JUNE 2021 ■ VOLUME 23 ■ NUMBER 6
TABLE OF CONTENTS
JUNE 2021 ■ VOLUME 23 ■ NUMBER 6
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
President’s Letter - Best of IASP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Reflecting on the Past, Driving Toward the Future . . . . . . . . . . . . . . . . . 5 BEST OF IASP
Stronger Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2020-21 Best Ways to Show Gratitude to Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
Top 10 - The “Best Of ” 20-21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 We Are the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Top Ten (well maybe fourteen) Takeaways of 2020-2021 . . . . . . . . . . . . . . . . . . 10 Best of 20-21 - A Lesson Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 LEADERSHIP DEVELOPMENT
STEM Integrations Community Partnership Series: Alternative STEM/STEAM Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org
Making P-D Stick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 SERVICE
Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
© 2020 Indiana Association of School Principals All rights reserved. Any duplication without prior written permission is strictly prohibited.
Spotlight on Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 LEGAL REVIEW
State Mandated Education Trainings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Legal Corner - Final Communique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Return to Table of Contents
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PRESIDENT’S LETTER
Best of IASP It has been a privilege serving IASP this year in the capacity of the president this year. No doubt, 2020-21 has been quite the year for everyone. I’m not sure that I can add any more words to describe the uniqueness of this year. Thank you for allowing me to serve as your President. Indianagram’s theme for the month is “The Best of ” 2020-21. I love to watch Sportscenter on ESPN to see their Top 10 Plays of the Day. If I’m being totally unhonest, I really like the Not-Top 10 Plays of the Week during their Friday broadcast. That may say alot about me. I decided what better way to talk about “The Best of ” with educators than to share the Top Ten Things I Learned This Year. I will focus on both personal and professional. Here we go: ■ Hope is an essential component to my social, emotional, physical, and spiritual well-being. ■ You never have the personal wellness thing mastered. It is something you have to work on every day. ■ My staff is amazing. I knew it before, but this year only solidified it even more. I have incredible assistant principals, administrative assistants, teachers, and staff. ■ My school can run without me. Between my personal challenges and professional obligations with IASP, I have been gone more this year than the total of all my educational years. The building is still standing. Students are still learning. Staff is still excelling. ■ Teachers are NOT resilient. This is not a dig on teachers. We talk about the importance of meeting the social and emotional needs of our students in order for them to learn. It is just as important to meet the social and emotional needs of our teachers. They get scared. They get worried. They get anxious. They get overwhelmed. They struggle with their health. They struggle with personal and professional conflict. I’m not saying that I’ve figured out how to meet these needs, but teachers need just as much support as students. ■ Online learning is great for some students but not for others. We saw some incredible work and growth come from students online who were not doing well in the traditional school setting. However, we saw the reverse happen as well. ■ Educators can adapt quickly. When push comes to shove, administrators, teachers, and staff can quickly change. This year’s school looked completely different than any other year. We didn’t spend three years planning, do a pilot program, or use a slow roll out model. It was dumped on us and educators excelled. ■ Educators are extremely creative. I watched our teachers do some incredible things with the restrictions placed on them and students. ■ Crisis reveals the culture more than develops it. It is during these kinds of times that the real culture of our building comes to the top. When culture is put through the fire like this, what does it reveal? A strong culture must be established before a crisis hits. ■ 2020-21 reinforced my belief that IASP has a passion for principals. Every phone call and Zoom meeting that I was on with Todd Bess, the Executive Director of IASP, he was asking what IASP could do for principals. He was constantly talking with IASP leadership to find ways to support principals during the year. What are your Top Ten things you learned this year? Eric Gilpin IASP President
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FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Eric Gilpin President Aimee Lunsford President-Elect The June Indianagram wraps up our 2020-2021 series, and it is fitting that we send you off to your summer with the “Best of IASP” theme! As I read those Top 10s (and 14), I am struck again by how resilient and resourceful each of you are, and the pandemic year you have wrapped up is evidence that Indiana Principals and Assistant Principals can meet the needs of all students, each and every day. A tremendous Thank You goes out to our President, Eric Gilpin, for his leadership, wise counsel, and friendship over the last year. Eric is and was the perfect leader for IASP in 2020-2021, and as Past President, I know I will still call him to hear his advice and to check on him and his family. On June 16th we celebrated Aimee Lunsford at our annual Leadership Retreat as she begins her year as the IASP President. Her vision and absolute care for school leaders shone through in her comments to the IASP Board, friends and family, and her own “Best Of ” on page 8 demonstrates that she is also the right leader at the right time for IASP. Our overall theme of “Reconnecting” resonates with her Top 10, and once you talk with Aimee at an IASP District Meeting or at our AP or Fall Conference, you will know you are connected to her on a personal and professional level. Get ready for IASP to grow and further support you under Aimee’s leadership.
