President's Letter Ensuring School Safety: A Proactive Approach
In today’s world, school safety has become a top priority for educators, parents, and communities. With growing awareness of potential threats—like active shooter situations or mental health challenges—we as school leaders need to take steps to ensure the safety of both students and staff. By adopting smart strategies and building a culture of readiness, we can create an environment where everyone feels safe and supported.
As the world keeps changing, the risks schools face also change. That's why it’s more important than ever to have strong safety measures in place. Practicing drills for emergencies, whether it's fire evacuations, lockdowns, or other situations, helps everyone know what to do in a crisis. These drills not only get people familiar with safety plans but also reduce anxiety, so they can act confidently when it matters most.
Our corporation utilizes Standard Response Protocol from the “I Love U Guys” Foundation. Staff and students are taught and implement the common language of Hold, Secure, Lockdown, Evacuate, and Shelter in every school building across the county. This consistency is beneficial as students transition to different grade level buildings, or move within the district. When students and staff are well-prepared, they are more likely to make quick, life-saving decisions. Regular practice keeps these skills sharp, helping to build a culture of preparedness that’s crucial in uncertain times.
School Resource Officers’ Role
School Resource Officers (SROs) play a vital role in making schools safer. They aren't just there for security, they also mentor students and build positive relationships. You can often find our resource officer in the cafeteria during lunch making connections with students and helping support our special needs students. Her presence helps create a sense of security that goes beyond just physical protection. SROs also help spot potential issues before they get out of hand, and in our case, serve as a liaison between the police department and the school. By working closely with school staff, SROs can help improve safety plans, making sure they’re practical and effective. With their training and experience, SROs are a key part of maintaining a safe learning environment.
Technologies' Role in School Safety
New technology has given schools powerful tools to improve safety. Security cameras act as a deterrent and help keep an eye on school grounds, while check-in systems make sure only authorized people can enter the building. These systems help keep things secure and allow for quick responses to any suspicious activity. A neighboring corporation recently installed security doors to stay ahead of potential security threats. Other districts have implemented metal detectors and panic buttons. Communication platforms, like CatapultEMS, are also essential for managing emergencies. These systems help everyone including staff, emergency responders, and families stay informed and coordinated during a crisis. This kind of communication can speed up response times and lead to better outcomes.
Keeping Emergency Plans Up to Date
A big part of any safety strategy is having up-to-date emergency plans. Schools need to regularly review and update these plans to address new risks, learn from past incidents, and adjust to any changes in the school. Involving a variety of stakeholders within the school such as administrators, teachers, staff, and SRO’ in this process helps everyone feel invested in safety and know what their role is during an emergency.
By using feedback from drills and real-life situations, schools can keep improving their plans. Ongoing training sessions and workshops help reinforce the importance of safety and make sure everyone stays alert and ready.
Having a trained school safety specialist on staff is another way to ensure that you have a plan that addresses all areas of safety and security. They can provide training on building safety, emergency response, mental health, and school climate. The DOE offers virtual and in-person training and recertification.
Conclusion
In today’s world, the safety of our students is more important than ever. Schools need to take proactive steps to protect their communities. By focusing on preparedness through drills, involving School Resource Officers in school life, using technology to boost security, and regularly updating emergency plans, we can create a safer and more supportive environment for learning.
A culture of safety is about more than just responding to threats, it’s about making sure students feel like they belong and are safe in their school communities. We always say, “If you see something, say something.” Speak up if you see potential warning signs. Together, we can create a future where students thrive, knowing their safety is always our top priority.
Dr. Holly Arnold IASP President
Welcome to the April edition of the Indianagram! As always, it’s a pleasure to connect with you through our monthly e-magazine. I am thrilled to share this month’s publication with you.
As we step into the beautiful spring months, there’s a palpable sense of anticipation. The end of the school year is drawing near, and I know you're all working tirelessly to ensure a spectacular finish for our students, families, and communities. From planning memorable events to wrapping up academic achievements, your dedication shines through.
However, amidst the excitement, we must also remain vigilant about the safety and well-being of our schools. That’s why this month's theme, "Safe & Sound," focuses on school safety, coinciding with the month of April, which is School Safety Month. It’s a crucial topic that demands our attention and proactive measures.
