem to do what they do in order to meet the unique needs of their local communities, which, across the board, can look amazingly different.

However, in spite of this variation, there is one area of focus that seems to connect many of the alternative programs that do exist. Relationships. It is probably no surprise that establishing quality relationships among teachers and students is key to the success of any Alternative program. Probably more so for at-risk populations of students who have unique needs that find themselves in alternative settings. Most alternative programs emphasize and nurture these positive relationships with students. In Perry Township, The JWR Success Academy uses a specific framework for discussing and cultivating these relationships. The Developmental Relationship Framework® comes from the Search Institute, an organization that has for many years, been focused on understanding what young people need in order to thrive. The Search Institute provides a wealth of information, surveys and research-based strategies all focused on understanding youth.

The Success Academy utilizes the Developmental Relationship framework as the foundation for work with students involved in the program. The Success Academy targets students that lack success and who are considered at risk of not finishing high school. Students in the 8th Grade are identified and invited to participate in a 45-day, intense intervention which is heavily focused on building positive relationships with these 10

Although we complete a multitude of assessments during the first week of the program, we aim to learn as much as possible in our short time with the student. We learn what motivates students and try to incentivize the process. We also want to learn what strengths we can nurture as well as areas to develop.

Each student completes the 40 Developmental Asset Survey (also from the SEARCH Institute) at the beginning of the 45 day session and again upon completion of the program. We are hopeful that time spent in the program will reflect growth in these assets, specifically with respect to relationships and feelings about school, but also we are hopeful these positive interactions will permeate into their home life as well.

Students invited into the JWR Success Academy experience a hands-on project involving building and decorating bird houses. With the two Perry Township high school mascots being the Cardinals and the Falcons, it was only fitting to create a workshop experience connected to these impressive birds. The workshop experience gives kids an opportunity to take immediate pride in something they have built. Many times, students share that they have never had the chance to drive a nail, turn a screw or sand a piece of wood, so with a little guidance, these students are quite impressed with their finished product. While these are the beginning experiences that could someday connect a student to a trade, we stay focused on nurturing a quality relationship with students while they are in the shop. Kids become different when you put tools in their hands and an opportunity to express themselves through something they create with their hands. They feel important and eager to learn about all the steps you must consider when working with paint, wood and glue.

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ALTERNATIVE EDUCATION

Birdhouses are decorated according to the school colors of District’s elementary schools and once a set is complete, students then deliver them directly to each of the district’s 15 elementary schools. This puts JWR students in a new position, having to present their creations to the school’s administration and teachers. JWR students must explain the program’s purpose and mission and interact with adults in a positive way. Everyone is typically very impressed with the students’ work and the experience is almost always filled with pride and moving enough to sometimes cause a watery eye. Strategically, through the process of working in the shop and delivering these birdhouse projects to schools, students have an awesome opportunity to build quality relationships with all sorts of school staff. Which is exactly the point, it really isn’t about the birdhouses.

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As we started and although we are consistently working to foster positive youth development through engaging students and highlighting any and all successes while a part of the program, we want to ensure that they know this relationship does not end. Our goal is to match each student with a mentor, and although this virtual world has been challenging to say the least, we have learned the conveniences as well. We have been able to grow our mentoring process to continue the relationships the students are creating. We will continue to be supported by these students through mentoring throughout their academic careers. They are paired with mentors upon completion that agree to check in with the student weekly - this can be through email, a Google Meet, phone, or even face to face. This is the person that will continue to help guide and advocate for the student throughout their time in Perry Township. This way the student knows that they are truly a part of something bigger.

SEARCH INSTITUTE: https://www.search-institute.org/ Perry Township Alternative Program: http://www. perryschools.org/schools/j-w-r-alternative-program/

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ALTERNATIVE EDUCATION

Changing Lives through Alternative Education Josh Amyx Assistant Principal Richmond High School Celeste Johnson Data Coach / Lead Teacher Richmond Graduation Academy Emily Philpot English Teacher (Alternative Program) Richmond High School I am a firm believer that education changes lives. It continues to change mine! In high school, I never really cared about education. I was a son and brother with a loving family who worked hard but didn’t have all the nicest things. I loved baseball and dreamed of playing professionally. As the first in my family to go off to a traditional college (my sister paved the way for this to happen with her courage and dedication), I learned very quickly the importance of relationships in education. There weren’t too many things I despised more than reading and writing throughout my schooling. However, Mike, my student mentor at Earlham College, believed in me and showed me that reading, writing, and critical thinking were things that even college athletes did. Mary, my very first college professor, saw in me things I never saw in myself. After fighting against the inevitable until my Junior year, I finally declared my major and had a plan to get my Masters Degree and my teaching license to teach English at the secondary level.

When I landed my first teaching job at Richmond High School in 2005, I was excited. For the next five years, I learned and grew alongside a passionate team of educators and so many wonderful students. I landed what was then my

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dream job, the head baseball coach at Richmond High School. I could’ve retired with that team of educators and my baseball family.

And then my principal, Ms. Rae Woolpy, asked me to leave my team, my classroom, my students in the middle of the year to take over as English teacher in the alternative program at Richmond High School. And I said no way. That was a decade ago. In four and a half years of teaching in the alternative program, I saw many accomplishments and changes. I became lead teacher within less than a year, won teacher of the year in a program with great students, quit baseball to focus on kids who need and deserve to be focused on, endured the low times with the hardest heartaches and the high times with the most inspiring success stories. I was once again ready to retire as the English teacher who taught life more than anything else in a small program that made a big difference.