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
To all our school leaders, thank you for your dedication and care you gave to our kids and our staff in 2020-2021. Take care of yourself in the coming weeks and look for IASP opportunities (in-person and virtual) in the coming months. We are ready to reconnect and support you! Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes Post-COVID World - What Comes Next? Social-Emotional Learning Community Building Equity Professional Learning Communities Remediation/Interventions Safety Strategic Planing/Vision & Mission Operations and Management Best of 2021-2022 School Year
August 2021 September 2021 October 2021 November 2021 January 2022 February 2022 March 2022 April 2022 May 2022 June 2022
Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8
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Reflecting on the Past, Driving Toward the Future Dr. Katie Jenner Indiana Secretary of Education For most of you, the 2020-2021 school year is now in the rearview mirror. It was a year filled with perseverance and triumph. As we know, there’s definitely not a roadmap on how to lead a school through a global pandemic. But through it all, your constant dedication to our students provided direction on how to address our greatest challenges, proving that we can and we will move forward. Over the coming weeks, I hope you are pausing to take a look in the rearview mirror -- celebrate how far we’ve come, reflect upon what we’ve learned, and jumpstart planning ahead for what’s next. Let’s evaluate what worked -- and continue it -- as well as what might need to change. Give yourself some space to rest and reflect...and be willing to act BOLDLY on behalf of your students. As we acknowledge the growth moments, we must take the opportunity to celebrate our successes. So, I’ll repeat, again, a few of the successes we must celebrate: First, while most states were challenged to open in person, over the last year you worked to ensure a safe environment that kept many students in the classroom. Self-reported school data shows that the majority of Indiana schools were open, in person, almost the whole year. Secondly, when some states said they would struggle to administer federallyrequired assessments, you produced completion numbers that rival any other year. With your work, we had 97% completion in both IREAD-3 and ILEARN (just part of multiple pieces of data providing information on student learning). Thirdly, while some struggled to determine how accelerated learning might look, you are showing that
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when communities come together for students, incredible work can happen. To support these important efforts, IDOE awarded $122 million in grants to 110 community partners across the state (more than 350 unique partners!) through the Student Learning Recovery Grant Program, which was created by the Indiana General Assembly earlier this year. We’re energized to see your schools -- in 83 of Indiana’s 92 counties -- teaming up with community partners to support students this summer (and beyond!) through focused tutoring and other enhanced learning opportunities. Finally, while some states struggled to maintain needed school funding, you are working to find bold and innovative ways to deploy historic state-allocated education funds over the next two years. These state funds are in addition to over $3 billion in federal relief funds available to accelerate student learning, promote sustainable innovation, support educators, and update infrastructure. This year’s accomplishments deserve to be celebrated. Yet as we celebrate these successes, we must also acknowledge and not underestimate the work we have ahead of us. As you’re considering what instruction will look like this fall, I encourage you to take time to really dig into your school’s results from ILEARN and other corporation data. With this information in hand, we now have the opportunity to analyze, plan ahead, and execute strategic plans leading to improved outcomes.
and be willing to rethink what might work for individual students. Let’s also continue the proactive momentum of looking for ways to empower quality work-based learning experiences and help more students graduate with a post-secondary credential or high-value industry certificate. Having spoken with a few of you, I’m hearing about the work you’re leading locally: developing strategic interventions, accelerating learning opportunities, and empowering educators, families and community partners to be a part of the SOLUTION. I’m beyond proud to serve beside you... for our communities, our families, and most importantly, our students. Over the summer, I hope you enjoy a muchneeded, much-deserved respite. Spend time recharging so we can continue working toward our shared mission of ensuring every child has access to the knowledge, skills, and opportunities necessary for lifelong success. Thanks for all you have done and will continue to do in driving progress for Hoosier students.
You are in the driver’s seat for your school...in your community...to make substantial student-level impact! As you’ve seen firsthand, while some students have continued to excel, others have struggled to master fundamental knowledge and skills. Let’s work to identify kids who need the most help,
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BEST OF IASP
Stronger Together Leslie Draper Executive Director Inspire Academy Every successful school has a strategic professional development plan built around schoolwide goals. The plan is the easy part. Figuring out how to prioritize time for professional development and ensure adequate differentiation are a little more challenging. There are no easy answers to these challenges, but I love hearing what other schools are doing in order to gather ideas, so my hope for this article is to leave you with some ideas to implement at your own school. For the first time this year, we introduced in-house certifications as the answer to continuing momentum on our schoolwide professional development needs while ensuring teachers have the opportunity to pursue topics of interest to them. This has turned out to be a great way to listen to teacher voices and put the ball in their court to decide if and when they’re ready to pursue additional topics above and beyond schoolwide professional development. How does this work logistically? When hiring and renewing teachers, we write into their commitment letters a commitment to work 12 professional days beyond the 180 student days and a commitment to stay until 5:30pm two days per month for staff meetings and professional development. For those of you who have not asked for this commitment from teachers, this may sound scary to consider, but our teachers value these times together and appreciate the commitment to their professional learning. We use most of our professional days to kick off our year with teachers more than a week before students. This allows us time to plan, prepare, and learn together, building a strong sense of crew amongst staff
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before the stress of the school year kicks in. We call this week plus a few days together “summer institute.” Then, we use the days we stay until 5:30pm to build on the work started during summer institute, which gives us uninterrupted adult learning time without students, building a sense of collective efficacy. I cannot emphasize enough the positive impact this structure has on our school. In addition to this solidified structure, teachers can choose to go above and beyond by pursuing one of nine teacher certifications (new this year and off to a strong start!): accelerated learning teacher, antiracist educator, familyfriendly teacher, green ribbon teacher, mindful teacher, STEM focused teacher, techy teacher, and trauma-informed teacher. A side bonus – you may have noticed – several of these certifications are aligned with topics that can lead to IDOE school wide credentials, such as becoming a STEM School, a Green Ribbon School, or a Family-Friendly School. During our first year of rollout, and notably this unique year during which teachers were stretched to new limits as they navigated pandemic teaching, we had two teachers successfully become certified as Inspire Academy Mindful Teachers. We can now post the certificate on their classroom door, add the label to their family newsletters, and generally celebrate this strength and success with our families and other staff, building a culture of honoring expertise within our building. There’s no “one size fits all” plan for professional development. The key is planning topics together and implementing the plan in a way that works for your team. We are stronger together!