This edition is packed with insightful articles that offer valuable perspectives and practical strategies. We are so fortunate to have so many talented administrators in our membership. I encourage you to dig into the wisdom shared by your colleagues. For example, Mr. Jefff Lehman, Assistant Principals at South Adams Schools, along with Mrs. Kristen Peterson, Associate Principal at Chesterton High School and our IASP Assistant Principal Liaison, provide an invaluable perspective on the Assistant Principal's role in safeguarding our students and staff. Mr. Jeff Lehman, MS/HS Assistant Principal at South Adams Schools, contributes his expertise, offering a practical lens on protecting our schools. Additionally, Steve Underwood, Assistant Superintendent at North Lawrence Community Schools, presents a list of key points for maintaining school safety, ensuring we have actionable steps to take. Wendy Ivey, Principal at Highland Hills Middle School, shares essential insights on preparing for reunification during times of crisis, a vital aspect of comprehensive safety planning. Each article and author brings their own expertise and shares vital information we could all benefit from, as we work diligently to keep our schools safe.
These articles, and many more within this edition, highlight the collaborative spirit and commitment to excellence that define our IASP community. They serve as a reminder that we are all in this together, working to create safe and supportive learning environments for every student.
As we enjoy the blooming flowers and warmer weather, let’s also remember the importance of staying informed and prepared. Thank you for your unwavering dedication to our students and schools. We are excited to enjoy spring and all that comes with it alongside you!
Warmly,
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
May: Summer Supports
June: The Best of the 2024/2025 School Year!
Share your thoughts on the Indianagram: https://forms.gle/2LaxqTUNUc5AdviF8
IASP Executive Committee
Dr. Holly Arnold President
Andy Allen President-Elect
Bret Bailey Vice President
Dr. Crystal Murff Thorpe Past President
Raimeka Graham
NAESP State Representative
Dave Strouse
NASSP State Coordinator
Steve Baker Liaison to the DOE
Kristen Peterson Assistant Principal Liaison
IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students. Each event is intentionally designed to encourage and engage all participants in the pursuit of learning!
Find A Full List Of Events at www.iasp.org/Events
Continuing to Prioritize School Safety
Dr. Katie Jenner Indiana Secretary of Education
School safety is a timely theme for April’s newsletter, as our state has already been hit by severe thunderstorms, torrential rain causing flooding, and tornadoes. We have also seen several instances across the state where our school communities have faced other school safety challenges. Your local leadership in every single scenario has been imperative in keeping our students safe through tough situations.
There are a number of different uncontrollables that may impact our schools, and we know that school safety encompasses many challenges, including how we plan for and respond to severe weather threats. As a state, our top priority is ensuring you have the best supports possible when student safety situations occur.
Nearly every legislative session, there are bills filed that relate to safety in our K-12 schools. This year, one of those pieces of legislation is a priority bill of Governor Braun and is a direct result of feedback we’ve heard firsthand from schools that are working to respond to various incidents.
In the past, although well-intended, Indiana’s school safety efforts have been siloed, with one agency focused on grant administration (IDHS), one agency focused on threat response (State Police), and another focused on school-level training and guidance (IDOE). Governor Braun’s school safety priority bill prioritizes and streamlines resources that are currently spread across many different agencies,
including IDOE, to ensure that every school and community is able to do everything possible to keep our students safe. This includes establishing the Office of School Safety within the Indiana Department of Homeland Security (IDHS).
The office will merge IDOE’s Office of School Building Physical Security and Safety with IDHS’s existing school safety programs. This collaboration will allow one state office to coordinate and administer school safety resources, administer the Secured School Safety Grant, and provide high-quality training opportunities to our school safety specialists.
The goal of streamlining all of this into one office is to provide a singular point of contact for schools and local law enforcement, as well as ensure greater efficiency and collaboration to better support local communities. The new Department of Homeland Security’s Office of School Safety is designed to continue providing the resources, support, and service our schools rely on.
Indiana’s school resource officers and school safety specialists are core supports to our mission as educators, and we are so appreciative of their work. In order to educate our students at the highest levels, it is imperative that our students first feel safe at school. Thank you to our school staff who prioritize this work, and thank you, as always, for all that you do for our students.
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From the AP Lens: The Importance of School Safety: A Commitment to Protecting Our Students and Staff
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP Assistant Principal Liaison
Mr. Jeff Lehman MS/HS Assistant Principal South Adams Schools
Our theme for April is "Safety," and Jeff Lehman, MS/HS Assistant Principal for South Adams Schools, has a wealth of knowledge to share regarding his district's proactive approach to school safety. Jeff offers valuable insights into how schools can implement a holistic and collaborative process to address all aspects of student protection. He highlights partnerships and initiatives that can help us all respond quickly and efficiently to threats. Thank you, Jeff, for your willingness to share your school’s comprehensive and proactive approach to safety!
