March 2020 | VOL 22 | NO. 3
Indianagram A publication of the Indiana Association of School Principals
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
IASP Power by Lizz Walters, President of IASP
IASP, we sincerely hope that you and your family are safe and healthy. We have spent the last years discussing, and sometimes arguing, about accountability, student assessment, graduation requirements, and overall what is best for the current and future students in Indiana. Now in the midst of those discussions, we face struggles that are unprecedented in decades. It is completely understandable that many of us have feelings of uncertainty at this time. Elementary administrators are likely concerned about the activities that promote physical and emotional well-being to build skills for students at that level. Our middle school administrators are certainly considering the same, as well as questions about the power of social interactions and routine. I know my fellow high school administrators are likely considering the impact this will have on credit-bearing classes and ultimately the graduation of the 2020 cohort. Each day I hear from educators how much they miss being in the classroom and the building with their students. We are all educators for the simple reason that we want to work with kids of all ages to see them learn, grow, and succeed. This extended forced break from our ability to easily connect with students and colleagues is difficult, and we urge you to consider how you are caring for yourself. In the face of this extreme uncertainty, it is the power of our membership that comforts me. We are truly all in this together. As I’m sure many of you have also, I spent the last week commiserating with fellow administrators about the struggle and uncertainty that faces us, down to seemingly small things like prom. We all know what “school“, so much more than academics, really means to our students. But after some time for commiserating…much time has been spent on sharing ideas and plans and solutions to the current and possible future struggles. Each discussion revealed to me the tremendous dedication you all have for your role as a school leader. It looks different now as we navigate from behind a computer screen, but the essence of leadership remains; a vision of how we succeed, reflection on how we get there, and then communicating this by utilizing the relationships built from the first day you began your role. In collaboration with surrounding states, the state department of health, the state department of education, and surrounding districts and schools…we will navigate this! Across the state, we have food and basic resources being delivered to our students, and we have e-learning and social emotional activities being shared in many creative ways with our students. We continue to provide comfort for our families as they navigate these struggles from a personal perspective. In the face of this uncertainty, take comfort that we are maintaining what’s “school“ means for our students, families, and communities. IASP recently assisted the Indiana Department of Education in developing a set of recommendations that will assist our current 2020 Cohort to meet graduation eligibility. That information is available at this link and IASP will continue to work with elected officials and state agencies as these recommendations are considered. IASP Executive Director, Dr. Todd Bess, recently reached out to the Board to invite communication for each level. I extend this invitation to our entire membership. If you are struggling with something, please reach out for help. If you are celebrating a creative idea to maintain consistent educational opportunities for your students, please reach out and share. As I am sure many of you feel helpful, I am confident that the aftermath of these struggles will present a very strong opportunity for all the individuals discussing the state of education to come together in the best interest of our students. Stay healthy, stay safe…and we will see each other soon!
Inside this Edition
IASP Power..........................................................................................P1 IPLI Flyer.............................................................................................P2 Aspiring Principals Conference Flyer..................................................P3 Riley Hospital Kids Caring & Sharing Update....................................P4 Preferred Business Partner...................................................................P4 University Partners...............................................................................P5
Forging a New Path for Indiana Students............................................P6 Indiana Academic All-Stars and Regional All-Stars............................P7 Indiana School Counselor and Administrator Collaboration Institute..P8 Spotlight on Service-Learning............................................................P10 NAESP Update...................................................................................P11 Dave Emmert’s Situation Briefs..........................................................P12
Indiana Principal Leadership Institute Accepting Applications Application Deadline is March 16 - Apply at www.indianapli.org The Indiana Principal Leadership Institute (IPLI) is accepting applications for its eighth cohort. The application deadline is March 16, 2020. The IPLI experience lasts two years for each cohort, with more than 50 principals participating in each group. The principals develop and implement personal and school improvement plans and build a network with other principals to gain support during and beyond the institute experience. Each principal is matched with a trained mentor who helps guide the principal’s work throughout the two-year experience. In the second year, principals include two teacher-leaders from their schools in IPLI seminars to ensure teachers are a part of the process. Fifty principals are invited to participate in the eighth class, which will launch this summer at Indiana State University. Their responsibilities include attending five seminars each year and meeting monthly with their regional focus-cohort group. Principals participating in the two-year program agree to a number of commitments, including attendance at all seminars and focus-cohort meetings.
Application Process
Principals interested in applying for the eighth cohort should apply online at www.indianapli.org. Any individual who is currently employed as a public school principal in the state of Indiana is eligible for nomination. Priority is given to principals with three or more years of experience. Part one of the application is to be completed by the principal. Once submitted, part two of the application will be sent to the superintendent or immediate district-level supervisor of the corporation in which the principal is employed. Nominating a principal implies the superintendent and school board think the principal has the potential to improve their school, are supportive of positive change in the school, and will allow data collection to occur.
Participation Includes
Cohort 8 Dates for 2020-2022
Year 1 Seminars:
Mentoring by trained, highly-qualified mentors; Regional monthly focus-cohort meetings; Five seminars featuring nationally-recognized educational leaders; Access to resources to support the needs of principals and their schools including Marzano High Reliability Schools™ Network; Membership in the Indiana Association of School Principals and Ed Leaders Network; Registration for the IASP Fall Professionals Conference; An opportunity to enroll in 12 graduate credits toward the Indiana State University Educational Specialist's program at a significantly reduced tuition rate; and 45 Professional Growth Points (PGP) for each year of participation.