After another job offer fell in my lap, I went to the same principal who asked me to do the impossible just a few years prior. Now it was my turn to ask her the impossible. Hire me as the next assistant principal in charge of discipline and alternative education at Richmond High School. Oh yeah...with only an emergency admin license.

She said yes! Alternative education changed my life as a teacher. It continues to change my life as an administrator. My first task was to hire my own replacement as English teacher in the Alternative program. My father always told me, in order to be a good leader, I would have to hire people who can do my job as well or better than I can. He was right! I would say that I got lucky, but that would be incredibly selfish. The students of Richmond High School got lucky. Emily Philpot changes

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lives in ways educators set out in the early years of their careers to do. She is a seasoned veteran who has the passion of a rookie to cause waves and get creative in meeting the needs of students of all backgrounds and abilities, and works with a team of educators who relate to different students in different ways.

“Alternative at RHS supports and enables kids to be successful because we create a family out of the relationships we build. Staff know student stories and their goals. Admin knows and values staff, creating the best environment for success through high visibility, positive communication, and [being] partners.”

Emily Philpot, 2020/21 RHS Teacher of the Year Shortly after gaining the trust in the alternative team to constantly make positive gains in relationships, credits earned, and graduated students, I was again tasked to create and grow a cutting-edge high school alternative program that offered a totally different feel than anything we had seen before.

The Richmond Graduation Academy was born and continues to flourish at Richmond High School under the direction of lead teacher, Celeste Johnson. Mrs. Johnson continues to offer students life-changing experiences in ways one could only imagine at the high school level. With the help of the teaching team that surrounds this program, we are able to serve students who wouldn’t have access to a quality education without the RGA program.

“RHS alternative programs are living programs where we reflect and make necessary changes to help our students. Our programs have high expectations but the flexibility and adaptability to make education www.iasp.org

ALTERNATIVE EDUCATION

achievable, accessible, and important for our students.”

Celeste Johnson, 2015/16 RHS and RCS Teacher of the Year For the last several years, Richmond High School has seen graduation rates well above 90%. For the last three years and counting, the alternative programs are proud to represent more than 20% of those graduates. We owe that to the relationships that are built between the staff and students that we serve.

From district level administrators, to building level principals and assistants, to teachers (gen ed and spec ed), to paraprofessionals, to secretaries and custodians, to community members, and most importantly to students, Richmond High School’s Alternative programs meet students where they are and provide them with the resources and opportunities they need to succeed.

We hear all the time as educators that we should focus on relationships. We need to care about students. Are we as leaders able to teach educators how to care? I used to think you either had “it” or you didn’t.

I have often wondered if there is a formula to teach educators how to be successful in even the most dire of situations. The answer is simple.

YES! We accomplish this by building relationships through a formula that works. When my alternative staff was offered the opportunity to present at the National Alternative Education Association, they absolutely blew me away with the formula they presented. It is something I now believe we can teach and show others how to replicate the effectiveness of our programs.

This five step formula is effective in the Alternative Program, the Richmond Graduation Academy, and any other program who is bold enough to try it!

If you want to completely change the education and opportunities your students receive, you don’t need any www.iasp.org

expensive program or gimmick. You simply need the five step process our educators use organically.

■ Step 1: Availability - Personal connection available all the time (I know...contract hours and liabilities…).

■ Step 2: Accessibility - Curriculum available 24 hours a day, seven days a week (no excuse this can’t happen in today’s world).

■ Step 3: Authenticity - You have to hire the Rae Woolpy’s, Emily Philpot’s, and Celeste Johnson’s who are able and willing to be real with today’s students! From administrators to teachers, they have to be real!

■ Step 4: Celebratory - Celebrate all victories! The small ones to you are the big ones to them. I can’t sing... but Black Betty was sung after every credit we earned when I was teaching in Alternative! We currently line the hallways with bells that we ring for each and every student who completes their graduation requirements. Then we let them paint the walls with their name, date of completion, and inspirational quote of their choice. From the smallest to the biggest accomplishment, we celebrate it!

Kitchell’s, Mary Lacy’s, Rae Woolpy’s, Stephanie Baker’s, Celeste Johnson’s, and Emily Philpot’s and so many others of the world. These are the people who lead by example. If you ask me about the examples of support a leader must have in order to work with, for, and lead people like these, I will tell you to look for the Tom’s, Sherry’s, Debby’s, and Tracy’s of the world. These are the people who help educators make alternative education...education...work!

As you can see, the words and gimmicks of education boil down to one simple word. Relationships. Think about the people who have made a difference in your life. Think about the difference you’ve made in others’ lives. These are the things that matter. The five step formula that we use at RHS make the difference we need to make because of the people that use it and build the relationships to make the impact. As a leader, you can too!

■ Step 5: Flexibility - Set your expectations high! But be willing to allow students to meet them in their way! “Because I said so” does not work in 2021, much less in Alternative Education! Pride has no place in today’s education system.

Swallow it and allow students the freedom to meet your high expectations in ways that will blow you away!

Be real and be able to justify everything you do. I didn’t really understand it until I saw it in action. If you ask me what it takes to change education and the lives of students in today’s world, I’ll show you the people who have made that difference. I’ll show you the Mike Return to Table of Contents

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ALTERNATIVE EDUCATION

Creating the Best Possible Alternative School Experience Lindsey Wright, MA, LCSW Social Worker Perry Township Schools Rebecca Humphrey, MA, LMHC Youth Services Executive Director Tippecanoe County Government In our combined 40 years of experience we have worked in partnership with alternative schools and have seen firsthand how they can divert kids from or pull them directly into the Juvenile Justice System. We welcome an outside lens into our residential facility and continuum of care to ensure that we are all doing all that we can with regard to shaping the future of our youth. We hope you will welcome that lens from two adolescent clinicians with one previously serving as a designated alternative school principal and one currently supporting work in a middle school alternative setting.