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BEST OF IASP
2020-21 Best Ways to Show Gratitude to Staff April Holder Principal Wilson Elementary 1. Don’t be blue- free jean pass 2. Treat Trolley- Deliver special treats for all the “extra” required this year. 3. Mailbox Monday- Place a quote or treat in every mailbox each week. 4. We know it has been tough, but “LET IT GO” -Provide frozen treats in the lounge. 5. Gratitude is Contagious - Provide a card and envelope for every employee. Have them pass gratitude on to someone else. 6. Circle the room- At a PLC or Staff meeting, have everyone share 1 thing that they are grateful for about your school. 7. Handwritten with care- Write a note to each staff member to say thanks for all they do. 8. I see you board- On sunglass cut outs list thankful moments happening in the building without names.
"BEST OF" SUMMER
Reading Suggestions Hacking School Discipline Start with Why The Garden The Energy Bus The Art of Gathering
9. You’ve been mugged- A school mug with a special note is passed around the school. The mug comes with written thanksgiving.
Insight
10. Be a Present Principal- show up, pay attention and take note of all the blessings in your school. Gratitude starts at the top.
Good to Great
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Greenlights Emotional Agility
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BEST OF IASP
Top 10 - The “Best Of ” 20-21 Aimee Lunsford Principal Lincoln Elementary, Warsaw
This year has certainly been one for the record books but isn’t it true that we don’t know how strong we really are until we are faced with adversity to overcome? Here’s my tribute to the great things that came out of 20-21. Covid has nothing on us! 10. District wide teamwork - We often have to rally together as an elementary team but in organizing all things Covid, it took all hands on deck and our district couldn’t have proven to be stronger. The whole troop was all in and our community saw the school, health department and county health officials as a united front. 9. Magnificent Math Skills - Whether it was measuring 6 feet of distance, 15 seconds of close contact or 14 days for contact tracing, our math skills certainly got a workout and we proved that we are number savvy. What seemed so overwhelming in the beginning became “old hat” very fast! 8. First Things First - In a year that SEL became imperative, we really took the time to focus on the ways that we support our students and staff in regard to social-emotional needs. Our implementation of Sources of Strength and Kimochis proved successful in helping our students learn strong coping skills and working through the book Onward helped us map out a stronger plan for how we support our team every year, not just in a pandemic! 7. Virtual Conference - This should make all of our top ten lists! In November we were able to pull off a virtual conference that rivaled the same support we give to our principals in person. The highlight for me was the affirmation and new ideas I got for leadership from Jon Gordon in his book, The Power of Positive Leadership. 6. Meeting Family Needs Better - One thing I hope we continue to carry out post Covid is the element of virtual case conferences. Our participation rate from families skyrocketed as logging onto the computer or connecting via phone was much simpler for families than taking time away from home or work to sit in on the case conference. We managed to still have meaningful conversations to support students without having to be around a literal table. 5. Finding Normal in the Midst of Chaos - In order to stay face to face for 180 days in the middle of a global pandemic, we had to look for ways to keep things “normal.” Our kids, our staff and our families needed this to help them cope. We looked for ways to normalize parent teacher conferences, awards programs, classroom parties and group projects and still abide by C-19 protocols. We proved that we are critical thinkers, problem solvers and that even when things seem so out of sorts, there really was a lot that we were able to continue with just a few tweaks. 8
4. Tech Wizardry - The technology genius that came out of our reliance on the virtual realm to deliver content and reach those at home during quarantine was nothing short of amazing! We learned how to implement the 4 C’s of technology in ways we never dreamed of before. Collaboration took place via breakout rooms in Google Meet and comment features in Google Docs. Communication took place via email, discussion boards and social media videos to stay current and connected with our staff, students and families. Critical Thinking was put on display as students used programs like Google Slides, iMovie and FlipGrid to show their learning and thinking and Creativity was the name of the game as teachers used Google Classroom, SeeSaw and Canvas to keep students engaged and excited about learning via screen. 3. Closing the Gap - Our focus and reflection on how to close the learning gap created from our time away from the classroom brought our team to the goal of making our master schedule even stronger. Through the IDOE book study with Mike Mattos on It’s About Time, we learned how we can be sure to embed reteaching time into our schedule and maximize our resources for remediation and enrichment. 2. Taking a Step Back From Evaluation - While administrators did still visit classrooms, it was done more informally and the short and long requirements were more lax this year as we focused on the safety and wellbeing of both students and staff. This led me to take time to delve into Craig Randall’s book Trust-Based Observations that will be guiding how I do observations and coaching next year with my team. It focuses much more on the relationship between admin and staff and how we can leverage that for more in depth conversation, reflection, risktaking and growth. And the #1 POSITIVE THING to come out of Covid for this principal was ...... CELEBRATION! We did it! We actually did it! We completed (or will very soon) 180 days of in-person learning that helped keep students engaged, safe, fed and loved no matter what their home circumstances were. We managed to show and prove that education is indeed a moral imperative of society and that the service we provide to our students and families reaches so much further than instruction and assessment, it meets the needs of the whole child and impacts the entire family and community. So.... WAY TO GO INDIANA PRINCIPALS! THREE CHEERS TO YOU AND ALL WE HAVE ACHIEVED!