Corporation Commitment
A one-time financial contribution of $1000 from the school corporation will provide motivation to the principal to participate with fidelity and integrity, as well as demonstrate corporation willingness to support the principal.
Questions?
Contact IPLI Program Coordinator, Lori Davis at lori.davis@indstate.edu, 812-237-2932
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July 14-15, 2020: Summer Seminar at ISU September 23, 2020: Indianapolis November 23, 2020: In conjunction with the IASP Fall Professionals Conference in Indianapolis January 27, 2021: Indianapolis April 14, 2021: Indianapolis
Year 2 Seminars:
July 7-8, 2021: Summer Seminar at ISU September 21, 2021: Indianapolis November 22, 2021: In conjunction with the IASP Fall Professionals Conference in Indianapolis January 25, 2022: Indianapolis April 12, 2022: Indianapolis
Resources
In addition to the targeted work with each cohort, IPLI is committed to serving as a resource for all Indiana principals, their schools, and their school communities. This includes sharing research, providing access to leadership assessments, and offering tools to support school leaders. IPLI’s website, www.indianapli.org, serves as the clearinghouse for this information.
Aspiring Principals Conference June 10-11, 2020 Indianapolis, IN
What is it? A unique opportunity for anybody considering a career in building level leadership. Facilitated by principal-practitioners, this two-day conference will expose participants to the special challenges and opportunities in this fast- paced role. Features include: ♦ Practical information ♦ Networking opportunities ♦ Access to outstanding leaders ♦ Interviewing Tips
♦ Resource materials ♦ Mock Interview ♦ Dinner/Breakfast/Lunch
Facilitators include: 2019 Principals of the Year ♦ Ashlee Bruggenschmidt, Sharon Elementary School, Newburgh ♦ Matthew Clifford, Greensburg Jr. High School, Greensburg ♦ Thomas Harmas, Carmel High School, Carmel Where is it? Valle Vista Golf and Conference Center, 755 E. Main Street, Greenwood, IN 46143
Registration form is online at www.iasp.org (Click on the “Principal Programs” tab)
Registration Cost is $199.00 – fee includes an IASP Aspiring Principals membership for the 2020–2021 school year! For directions or online registration visit our website at www.iasp.org Please register online and provide payment by June 1, 2020.
Cancellation/ Refund Policy Refunds or credits will be given only for cancellations made in writing (mail, fax, or email) to Terilyn Hoke thoke@iasp.org no later than five business days prior to the conference date. Cancellations received within five days of the conference may receive a refund, less 50 percent to cover meals/administrative costs. No refunds will be given for “no shows” or cancellations received on the day of the conference.
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Riley Hospital Kids Caring & Sharing Update Standing Up for Riley Kids Tippecanoe Valley High School in Akron, Ind., celebrated Riley Week last month, and English teacher Joseph Mushalla decided to take a stand for Riley kids. As a college student, Joseph participated in Purdue University Dance Marathon, where the slogan was “standing for those who can’t.” To bring that spirit to his classroom, Joseph pledged to stay standing during school hours for the entire week. In exchange, he asked for donations in support of research at Riley Hospital for Children. By the end of the week, Joseph stood for 40 hours and raised nearly $2,100, surpassing his fundraising goal. He is grateful for the support he received and that his efforts opened the door to conversations with his students about the importance of supporting Riley Hospital. Joseph wrote a reflection on his online fundraising page: “Each day, I continued to learn more about Riley and the effect it has on families in our own backyard and around the world. I have participated in Riley events before, but standing in my classroom has easily had the biggest impact on my life.” He wants his efforts to encourage others to be part of the hope that Riley offers families. Thank you to Joseph and the Tippecanoe Valley School Corporation family. We admire your creativity and appreciate your commitment to Riley! You Still Have Time to Plan a KCS Fundraiser! Riley Children’s Foundation is in the final months of Be the Hope NOW: The Campaign for Kids. We have an ambitious goal to raise $80 million for Pediatric Research and Patient Care by June 30, 2020, and we need your support to finish strong. Gifts we receive from K-12 schools through June 30 will bolster our efforts for Riley research and help us reach our five-year campaign goal. If you have already submitted your school’s gift for the 2019-20 school year, thank you! If you haven’t yet, it’s not too late. For schools who have not yet participated in Kids Caring & Sharing™, will you commit to hosting a Riley fundraiser by June 30? Raising as little as $1 per student secures your Red Wagon school status, and qualifies you for special recognition. To help you plan, check out the KCS Guidebook for ideas and resources at www.rileykids.org/KCS. If you have any questions, please contact Susan Miles, Kids Caring & Sharing™ Officer at Riley Children’s Foundation, at SMiles@RileyKids.org or 317.759.6951. Every dollar donated to Riley research results in approximately $10 in national grants. Thank you for making a difference for kids. Hospital Visitor Restrictions in Place Riley Hospital visitor restrictions remain in place through flu season. Please consider scheduling a hospital tour after May 1. In the meantime, please visit the KCS Google Drive for a video tour of Riley Hospital to support your school family’s philanthropic interests.