Alternative schools play such an important role in helping kids work through tough times. While each student has unique needs and reasons for alternative schooling, we have found that universal needs include strong grasps of adolescent brain development and trauma informed care, and a focus on skill building while building academic skill and school connection.

For example, there are many strong curriculums for teaching anger management, coping skills, stress management, problem solving and basic understanding of brain development available to school personnel. One such curriculum is Understanding My Teen Brain, a free web-based skill building curriculum created by Dr. Brandie Oliver from Butler University. Understanding My Teen Brain is an excellent tool to supplement alternative school academic skills with a softer skill focus. It can be accessed for free at understandingmytbd. weebly.com. Other resources that may be available through your Juvenile Justice System or Juvenile Detention Alternatives Initiative may include Teaching the Teen Brain, Why Try, Resilience Training, Trust Based Relational Interventions and/ or Juvenile Justice Jeopardy.

Lafayette Area Schools as well as Tippecanoe County Schools have built amazing relationships with the Juvenile Justice System and it is through this partnership that we have been able to explore evidenced based programming and implement it in a manner that is showing strong results. It is important to be reflective and remember that skill building is not just the 16

responsibility of the youth in the alternative school, but a large part of the teachers and assistants providing the programming.

Within Tippecanoe County and the Greater Lafayette Area we have placed a spotlight on Teaching the Teen Brain as an educational component for all teachers, but initially targeting teachers that provided services for higher risk teens. Because of specialized training about understanding the teen brain, the impact of trauma and development of classroom management strategies there has been a reduction from 26% of all juvenile arrests in Tippecanoe County occurring on school grounds (data from 2014-2015 academic year) to 13.4% occurring currently on school grounds (data from 2019-2020 academic year).

According to the National Dropout Prevention Center (https:// dropoutprevention.org/effective-strategies/alternativeschooling/) there are several key elements of successful alternative schools; “There does appear to be a consistent profile of the most successful schools. The profile includes the following characteristics: ■ a maximum teacher/student ratio of 1:10; ■ a small student base not exceeding 250 students; ■ a clearly stated mission and discipline code; ■ a caring faculty with continual staff development; ■ a school staff having high expectations for student achievement; ■ a learning program specific to the student’s expectations and learning style; ■ a flexible school schedule with community involvement and support; and ■ a total commitment to have each student be a success.”

With regard to “a learning program specific to the student’s expectations and learning style”, we realize that schools cannot build all possible alternative settings for all kids’s needs, however, we also must recognize the opportunities that virtual learning and self-paced education give us. Although this isn’t the answer for every student, it is important to determine which students are best served by what method.

And, to remember that check-ins throughout the process will be important to reinforce accountability and growth within the participant. It would be remiss to believe that a student that needed the added support of an alternative setting would immediately be prepared to monitor their educational progress alone back in a more normalized setting.

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ALTERNATIVE EDUCATION

In addition to the above characteristics, we suggest the following: ■ Create a focus on skill building. Identify the goal that the youth, family and school want to achieve (noting that sometimes there may be three different and distinct goals) and skill build to assist with long-term behavioral change.

■ Recognize opportunities that exist in your community – either through partnering with community mental health centers, the Juvenile Justice System, Department of Child Services prevention programming, your youth service bureau, School Court or Teen Court or Big Brothers Big Sisters programming to support academic work through mentoring, volunteer or case management services and community building services.

■ Re-engage – this is important to ensure that youth are reaccepted and reintegrated well back into their home school when they return. Don’t be surprised if you see more stumbles as kids get ready to go back to their home school.

If you’ve done your job well, they will feel comfortable conveying to you their concerns and worries.

■ Continued support - recognize that students that have been through an alternative program, will need continued follow up and a person “in their corner” perhaps throughout their academic life. It is important for the student to know their resources and work to create an advocate that they can go to at any time when they are finding it difficult to navigate their situation.

Overall, the most important takeaway we have experienced and witnessed while working with youth in alternative programming is that relationship building is far and away the most valuable component of the process. It is important for programs to take the time to find the right people for the roles within the alternative setting. It is important to remember that the wrong people can cause more harm than good and the right people can help a youth heal and move forward in their educational journey toward achievement and positive development.

Special thanks to our Bronze Corporate Sponsors:

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IASP Leadership IASP Welcomes New Vice-President IASP is pleased to welcome Dr. Crystal Thorpe to the position of Vice-President representing the middle school level. As a member of the IASP Executive Committee, Crystal will serve 1-year terms as Vice-President, President-Elect, President, and Past President, and we appreciate the commitment to IASP over the next four years. Crystal has served as the Fishers Junior High School Principal (Hamilton Southeastern Schools) since 2007 having earned her Master of Science degree in secondary supervision and administration in 1996. She began her administrative career in 2000 as the Assistant Principal at Southport Middle School (MSD Perry Township), then moving to Fulton Junior High School/Ben Davis Ninth Grade Center in the same role in 2001. Crystal earned her Ph.D. from Indiana State University in 2019, and takes pride in the renewal of purpose for math instruction which led to the school’s participation in a documentary on the subject directed by Vicki Abeles. She also sings the praises of her students’ involvement in the Day of Service implemented in 2018 as well as their successes in the We the People competition in which they have won four national championships. Her superintendent says, “Dr. Thorpe presents as a civic role model.” IASP Executive Director Dr. Todd Bess comments, “Crystal impressed the Executive Committee with her passion for students, and with her desire to advocate for all at the state and national level.

