MAY 2021 ■ VOLUME 23 ■ NUMBER 5
Community Partnerships
TABLE OF CONTENTS
MAY 2021 ■ VOLUME 23 ■ NUMBER 5
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
President’s Letter - Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Indiana’s Budget: All Hoosier Kids Win . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 COMMUNITY PARTNERSHIPS
Toot Your Own Horn! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
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
Community Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Finding Community-Wide Benefits with Purposeful Partnerships. . . . . . . . .10 STEM Integrations Community Partnership Series: Purposeful Partnering with Community Organizations in STEM/STEAM. . . . . . . . . . . . . . . . . . . . . . . . 12 LEADERSHIP DEVELOPMENT
Leadership in Integrative STEM Education: A New Resource Coming Your Way!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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DEPARTMENT OF STUDENT PROGRAMS
Martin Luther King Jr. Essay Contest Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
What Do Girl Scout Cookies Have To Do With Board Policy? . . . . . . . . . . . . . 29
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PRESIDENT’S LETTER
Community Partnerships Right time and right place! Zoom is the latest product to be in the right place at the right time. With schools turning virtual and people having to work from home, a platform for instant virtual meetings was a necessity. Zoom was there to take that spot. Zoom had actually been in existence since 2013 but wasn’t the leader in virtual meetings. It wasn’t until the pandemic Zoom became a household name. Even people who use Microsoft Teams or Google Meets often refer to the meeting as a Zoom. Recently there have been articles talking about Zoom fatigue even though they are referring to all virtual meeting platforms. Although Skype came out ten years before Zoom and was the preferred method for virtual face-to-face business meetings, Microsoft announced that it would no longer exist effective July 31, 2021. Zoom met the needs of the non-tech person at just the right time. Today, schools are in the right place and right time for community partnerships. A few years ago the Indiana Department of Workforce Development came out with a study based on surveying Indiana business. In the study they wanted to find out what employers valued most. Indiana’s goal was to avoid brain drain and make sure that future employees have the knowledge and skills needed for businesses in Indiana. This heightened the need of businesses to partner with local schools. The Indiana Department of Education has begun to require schools to incorporate Project Based Learning, otherwise known as PBL, within their instruction. A big component of PBL is working on creating community partnerships. The pandemic has made many local businesses sympathetic to educators and schools. The perfect storm! We are in the right place at the right time to maximize community partnerships. Oftentimes schools have a tendency to think of this as a one way benefit and usually revolve around money. Although many companies are happy to provide a financial stimulus, today’s businesses are seeking more than just giving schools money. They want to help with instruction. They want to provide real world learning opportunities. They want to mentor students. They want to tutor students. They want to be part of committees and included in school improvement strategies. Businesses want to help students and schools to think critically, be collaborative, and be creative. Establishing a community partnership is not just about asking for money or materials. We are in the right place at the right time to maximize local community partnerships. I hope you take the time to read this month’s Indianagram as our guest writers provide ideas on how to develop, use, and maintain positive community partnerships. Eric Gilpin IASP President
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FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Eric Gilpin President Aimee Lunsford President-Elect Community Partnerships is our May Indianagram theme and it is the right time to be thinking of how these can benefit all involved. We know you are trying to finish the school year, and are a little extra tired this year, so why is this good timing? Because great school leaders are always looking ahead for program improvements, and as you will read, involving the community shares the burden and responsibility of making this happen. Plus, our communities know how each educator stepped up over the last year, so they are now more knowledgeable of what your needs and desires are for your kids, and why their support can make a difference to so many deserving students. As President Eric Gilpin comments, we often think of the partnership as one where they provide financial support to the school. We would encourage you to think beyond this one-way opportunity, and to sit with these community leaders so we all learn of our challenges and then our opportunities for collaboration. What are the school’s strengths that can be matched to the opportunities in the community, and what are the common challenges that can be addressed through collective voice and actions? It is the right time and place to facilitate these discussions, and maybe you can have these even outside the Zoom platform (safely of course)! Thanks for being a community builder and enjoy this issue.
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
Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes Professional Development 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
June 2021 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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Indiana’s Budget: All Hoosier Kids Win Dr. Katie Jenner Indiana Secretary of Education While the legislative session had twists and turns, ups and downs, as educators, we have so much to be energized about with the final results of this year’s historic legislative session. This year’s legislative accomplishments start with the passage of a studentcentered, future-focused budget that’s appropriately been described as “transformational” for Indiana’s K-12 schools. And the wins continue from there -- signaling an acceleration beyond the challenges of the last year, and empowering learning that prepares all students for lifelong success. Here are some of the highlights: Historic Funding In recent years, K-12 and higher education funding have represented more than half of Indiana’s state spending. This year, that commitment continues -- and the investment is growing. Indiana’s biennial budget delivers $1.9 billion in new K-12 funding over 2021 numbers. That includes a back-to-back increase in tuition support of more than 4% in both the first and second years of the budget. This historic budget also includes a per-student increase of about $100 in the complexity index. Funding for special education and English language learners is also seeing a boost. This increased state funding will work in tandem with the more than $3 billion in federal pandemic aid and allows us to strategically invest in our students and our educators.
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Raising Teacher Pay Speaking of investing in our educators, this budget is working to get more dollars into teacher paychecks, embracing multiple recommendations from the Teacher Compensation Commission. This includes setting a $40,000 minimum teacher salary target. It guides districts to devote an amount equal to or greater than 45% of their tuition support to teacher salaries, and implements a funding floor to limit school corporations from dropping teacher salary expenditures below the prior year’s levels (unless a waiver is filed and accepted). In his State of the State address this year, Governor Holcomb made a commitment that “we will be one of the best [states] in the Midwest for teacher pay, and we’ll be better able to attract and retain teacher talent, including attracting more minority candidates.” These legislative appropriations support the Governor’s goal. In addition to continued local action ahead, this funding will be critical to increasing teacher pay, strengthening Indiana’s teacher pipeline, and attracting and retaining our best and brightest to this purposeful, difference-making profession. Moving from Response to Recovery The Indiana General Assembly also provided some important tools -- and funding -- as our schools work to move from pandemic-response mode into recovery mode.