Become a Kids Caring and Sharing school Visit www.KidsCaringAndSharing.org
Thank You to our Preferred Business Partner:
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Platinum Corporate Sponsor
Standard For Success Featured on Public Television Exciting times for SFS! This summer we had the opportunity to participate in a Public Television documentary on teacher evaluation and feedback. The Information Matrix, hosted by Laurence Fishburne, featured Standard For Success in a series of interviews on the process of giving constructive feedback to teachers. The full-length program will be airing soon, with short commercials featured on Fox Business Channel, CNN, PBS, CNBC, MSNBC and Fox News. To view a three-minute excerpt, visit http://bit.ly/2NtB1oA
BETTER TEACHERS. BETTER STUDENTS. BETTER WORLD.
Standard For Success is the industry standard solution for teacher evaluation. An independent company, built and staffed by former teachers and administrators, Standard For Success delivers powerful, personalized software and services solutions that lead to better teachers, better students, and a better world. Learn more at StandardForSuccess.com, call us at 844-SFS-EVAL, or scan this code with your phone camera to schedule a demo.
Thank You to our University Partners:
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Forging a New Path for Indiana Students Visit purdue.university/faststart for complete details on the Purdue Fast Start program.
Purdue Fast Start program offers giant leaps in opportunity, savings Every promising Indiana student deserves the opportunity to pursue an affordable, world-class education. With its new Fast Start program, which could easily save Indiana families thousands of dollars, Purdue University has taken yet another step toward making this possible. Fast Start, created by Purdue in partnership with the philanthropic online learning program Modern States, is designed to help Indiana high school students earn access to up to a year of college credit through free online courses and the corresponding College Level Examination Program (CLEP) exams. Students receive assured admission into Purdue if they complete five courses, pass the corresponding CLEP exams and meet the University’s standard admissions requirements. This partnership with Modern States creates opportunities for Indiana students to take giant leaps in their education with a direct track to Purdue. The move also aligns with Purdue’s land-grant mission and its continued commitment to affordability and accessibility — a longtime University priority that has led to nearly 60% of Purdue students now graduating debt-free. “Too many young Hoosiers miss out on college either because of its cost or simply a disbelief that they can succeed there,” says Purdue President Mitch Daniels. “Our Purdue-sponsored high schools are one attempt to open a new pathway to Purdue, and this new venture is another, with special relevance to rural and small-town youth.” Steve Klinsky, CEO and founder of Modern States, says, “Modern States and my family are pleased to partner with Purdue to make college more attainable for students throughout Indiana. Purdue has long been a leader in innovations to help students, and we hope this effort will both help families throughout the state and create a model for many other universities nationwide.” Innovating for Indiana Fast Start will allow Hoosier students to take online courses and CLEP exams at no cost. Passing five CLEP exams — the equivalent of one semester — can save students and their parents the cost of an entire semester, and almost $11,000. And passing 10 CLEPs — the equivalent of one full year — amounts to more than $21,000 in savings when considering Purdue tuition and housing. Every individual CLEP passed is a big savings. Additionally, the Fast Start option can move students toward early graduation and early entry into the workforce. Purdue Fast Start offers support to high school students enrolled in the program, helping guide them through taking courses and tests, and navigating Purdue admittance. Students also can connect to Purdue alumni and friends for mentoring if desired. Once Fast Start students accept admission into Purdue, they will be known as Klinsky Scholars. The program officially launches in Fall 2020, with inaugural students granted admission for the Fall 2021 semester. As Purdue Fast Start begins outreach to prospective students this spring, Purdue Extension, which has offices in every Indiana county, will be a vital resource in helping reach students and their families. Fast Start is available to all Indiana residents. But it’s especially beneficial to students in rural Indiana, in inner-city schools that often lack access to the full offering of Advanced Placement courses, or those for whom college education is less affordable. Purdue assures admission to students who pass a minimum of five CLEP exams through the program. Purdue, the No. 6 most innovative school in the country according to U.S. News & World report, also is ranked as the No. 7 best value school in the U.S. by The Wall Street Journal/Times Higher Education. The Fast Start program marks the University’s latest innovation in affordability and accessibility, a priority that dates to its 2012 tuition freeze. Other innovative initiatives include the creation of statewide Purdue Polytechnic High School locations, the Back a Boilermaker income-share agreement program and the Degree in 3 fast-track program, among others. “This is a great opportunity for us to improve the lives of Indiana residents by working with students to increase educational attainment all across the state,” says Jason Henderson, senior associate dean and director of Purdue Extension.
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The Indiana Association of School Principals and the Department of Student Programs would like to congratulate all of the outstanding students who were nominated as part of the 2020 Indiana Academic All-Stars Program. Each year, we are amazed at the accomplishments of all of the nominees and we know that through the work of these outstanding individuals, the future is in great hands! We would like to extend special congratulations to this year’s Indiana Academic All-Stars and Regional All-Stars!