NAESP State Representative Amy Niemeier Begins 3-Year Term Amy Niemeier joins the IASP Executive Committee this June as she takes the role of the NAESP State Representative. This three-year term further connects Indiana administrators to the National Association of Elementary School Principals as they serve and advocate for elementary and middle school principals at the federal level. Amy is completing her ninth year as the Slate Run Elementary Principal in the New Albany Floyd County Schools, earning her Bachelor and Master Degrees from Indiana University Southeast and her Educational Specialist Degree from Indiana State University. Amy is active professionally and has presented at both IASP and NAESP Conferences, is a Conscious Discipline Certified Instructor, a Ropes Team Course Instructor, and a Cultural Competency Trainer. We welcome Amy to the Executive Committee and know that her background, training, and vision for helping our students find success will clearly enhance IASP and our leadership.

IASP Names Dan Peo as Assistant Principal Liaison Dan Peo, Wea Ridge Middle School Assistant Principal, joins the IASP Executive Committee also this June with a passion for representing the AP perspective and voice at the state level. Dan is completing his third year as the AP within the Tippecanoe School Corporation where he also was the McCutcheon High School Director of Bands from 2011-2018. Dan earned his Bachelor of Music Education from Indiana State University, his Master of Science in Education from Purdue University, and then returned to ISU to complete his MBA in Educational Leadership in 2018.

Dan is currently working on his Ph.D. through Indiana State University where he is studying the Traits, Experiences, and Socialization of Assistant Principals. Superintendent Dr. Scott Hanback commented, “Dan has been able to establish a positive rapport with his staff, students, and school community. He communicates effectively, is a problem solver, critical thinker, and is absolutely willing to learn anything new.” Dan is completing year 2 of Cohort 6 in the IASP INALI program and as the AP Liaison he desires to continue the strong IASP programs while strengthening the ties between IASP and our District Assistant Principals.

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UPCOMING EVENTS 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 you in the pursuit of learning!

FIND A FULL LIST OF EVENTS AT IASP.ORG/EVENTS

Special thanks to our Platinum Corporate Sponsor

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Leading for 100 Years The NAESP Annual Conference is the one national event that provides the strongest unified voice for pre-K–8 educators across the U.S. and around the world.

Join us in Chicago, July 8-10, 2021, to help celebrate NAESP’s 100th anniversary of offering professional learning experiences designed to inspire bold thinking and innovative leadership.

National Association of Elementary School Principals Serving all elementary and middle-level principals 800-386-2377 • naesp.org • twitter.com/naesp • facebook.com/naesp • instagram.com/thenaesp • linkedin.com/company/naesp

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College in High School - What’s the Buzz about Early College High Schools?

Sandy Hillman Director of Early College for the Center of Excellence in Leadership of Learning (CELL) University of Indianapolis The growth of Early College High Schools (ECHS) across our state has increased opportunities for students to get a head-start on their post-secondary education. The ECHS model allows students to complete 1-2 years of college credit including the College Ready Core ( formerly the Statewide Transfer General Education Core), technical certificates or an Associate’s Degree. Although open to any student, this model usually targets first generation and underserved students to help level the playing field for these students to earn credentials and degrees leading to high wage/high demand jobs. By earning dual credit while in high school at a substantially lower cost or no cost, students and families can reduce the cost of postsecondary education and student debt.

Since 2009, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis has led the way in supporting schools interested in creating, developing and implementing an Early College program. In 2013, and again in 2019, Teresa Lubbers, Commissioner of the Indiana Commission on Higher Education, named CELL as the only organization in the state authorized to endorse Early College high schools. The endorsement process involves assessing the level of fidelity to the Eight Core Principles of a highlyfunctional early college. These core principles include a coordinated plan of study, targeted student population, developing a postsecondary-going college, rigorous instruction, student supports, partnerships/collaborations, leadership and staffing and data collection and analysis. For most schools it takes 3-5 years for these principles to be put into practice.

The Early College model is flexible based on the need of the host school or district. Below are the five Early College High School models, including an example of a school practicing that model: ■ Separate School - Ben Davis University High School ■ Cohort Group - Greensburg Community High School ■ Whole School - Perry Central High School

Currently, thirty-eight schools in Indiana have been endorsed

by CELL - 33 are academic high schools and 5 are career centers. Click this link to see a map showing all endorsed Early Colleges in the state.

Dual credit programs and Early College programs are NOT the same thing. Schools offering dual credit typically have a list of offerings from which students can choose, and these credits are intended to transfer to a 2- or 4-year institution.

The accumulation of dual credit courses offered by a school typically does not lead to a credential or degree but are evaluated for transfer, course by course, by the student’s college of choice. Students in an Early College program are likely to accumulate college credits through a sequential program of study with the intention to achieve a stackable certificate like the College Ready Core certificate, a technical credential or degree. These credentials can then be utilized immediately after graduation in the workforce or transferred as a whole to the student’s college of choice. The College Ready Core will transfer as a block and, by statute, meets the general education core at all public higher education institutions in Indiana. Early College High Schools also focus on providing a variety of intentional supports needed to ensure successful completion. Students in Early College will be transformed into students who have the soft skills and academic skills to make a seamless transition to post-secondary education.

In today’s competitive world, a high school diploma only serves as a stepping-stone in a student’s educational journey. To achieve economic prosperity and lifelong success in the 21st century, all students must graduate high school and move on to post-secondary education. Early College High Schools remove the academic, financial, and psychological barriers that prevent too many students from advancing to and succeeding in college. Students receive enhanced supports to help them excel both academically and personally. Since students earn college credit while in high school, the time it takes to complete a college degree is condensed. Students and families also benefit from reduced or free tuition costs. Ultimately, Early College High Schools turn obstacles into opportunities for student success.