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That includes supporting a futurefocused study that Indiana is conducting with the nationally-recognized Center for Assessment. We’re working with this nonprofit to better understand the status of learning in specific content domains, equity gaps, foundational learning in early grades, and more. With the results of this study in hand later this summer, schools will have new data available to target student learning where it’s needed the most. Also, as summer is right around the corner, we know that several of our schools are already forging strategic partnerships to accelerate learning for students who have been disproportionately affected by the pandemic. Indiana’s new $150 million Student Learning Recovery Grant Program, funded by the General Assembly, is available to fund community and school partnerships to help tackle this very issue. We’re eager to deploy these resources locally and to see the creative partnerships take shape! All Kids Win While it’s been an incredibly challenging year, we truly have so much to be thankful for as educators right now. This funding, from federal pandemic aid to historic funding in the new state budget, will positively impact our schools (and students!) well into the future. The foundation is laid to make huge strides in teacher pay, accelerate learning partnerships, and more this year. These are transformational investments across the board for all of Indiana’s students. If you have a chance, please thank your legislators for their work this session. Their commitment to K-12 education will make a long-lasting impact on student learning. In this budget, all Hoosier kids win.
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COMMUNITY PARTNERSHIPS
Toot Your Own Horn! Rick Hunt Principal Rockport Elementary School I have had the opportunity to be a part of a number of school settings throughout my career. I have taught or been part of an administrative team in both urban and rural settings. I have been a part of both traditional public schools, and I have had the opportunity to lead two charter school programs. As both a teacher and administrator, one of the things I learned early on and in every setting is you need to be ready to toot your own horn. You have to be ready to be your biggest advocate. You have to tell your story. You have to sell your program. With all that we have to do as educators, this may seem like one more thing on your plate. In truth, it isn’t easy. It takes a lot of time and energy to construct moments and messaging that project the image and message you want to convey to your stakeholders and community. However, I can assure you that doing so can be one of the most powerful tools in helping you shift culture and climate in and around your school. What are the benefits of tooting your own horn? What are the returns on your investment of time and energy? ■ Positivity is contagious. If you are promoting the positive things that happen in your school and telling the stories you want told, others will start to capture that energy and share those positive stories and vibes. This happens both inside and outside the school. When teachers and students hear positive messages, see and hear reinforcement on the good things they are doing, and participate in celebrations… they gain a positive energy that can change outlooks and efficacy. Outside of school, parents and other stakeholders hear positive messages and the value they place in the school program goes up. They begin to say things like “We have a great school.” “My students love their school.” “That school is somewhere I would want my kids to go.”... and suddenly the energy around the program is filling the school itself. When a parent projects positive energy about the school, the teachers, and the programs, their students will carry that energy with them into the building. ■ While many of you may not be experiencing enrollment issues, many schools are. Enrollment brings funding. Each student is attached to critical dollars. With increased competition for students in many areas, declining enrollment in rural and other areas, and the post COVID shift to online or homeschool programs schools are seeing enrollment declines. Enrollment declines decrease funding. Tooting your own horn can be the difference in retaining students and even gaining students. If you are able to retain 6
or gain even one student, you have added north of $5000 to your program. That can’t be overlooked. ■ You gain the opportunity to celebrate students, teachers and others in your building and school community. Celebration is important. We all know that when we spotlight good behavior in the halls and classroom, others pay attention and often emulate that behavior. Crafting the right ways to celebrate is important. Tell the story behind the celebration, highlighting the time and energy that built to the win. Like any great story create the setting, build the suspense, and bring everything to a big finale. So how with all that you have to do can you possibly get this done? What are some strategies for getting out your story, building energy around your program, and banking positivity energy in and outside of your school? ■ Build a key communicator network. Find those parents and community members who have a stake in your successes. There are parents that want to tell anyone who will listen how awesome their school is compared to any other. You have realtors, apartment managers, and other business people who need a successful school to point to and talk about. I have had breakfasts and lunches with my key communicators. I lure them in with a donut and coffee or maybe a rectangle pizza slice (do you know how many people LOVED those and will do about anything to get one with a small carton of chocolate milk?). Then I tell the great things we are doing. I share the talking points they can share outside of the school ■ You have your social media champions inside and outside of your school who just need the right message to share. Parents will post and repost a fun picture of their student. Craft a story, tie it to photos of students, and suddenly every family member has shared that post with everyone that has followed or friended them. The power of social media can’t be denied. Use it, and keep it fresh. Make sure you are posting almost daily. That will keep your key stakeholders coming back to see what’s been happening. And you don’t have to do all that work! Use the power of denim! Give a jeans pass for a good article or pictures of a great activity. Teach the team to market your program with you. Celebration and positivity are contagious. The thumbs up and likes and comments start to generate a desire to get the wins. Use the social media system. It works!