Class of 2020 Indiana Academic All-Stars
Jennifer Cahillane, Washington Twsp. Middle/HS Joseph Carper, Perry Meridian HS Tyler Chamberlain, Bloomington HS South Dylan Clarke, Franklin Community HS Lauren Coffey, Plainfield HS Taylor Coffman, Wabash HS Amina Dalal, Ben Davis HS Lukas Denney, Crown Point HS Daniel Ehrlich, Park Tudor School Lyndie Foster, Scottsburg HS Nicholas Grill, Cathedral HS Sophia Rae Hagedorn, Center Grove HS William Hawkins, Roncalli HS Emma Higgason, Munster HS Imran Hussain, Eman Schools Kaveh Jalinous, La Lumiere School Tara Kalia, Franklin Central HS Paige Kertes, Fishers HS Emre Keskin, West Lafayette Jr/Sr HS Gabriel Kroeger, Chesterton HS
James Yixing Lao, Zionsville Community HS Angela Li, Carmel HS Regan Mangrum, Southwestern Jr/Sr HS Hayden Mattick, Terre Haute North Vigo HS Will Michaels, Valparaiso HS Kenzie Paul, Mount Vernon HS Benjamin Pekarek, Wm. Henry Harrison HS Daelyn Quinn, Castle HS Reid Schene, Shelbyville HS Rose Schnabel, International School of Indiana Kabir Sheth, Signature School, Inc. Hugh Smith, Plymouth HS Erica Song, Columbus North HS Owen Speer, Brebeuf Jesuit Prep. School Hannah Tippets, Brownsburg HS Grant Wagner, Winchester Community HS Karen Wang, University HSb Benjamin Wilkerson, Greencastle HS Veronica Wrobleski, Canterbury School Gene Yang, Kokomo HS
Class of 2020 Regional Academic All-Stars
Quintin Allen, Tippecanoe Valley HS Erin Batta, Batesville HS Samantha Beachey, Fairfield Jr./Sr. HS Cole Bergman, Garrett HS Benjamin Beyer, Warsaw Community HS Neha Bhasin, Evansville Day School Benjamin Blachly, New Palestine HS Elisabeth Casetti, Penn HS Joshua Chen, Lake Central HS Christiane Davis, White River Valley HS Jui Desai, Avon HS Peyton Eaton, Barr-Reeve Middle/HS Addison Emig, Central HS Allison Furnish, Switzerland County HS Makenna Gall, NorthWood HS Joseph Gard, Elkhart Memorial HS Ellie Garst, Western Boone Jr/Sr HS Andrew Glover, New Castle HS Joel Greenfield, Lawrence Central HS William Hartwell, Milan HS Abigail Hauser, Forest Park Jr/Sr HS Carson Herrell, Harrison HS John Herzog, Hamilton Southeastern HS Carrie Hoke, Eastern HS Jordan Jennings, Rochester Community HS
Samuel Johnson, Hauser Jr/Sr HS Rylee Johnson, Shenandoah HS Brooke Jones, Elkhart Christian Academy Emmalee Kiser, Columbus East HS Komal Kumar, Indiana Academy Treyton Lehman, South Adams HS Emily Longenecker, Rossville Middle/Sr. HS Sarah Mahnesmith, Rensselaer Central HS Jesse McCurdy, Lapel Sr. HS Aidan McDonnell, Marquette Catholic HS Luka Mikek, Crawfordsville HS Madison Moseley, North Montgomery HS Carson Park, Jasper HS Ethan Roos, Heritage Hills HS Ian Schowe, East Noble HS Caleb Shenk, Bethany Christian Schools Edward Smalstig, Yorktown HS Emma Summers, Brown County HS Abigail Teipen, South Putnam Middle & HS Isabel Turner, Southport HS Olivia Vanderbur, North Decatur Jr/Sr HS Grace Vlasak, St. Theodore Guerin HS Gabriella Willoughby, Mitchell HS Lucille Wilson, Speedway HS Jaylen Young, Seeger Memorial Jr/Sr HS
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Indiana School Counselor and Administrator Collaboration Institute Principals and school counselors have the ability to make a profound impact on the lives of students. With the principal as the understood “leader” of the school and the counselor acting as “advocate,” the success of the school and the wellbeing of the students are dependent upon the leadership and collaboration of these roles. While principals and school counselors work closely together, school principals simultaneously define the role and scope of work of school counselors. Unfortunately, effective administrator support and resources have not been consistently given to school counselors throughout the United States, as many principals continue to be unaware of the proper role of school counselors. Thus, fostering the principal-school counselor relationship has been the focus of the 3.5-year Lilly Grant that was awarded to Ball State’s Educational Leadership and School Counseling Program in 2018. The grant is being utilized to better train pre-service principals and school counselors in comprehensive school counseling, or a type of integrative program that promotes collaboration of school counselors with parents and other educators in order to foster a learning environment that promotes security, growth, and achievement. Ball State’s Lilly Implementation Grant Team is now in its second year of the Lilly grant, which focuses on the holistic benefits of a strong school counselor-principal relationship. As part of the grant, the Lilly Team has been preparing for an Indiana conference that will provide opportunities for school counselors, administrators, and others to learn ways in which they can come together to promote student success. Therefore, we’re excited to introduce the first ever Indiana School Counselor and Administrator Collaborative Institute, hosted by Ball State University with event management support provided by National Center for Youth Issues. This new, creative event is June 14-15, 2020, at the Embassy Suites by Hilton Noblesville Indianapolis Conference Center. The Institute is geared towards strengthening the school counselor & administrator relationship. This will be a great opportunity to learn, network, and come together for student success! Calling all Presenters! The Indiana School Counselor and Administrator Collaboration Institute is soliciting proposals for presentations promoting critical inquiry and solutions in PK-12 schools to better address students’ social, emotional, academic, and career needs. More specifically, the ISCACI invites in-service and preservice professionals in areas of school counseling and educational leadership to submit a proposal in the domains of student success, college and career readiness, community engagement, educational equity, principal/counselor roles and relationships. If your session is selected, your registration fee to the Institute is waived! Conference Speakers: Our first speaker, Robert Jamison, is currently the Coordinator of School Counseling Services at the Virginia Beach City Public Schools. He has numerous years of experience as a School Counselor and also as a Guidance Department Chair. Robert will be presenting: How Do You View the World? A Discussion of Diversity and Equity. The goal of this introspective session is for participants to think about diversity and equity through a more expansive lens. The session will also review things to consider when working with staff and students, and personal stories related to these topics will be shared. Our next speaker, Leigh Bagwell, most recently served as the Director of School Counseling Services at the Tennessee Department of Education. She has led transformational work in school counseling throughout the state through