■ School-within-a-School - Penn High School ■ School on a college campus - Evansville Vanderburgh Early College High School

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LEADERSHIP DEVELOPMENT

STEM Integrations Community Partnership Series: Supporting ALL students in Career and College Readiness Krista M. Stith STEM Integrations, LLC

Rachel L. Geesa STEM Integrations, LLC As educators, we hope that all students have access to quality science, technology, engineering, mathematics, and arts (STEM/STEAM) experiences that support career and college readiness. In reality, there are populations that have disproportionate access such as students living in poverty, English language learners, students with dis/abilities, and several other learning obstacles. The National Center for Learning Disabilities (2019) shares “... when disability is combined with other intersectional characteristics that our education system has been known to marginalize or underserve—like race and class—we see a compounding effect on the failure to recognize and meet an individual’s unique needs. Instead, it can perpetuate and even increase gaps in opportunities for these students that can negatively impact their success and last throughout their lifetime” (p. 8).

Accessibility to quality STEM experiences should be available to all students and may require a shift in paradigm from maintaining a student’s performance to considering the student’s future and the knowledge and skills they need to know in a scientific and technologically-driven society.

Individuals who received special needs services in their academic years and became STEM professionals later in life have credited their successes to the

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following factors: a supportive home life, connection to their community and peers, and self-confidence.

With purposeful consideration of school-family-community partnerships that support self-confidence in students, educational leaders can innovate inclusive approaches to promote equity in STEM/STEAM opportunities.

Community partners, in particular, also add a new pool of resources to support the social, emotional, and academic development of students and provide guidance for educators, leaders, families, and caregivers.

Examples of Community Resources The following three Indiana-based organizations are examples of partners with resources for schools: ArtMix (https://www.artmixindiana. org/) is a nonprofit organization based out of Indianapolis that provides people with dis/abilities accessibility to the arts.

Some of the goals of the program include enhancing students’ learning outcomes in schools and developing vocational skills for young adults. These goals align well with integrative STEM/STEAM education and career and college preparedness. ArtMix will send Teaching Artists into classrooms, and ArtMix (2021) provides: ■ Adaptive equipment and trained Teaching Artists skilled in adapting art lessons for people of all abilities, ■ A focus on participant abilities rather than their dis/abilities, ■ Ongoing programs for people with dis/abilities, and ■ Inclusive arts programs that Return to Table of Contents

encourage people of all abilities to create together. (para. 8) Specific ArtMix programs include: Artists in Residence, ArtMix Gallery, Community Arts Classes, The Lolly Project, and Urban Artisans.

FUSE (Families United for Support and Encouragement) (https://www. fuseinc.org/) is an Indiana-based organization out of Greenfield that shares resources and provides support to families and individuals with dis/ abilities and mental health needs. The organization holds training sessions, informational meetings, and social events for families and those individuals with special needs. FUSE helps to provide adaptive equipment and resources for all students to participate in STEM/STEAM activities, as well.

FUSE (2021) provides several online resources, and families, caregivers, and service providers may participate in online training from: ■ Family Voices ® Indiana (https:// www.fvindiana.org/training/), ■ IN*SOURCE Special Education Parent Support (http://insource.org/ training/), and ■ About Special Kids (ASK) (https:// www.aboutspecialkids.org/training/ training-descriptions/), Indiana’s parent-to-parent organization.

HANDS in Autism ® (https:// handsinautism.iupui.edu/) at Indiana University-Purdue University Indianapolis (IUPUI) recently released a series of online, self-paced modules for educators at no cost. The module www.iasp.org

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topics are “related to autism spectrum disorder (ASD) and the implementation of evidence-based practices that allow individuals with ASD and those who know or provide services to them to strive for success” (Indiana University, HANDS in Autism, 2021, para. 1).

Specific HANDS in Autism ® courses include: Prompting for Success: Any Skill Level, Any Setting; Setting up for Success: Implementing Physical and Visual Structure; and Practical Strategies for Collaboration: Home, School, Community. These course help stakeholders determine how best to support students with autism for success in their futures.

Additional Strategies for classroom environments. STEM research in PK-12 special education literature is emerging and strategies to support students are showing evidence of effectiveness.

Anchored in the Universal Design for Learning framework, Basham et al., (2020) provides the following strategies that educators can use to promote the success of students in STEM/STEAM:

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■ Exposure to prerequisite courses, ■ Multiple means of engagement, ■ Variety of ways that content is presented, ■ Promote students in demonstrating their understanding in multiple ways, ■ Role model and mentoring experiences, ■ Smartphone use to provide alerts, such as the transition to a new task or communicate with peer or teacher, ■ Progress monitoring, direct questions, and explicit instructions as needed, ■ Coached elaborations (i.e., leading questions), ■ Mnemonic instruction, ■ Personalized learning education systems, ■ Simulations and virtual laboratories, ■ Game-based learning, and ■ Extended time, alternate locations, assistive technologies.

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STEM/STEAM classrooms are environments to investigate, discover, innovate, and communicate. Students who do not receive these experiences are at a disadvantage. Special population students deserve a future-focused education and accessibility to quality STEM/STEAM experiences that will develop the knowledge and skills they need for career and college readiness.

For more information, please contact us at stemintegrationsllc@gmail.com.

References

ArtMix. (2021). Who we are. https://www. artmixindiana.org/ Basham, J.D., Marino, M. T., Hunt, C.L., Han, K. (2020). Considering STEM for learners with disabilities and other diverse needs. In Johnson, C.C., Mohr-Schroeder, M.J., Moore, T.J., & English, L.D. (Eds.), Handbook of Research on STEM Education (1st ed. pp 128-137). Routledge.