When it comes to ensuring the safety of our students and staff, there is no room for complacency. The importance of school safety cannot be overstated, as it is foundational to the well-being and success of the entire educational community. As Benjamin Franklin wisely said, “By failing to prepare, you are preparing to fail.” This founding father's quote highlights a crucial aspect of school safety: being fully prepared for emergencies, even those we hope never come to pass. Schools can mitigate risks and respond effectively when challenges arise by planning and implementing proactive measures.
When most people think about school safety, active shooter situations are usually the first thing that comes to mind. And while these tragic events have rightfully brought muchneeded attention, it’s essential to understand that school safety involves far more than just preparing for the worstcase scenario. School safety also means protecting students from other serious threats, such as drug use, bullying, mental health issues, and various forms of abuse. The presence of drugs within a school environment can lead to dangerous situations that not only affect the individuals involved but can also harm the overall school climate. Likewise, bullying—whether physical, verbal, or cyber—can have devastating effects on students, impacting their emotional and psychological well-being. Abuse, both in and out of school, is another concern that requires immediate attention and a proactive approach. Whether it’s physical, emotional, or sexual abuse, students should feel that their school is a safe space where they can seek help and protection. These various issues emphasize the need for comprehensive safety measures, policies, and support systems that go beyond just preparing for violent intruders.
At South Adams, we recognize that a critical aspect of effective school safety is the coordination and leadership provided by dedicated professionals. Having a school safety point person, like
our Director of Operations, ensures that all safety protocols are actively managed, reviewed, and continuously improved. Additionally, our full-time School Resource Officer (SRO) provides immediate response and expert guidance in prevention and emergencies. Together, these professionals are integral in maintaining a vigilant, prepared environment for students and staff. We are fortunate to have this combination of leadership, which allows us to proactively address safety concerns and maintain a comprehensive and collaborative approach to protecting our school community.
At South Adams, we understand the importance of taking a holistic approach to school safety. We’ve implemented various strategies and technologies to ensure our students and staff are well protected while fostering a culture of awareness and preparedness. One key initiative we’ve added is a reporting program where students, staff, family members, or community members can report any form of bullying or harassment, drug use, or any other threat to school safety. Reporting can be done through a website, text messaging, phone calls, or e-mail and can be done anonymously. Another recent addition to our school safety initiative is the use of Halo Vape Alert Sensors in every restroom. Vaping among students has become a growing concern, and these sensors help us monitor the situation and respond swiftly if students are found using nicotine and/or THC vapes on campus. By detecting the chemicals in the air, the Halo system alerts designated administrators, allowing them to intervene quickly. In addition to these vape sensors, we’ve also implemented security film on all exterior and office windows. This security feature reinforces the window and the overall safety of our school by making it more difficult for intruders to gain easy access to the building. It also helps to protect students and staff from shattered glass in the event of a window break. Furthermore, we’ve invested in a comprehensive network of security cameras that cover 99% of the school building, both inside and outside (with restrooms and classrooms as an exception). These cameras deter potential behavior issues and provide valuable documentation for safety or discipline concerns and emergencies.
Our partnership with the I Love U Guys®️ Foundation is also a significant part of our safety protocols. This foundation provides a standard response protocol (SRP) and standard reunification method (SRM) that helps us prepare for and respond to various emergencies, including lockdowns, evacuations, reunifications, and shelter-in-place scenarios. The SRP and SRM provide clear guidelines for staff, students, and parents, ensuring everyone knows how to react quickly and appropriately in emergencies.
The most significant safety feature at South Adams is our partnership with Centegix, a company that provides advanced technology to enhance school safety. Centegix’s mission aligns well with our commitment to protecting students and staff, and its slogan says it all: Every. Second. Matters.®️ Statistics show that 70% of all active shooter incidents are over in five minutes. This fact underscores the critical importance of responding immediately during a crisis. Centegix believes
every second counts during these critical situations, and they have developed a system that empowers schools to react swiftly and effectively.
The Centegix system works through a network of badges that are connected to cellular ports throughout the campus. Each staff member wears a badge with a button that can be pressed to alert other staff members to an emergency. With just a few clicks of the button, selected administrators and staff members are immediately notified of a crisis and given the precise location on campus. If the situation escalates or a situation arises where more urgent action is required, the staff member can press the button several more times to trigger a lockdown. This sends an alert to all school administration, our county dispatch, EMS director, all county rescue task force members, and all local law enforcement officers—both on and off duty—of the lockdown with the exact location of the emergency within our campus. The Centegix system also has a program that allows the county dispatch access to our school camera system, giving an obvious advantage to emergency personnel. Along with the above alerts, the public address system across the school campus is activated with a standard announcement alerting everyone in the building of the lockdown, and an alert takes over all staff computers. This multi-faceted approach ensures that every staff member, student, local dispatch, and law enforcement are aware of the situation simultaneously, in real-time.