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■ Take those articles and send them to your local media. Have a quick distribution email list where you can forward those stories that shine. Every news outlet loves to plug in a feel good story. They often have a minute here or a few inches of text space there to plug in something fun. Take a moment to learn how to write a good press release. It isn’t rocket science, and if your team knows how to do it they can do it for you. Find a way to give a little bonus if a team member gets published! Heck cover a duty for 15-30 minutes. That’s a lot less time than if you’d had to write the article yourself. ■ Make tooting your horn something that is embedded into your program. Build it into your evaluation system. Have teachers submit a win sheet at the end of year. Have them share the things they have done that are above and beyond. You can’t always see all the awesome that is going on in your school. Have teachers submit a list of things that they’ve done outside of the norm. They can share things like going to a students out of school sports event, taking the time to send every student a welcome back card at the beginning of the year, or all the extra personal professional development they do on their own, extra home visits, buying things for families… the hundreds of things they don’t ever want or seek credit for. Compile those. Share them back out to your key communicators. We did a push to have every teacher visit no less than 25% of their students’ homes outside of school. As I gathered the above and beyond sheets, I found that we went over that goal and hit 40% of homes visited. I shared that with my key communicators. Our stakeholders loved that our teachers would go that extra mile. We not only shared the data and news, but we shared the why... when a teacher takes fifteen minutes to visit a student outside of school, a new bond is created. That bond pays into a positive relationship, and positive relationships with
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students pay into better academic results. The positivity around the push took root. The next year, one teacher started taking selfies during her visits and posting them on her door. Suddenly every student in her class wanted a visit. In a week every teacher was doing much the same thing. That year every teacher did a short home visit to every home. 100%! The positivity inside and outside of the school was tremendous. Teach your teachers to brag a little. Put some swagger in their walk, to pump their fist… Often teachers don’t do this naturally. Make it a part of your program. ■ Get a little crazy. Be attention seeking. Find the fun ways to celebrate big things. I do a read-a-thon every year. I challenge the students to a schoolwide reading goal. Then if the student hit that goal… I do something off the wall. A year ago I slept on the roof ! At the end of the day the entire student body came out to see me to the roof. Then that evening, I invited families to come back out and I read books and stories while students sat below and listened. That night I did facebook posts to prove I was still up on the roof. The craziness was covered by three local television stations and several local papers. I ensured my message was crafted as I shared with each outlet...we are working to help our students be the best they can be. I focused not on the event but the story that led up to the event. That students were becoming lifelong readers. The crazy drew the attention, and once the eyes were pointed our way… we told our story. Get crazy! Draw a crowd!! The power of tooting your horn can’t be denied. The positive energy it creates pays huge dividends. You will see a positive change inside your school, and you will generate more positive energy in your community partnerships outside of the school. Toot your horn loud and toot it proud!!!
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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. 8
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Community Involvement Brad Street Director North Lawrence Comm. Schools Career Center
The North Lawrence Career Center was established and opened the doors for students in the fall of 1970. Community involvement started for the Career Center a couple of years before when individuals from the community and the school corporation investigated and made the decision that Vocational Education was a good investment for the students, employers, and the community. The skills for employment in the trades for this community required that students learn to use their hands and minds to meet local labor market needs. That was true then as it is now as the Career Center continues to evolve and change. Vocational Education from 1970 has developed into Career & Technical Education. It is important to note this because the occupations associated with the programs at the Career Center have changed at the same time. When you look at this change over time you will see community involvement along the way. Every program at the Career Center has an active Advisory Committee and is required to meet twice a year. Employers, parents, counselors, and economic development all play a significant role in the development, improvement, and growth of each program. Improving the curriculum or replacing the equipment needed to prepare each student is evaluated and planned out. The Advisory Committee provides the measure for the program to constantly improve. This crucial community involvement and investment is how we keep the Career Center programs current with Industry Standards. In 1970 we did not have computers but we had business and office programs. As time changes so will programs and this is why community www.iasp.org
involvement is essential to the quality and growth of Career Center programs. The Director of the Career Center has an Advisory Committee as well which looks at the overall programs and interest of the entire school. The Career Center serves an assigned district #40 for the state and the North Lawrence Career Center serves students from Brownstown, Medora, Mitchell, North Lawrence, Orleans, and Shoals. This encompasses students attending the Career Center and programs housed in each high school. The Director’s Advisory Committee looks at the different aspects and applications to meet the community needs for all six participating school districts. Community members from each participating school district are invited to be on the Director’s Advisory Committee so that every high school student has an opportunity to take a program and advance their future. Why is this community involvement so important you may ask? Students enrolled in Career & Technical Education programs graduate at a higher level than students that do not
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enroll in a program. Students enrolled in programs can receive college credits at the same time. Each dual college credit program is aligned to teach the same curriculum as the post-secondary school dual credit agreement. This can save students and parents a significant amount of money, allows them to complete college earlier, and return to their community for gainful employment at higher wages. Students enrolled in Career & Technical Education tend to stay and live in their community with their family. Children of Career & Technical Education graduates tend to attend college at a higher rate. Career & Technical Education is a foundational building block to the growth and stability of a community. Employment in high wage for jobs in demand promotes buying homes and paying taxes in their communities. They want good schools and strong communities founded in economic growth and development. Career & Technical Education is a key factor for communities and what we want for America. In conclusion Career & Technical education is completely about community involvement.