FUSE. (20201. Online training. https://www.fuseinc. org/online-training-2/ Indiana University, HANDS in Autism. (2021). Selfpaced modules. https://handsinautism.iupui.edu/ services/learning-online/ National Center for Learning Disabilities. (2019).

Forward Together: Helping Educators Unlock the Power of Students Who Learn Differently. https:// www.ncld.org/wp-content/uploads/2019/05/ Forward-Together_NCLD-report.pdf

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Ball State Online

Kelly Andrews Ball State Alumna

Leading Indiana educator endorses Ball State master’s in educational administration.

If anyone is an authority on educational leadership, it’s Kelly Andrews, Director of the Indiana Principal Leadership Institute (IPLI), a 20-year veteran of school administration, and former president of the Indiana Association of School Principals.

Register for our Webinar bsu.edu/online/edadmin March 2 | 4 p.m. Eastern

Kelly pursued her master’s in educational administration, Indiana’s largest principal preparation program, through Ball State University.

“Solid preparation and personal support throughout the program and beyond define the Ball State principal preparation program,” says Kelly.

• • •

Earn a P-12 building-level administration license (principal’s license) Program ranked 15th among U.S. News Best Online Programs Degree offered 100 percent online, except for two-semester internship

Contact Casey Schultz, Academic Advisor, today: cmschultz@bsu.edu

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IPLI News

is known for his expertise in staff motivation, teacher leadership, technology, instructional improvement, and principal effectiveness. Dr. Dana, from the University of Florida, is an expert in practitioner inquiry and action research.

Kelly Andrews Director Indiana Principal Leadership Institute IASP Board of Directors IPLI Director’s Report - March 2021 IPLI just concluded the January Seminars with Dr. Phil Warrick, Dr. Michael McDowell, and Dr. Steve Gruenert. Over 300 principals, teacher-leaders, and mentors attended the virtual events over 3 days. IPLI continues to share relevant professional development to increase leadership and school capacity to grow Indiana students and their schools. In February and March, regional cohort meetings and mentor visitations with our principals will support them in preparation for the Showcases in April. While IPLI is providing a different experience due to the limitations of COVID, we are still learning together and providing the IPLI experience of growing together!

Hang in there everyone! You are all doing great things and IPLI is here for you!

Please let me know how IPLI can support you!

IPLI is so excited for applications currently being received for Cohort 9 participants and mentors, scheduled to begin July 6, 2021. Information about Cohort 9 is available on IPLI’s website - http://indianapli.org/. If you or you know a principal who wants to grow their leadership, please consider connecting with IPLI. Stay up to date with IPLI through Twitter and like us on Facebook.

2021 Updates:

■ September: Cohort 9 Principals and Mentors will pilot the Process Communication Model to increase Leadership Capacity in Year 1, beginning at the Summer Seminar in July 2021. The PCM is a leadership tool that can assist with productive communication, team building, and selecting effective leadership styles. Dr. Nate Regier, a former practicing psychologist and expert in social-emotional intelligence, interpersonal communication, and leadership, will be a guest speaker in the September Seminar 2021.

Upcoming IPLI Seminars: April Seminars Stay tuned for information for virtual/hybrid/in-person ■ IPLI Cohort 7, Year 2, will participate in the Showcase of Schools, sharing their action research on April 13, 2021.

In the afternoon, we will celebrate their successes with Dr. Tony Sinanis and then hold a graduation ceremony.

■ IPLI Cohort 8, Year 1 (on April 14, 2021), will participate in the Action Research Showcase in the morning. Dr. Steve Gruenert will share “School Culture” in the afternoon and IPLI will share an Overview of Year 2.

More Seminar News (Planning for an in-person event at this time!)

■ July 6, 2021: IPLI Cohort 9 Summer Seminar Kick-off at ISU ■ July 7, 2021: IPLI Cohorts 8, 9, & Extended #3 Summer Seminar @ISU ■ July 8, 2021: IPLI Cohort 8 Summer Seminar Kick-off at ISU

■ April: Dr. Tony Sinanis, cohost of the Successful Schools podcast and author of several leadership and culture books, will be the keynote speaker for Cohort 7 graduation on April 13, 2021, after the Showcase of Schools. Dr. Steve Gruenert from ISU will speak on “School Culture” for Cohort 8, Year 1, after the AR Showcase.

■ July: IPLI is excited to announce that Dr. David Simpson from Patrick Lencioni’s Table Group will be a guest speaker in July 2021 during the Summer Seminar at ISU. He will share with all cohorts “The Six Types of Working Genius” and “The Five Dysfunctions of a Team.” Joining him will be Kim Campbell, a practicing middle school teacher with a generous gift of humor and a straight-talking approach.

IPLI Annual Report and Impact Report available on the IPLI website at http://www.indianapli.org/.

Check out IPLI Blogs written by our mentors on the IPLI website - http://www.indianapli.org/ IPLI would be happy to present at district meetings. Contact Dr. Kelly Andrews at Kelly.Andrews@indstate.edu

Dr. Todd Whitaker and Dr. Nancy Dana will join the Summer Seminar once again to provide relevant insights into school leadership and action research. Dr. Whitaker

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SERVICE

Riley Kids Caring & Sharing Update Please share these simple steps with your school’s gaming enthusiasts.

Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation

■ Visit www.extra-life.org and click “Sign Up.”