the revision of the school counseling model and standards, the creation of a regional peer support network, and the launch of a dedicated communications channel for counselors, supervisors and administrators. Join Leigh as she presents Powerful Partnerships: Administrators and School Counselors Working Together to Support Students. Successful comprehensive school counseling programs are built on effective collaborations between the school administrator and school counselor. This session will provide participants the opportunity to build a strong foundation of comprehensive school counseling programs and collaboration with school counselors. Finally, our keynote speaker will be Dr. Colette Dollarhide, a professor and program chair for Counselor Education at The Ohio State University (Columbus, Ohio) and has been a counselor educator for over 25 years. Her teaching and research interests include social justice, leadership, supervision, school counseling, pedagogy, and professional identity, all through a qualitative research lens. Join Dr. Dollarhide as she presents Creating Collaborative Structures through Leadership Theory: Designing for Student Success. Both school principals and school counselors are taught to create student success, but rarely are these professionals thoroughly trained to appreciate each others’ professional roles. Let’s review those roles based on contemporary professional standards, then talk about how leadership theory and school climate design can help us create collaborative structures that can maximize the unique contribution each professional makes to student success. If you are interested in attending the conference or in becoming a sponsor, presenter, or exhibitor, please check out the conference website at https://ncyi.org/conferences/iscaci/. We can’t wait to see you there!
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Spotlight on Service-Learning Spring Into Environmental Action! by: Beth Smith, Consultant, INSPIRE3
Protecting Our Environment and Creating Environmental Stewards through Service-Learning Spring brings thoughts of warmer weather, first buds on trees, flowers blooming, increased sunshine and longer days. The beauty of spring is impossible to miss. It is a great time to help students learn the importance of protecting the beauty of our environment and engaging them in practices that demonstrate how they can have a positive impact on protecting our valuable (and often non-renewable) natural resources by springing into action as environmental stewards. Stewardship of the environment refers to protecting the environment through recycling, conservation, regeneration, and restoration using sustainable practices. Students can be environmental stewards by being aware and knowledgeable of the world around them, making sure they do as little as possible to negatively impact our world, and engaging in service-learning projects that inform, protect, improve, or promote a healthy environment. Every step in the life-cycle of a product has an impact on the environment – from the extraction of the raw materials in the product’s development to the final disposal of a product’s waste. Students can become involved in service-learning projects that alleviate or lesson the impact on the environment while learning to be good stewards of our natural resources. The Learning to Give website has lessons and project ideas related to environmental stewardship. Teaching Learning to Give lessons connects service with academic subjects and builds philanthropy knowledge and skills, making service projects service-learning projects. When students learn why we should care and act, the skills and knowledge of social good, and connect service to existing academic content they are more engaged, content has more meaning and practical application, and they develop empathy and understanding of their role as a civically engaged citizen. LTG’s Environmental Service-Learning Toolkit and the Environmental Justice Toolkit have links to lesson plans, potential community partners, resources for investigation and communication, and service-learning project ideas. Some suggested environmental projects include: - Research “rooftop gardens” and where they are needed. - Build a bird habitat or house to attract a specific bird species that is threatened. Perform an energy audit of schools or homes. - Research and plant a community garden. - Set up a recycling system where there isn’t one. - Organize a clean-up day at a national or state park. - Create rain barrels to conserve water and prevent run-off. - Send advocacy letters to an organization or government officials promoting environmental stewardship. - Host a local community recycling forum. LTG also has environmental lessons and project ideas as part of their TeachOne initiatives. - New: TeachOne: Coming Together for Environmental Action (grades K-12) has learners identify an outdoor space that needs cleanup, and they survey all the possible stakeholders before they take action together. - TeachOne for Earth Day – Messing Around with Nature - Unit of 3 lessons – K-5; 6-8; 9-12 - Community Clean-up; Lunchroom Recycling Plan; Beneficial Bees; Quiet Contamination of Our Waters; Tote Challenge – All of these lessons are K-12 adaptable. Utilizing the LTG lessons Who is Responsible for Clean Water and Rivers for the Common Good, Crystal Brown’s students at Triton Central Middle School studied the water cycle, ways humans pollute clean water, and the limited availability of clean water. Students made posters designed to influence their classmates and upper classman to make wise water choices surrounding conservative consumption and prevention of contamination of ground water and water supplies. Click here to view their story. Castle South Middle School students under the direction of their teacher, Shannon Hart, using the LTG lesson Trash to Treasures, started a unique recycling project. Students recycled used furniture and materials to create a maximum engagement, flexible seating classroom. Some examples of their student-designed and built creations include refurbishing an old picnic table, creating five gallon paint bucket seats, making a standing table, and creating floor seating options for students. Click here to view their story. Kim Hommes and her students at Benjamin Franklin Middle School completed the LTG lesson, What About All That Plastic. Students then researched plastic straw use (numbers, lack of recycling, effects on the ocean, places that have banned them), researched alternatives, and created posters that promote NOT using plastic straws. Other students wrote persuasive letters to independently owned local restaurant owners persuading them to give plastic straws on demand only, or to eliminate using them altogether. Click here to view their story.