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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. www.iasp.org
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BEST OF IASP
We Are the World
Top Ten (well maybe fourteen) Takeaways of 2020-2021
Mindy Dablow Principal Clarksville Elementary As a great reminder of the “Best of ” 2020-2021, Mindy Dablow, the principal of Clarksville Elementary School in Clarksville, Indiana, shared a video of hope and inspiration. The CES Music teacher, Ms. Emmy Bodner, brought the idea to Mrs. Dablow in August to teach all students in grades K-4 the classic song “We Are The World” during their weekly Music classes, and put together a schoolwide video featuring the students singing the song and sharing its positive message. Ms. Bodner knew that regular student performances would be impossible throughout the year due to COVID-19, so she thought this project would be a great way to put together a production with all students involved that could be shared with CES families and community members at the end of the school year. When she approved Ms. Bodner’s project, Mrs. Dablow had no idea how beautiful and amazing the final product would actually turn out to be! She thought it was a great reminder of the challenges we’ve all faced and overcome this year during the pandemic. It is also a testament to our amazing students across the state and how wonderful they truly are! The positive message in this song really hits home that EVERYTHING we do is for our kids! They are our future and the message of hope shared in this song is so inspiring. Please take a few minutes to watch this amazing video! Mrs. Dablow can assure you that it will be the highlight of your day! Enjoy!
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IASP Executive Committee
We hope that you enjoy the IASP Executive Committee’s top takeaways from this school year, as they share a glimpse into their gratitude and growth from 2020-2021. ■ Intentionality with our relationships- Dan Peo; incoming Assistant Principal Liaison ■ Renewal of relationships and the ability to get back to enjoying nature- Amy Neimier; incoming NAESP State Representative ■ Innovation and creativity have soared- Matthew Shockley; current Vice President ■ Growth and moving out of our comfort zones- Crystal Thorpe; incoming Vice President ■ Adaptation, reflection and resiliency have been key- Amy Boone; current Assistant Principal Liaison ■ Human connection has been renewed- Dave Strouse; NASSP State Coordinator ■ Difficult circumstances have brought people together to problem-solve and work through tough issues- Tim McRoberts; IASP Associate Executive Director ■ Human interaction and our need for one another has been illustrated. It reinforces living in the moment and not taking things for granted- Steve Baker; Liaison to the DOE ■ Prioritizing what was best for kids instead of traditional past practices- Liz Walters; Past President ■ Self wellness, supporting one another, and taking time to disconnect- Eric Gilpin; current President ■ Resilience and self-reflection both professionally and personally- Kelly McPike; current NAESP State Representative ■ Balance and focus on healthy practices- Aimee Lunsford; President Elect ■ Reconnections and elevating friendships, being intentional, and compassionate. Compassion makes us so much better in any situation- Todd Bess; IASP Executive Director ■ Grace and flexibility and the ability to extend it to others in every situation- Tiffany Barrett; IASP Director of Member Services
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Best of 20-21 A Lesson Learned Bob Thompson Principal Bittersweet School We were forced to conduct our car rider dismissal differently due to COVID and it worked so well, we’re going to keep using it beyond this year! In previous years we would dismiss all car riders to the pick up area. We had over 100 students and it was chaos! This year we assigned every parent a number to display at dismissal time. We created a Google spreadsheet to display the numbers and teachers projected it up on their whiteboards. Staff members used a smartphone to light up numbers in green as parents arrived and that gave the students the green light to go to the car rider area! It made car rider time so much more efficient and calm! What a great lesson learned this year.
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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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SHARED SOLUTIONS & EPIC EPISODES The strategy behind the support
WHO/WHEN/WHERE WHO CAN ATTEND? Virtually anyone, no pun intended. Shared Solutions and EPIC Episodes are both intended for Indiana administrators that may be interested in this professional development as an added benefit to your membership. WHEN ARE THEY? Our Shared Solutions Series and EPIC Episodes are offered at 10:00 a.m. (EST). They are offered monthly and correspond to the topic you read about in the Indianagram. WHERE ARE THEY? These sessions are both offered virtually monthly to provide you with important content in an easy to consume format without ever having to leave your building.
WHAT ARE EPIC EPISODES?
WHAT ARE SHARED SOLUTIONS?
EPIC Episodes
Shared Solutions
are a 2-part professional development series in
are single monthly sessions that are
presentation format on a relevant topic. Each
interactive and presented by Indiana
2-part series contains different material each
administrators. Each session offers an
session that builds and is presented virtually
opportunity for Indiana administrators to
by an expert on that topic. These topics are
discuss highly valuable and relevant topics
aligned to the topics in the Indianagram, IASP
that are currently impacting educators. All
blogs, and the IASP LeaderCast to create an
recordings and chat logs are shared with
easy to follow, consistent resource. All
attendees for references, as well as located
recordings and chat logs are shared with
in our resources library for all members to
attendees for reference, as well as located in
access. They provide multiple perspectives
our resource library for all members to access.
on a given topic. Audience participation is highly recommended.