Alternative Fundraising/Traditional Fundraising In these times of change we have all had to make modifications to daily routines, learn to use myriad new online applications and get creative in our approach to many “use to be normal” things. Schools’ actions supporting Riley Hospital through the Kids Caring & SharingTM program have also had to evolve with less “in-person” engagement and increased contact-less fundraising opportunities.

While many schools hold fast to traditional fundraisers such as spirit days and coin wars, a growing number of schools are also embracing new online fundraising opportunities that leverage technology savviness and add another dimension of safety for students and staff.

Online Giving Page Your Riley campaign coordinators can visit https://give. rileykids.org/KCSFundraising to establish a personal fundraising page for your school, creating a unique URL that you can share with your school families and friends inviting support through a credit card gift. Because communication is key in any awareness building and fundraising effort, marketing your online campaign can be a great exercise in persuasive writing for your students!

Extra Life Another alternative fundraising opportunity currently sparking school interest is the national Extra Life program, a year-round effort that unites gamers in raising funds and awareness for their local Children’s Miracle Network (CMN) Hospital. Riley Hospital is Indiana’s only CMN affiliate hospital. Whether your students play video games, board games, card games, sporting games, etc., gamers of all types can join Extra Life and raise funds for Riley.

■ Complete the information and select “Create a Team” to make a page for your school. (Your team name should include your school’s name so we can easily help you track your progress.)

■ When prompted to note which CMN Hospital your team would like to support, select “Riley Hospital for Children”.

Extra Life gifts support the Most Immediate Needs of Riley Hospital and cannot be redirected to support a different funding initiative or to support an individual patient family.

If your school chooses to participate in the Extra Life program, please contact Susan Miles at smiles@rileykids.org with news of the team’s registration to ensure that your school receives KCS recognition.

Alternatives for Connecting with Riley Traditionally the hospital is busy with school group tours in late winter and early spring, but visitation restrictions remain in place. Much like fundraising options expanding to include alternative resources, options for mission connectivity have also evolved. Please share, with our thanks, the stories and video below to see some of the magical work your generous gifts have prompted.

■ Riley physician scientists featured in the NY Times—Tyler Trent/Cancer research update story ■ 2020 Rising to Challenge blog—A must-read that captures 2020 in a snapshot.

- Riley’s quick response to the COVID-19 crisis - Riley’s top ranking in US News & World Report - Notable 2020 research accomplishments - Riley’s response to addressing Indiana’s ranking in the top 10 highest infant mortality rates ■ Riley Magic video clip from Dr. Paul Haut, COO.

Individual gamers and E-Sports teams can create an Extra Life fundraising page and select Riley Hospital as the CMN affiliate hospital they choose to support. All proceeds raised by a school through Extra Life will be included in the school’s overall KCS participation for the school year.

Let’s work together to find creative ways to keep supporting Riley!

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Hobart High School Key Club representatives stopped by Riley Hospital last month to celebrate their successful online talent show fundraiser and take a picture with the Red Wagon they sponsored for families at the hospital. Contact Susan Miles to schedule an external photo opportunity to celebrate your school’s $4,000+ gift to sponsor a Riley Red Wagon.

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SERVICE

Spotlight on Service Learning INvolve, INvest, INSPIRE3 INSPIRE3 provides resources to Educate, Engage, and Empower students, classrooms, schools, and communities as they seek opportunities for service-learning and philanthropy. There have been many classroom activities highlighted over the years and you can view those under the INSPIRE3 Snapshots of Service Learning page.

We will continue to highlight these and share them with our members in a multitude of ways, so now it’s your turn to be featured in the Indianagram! It’s time to highlight the service learning that is happening in your neck of the woods. Simply email tbarrett@ iasp.org a picture of service learning in your building or corporation and a paragraph describing the activity. Don’t forget to include your name, title, and school in the email so we can credit your and your school.

You can also find many examples and resources on our INSPIRE3 page to help introduce, implement, and continue service learning in your school community. You can find the resources below, as well as many more. Share them with your colleagues and teachers today.

■ Check out the INSPIRE3 Snapshots of Service Learning page All of our “Snapshots” include the Learning To Give lesson plan that the teacher or counselor used with their students to enhance their service-learning experience. These are packaged and ready to use in your classroom.

■ NEW Learning To Give Resource- Civility and Civil Conversations- Learning to Give just published a new resource to guide youth in debate, conflict, and civility. “It is more important than ever to talk about civics and civility with our students and help them navigate listening and finding their voice for the common good.”

■ Learning To Give Social Awareness Resources- Incorporate teaching SEL and Social Justice in-class and in remote settings. Two sets of resources were designed by educators, all of whom are also parents, with the intent to provide activities and experiences that build community while promoting awareness of self and empathy for others. These videos and resources help to facilitate the intersection between home and school.

■ Learning To Give Calendar Guide- Infuse service into your school’s teaching calendar by aligning lessons and service-learning projects to monthly events and themes.

■ generationOn website free service/service-learning resources for teachers, students, and parents ■ INSPIRE3 PowerPoints available and Tutorials found HERE ■ Visit our INSPIRE3 page on the IASP website HERE

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Get the most value from your membership.

Download the app. Complete the registration. Stay connected.

Find more information at iasp.org/mobile

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LEGAL REVIEW

Situation Briefs Dave Emmert Emmert School Consulting The following issues have been presented to this writer in the recent past by school administrators. The summary responses are shared to improve administrator recognition of problem areas and to give a brief legal background to assist in problem resolution. Consultation with the school attorney is very important because each situation is different and the law to be applied is more complex than what is revealed in these responses. This column is intended for informational purposes only and should not be viewed as legal advice. Dave may be contacted on his cell at 317-432-4514 and on the web at; davidjemmert@gmail.com.