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Spotlight on Service-Learning Spring Into Environmental Action! Other Indiana schools are completing their environmental service-learning projects this spring and are using a LTG lesson as part of the process: Eastern Greene M.S. - Eastern Greene Nature Trail and Amphitheater; Eastern Greene Elementary - Pollinators Are Important; Churubusco Jr. Sr. H.S. - Butterfly Garden; Lakeside M.S., Ft. Wayne Courtyard Conundrum; Huntington North H.S. - FACS Courtyard Garden; Spencer Elementary Garden Club; Liberty Elementary - “Tree”mendous Service. It is easy to Spring Into Action through Service-learning and help students discover their passion for environmental stewardship by preserving our environment and protecting our natural resources. By utilizing the free resources on Learning to Give, educators can link existing content to key environmental concerns and develop empathy, leadership, and 21st century skills in their students. Connect with INSPIRE3 by filling out this short form HERE to be added to our INSPIRE3database and this form can also be used to Request Updated Information that is listed on the form. Our INSPIRE3 program also provides Indiana educators with free professional development to introduce them to free resources, assist with project ideation, connections to existing curriculum, and supports their service-learning projects with our program’s mini-grants. For more information, contact Joan Belschwender, Director INSPIRE3 joan.inspire3@iasp.org. Contact Beth Smith, Educational Consultant INSPIRE3, for information about our program’s free professional development beth.inspire3@iasp.org. Explore the free resources on Learning to Give and generationOn to find meaningful ways to serve others and give meaning to content, help students discover their passions, and help them develop empathy through incorporation of service-learning into the existing content. Visit the INSPIRE3 page on the IASP website here and on the IMLEA website here for more resources.
NASSP Update:
IASP is healthier than ever, and it has the momentum to continue growing and serving our members like never before. I think it is easy to see the advantages of joining IASP and the importance of attending the IASP Fall Conference every year. However, one question that I have heard recetnly is “Why should I attend the NASSP national conference?” This is an excellent question that deserves an answer. Why should I attend the NASSP national conference? The NASSP national conference provides a unique opportunity to enhance leadership skills, obtain tried and true ideas for facing important education issues, and bring back fresh ideas that will help your students and school be successful. Listed below are more reasons to attend. Stay Up-to-Date. As a principal, assistant principal, or future principal, you tackle an array of issues every day. A variety of comprehensive sessions, led by educators with diverse backgrounds, cover the gamut of the challenges school leaders face. Professional development. In addition to helping your students, it is important to foster your own professional growth. Numerous sessions are designed to hone your expertise, enhance your knowledge, and leave you well equipped to lead your school into the future. Networking. Meeting other education leaders from across the country (and around the world) allows you to benefit from the collective wisdom of other school administrators. This conference makes it easy for you to expand your professional learning network by connecting you with colleagues and renowned education leaders who face the same issues you do. Exhibits. Connect with innovative exhibitors who can show you the latest products, services, and technology that are transforming schools today. Work one-on-one with exhibitors to develop solutions to meet your specific needs. Invest in Yourself. At the end of the day, if you are unable to secure funding from your school or district, consider the value—ideas, tactics, and solutions—you stand to gain when you finance the trip yourself. Funding Sources. When you request funding, keep in mind that Title I and Title II, funds may be available for this type of professional development. I know it can be challenging to substantiate expense and time out of your school or home, but I believe it will be worth the investment. The National Principal’s Conference will be held July 7-9, 2020, in National Harbor, Maryland. I hope to see your there.
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Situation Briefs by Dave Emmert, Esq., 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 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: We have been investigating an incident that occurred on one of our buses involving a male and female student. We have captured the bus video and have reviewed the video. One of the parents is wanting to view the video but stated she wants her lawyer to see the video also. Does the parent and lawyer have a right to view the video? The video that we wanted to review with the parent has other student’s faces masked out.