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COMMUNITY PARTNERSHIPS
Finding Community-Wide Benefits with Purposeful Partnerships Kelly Storms Director, North Lawrence Learning Center Principal, Gateway Academy Before the fall of 2019, community partnerships held a different meaning for me. As a classroom teacher and building administrator, I reached out to community agencies, business, and individuals asking for field trip opportunities, guest speakers, or an occasional donation. I remain so grateful to everyone that assisted me during those times. As the NLCS Learning Center Director and Principal of Gateway Academy (NLCS Alternative Program) community partnerships not only have different meaning, but also have expanded my mindset regarding our youth and how they add to a successful community. My position currently finds me overseeing an Early Childhood Program comprised of both community classrooms as well as developmental preschool, and Gateway Academy, which is an alternate placement program for grades 7-12. I like to say that we are providing the “littles” with a great start, and helping the ”bigs” with a strong finish. Providing programming for these specific student profiles has captured the attention of our community. The responses have been positive, heart-warming, and at times almost overwhelming (in a very good way). I could fill pages of all the partnership opportunities, successes, and yes challenges. Instead, I would like our Indianagram readers to hear from my community. Perhaps some of these responses will spark new ideas for you, your building, or your district. Our Early Childhood Center is in its first year. PreK was implemented at different locations in our district previously. However, beginning Fall of 2020 we brought all of our PreK programming under one roof. Included is also the Early Childhood Education program provided by our district Career Center. In doing so, we have continued to develop a wonderful relationship with our local Head Start center. This has provided much knowledge and experience in one location from which all can benefit. “Hoosier Uplands Head Start is grateful for the partnership that we have with the North Lawrence Learning Center. Having Head Start, the developmental preschool, and community preschool classrooms in the facility where child development is being taught provides so many opportunities for collaboration and learning to take place”. (Head Start Director, Debbie Beeler)
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I anticipate many purposeful partnerships in the future with our Early Childhood Center. I am excited to see just what community resources we can provide those students and families. In addition, what community-wide benefits will be realized by providing extensive PreK services. The collaboration of the community and Gateway Academy is astounding. During the fall of 2019, North Lawrence Community Schools unveiled Gateway Academy. For the purpose of our community, an alternative option was desired to 1) assist high school students behind in credits to being back on track for graduation with their cohort and 2) to provide our community with a structured day(s) option for those students facing out of school suspension or expulsion. We have since developed plans for many student profiles, however our original mission remains and is succeeding. This however would not have been possible without the interest of and support from many non-school agencies. Working closely with so many that have provided opportunities for our Gateway students has been more fulfilling than my words can express. Please review the comments from a few of the many community stakeholders that have contributed and made success possible for so many youth that are benefitting from simply a different approach. “I have always had a good working relationship with the local school system to help my clients receive an education. Since Gateway Academy has came along, it has been very beneficial to kids who are on probation and are behind in their schoolwork. I have had three students who did not do well in the traditional educational setting attend Gateway and graduate high school. This would not have been possible without Gateway and the hard work of that staff. In addition to helping kids earn credits and achieve a high school diploma, they have opened opportunities to them that they otherwise might not of had. For example, using the public library, helping at local businesses to get experience to see if that was a career they wanted to pursue and donating their time back to the community without being Court ordered. I also had a student that was going through a hard time and was no longer able to attend public school due to a high level of anxiety and depression. Gateway was able to accommodate her education while she was addressing her mental health needs and she was able to transition back to public school”. (Mrs. Katie Messmann, Probation Officer)
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“The Gateway Academy has been a tremendous help to the juvenile court system. The program leadership and staff has a true passion for helping children that require extra attention due to circumstances that are sometimes beyond the child’s control. Most of the children that appear before the Court need intensive support in many areas of their life. The Gateway Academy has helped provide the support to ensure the children receive an education and obtain a high school diploma. Earning a high school diploma is absolutely critical in today’s society and a major part of rehabilitation for children in the juvenile court system”. The Gateway Academy has been a tremendous help to the juvenile court system”. (Nathan G. Nikirk, Judge, Lawrence Circuit Court ) “It has been our pleasure to provide $ 14,000 in grants to the Gateway Academy in the past two years. Under Kelly Storms leadership, many students have completed more of their education than would have been possible without this program. It is our intention to continue to support the program and continue to see those benefits”. (David L. Miller, Chief Executive Office, Hoosier Uplands) “The Bedford Public Library is thrilled to partner with Gateway Academy under the direction of Principal Kelly Storms. We provide programming and volunteer opportunities for Gateway students. Our library customers benefit from Gateway volunteer efforts. Our interaction with these students allows us to see them thrive in a non-traditional school setting that provides individual attention, support, and structure”.
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“Gateway Academy is making a difference in our community. Students are proud to be associated with Gateway. They are kind and supportive of each other. Staff and students celebrate their successes in an environment that encourages students to stay in school and graduate. The remarkable graduate rate is a tribute to the leadership and staff of Gateway Academy”. (Susan Miller, Bedford Public Library Director) “Students of the Gateway Academy are learning to give back to their community and be involved citizens. Through these volunteering opportunities provided by organizations like the Bedford Public Library, students practice soft skills such as teamwork, problem solving, time management, professionalism, and more. Gateway Academy empowers students to be better versions of themselves. We are very proud of this program and these students!“ (Nathan Watson, Bedford Public Library) Also providing us with financial support to purchase individual student personal needs is our local Community Foundation. They have purchased senior class sweatshirts, needed clothing or shoes, as well as provided a special large screen laptop for a visually impaired student. Our local food pantry program, LIFE, regularly provides our students with care packages full of personal needs and snack items. When schools and community agencies collaborate, not only are individual student needs met, but success that will result in generational change and a greater community can be realized. I am honored to serve such a caring community!
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COMMUNITY PARTNERSHIPS
STEM Integrations Community Partnership Series: Purposeful Partnering with Community Organizations in STEM/STEAM Krista M. Stith Infinite Capacity, LLC
Rachel L. Geesa Infinite Capacity, LLC Community partnerships are “the formal and informal local and global community connections, collaborative projects, and relationships that advance the school’s learning goals” (Alliance for Excellent Education, 2019). Purposeful partnering with community organizations provides a number of benefits, which include: enrichment and support in the socioemotional development for students, career pathways, civic engagement, development of career-oriented soft and hard skills, and a sense of community. Through our STEM Integrations Community Partnership series, we have addressed community partnerships in many aspects of school programming, such as curricular enrichment in virtual environments, socio-emotional needs, cybersecurity and safety, and multicultural education. If community partnerships have such strong evidence of benefits to schools and districts, why do we not see more community partnerships integrated? From our research, the reasons are multi-tiered for why we do not see more community partnerships in schools and districts. Rationales collected from educators across the United States describe a lack of time, lack of resources and accessibility, lack of knowledge on how to work with community partners, and barriers due to higher priorities. In the summer of 2019, we participated in a summer STEM workshop for secondary educators in Indiana. Part of this workshop was to pay the educators for their time to ideate community partnerships for their schools, specifically community 12
partnership integration to enrich the STEM curriculum. What we found was that a majority of the educators who participated in the workshop viewed community partnerships as inviting guest speakers in the classroom to speak to students about industry and career opportunities. We certainly do not argue that community partners as guest speakers have significant utility, particularly in a college and career readiness lens; however, we believe that community partnerships can be much more dynamic. Examples include providing expert information to school stakeholders, providing out-of-classroom opportunities for students (e.g., intern/ externships, mentorships, scholarships), curriculum integration to support authentic learning, and external support (e.g., funding, volunteers). Building and sustaining community partnerships should develop from a strong recruitment framework that is thoughtfully executed. The following prompts are for educational leaders to consider in the recruitment, implementation, and evaluation of community partnerships.