LE AR N M OR E BY VI S ITI N G TH E E DU C ATO R R E SO UR C E P A GE U ND ER TH E H O M E TAB AT WW W . I A SP . O R G
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LEADERSHIP DEVELOPMENT
STEM Integrations Community Partnership Series: Alternative STEM/STEAM Environments Krista M. Stith Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Rachel L. Geesa Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Makerspaces, Fablabs, Tech Shops, Hackerspaces, Innovation Labs, IdeaLabs, Collaboratories ….these names are just a few of the many that have arisen in recent years to identify unique alternative learning spaces “equipped with materials and resources for students to use as they develop creative solutions to complex problems” (Shively et al., 2021, p. 1). These spaces may be large rooms filled with advanced and expensive technological equipment, or small designated corners of a classroom with additional art materials. These alternative spaces also serve as an excellent vehicle for experiential learning in STEM/STEAM education as students are learning through actionbased activities and practicing 21st century skills (Myers & Berkowicz, 2015; Rose et al., 2029). No matter the level of sophistication, this alternative space is purposefully designed where students are no longer receivers of knowledge, but collaborative innovators for local, regional, and global change. In our work, we have seen many instances of educators who have been granted the funds and the responsibilities to build a makerspace, or run a current makerspace, but have little to no training on where to start. Below are a few questions that are often asked: ■ Is a curriculum needed, and if so, should the curriculum be created by teachers or purchased from another organization? ■ How can the space be accommodating and inclusive to the needs of diverse students? 14
■ What furniture can be purchased within the budget? ■ What should the safety plan address? ■ How does a 3D printer work? Potential answers that align with the mission and vision of the school are traditionally not the topics addressed in pre-service teacher preparation programs. Professional learning is an important component for educators to help maximize the impact of the innovative space on teaching and learning. A number of studies highlight that makerspaces may not be used and the equipment collects dust when educators lack preparation in knowledge and skills (Hira et al., 2014), time, scheduling, and accessibility (Shively et al., 2021), and funding for future upgrades like the technological infrastructure (Bensenouci, 2017). In our upcoming book, Leadership in Integrative STEM, by Geesa et al., (in press) we provide a generalized guide of considerations and evidence-based practices for building and sustaining these alternative learning spaces. However, we challenge schools and
districts to extend beyond these initial guidelines and integrate the power of community partnerships within the design, build, and sustainability efforts. Community partners can provide support in the form of providing external funds, sponsoring or donating equipment, providing training to teachers on how to use equipment, and engaging with students as STEM/ STEAM professionals. For example, Burris Laboratory School in Muncie, Indiana partnered with the Indiana Manufacturing Competitiveness Center (IN-MaC) for funding to supply their Innovation Lab with additional manufacturing equipment and materials. Another partnership for Hoosier schools is 1st Maker Space (https://1stmakerspace.com/) based out of Fishers, Indiana. 1st Maker Space provides helpful literature, tutorials, products, professional learning, and consulting for educators to design, build, and supply alternative learning spaces for making. 1st Maker Space also provides educators with curriculum, professional development, and coaching for maker managers to help
A Call for Your Support! Are you an educational leader of a school or organization with one or more alternative learning spaces (e.g., a maker space)? If so, we would love to talk to you! We are developing a series of videos of alternative learning space exemplars in an upcoming education series called Ben + STEM. We hope to share sources of inspiration for educators who need support in ideating an innovative space for their own programs. You have the opportunity to showcase your school’s hard work, become a part of a professional learning community, and contribute to the movement that all students should have access to learning through making. Please contact Dr. Krista Stith at kstith@stemintegrations.com if interested in participating in this project.
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LEADERSHIP DEVELOPMENT
transition educators from the conveyer of knowledge to a facilitator. The International Technology Engineering and Educators Association (www.iteea. org) also provides many resources for educators, such as a Safety Spotlight article by Love et al., (2020) which addresses legal obligations and safety strategies for the alternative learning space. References: Bensenouci, A., & Brahimi, T. (2017, February). Powering makerspace wirelessly: Opportunities and challenges. In 2017 Learning and Technology Conference (L&T)-The MakerSpace: from Imagining to Making! (pp. 1-6). IEEE. Hira, A., Joslyn, C. H., & Hynes, M. M. (2014, October). Classroom makerspaces: Identifying the opportunities and challenges. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-5). IEEE. Indiana Manufacturing Competitiveness Center. MicroGrant Program. https://www.purdue.edu/ in-mac/ Love, T. S., Roy, K.R., Marino, M.T. (2020). Safety Spotlight: Inclusive makerspaces, fablans, and STEM Labs. International Technology and Engineering Educators Association. https://www.iteea.org/ Publications/Journals/TET/166256/SSFeb20.aspx Martinez, S. L., & Stager, G. (2013). Invent to learn. Making, Tinkering, and Engineering in the Classroom. Torrance, Canada: Constructing Modern Knowledge. Myers, A., & Berkowicz, J. (2015). The STEM shift: A guide for school leaders. Corwin Press. Rose, M. A., Geesa, R. L., & Stith, K. (2019). STEM leader excellence: A modified Delphi study of critical skills, competencies, and qualities. Journal of Technology Education, 31(1), 42-62. https://doi. org/10.21061/jte.v31i1.a.3 Shively, K., Stith, K., & DaVia Rubenstein, L. (2021). Ideation to implementation: A 4-year exploration of innovating education through maker pedagogy. The Journal of Educational Research, 1-21.