Response: Under FERPA, the parent has a right to inspect and review any education record of the parent’s child under the age of 18, including a video recording. Since this particular recording maintained by the school contains the image of this parent’s child’s identifiable image, the parent must be allowed to view it. Also, under FERPA, such parent by written consent may authorize any person, including his or her attorney, to inspect/review the child’s education record(s). Because the other student(s) in the recording have their images masked out, there is no issue of the parent or the authorized attorney being able to see the education record of others. (The highly technical and legalistic issue of the attorney having the right to also view it along with the parent does not need to be grappled with since all the parent has to do is give written consent for the attorney to see it.) Issue: My staff has suggested us hanging a data wall in our conference room. The wall would include students’ names and whether they were on, above, or below grade level in reading. I am concerned that if we display this data in this area, we can no longer allow parents to attend meetings in the conference room. Am I correct? Response: Based on the following portions of the FERPA regulations, it is my opinion that the posting of student names in the Conference Room under the classifications of “grade level,” “above grade level,” and “below grade level” would most likely violate FERPA because not all those using this room, i.e., teachers, aides, substitute teachers, volunteers, custodians, would have a “legitimate educational interest” in this “education record” information protected by FERPA. Neither would outsiders such as parents, repair persons, painters, and soft drink deliverers if there is a vending machine in the room. Note that the school system has certain duties under FERPA including establishing criteria for deciding who is a school official and what is a legitimate educational interest, as well as giving proper notice to all concerned in the school’s annual notification of FERPA rights and duties about protecting the privacy of students’ education records. You should review your school board’s FERPA policy and annual notification to see if its language addresses your issue of the education-record disclosure of individual students’ reading classifications on the walls of the Conference Room, and if so, whether it is legally sufficient. Family Educational Rights and Privacy Act (FERPA) Regulations Electronic Code of Federal Regulations - e-CFR data is current as of February 5, 2020 [Located at: https://www.ecfr.gov/cgi-bin/text-idx?rgn=div5&node=34:1.1.1.1.33#se34.1.99] Title 34: Education PART 99—FAMILY UCATIONAL RIGHTS AND PRIVACY §99.3 What definitions apply to these regulations? [Selected ones] Education records. (a) The term means those records that are: (1) Directly related to a student; and (2) Maintained by an educational agency or institution or by a party acting for the agency or institution. Disclosure means to permit access to or the release, transfer, or other communication of personally identifiable information contained in education records by any means, including oral, written, or electronic means, to any party except the party identified as the party that provided or created the record. Record means any information recorded in any way, including, but not limited to, handwriting, print, computer media, video or audio tape, film, microfilm, and microfiche §99.7 What must an educational agency or institution include in its annual notification?
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Situation Briefs (3) The notice must include all of the following: (i) The procedure for exercising the right to inspect and review education records. (ii) The procedure for requesting amendment of records under §99.20. (iii) If the educational agency or institution has a policy of disclosing education records under §99.31(a) (1), a specification of criteria for determining who constitutes a school official and what constitutes a legitimate educational interest. §99.31 Under what conditions is prior consent not required to disclose information? [Selected parts] (a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by §99.30 if the disclosure meets one or more of the following conditions: (1)(i)(A) The disclosure is to other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests. [Conclusion of Federal Regulations] Emmert provided information: The following explanation of “legitimate educational interests” comes from the National Center of Educational Statistics at: https://nces.ed.gov/pubs2004/privacy/section_4b.asp: 4.B. Defining “Legitimate Educational Interests” The Family Educational Rights and Privacy Act (FERPA) makes it clear that “school officials with legitimate educational interests” may be given access to personally identifiable information about students. However the law does not say specifically who those persons are, nor does it stipulate how to determine the limits of a legitimate educational interest, although the U.S. Department of Education could rule, as a matter of law, that a school official did not have “legitimate educational interest” in accessing information contained in education records. Agencies or schools maintaining personally identifiable data about students should have written criteria for determining which school officials have a legitimate educational interest in specific education records because this must be included in the annual notification to parents, as specified in FERPA. Agencies or schools could make broad decisions based on legal requirements and good practices. The intent to follow this practice should be stated in the school’s or agency’s written policy and must be included in the annual notification of rights under FERPA. The Family Policy Compliance Office has a model notification that contains sample language. In determining the school officials who might need access to education records, it is more practical to establish broad position criteria than to list exactly who, or what individual positions, qualify. General criteria such as the following might be useful: • a person employed by the agency or school in an administrative, counseling, supervisory, academic, student support services, or research position, or a support person to these positions; or • a person employed by or under contract to the agency or school to perform a special task. Identifying a person as a “school official” does not automatically grant him or her unlimited access to education records. The existence of a legitimate educational interest may need to be determined on a case-by-case basis. A sample policy statement of what constitutes legitimate educational interest might include substantiation such as the following: • The information requested is necessary for that official to perform appropriate tasks that are specified in his or her position description or by a contract agreement. • The information is to be used within the context of official agency or school business and not for purposes extraneous to the official’s areas of responsibility or to the agency or school. • The information is relevant to the accomplishment of some task or to a determination about the student. • The information is to be used consistently with the purposes for which the data are maintained. Having access to education records or the information within the records does not constitute authority to share this information with anyone not given access through the written policy. This is particularly critical if the data are to be used away from the agency or school by contractors or consultants. See section 6 for more information on releasing information outside an agency. After the policy defines school officials with a legitimate educational interest, a list of authorized positions or