■ Preparing to Partner- Where do I begin? - Align your vision of community partnerships with the school’s vision. - Identify what resources will be needed in the partnership (e.g., people, facilities, supplies and materials).
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- Prepare sources and evidence of how partnerships are fostering educational resilience and academic achievement.
■ Assessing Needs and StrengthsHow do I identify the goals of the partnership? - Conduct needs and strengths assessment surveys and/or interviews with students, school personnel, and community members. - Attend community events and learn about people/organizations that may be beneficial as potential partners. - Uncover existing partnerships and their effectiveness. - Identify the needs and strengths of community members and organizations that could serve as community partners
■ Coming Together- How do I bring partners together? - Connect with potential partners. - Share with potential partners on how they can help, based on the data identified in the needs and strengths assessment survey.
■ Creating a Shared Vision and PlanHow do I get everyone on board and on the same page? - Use identified needs to create a partnership plan that would build on existing partnerships or consider starting new partnerships. - Create a logic model. - Create a 1-year, 3-year, and 5-year timeline with partnership activities.
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- Communicate to stakeholders on how existing partnerships are already meeting identified needs. - Communicate to stakeholders on how new partnerships may be beneficial in meeting identified needs. - Agree to goals and expected outcomes with the community partner(s).
■ Taking action- What will we do and how will we do it? - Delegate responsibilities based on the school’s strengths and partner strengths. - Implement activities according to the timeline. - Plan for expected challenges. - Involve the media.
■ Evaluating and Celebrating Progress- How will I measure our success? - Measure and evaluate each partnership to show the results/ outcomes. - Identify differences in programming (if any) resulting from the partnership, including what worked and what did not work. - Celebrate the community partners and the accomplishments achieved.
Community Partnership Evaluation Instruments A number of instruments are available to evaluate the community partnership. For example, the Center for the Advancement of Collaborative Strategies
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in Health (2002) provides a generalized self-assessment questionnaire that can be useful for schools and districts to identify strengths and weakness of community partners in synergy, leadership, efficiency, administration and management, non-financial resources, financial and capital resources, decision-making, benefits and drawbacks, and partnership satisfaction. A shorter self-assessment survey is publicly available from the Hickman Mills C-1 School District in Kansas City, MO which looks at not only the impact of the community partnership, but also survey items related to how well the school’s educators and educational leaders made decisions on building the community partnership. The Indiana Department of Education (IDOE) recommends reviewing the Community Partnership Toolkit, disseminated by the Colorado Education Initiative, which provides seven steps for expanding learning through community partnerships. This document also provides additional support for educational leaders to facilitate communicative partnerships such as community partnership agreement forms, student needs assessment surveys, community partner screening questions, volunteer recruitment fliers, and more. Summary Community partnerships can be a critical support system for achieving school goals; however, many Hoosier
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educators do not conceptualize community partnerships past inviting guest speakers to speak to students. Over the last several months, we have addressed how community partners can provide a much more dynamic role within multiple school programming initiatives (e.g., STEM curriculum integration, SEL, cybersecurity and safety, distance learning). Recruiting and sustaining community partners should be thoughtfully approached. In this segment, we provide a series of action steps for educational leaders to recruit partners and possible instruments to evaluate partnership initiatives. We thank you for reading our STEM Community Partnership Series and we send you the best of wishes in the final weeks of the school year! Please look for our final article next month! References: Alliance for Excellent Education (2019). Family-School-Community Partnerships. https://futureready.org/ourwork/future-ready-frameworks/ family-school-community-partnerships/ The Colorado Initiative, Generation Schools Network, and 2Revolutions (2015). Designing Community Partnerships to Expand Student Learning: A Toolkit. Retrieved from https://www.doe.in.gov/ sites/default/files/siresourcehub/ceicommunitypartnershiptoolkit.pdf Center for the Advancement of Collaborative Strategies in Health. (2002). Partnership self-assessment tool questionnaire. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/bitstream/ handle/10214/3129/Partnership_Self-Assessment_ Tool-Questionnaire_complete.pdf ?sequence=1&isAllowed=y. Hickman Mills C-1 School District. (2016). Partnership Self Assessment Tool. Retrieved from https://www.hickmanmills.org/site/handlers/ filedownload.ashx?moduleinstanceid=13005&dataid=10556&FileName=Partnership%20analysis%20tool%20full%20document%2012-2016.pdf
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No Kid Hungry Indiana
is a public-private coalition
working to ensure no kid will grow up hungry. Together, we are ending childhood hunger in Indiana by ensuring every child has healthy food every day.