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LEADERSHIP DEVELOPMENT
Making P-D Stick Dr. Danelle Barkey Assistant Superintendent Warsaw Community Schools
Other answers on promoting effective PD can be gleaned from Learning Forward’s Stephanie Hirsh (2019), who prioritized Dr. Marilynn Quick four cornerstones of professional Associate Professor learning: 1. Lead with equity; 2. Invest Dept. of Educational Leadership in team learning; 3. Leverage highBall State University quality instructional materials; and 4. Advocate with evidence. Leading A familiar lament in teacher lounges and with equity requires that an organization curriculum meetings sounds something collaboratively develop a compelling like this, “I taught it in 3rd grade, so I vision for how the districts’ schools will don’t know why the kids don’t know it ensure that all students benefit from in 4th grade.” Similarly, principals often the integration of excellence and equity. can be heard wondering why they see Collaboratively, an organization must so little evidence that the professional decide how to prioritize its resources and development (PD) they provided for measure its impact so that students with their teachers does not seem to be the most challenges (because of racism, implemented with fidelity or sustained poverty, learning differences, family in classrooms. We may have taught “it,” trauma, etc.) are being supported through but why isn’t the PD content sticking? outstanding research-based best practices Why haven’t teachers learned what we and resources. tried to teach them? One short answer to this ongoing dilemma can be provided by a commonly used quote that leaders “need to inspect what we expect.” In other words, PD will probably not be implemented deeply or sustained across a school unless there are clearly understood expectations and follow-up on monitoring the implementation. For example, if your elementary school has just provided PD on improving math achievement by using manipulatives, the building leadership team should inform staff that the upcoming walkthroughs will be focused on how well students are benefitting from their use of manipulatives. Walk-throughs would then be conducted during math periods and useful feedback provided to faculty members on their progress. Also, teachers can share their successes during professional learning community (PLC) meetings, data on benchmark assessments can be analyzed and shared during grade-level or staff meetings, a data wall can demonstrate school-wide improvements, and peer visitations can be arranged to showcase classrooms that have mastered the strategy. 18
Leaders invest in team learning when they create cultures in their schools that Hirsh terms as “collective professionalism.” Collective professionalism means that, “everyone shares collective responsibility for the success of every student” (2019, p. 4). The best teachers in the school serve as leaders of the learning teams. Teachers are treated as professionals and are vital partners in planning the PD they want and need. PD is structured so that teachers feel supported by their principals and fellow teachers, rather than feeling the isolation too many teachers experience. Because changing schools is such difficult work, distributed leadership is necessary to build the capacity of leaders beyond the principal (Spillane et al, 2004). Distributed leadership practices that empower
teacher leaders can assist the principal to make lasting change far beyond the individual leader. Students deserve high-quality instructional materials to access the content of high-stakes testing. When Dr. Quick conducted walk-throughs with a team of educators in a southern state, they found that the “failing” school was using textbooks that watered down the curriculum. Students in 7th grade were exposed to math content at the 5th grade level and 2nd graders were learning Kindergarten and first grade content standards. Thus, no one on the walk-through team was surprised to learn that students were failing the state assessments. The Harvard Center for Education Policy Research estimated that achievement gains of 3.6 percentile points could be gained for 4th- and 5thgraders in math by simply switching to a top-ranked textbook (Kane, Owens, Marinell, Thal, & Staiger, 2016). Our schools can advocate to receive sufficient PD resources if we can provide evidence that our PD activities work. Evidence should document how student and teacher performance have improved because of the PD offered. When structured effectively, coaching and collaborative learning have been shown to increase student achievement and are also low-cost strategies that are valued by teachers (Jones, 2020). Barkey’s (2021) Continuum of Guided Autonomy for Principals (Figure 1) creates a turnaround vision for
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improving under-performing schools. Barkey’s research supports claims that positive change best occurs in our organizations when we balance collaboration with accountability ( for example, Scott, 2017). What is true in Barkey’s research about district leaders supporting building principals can also be applied to building principals supporting teachers. Effective leaders effectively support the continuous improvement of their schools by serving as a shoulder partner for one teacher, a sounding board for reflection with another, and requiring more accountability supports (like asking for data to document change or providing more critique through analytical questions) with other faculty
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members. The supervisor implements a specific strategy depending on what the situation warrants. The tension between these acts of collaboration and accountability needs to be skillfully navigated to provide a balance. If a leader is either always collaborative or always serving in the role of chief accountability officer, the school change processes are likely not to be as successful. Bottom line: you can increase the likelihood of PD being effective in your school if you inspect what you expect, integrate Learning Forward’s 4 Cornerstones, and include a continuum of collaboration and accountability as you support your school’s PD efforts.
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References: Barkey, D. (2021). District Support of School Turnaround. (Doctoral dissertation). Ball State University. Hirsh, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward. https://learningforward.org/wp-content/ uploads/2019/02/4-cornerstones-for-download-1. pdf Jones, A. (2020). Investigating teacher leadership capacity in Catholic national blue ribbon schools (Doctoral dissertation). Ball State University. Kane, T.J., Owens, A.M., Marinell, W.H., Thal, D.R., & Staiger, D.O. (2016). Teaching higher: Educators’ perspectives on Common Core implementation. Cambridge, MA: Center for Education Policy Research. Scott, K. (2017). Radical candor: Be a kick-ass boss without losing your humanity. Pan Macmillan. Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: Implications of a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
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IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute Best of 2020-2021 IPLI is a premier professional development opportunity for the practicing principals of Indiana. We are here to support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect. The 2020-2021 school year has been one for the books! The challenges have been significant, but the learning has been even more powerful. We have increased our technical skills and, at the same time, better learned the value of being together in the same place at the same time. While we are grateful that learning could continue through these harsh times, we are hopeful that regaining the opportunity to learn together in person both in the schoolhouse and through professional development will continue to be sustainable. After spending a year on Zoom, IPLI came together in our April Seminar at the Lawrence Township Center to celebrate action research and the graduation of Cohort 7. Many of the regional focus cohort groups have begun meeting in person with protocols, and slowly we are reopening opportunities to learn together and share best practices. In July, the IPLI Summer Seminar on the ISU campus will be held at the newly renovated Hulman Center to provide ongoing social distancing protocols to keep everyone safe. This new year will be a time to celebrate new learning and new relationships for all. As we look forward to the future of supporting principals in Indiana, we must look back at the progress made in sustaining schools during a difficult time. Schools are opening, yet some will continue to provide online opportunities, a carryover from the pandemic. Assessments may show some loss; however, we will meet our students with new ways to provide that learning through action research which is the core of IPLI. And educators have been inventive throughout the pandemic, finding and sharing solutions to situations that have never existed before. Principals continue to lead and are vital to the success of our Indiana students. We are grateful for their leadership as they are learning leaders leading learners! Wishing everyone a wonderful summer break! Cohort 9 is Ready to Roll! IPLI Cohort 9 will be a strong class of dedicated professionals poised to increase their leadership through IPLI over the next two years. IPLI still has a few spots open and would be glad to include you in this next class. There are so many benefits to this type of self-care and growth. Visit www.indianapli.org and submit your application today. This two-year journey will begin on July 6th, 2021, and be something you won’t want to miss! IPLI Extended IPLI Extended is a formal, year-long, intensive professional development program for IPLI graduates. Extended allows participants to dig deeper into topics covered during the IPLI experience. In addition to three-day-long seminars, graduates meet in regional focus cohorts throughout the state (August, October, and February). Topics vary from year-to-year so that graduates can enroll in Extended multiple times. When appropriate, IPLI Extended participants are encouraged to bring teacherleaders with them to the seminars. This year’s theme will be “Advancing Equity and Inclusion Through Culture, Effective Teaching, and Curriculum.” Applications for IPLI Extended are Open at http//indianapli.org/ipli-extended.