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Situation Briefs persons and records or specific data elements to which they may have access could be created. This is particularly important if the system is automated. The records manager decides the legitimacy of each request for information. If there is any doubt or question regarding the request or the legitimate educational interest, the records manager should not disclose the information without the approval or concurrence of the appropriate agency or school officials or written permission from the student or parent. The following comes from a Penn State University Q and A at: https://www.registrar.psu.edu/confidentiality/ FERPA_faq.cfm#11: What constitutes “legitimate educational interest”? FERPA permits university employees to have access to student education records in which they have “legitimate educational interest.” Such access does not require prior written consent of the student. But what constitutes “legitimate educational interest”? A definition can be found in Penn State’s University Policy on Confidentiality of Student Records, AD-11. Essentially, legitimate educational interest is necessary for employees to carry out their responsibilities in support of Penn State’s educational mission. You can also think of legitimate educational interest as a “need to know” that is essential to carrying out your job responsibilities related to education. It is important to understand several points related to “legitimate educational interest:” • Curiosity is not a legitimate educational interest. Just because you have access to LionPATH and are able to view the record of your neighbor’s son, does not mean that you have a legitimate educational interest in his grades and cumulative GPA. • Simply the fact that you are a university employee does not constitute legitimate educational interest. Your need to know must be related to your job responsibilities in support of the university’s educational mission. In other words, records should be used only in the context of official business in conjunction with the educational success of the student. • Your legitimate educational interest is limited. While you may have a need to access education records for students in your college, you do not necessarily have a similar need to view records of students outside your college. In other words, access to information does not authorize unrestricted use. Issue: I have talked to several different administrators and heard several different answers. If a teacher’s contract is not renewed (for poor performance), can the teacher obtain unemployment? Response: In reviewing Indiana’s unemployment compensation code, it does permit an employer to prevail by declaring a former employee ineligible for benefits if the reason for dismissal was for just cause. I found on line the following guideline from the Department of Workforce Development regarding just cause: Just cause: If you were fired from your job, an employer may have provided a “just cause.” This is the reason you were fired and can disqualify you from receiving unemployment benefits in Indiana. Some examples of just cause include damaging company property, lying on a job application, repeated unexcused absences, and violating workplace safety rules. This guidance is not all that helpful when considering a teacher’s dismissal for “poor performance,” although on the surface, common sense to you and me would seem to lead to the conclusion that this would be just cause and, therefore, disallow unemployment benefits. However, in applying case law to the Unemployment Code definition of “just cause,” it takes more than just “common sense” and requires a careful analysis of all the facts of each situation to come to a correct conclusion. The Code at IC 22-4-15-1(d) defines “just cause” as (my emphasis in bold print): (d) “Discharge for just cause” as used in this section is defined to include but not be limited to: (1) separation initiated by an employer for falsification of an employment application to obtain employment through subterfuge; (2) knowing violation of a reasonable and uniformly enforced rule of an employer, including a rule regarding attendance; (3) if an employer does not have a rule regarding attendance, an individual’s unsatisfactory attendance, if
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Situation Briefs good cause for absences or tardiness is not established; (4) damaging the employer’s property through willful negligence; (5) refusing to obey instructions; (6) reporting to work under the influence of alcohol or drugs or consuming alcohol or drugs on employer’s premises during working hours; (7) conduct endangering safety of self or coworkers; (8) incarceration in jail following conviction of a misdemeanor or felony by a court of competent jurisdiction; (9) any breach of duty in connection with work which is reasonably owed an employer by an employee; or (10) testing positive on a drug test under IC 16-27-2.5. Case Law Guidance from Westlaw: Giovanoni v. Review Bd. of Indiana Dept. of Workforce Development Supreme Court of Indiana. June 01, 2010 927 N.E.2d 906 2010 WL 2173494 LABOR AND EMPLOYMENT - Unemployment Compensation. Claimant’s violation of the attendance policy did not disqualify him from unemployment compensation because he had been discharged through no fault of his own. … Ind.,2010.... ...The law will not countenance the denial of unemployment compensation under a “no-fault” attendance policy unless and until a determination is made for just cause in a way that gives full power and effect to the legislature’s mandate, and just cause, as it relates to absenteeism, demands an individualized analysis of whether the employee violated the policy through no fault of his or her own. West’s A.I.C. 22–4–15–1(d)(2, 3).... I have noted in bold language of the above Code definition the ones that might apply to “poor performance,” depending on your specific fact situation. I have also copied information from the Supreme Court’s Giovanoni case and emphasized the language of the need for an individualized analysis of whether the employee violated the employer’s attendance policy by being at fault (such as a willful, deliberate violation such as a fake reason for the absence) or not being at fault (such as an appendicitis attack). P.K.E. v. Review Bd. of Indiana Dept. of Workforce Development Court of Appeals of Indiana. February 11, 2011 942 N.E.2d 125 2011 WL 481025 LABOR AND EMPLOYMENT – Unemployment Compensation. Employee with employment contract was not subject to just cause discharge for failure to comply with employer’s instructions. ...When an employee is alleged to have been discharged for just cause, the employer bears the burden of proof to make a prima facie showing of just cause.... ...When an employee is alleged to have been discharged for just cause, so as to render the employee ineligible for unemployment compensation benefits, the employer bears the burden of proof to make a prima facie showing of just cause; once the employer meets its burden, the burden then shifts to the employee to rebut the employer’s evidence. West’s A.I.C. 22–4–15–1(d).... This P.K.E. case would require you, the employer, to bear the burden of proof in what is called a “prima facie” (a first showing) that the teacher’s dismissal was for just cause, and if successful shifts the burden to the employ to successful rebut the employer’s showing. I performed a legal case law search in Indiana for schools and for “poor performance,” but it resulted in no findings of specific situations along the lines of your question. The only school-related cases involved the issue of employees claiming unemployment during the normal periods that schools are not in session. It is my conclusion that the end result of a “poor performance” claim for unemployment will depend upon the sufficiency of the evidence that the school can produce to justify its burden to make a prima facie showing that it had just cause to dismiss the employee. This would have to include evidence that the employee was at fault. For example, if the school had attempted a number of times to assist the teacher in improving the needed areas of his/her performance, but the teacher failed to fully cooperate, continuously failed to draft lessen plans or to follow them, repeatedly failed to follow instructions on proper discipline, it would be my opinion that the teacher would be at fault for the unsatisfactory performance and the school would succeed in establishing just cause for dismissal.
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