We can't accomplish this mission without you. Our team is here to help, now more than ever, through: Grant funding
for the necessary tools to serve
meals to your students safely,
Regularly updated
resources
on navigating
USDA waivers, meal distribution models, planning for staff safety and emergency closures, and more,
brainstorming and troubleshooting through one-on-one
Collaborative
technical
assistance and peer-to-peer support
state.nokidhungry.org/indiana
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LEADERSHIP DEVELOPMENT
Leadership in Integrative STEM Education: A New Resource Coming Your Way! Rachel L. Geesa Dept. of Educational Leadership Ball State University and planning teams requires collaborative skills and takes time to plan, facilitate, and effectively execute. Mary Annette Rose STEM pedagogies (e.g., problemDept. of Educational Studies based, project-based and design-based Ball State University learning, inquiry, and experimentation) Krista M. Stith provide opportunities for educators Center for Gifted Studies & and their students to learn and apply interdisciplinary concepts and practices. Talent Development With support, educational leaders Ball State University can be catalysts for the preparation of Preparing creative problem solvers for integrative STEM learning environments a scientifically- and technologicallyand curricular programming for PK-12 driven future requires authentic learning students. experiences where science, technology, engineering, and mathematics (STEM) Leadership in Integrative STEM content and practices are intentionally Education, a soon-to-be released integrated. Integrative approaches to edited book published by Roman STEM, and other disciplines, within & Littlefield, is a concise guide we PK-12 schools offer much promise designed for educational leaders who in helping prepare critical thinkers. want to develop, implement, and sustain Integrative STEM experiences challenge inclusive integrative STEM programs in students to examine phenomena and schools and districts. Emerging from develop solutions to authentic problems our research (Geesa et al., 2020; Geesa et as scientists, technologists, engineers, al., 2021; Rose et al., 2019), experiences, artists, and mathematicians. These and teaching, we propose that nine experiences enable students to explore domains of competency contribute to and prepare for careers and higher the development of an integrative STEM education in STEM and non-STEM program. After an introductory section, fields. each of the chapters examine these domains, which include: 1) mission and Transitioning to integrative STEM culture; 2) equity, diversity, and inclusion; programming that serves all students 3) infrastructure and programming; 4) requires a shift in school culture curriculum; 5) instruction; 6) extended and in teaching practices (Meyers & learning; 7) professional learning; 8) Berkowicz, 2015). Educational leaders assessment; and 9) evaluation (see play an important role in navigating an Figure 1). integrative STEM culture through the collaborative engagement of schoolcommunity stakeholders and supporting teachers in implementing integrative teaching practices. Educational leaders can initiate, foster, and sustain STEM or STEAM (the ‘A’ represents the arts) educational opportunities. Integrating different disciplines within lessons, schedules, 18
Each themed chapter identifies potential strategies, resources, and exemplars of integrative STEM practice in schools and districts. There are additional state and national certifications and awards for schools and districts that align well with integrative STEM that this book may help with. The Indiana Department of Education (IDOE) recognizes schools and districts that are committed to STEM educational programs that are equitable and inclusive for all students through STEM School Certification (IDOE, 2021). The IDOE website provides a rubric for schools to assess the robustness of their STEM programs and the online application process can be a school and/ or district-wide collaboration. The IDOE is also dedicated to ensuring students gain employability skills throughout their education in four domains: mindsets, work ethic, learning strategies, and social and emotional skills (IDOE, 2019). The 32 standards within these domains can be incorporated within STEM and non-STEM disciplines. Another opportunity to think about integrative STEM at the organizationlevel is to pursue the U.S. Department of Education Green Ribbon School Award. Green Ribbon Schools provide evidence of 1) reducing environmental impact and costs; 2) improving the health and
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LEADERSHIP DEVELOPMENT
wellness of schools, students, and staff; and 3) providing effective environmental and sustainability education (DOE, 2021). Educational leaders can support teachers and staff through interweaving environmentally-focused integrative STEM content and practices throughout their programming while also applying for the Green Ribbon School Award. Educational leaders work with educators, stakeholders, and community partners to prepare PK-12 students to experience success in higher education, careers, and civic opportunities. We hope that educational leaders will find Leadership in Integrative STEM Education to be a useful resource for initiating and sustaining a STEM-focused culture and supporting integrative STEM teaching practices. For more information about the book or leadership development and sustainability of STEM/STEAM programs, please contact us at rlgeesa@ bsu.edu. References Geesa, R. L., Stith, K. M., & Rose, M. A. (2020). Preparing school and district leaders for success in developing and facilitating integrative STEM in higher education. Journal of Research on Leadership Education, 1-21. https://doi. org/10.1177/1942775120962148 Geesa, R. L., Stith, K. M., & Teague, G. M. (2021). Integrative STEM education and leadership for student success. In F. English (Ed.), The Palgrave Handbook of Educational Leadership and Management Discourse (pp. 1-20). Palgrave Macmillan. https://doi.org/10.1007/978-3-03039666-4_36-1 Indiana Department of Education. (2019). Employability skills. https://www.doe.in.gov/ teaching-and-learning/employability-skills Indiana Department of Education. (2021). STEM school certification. https://www.doe.in.gov/ teaching-and-learning/stem-school-certification Myers, A. P., & Berkowicz, J. (2015). The STEM shift: A guide for school leaders. Corwin. 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 U.S. Department of Education. (2021). U.S. Department of Education Green Ribbon Schools. https://www2.ed.gov/programs/green-ribbonschools/index.html
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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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National Association of Elementary School Principals Serving all elementary and middle-level principals
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LEADERSHIP DEVELOPMENT
IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute Community Partnerships 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. IPLI is fortunate to have partnerships to support the mission and vision of IPLI. The confidence of the State of Indiana to fund high-level professional development for principals allows for the most current research to reach and support Indiana schools through IPLI. The Indiana Department of Education continues to be a stalwart partner sharing the vision of growth for our leaders. We are grateful and understand the uniqueness of IPLI to Indiana that provides a greater level of professional development than most other states. Indeed, we are grateful to Indiana State University and the original Design Team of professors for their insight to provide educational support to the curriculum of IPLI, office space, and the connections to university academia. These connections are vital to the growth that IPLI has experienced and will continue to carry on in the future. The Indiana Association of School Principals and Lawrence Township Public Schools in Indianapolis have provided centrally located educational spaces for Indiana principals to gather as they learn and grow together. And it is the leaders and their dedication to increasing others who have supported and encouraged along the way. Thank you to Dr. Bess and Dr. Smith for continuing to be advocates for Indiana leaders. We know that we cannot educate and provide leadership in a bubble. It is partnerships, community, and dedicated individuals who collectively support the vision that will give the very best to our children. IPLI is humbled by those who know the intensity of support needed to grow our best to be the best. Together in partnership, we can move mountains and expand our learning communities to be on the cutting edge, supporting students, teachers, and all stakeholders in lifting our children, our future. Cohort 9 Applications Still Open We know that this time of year can be daunting and thinking about what is next for your own leadership may seem selfish. However, this is the time to consider that we have all been through an unprecedented year. Changes in leadership are happening all over the state and IPLI can be a support to you as you work to increase your capacity during these changing times. IPLI Cohort 9 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 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.