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SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation
Let’s work together to find creative ways to keep supporting Riley!
We Defer Things By James Whitcomb Riley
to see so many schools attaining Red Wagon status – gifting more than $1 per student; Red Wagon Booster status – gifts of $2,500- $3,999; and Red Wagon Sponsor status – gifts of $4,000 or more. Each and every gift makes a difference and positively affects the services that make Riley Hospital a true pediatric healthcare treasure.
We say and we say and we say, We promise, engage and declare, Till a year from to-morrow is yesterday, And yesterday is - Where? How quickly we’ve come to the end of the school year and another generous giving year benefitting the children and families who count on Riley Hospital. Without your school family’s engaged citizenship, empathy and philanthropic spirit, the families who make more than 300,000 patient visits each year to the Riley Outpatient Center, the Simon Family Inpatient Tower and numerous Riley clinics around the state, would not benefit from the hope, care and healing intervention that your donations make possible. Traditionally nearly 70% of school gifts arrive at the Riley Children’s Foundation office between April and June, and it’s a busy and thankful time as we prepare to close out our fiscal year. I’m excited
We’ll reflect on success, recognize amazing philanthropic partnerships and begin again, because the need doesn’t stop. There is still more work to do, more children and families who need our steadfast help. Incredible new services are on the horizon that we’ll be sharing in the new school year. Thank you for all that you have done and continue to do for Indiana’s most vulnerable. Please send your outstanding Kids Caring & Sharing gifts to the Riley Children’s Foundation, 30 South Meridian Street, Suite 200, Indianapolis, IN 46204 before June 30 to receive your 2020-2021 KCS participation decal in August. As always, please reach out with any questions about the impact your school family’s gift is making, smiles@rileykids.org. Have a restful and rejuvenating summer!
National Association of Elementary School Principals Serving all elementary and middle-level principals
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SERVICES AVAILABLE STATEWIDE WE FOCUS ON THE FOLLOWING PROGRAMS: HOOSIER HEALTHWISE HEALTHY INDIANA PLAN MARKETPLACE To schedule an appointment for enrollment assistance or an educational session visit www.indianaruralhealth.org/CKC-IN Call 812.478.3919, ext 248 or Email: navigator@indianarha.org This project is supported by the Centers for Medicare and Medicaid Services (CMS) of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award totaling $469,408.00 with 100 percent funded by CMS/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CMS/HHS, or the U.S. Government.
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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. It’s Your Turn! 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 fill in this quick form to submit your project to be shared with other Indiana educators. It’s that easy! 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. SENSATIONAL SERVICE LEARNING Imagine a classroom where students are actively engaged in learning, the teacher and the students are excited about the content, discipline problems are minimal to non-existent, standards are being addressed, and students work cooperatively with one another. Sounds ideal, right? The ideal IS possible! Educators are supported through the free website resources for philanthropy education, service-learning, and project ideation on the Learning to Give and generationOn websites. Indiana educators are implementing incredible service-learning projects where students are learning to use their “time, talent, and treasures” to help others. Indiana teachers and administrators are such innovators. We are blessed with a wealth of knowledge and enthusiasm for educating, empowering, and engaging our students! To see some of the projects that Indiana educators have undertaken with their students, be sure to check out the INSPIRE3 Snapshots of Service Learning page on the IASP website. Here you will be able to read about successful service-learning projects, find lessons that connect curriculum to service, and become inspired to engage students in service-learning.
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LEGAL REVIEW
State Mandated Education Trainings Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR)
What training requirements are waivable with a 1003 Performance Based Accreditation System Waiver? Any provision of Title 20 or 511 IAC that is not expressly exempted from waiver may be waived. Examples of state trainings that may be waived upon review and approval by the State Board:
Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) When it comes to matters of policy, school boards have broad authority to determine educational policy. Yet, Indiana public schools are heavily regulated in the establishment, selection, and implementation of many areas including policy, curriculum, reporting requirements, and trainings. The Indiana General Assembly and the Indiana State Board of Education (SBOE) have recently enabled measures for greater autonomy and flexibility from regulation. With the enactment of House Enrolled Act 1003 (1003) during the 2020 legislative session, the Indiana General Assembly established the framework for a mandate waiver process. 1003 authorizes SBOE to waive compliance with many provisions of Title 20 of the Indiana Code (Title 20) or the Board’s Administrative Rules (511 IAC), subject to other state mandates and limitations. In addition to the 1003 process, three other mandate waiver opportunities are also available to education leaders: (1) waivers to implement nonstandard courses and curriculum programs; (2) waivers of curriculum and graduation requirements for programs for high ability students; and (3) school improvement plan waivers. For more information on the available waiver options visit: https://www.in.gov/sboe/files/ IN-Flex-Guide-12182020.pdf. Among the provisions waivable from compliance are certain mandated trainings. These mandates encompass a broad range of categories, including, but not limited to: bullying; cardiopulmonary resuscitation (CPR); criminal gangs; suicide prevention; child abuse and neglect; human trafficking; seizure; stop the bleed; dyslexia; homeless children and youth; concussion; heat preparedness; testing integrity; seclusion and restraint; school law enforcement; and sudden cardiac arrest of students. This non-exhaustive list does not include other federal training requirements in areas such as Title IX (sex discrimination) or Title VII (employment discrimination), or additional trainings that may include internal policy.