Issue: With a new teacher being hired, do we have two or three years of “probationary” status to continue employment or release the person if we want to go a different direction?

Response: The relevant Teacher Contract Code is not stated in terms of a definite, singular number, such as “two” or “three,” but rather a range of numbers that must be achieved in order to become a “professional teacher.” In subsection (c) of IC 20-28-6-7.5, it states

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that a teacher must receive a rating of effective or highly effective for three years out of a five-year period to gain professional status.

Hence, a “new” teacher remains “probationary” until meeting the professional teacher status level. As is evident, it will take a minimum of three (3) years to become such as long as the teacher is rated effective or highly effective in each of those years.

Therefore, any time before becoming “professional,” the probationary teacher can be dismissed for any of the reasons stated in this Code which includes “other good and just cause,” and “for any reason relevant to the school corporation’s interest.” See IC 20-28-7.5-1. (I took your phrase “go a different direction” as dismissal.)

However, subsection (c) of this provision requires the school to follow the procedures contained in IC 20-28-7.5, sections 2 through 4, in order to cancel the probationary contract when the most flexible reason of “relevant to the school’s interest” is used.

The point here is that the school still has to follow all the statutory procedural “hoops” for whatever the reason or reasons the probationary teacher is being released.

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Issue: After some investigation, we determined that a teacher on his own time and equipment, off school grounds, pretending to be a parent concerned about school safety, created a Twitter account pertaining to school safety and encouraged “whistleblowing” from interested parties. It expressed concern for our playground being unsafe and posted pictures, details, and information about staff members. It also mentioned that I needed to leave my employment and specifically called me out with screenshots of communication I had distributed, and called me a liar. Is this sufficient for his dismissal?

Response: My opinion based on these facts is that his remarks are speech most likely protected by the First Amendment.

He expressed himself as a citizen, and not as a public employee, on a matter of public concern, using his account, not the school’s. Any retaliation by you, including a negative remark, warning, etc., could be found to be motivated by his free exercise of the First Amendment, even if it only is found to have a chilling effect on the future exercise of his free speech rights. Such a reaction by you could affect not only you, personally, but also the school, and in my view lead to considerable legal difficulties. If he would win a court battle, attorney fees could be rendered against you personally and/or the school, depending on the particular facts.

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LEGAL REVIEW

Schools Tackle Staff Performance During the COVID-19 Pandemic

and its impact on attendance and participation. That is not to say that all performance expectations are out the window, even when inequities persist.

Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR) Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) The COVID-19 pandemic disrupted “normal” day-to-day workplace operations in many ways, including the educational employment environment. In response to state and federal guidance, and local health department directives, schools incorporated measures limiting face-to-face interactions in and outside the classroom. For some schools, this meant the immediate implementation of distance-learning spanning beyond the usual e-learning day schedule.

Many schools were ready and equipped to manage distancelearning while others faced learning curves in transitioning students and staff to an e-learning platform. And, even the most prepared schools had differing challenges in delivering distance-learning such as internet connectivity. Despite these challenges, schools continue to work tirelessly to ensure that instruction maintains the same integrity and that student progress is adequately achieved during these unusual times.

Clear expectations should be set for staff during remote learning with consistent reinforcement. For example, a common expectation is to timely submit student grades in order to track student progress. Failure to follow this reasonable directive hinders the school’s ability to monitor student progress. Another reasonable expectation is to timely attend scheduled remote meetings with school leaders.

Refusal or failure to attend a mandatory meeting, absent a medical reason, should be addressed in the same fashion as attendance violations in the classroom. School leaders should accurately document the staff member’s failure to follow these directives and enforce progressive discipline measures appropriately. Documenting observed deficiencies, consistent enforcement, and feedback are all critical components in ensuring staff performance meets the school’s expectations.

It also provides a pathway to address poor performance while avoiding legal pitfalls.

We at KGR routinely provide day-to-day counseling and training on these important topics. We along with IASP are important resources to support you.

While schools focus on keeping students into the classroom, they are also navigating how to appropriately monitor and evaluate staff performance while balancing the understanding that staff are still learning to navigate remote work and distance-learning. Last year, Indiana eased evaluation requirements for certified staff, allowing for flexibility to adopt a status quo approach for staff performance evaluations from the previous year. Regardless of the school’s approach to staff performance evaluations, some measure of evaluation of staff performance is still required. Evaluation not only provides support to staff but also makes sure that staff are being as effective as possible in their teaching methods, responsiveness to education community, and following administrative directives.

As we are moving through the second half of the school year, school leaders are mindful that classroom observations look different in the new world of distance-learning. A key consideration when approaching remote observations is to be mindful of potential inequities, such as student connectivity,

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Alternative Education

Connect with us FEBRUARY 2021

Educators get an advantage with Horace Mann auto insurance!

Horace Mann auto insurance offers preferred premiums and special features and and association members.

With the Horace Mann Educators Advantage®, you’ll get: • No deductible for covered vandalism losses on or near school property or while at a school-sponsored event.

• A replacement car if your new car is declared a “total loss.”

• Up to $1,000 for veterinary bills or related expenses if your pet is injured or dies as a result of a covered accident.

• Added road service coverage if you purchase Emergency Road Service coverage.

• Liability coverage if you transport students in a vehicle we insure.

Also, IASP members may qualify for even better premiums.

Contact your local Horace Mann representative to learn more or visit horacemann.com.

Horace Mann Insurance Company and its affiliates underwrite Horace Mann home insurance. The benefits and discounts listed: are only general descriptions of coverage; do not constitute a statement of contract; are subject to terms, limits and conditions of the policy contract; and may vary by state. CM-V41253 (4-19) (IASP)