Special thanks to our Bronze Corporate Sponsors: 22
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Martin Luther King Jr. Essay Contest Results Student essays were submitted as a part of the 2021 Martin Luther King Jr. Essay Contest. Students were asked to write an essay on the following quote from Dr. King: “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” In addition, students were asked to consider the following questions when drafting their submissions: How do you feel about this quote? What does this quote mean to you? How can you use these words to honor Dr. King and the life he lived? Thank you to the dedicated Ball State University faculty who evaluated this year’s essays: Lori Boyland, Molly Tipton, Fen English, Sarah Hollowell, Casey Schultz, Nick Elam, Serena Salloum, Tracy Caddell, Kendra Lowery, Mike Shaffer, Rachel Geesa, Thalia Mullvihill, Mandy Latz, Robin Phelps-Ward, Elizabeth DeYoung, Makala Ceresa, Alan McPherson, Jeffry Neuhouser and Gabbie Morrison. We are excited to recognize the 2021 winners in both the Junior and Senior divisions. Congratulations to all participants! Junior Division Winners: 1st Place: Eleana Winters, Westside Catholic School – Sacred Heart Campus, Evansville 2nd Place: Ava Blomenberg, Immanuel Lutheran School, Seymour 3rd Place: Louay Zeitoun, Union Township Middle School, Valparaiso Senior Division Winners: 1st Place: Megan Caffey, Franklin Central High School, Indianapolis 2nd Place: Shelby Prybell, Valparaiso High School 3rd Place: Kianah King, Portage High School
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SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Community partnership - the working relationship formed between service providers or support people which may be helpful for the families with whom they work; a formal agreement between two agencies who share the same clients, so the agencies work together productively.
The KCS participation recognition deadline returns to June 30 this year. There is still time before the end of the school year to host a Riley spirit day or staff jeans day, or create and share your school’s own online giving page https://give.rileykids.org/KCSFundraising. I will be happy to help! smiles@rileykids.org
Since 1985, the statewide Kids Caring & Sharing program has represented the very best of community partnerships between Indiana K-12 schools and Riley Hospital for Children, raising more than $20 million to benefit the children and families who need the specialized care, hope and healing that only Riley Hospital can provide.
Our namesake offers this thoughtful insight:
As the KCS program officer for the Riley Children’s Foundation, I am honored to partner with the Indiana Association of School Principals (IASP) to share news of Riley Hospital services at work in communities throughout the state and engage students in philanthropic participation and civic leadership development. Created by a school administrator to empower children to move into action on behalf of others and grow their appreciation for true “giving for giving’s sake”, millions of Hoosier children statewide play a role in maintaining Riley Hospital as a treasured and world-renown pediatric healthcare resource. Over the years, we have gratefully welcomed additional partners to the Riley family network of school-affiliated program participants, including the Indiana Association of Public School Superintendents (IAPSS), the Indiana Association of Student Councils (IASC) and the Indiana PTA. The 2020-2021 school year is one no one expected, yet a foundation of preparation fortifies our journey forward. Schools remain dedicated in their support for Riley kids in need bringing creativity and adaptability to their Riley campaign planning and participation. Principals in IASP District #2 recently showcased their giving spirit led by new KCS Advisory Council member Nick Kimmel, who created an online giving page to host district member gifts during their April meeting instead of passing a Riley bucket to collect in-person donations. Collectively the group raised $1,190 for the kids at Riley!
A Simple Recipe To be a wholly worthy man, As you, my boy, would like to be, This is to show you how you can, This simple recipe: Be honest – both in word and act Be strictly truthful through and through: Fact cannot fail, and stick to fact, And fact will stick to you. Be clean – outside and in, and sweep Both hearth and heart and hold them bright; Wear snowy linen – aye, and keep Your conscience snowy-white. Do right, your utmost – good must come To you who do your level-best, Your very hopes will help you some And work will do the rest. -James Whitcomb Riley Thank you for your partnership, your work, and your “level- best” for the kids of Indiana!
Many schools are busy at work moving traditional fall campaigns to the spring, transitioning indoor activities to outdoor opportunities, planning safe space between participants, and modeling appropriate public health practices all while maintaining their dedication to helping Riley kids. Thank you for your role in creating a safe environment where students’ and staff philanthropic efforts continue to be successful.
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Let’s work together to find creative ways to keep supporting Riley!