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■ Bullying Prevention (IC 20-26-5-34.2) ■ Criminal Organization Policy (IC 20-26-18-4) ■ Training for Staff and Testing Security and Integrity Agreement (511 IAC 5-5-5) ■ Seclusion and Restraint (IC 20-20-40-13(J)) ■ School Resource Officer (SRO) (IC 20-26-18.2) ■ School Corporation Police; Autism and Asperger’s Syndrome Training (IC 20-26-5-31) ■ School Corporation Police Minimum Training Requirements (IC 20-26-16-4) What training requirements are not waivable through the 1003 process? Although there are certain categories of trainings that are waivable, the 1003 process is not without limit. The following provisions of Title 20 and related provision found in 511 IAC cannot be waived: ■ IC 20-26-5-10 (criminal history and child protection index check). ■ IC 20-27-7 (school bus inspection and registration). ■ IC 20-27-8-1 (school bus drivers and monitors). ■ IC 20-27-8-2 (school bus driver driving summary). ■ IC 20-27-10-3 (capacity of school bus). ■ IC 20-28 et seq. (school teachers) ■ IC 20-29 et seq. (collective bargaining). ■ IC 20-30-5-0.5 (display of United States flag; Pledge of Allegiance). ■ IC 20-30-5-1 (constitutions). ■ IC 20-30-5-2 (constitutions; interdisciplinary course). ■ IC 20-30-5-3 (protected writings). IC 20-30-5-4 (American history). ■ IC 20-30-5-4.5 (moment of silence). ■ IC 20-30-5-5 (morals instruction). ■ IC 20-30-5-6 (good citizenship instruction). ■ IC 20-30-5-13 (human sexuality instructional requirements). ■ IC 20-30-5-17 (access to materials; consent for participation). ■ IC 20-30-5-21 (contrary student instruction not permitted). ■ IC 20-30-5-22 (Indiana studies). ■ IC 20-31 et seq. (accountability for performance and improvement).
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LEGAL REVIEW
■ IC 20-32-4 (graduation requirements). ■ IC 20-32-5.1 (Indiana’s Learning Evaluation Assessment Readiness Network (ILEARN) program). ■ IC 20-33-1 (equal educational opportunity). ■ IC 20-34 et seq. (student health and safety measures). ■ IC 20-35 et seq. (special education). ■ IC 20-36 et seq. (high ability students). ■ IC 20-39 et seq. (accounting and financial reporting procedures). ■ IC 20-40 et seq. (government funds and accounts). ■ IC 20-41 et seq. extracurricular funds and accounts). ■ IC 20-42 et seq. fiduciary funds and accounts). ■ IC 20-42.5 et seq. (allocation of expenditures to student instruction and learning). ■ IC 20-43 et seq. state tuition support). ■ IC 20-44 et seq. (property tax levies). ■ IC 20-46 et seq. levies other than general fund levies). ■ IC 20-47 et seq. related entities; holding companies; lease agreements). ■ IC 20-48 et seq. (borrowing and bonds). ■ IC 20-49 et seq. (state management of common school funds; state advances and loans). ■ IC 20-50 et seq. (homeless children and foster care children). ■ IC 20-51 et seq. (school scholarships).
Legal Corner Final Communique Dave Emmert Attorney Emmert School Consulting That time that we will all face has arrived for me dear IASP members as I conclude a wonderful career serving the Indiana Association of School Principals, its highly dedicated leadership team, and thousands of members who devote themselves to assuring that their educational enterprises succeed! Each of these hundreds of articles over the past 25 years has been a labor of love and I have so appreciated your positive feedback. Being useful to those of you who daily strive to assure that the valuable educational product is effectively delivered to your respective communities has been both a blessing and a joy. I will treasure this tremendous opportunity the rest of my remaining days and thank you all for being such a positive force in this fabulous adventure! Dave
Examples of state trainings that cannot be waived: ■ Cardiopulmonary Resuscitation (CPR) (IC 20-28-5-3(c ■ Suicide Prevention (IC 20-28-5-3(d), IC 20-28-3-6) ■ Child Abuse and Neglect (IC 20-28-3-4.5) ■ Human Trafficking (IC 20-28-3-7) ■ Seizure Training (IC 20-28-3-9) ■ Stop the Bleed Training (IC 20-34-3-24) ■ Reading Specialist Trained in Dyslexia (IC 20-35.5) ■ Indiana Education for Homeless Children and Youth (IC 2050-1-3, IC 20-50-1-6) ■ Concussion (IC 20-34-7-6, IC 20-34-7-7) ■ Heat Preparedness (IC 20-34-7-7) ■ Sudden Cardiac Arrest of Students (IC 20-34-8-9) Bottom line, education leaders are encouraged to annually review state mandated trainings to both update their compliance plans and identify whether de-regulation through the 1003 process or other means is a preferred mechanism for flexibility. We at KGR routinely provide day-to-day legal counseling on these important topics and can partner with you to ensure compliance. We along with IASP stand ready to support Indiana’s education leaders.
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