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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. Snapshot of the Month Title: CLASSROOM BUSINESS 2020 Mary Slabaugh, 5th grade teacher at Wakarusa Elementary in Wakarusa, IN, shared the Learning to Give lesson Impact of Giving with her students as they became entrepreneurs by creating a classroom business. They discussed the following question:“What can we do to help families in our school and community who experience food insecurity?” They brainstormed product ideas and chose two goods to produce. In addition, the cost of production was calculated and market research was conducted to determine how to price the items. The students discussed and chose a charity in which to donate profits. A business plan was then presented to a banker from Key Bank in order to secure a $50 business loan. Everything went well in spite of changes that were required due to Covid. The class chose two easy-to-make products and we were able to use the help of two cadet teachers instead of parent volunteers during production. In addition, we zoomed with our banker instead of having him visit our classroom. The students were placed into work teams to produce their goods. Finally, the products were sold during a Power from the Past antique tractor show in the fall. In addition to learning how to care for others and make a difference in their community, these 5th graders netted $372 after paying back the business loan. The students decided to split their profits between two charities: the Keller Park Church Christmas Store and Faith Mission, an Elkhart homeless shelter. One student wrote, “I like that we sold our pretzels and Jolly Rancher pops for a good cause. I feel good when I help others and know I am doing something good for other people.” Classroom Business service learning project is a concrete example of how 5th graders at Wakarusa Elementary can impact others in a positive way!
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LEGAL REVIEW
What Do Girl Scout Cookies Have To Do With Board Policy?
should be clearly communicated and consistently enforced, regardless of the viewpoints expressed in the literature. A few viewpoints can be prohibited ( for example, neo-nazi groups), but best to check with legal counsel before prohibiting any groups. Also, school leaders will want to continually review board policies and audit current practices to determine if those practices are consistent with the law.
Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR) Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) Who doesn’t love Girl Scout cookies? Some of us may even shamelessly ask our colleagues to support our daughter’s or granddaughter’s sales. But what do you do with outside group pamphlets being passed around describing the delicious cookies on school grounds? This serves as a good reminder that if you allow certain groups to distribute non-school sponsored materials (aka literature) on school grounds, such as Girl Scouts pamphlets, you may also have to allow other non-school groups to do the same. Distribution of materials can take many forms: a parent passing out pamphlets to join a group, a local religious organization handing out religious material, or a musician handing out flyers for piano lessons. The hypothetical list is endless. In most circumstances, school boards are not required to permit outside organizations to distribute non-school materials on school grounds. When a school board, however, chooses to open its doors to the public, either through policy or practice, a “limited public forum” can be created with it strings attached. What is a limited public forum? A school can create a limited public forum by allowing the distribution of certain non-school literature on school grounds. In other words, the ability for a school board to regulate literature on school grounds depends in part on the type of forum created, whether through policy of practice. Once a public forum is created, the school board may only limit distribution based on a viewpoint neutral policy or practice, meaning the education leaders cannot pick and choose among certain views expressed in the literature, unless the content is prohibited by policy (which is discussed below). For example, if an education leader permits an outside organization to send home pamphlets for a winter soccer league, the education leader may also have to permit pamphlets to be sent home promoting a different youth group. What limitations can be placed on a limited public forum? A school board can impose time, place, and manner restrictions on the distribution of non-school literature. For example, a school board policy may require that literature may only be distributed by outside organizations on a particular bulletin board or placed on a specific distribution table. Any restrictions www.iasp.org
How can a school leader regulate what literature is distributed? Realistically, school leaders will not be able to screen every piece of literature exchanged on school grounds. A welldrafted policy will restrict certain content that can be excluded from school grounds, such as literature that includes vulgarity, threats to health or safety, promotion of illegal drugs, defamation, or hate speech. If a school leader believes that certain literature violates school board policy, an appropriate response to the distributor is that the distribution is not prohibited but rather is delayed while the school leader seeks approval. The key is to avoid First Amendment violations in situations where it is unclear if the literature is permitted. Wasn’t there a recent Indiana law passed related to this topic? In 2020, the Indiana General Assembly passed a law giving “Patriotic Youth Membership Organizations” a legal right to access public schools. These organizations include the Girls Scouts, Boy Scouts, Future Farmers of America, Little League Baseball and, yes, the Society of American Florists and Ornamental Horticulturists. The law requires that public schools grant requests by these organizations to provide at least one time each school year for the representatives of the organization to provide information to students on school property. The information the public school must permit to be provided includes how the organization furthers the educational interests and civic involvement of students consistent with good citizenship and moral instruction consistent with the law. Public schools must conduct criminal background checks on the organization representatives. Bottom line, a carefully drafted policy limiting the distribution of non-school literature on school grounds should set forth specific criteria for determining whether to permit distribution, a specific and short time limit within which such a decision regarding distribution shall be made, and procedures to take if permission is denied. Courts have ruled that policies lacking such limitations were unconstitutional. But it is not unconstitutional to support the cookie sales of your favorite girl scout. The authors support buying as many Girl Scout cookies as your budget and waste line permits! We at KGR routinely provide day-to-day legal counseling and training on these important topics. We along with IASP are important resources to support you.
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Connect with us MAY 2021
Educators get an advantage with Horace Mann auto insurance! Horace Mann auto insurance offers preferred premiums and special features and benefits — just for educators and association members. With the Horace Mann Educators Advantage®, you’ll get: • No deductible for covered vandalism losses on or near school property or while at a school-sponsored event. • A replacement car if your new car is declared a “total loss.” • Up to $1,000 for veterinary bills or related expenses if your pet is injured or dies as a result of a covered accident. • Added road service coverage if you purchase Emergency Road Service coverage. • Liability coverage if you transport students in a vehicle we insure.
Also, IASP members may qualify for even better premiums. Contact your local Horace Mann representative to learn more or visit horacemann.com. Horace Mann Insurance Company and its affiliates underwrite Horace Mann home insurance. The benefits and discounts listed: are only general descriptions of coverage; do not constitute a statement of contract; are subject to terms, limits and conditions of the policy contract; and may vary by state. Horace Mann and its affiliates enter into agreements with educational associations where Horace Mann or its affiliate pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com. CM-V41253IASP (421)