Any school safety specialist would agree that responding quickly and efficiently to threats can make all the difference in
saving lives during a crisis. Centegix’s system enables our staff and law enforcement to respond quickly and appropriately by providing real-time information and activating the appropriate safety protocols. For more information on how South Adams Schools utilizes Centegix, or about Centegix and the I Love U Guys®️ Foundation, see the links provided at the end of this article.
At South Adams, we are deeply committed to ensuring the safety of our students, faculty, and staff. I am proud to be part of a school that takes such proactive measures to address these threats, and this doesn’t happen without a school board and superintendent that understands the importance of school safety and takes it incredibly seriously. At South Adams, we refuse to be caught unprepared. Our students, staff, and community deserve nothing less than a safe and secure environment, and we will continue to take every possible measure to protect them. I believe our work to implement safety measures is an investment in our community’s future, and I’m thankful to be part of a school community that agrees. If you want to learn more about our school safety initiatives, please don’t hesitate to contact me at jslehman@southadams.k12.in.us.
South Adams Centegix Emergency Alerts Centegix I Love U Guys®️ Foundation
Kristen Peterson kpeterson@duneland.k12.in.us
North Lawrence Community Schools (NLCS) 23 Key Points for School Safety
Steve Underwood Assistant Superintendent North Lawrence Communtity Schools
North Lawrence Community Schools (NLCS) prioritizes the safety and well-being of its students and staff through a comprehensive and proactive approach. This commitment is evidenced by a multi-layered strategy that encompasses robust communication with law enforcement, rigorous emergency preparedness, advanced security technology, and a strong emphasis on mental health and positive school climate. The following 23 key points highlight the specific measures NLCS has implemented to ensure a secure and supportive learning environment, showcasing the district's dedication to creating a safe space for all.
■ Communication between the Lawrence County Sheriff, Bedford Chief of Police, and the NLCS Director of Safety occurs almost daily.
■ Emergency response plans, including active shooter situations, are practiced monthly.
■ School safety plans are updated on an annual basis.
■ NLCS utilizes one single point of entry to provide access to guests.
■ The RAVE Panic Button is used as the corporation’s notification system.
■ The Raptor Visitor Management System is utilized to streamline the visitor check in process, ensuring efficiency and security.
■ Photo identification badges are issued for guests to wear while on school grounds.
■ NLCS uses the StopIt App which allows individuals to anonymously report safety, misconduct, and compliance concerns.
■ Safety film has been applied to windows at all schools.
■ Security camera systems have been installed in all schools.
■ Both Lawrence County and Bedford Police Departments have access to our security camera systems.
■ NLCS employs three full-time school resource officers.
■ An excellent rapport exists between the SROs and the students and staff.
■ Community involvement in safety initiatives is highly encouraged.
■ The Lawrence County School Safety Committee meets quarterly. This committee assists NLCS, Mitchell Community Schools, St. Vincent School, Lawrence County Independent Schools, and Springville Academy in carrying out their safety plans.
■ NLCS uses data to assess school safety needs.
■ All threats to safety are taken seriously and thoroughly investigated.
■ Threat assessments are completed (See attachment).
■ Restorative practices are employed to improve conflict resolution and school climate.
■ NLCS provides mental health support through counseling and programs that promote student wellbeing and social development.
■ NLCS trains all staff in Trust Based Relational Intervention (TBRI) and provides nurture groups via school administrators and counselors.
■ NLCS is committed to fostering a positive and inclusive school environment where students feel safe, respected, and valued.
■ North Lawrence Community Schools constantly strives to create a secure and supportive environment for all students and stakeholders.
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Operation Safe Return - Preparing Reunification
Wendy Ivey School Safety Specialist & Principal Highland Hills Middle School
The unexpected could happen at any time! Whether it is a water main break, a fire in the cafeteria kitchen, a smoke bomb prank in the corridor, a gas leak in the pool area, a tornado, an electrical outage, or a mass shooting, the list could go on. Principals ensure emergency drills are in order, but is your school prepared if students & staff need to relocate?
Some processes and procedures need to be implemented to prevent panic and confusion in preparing for reunification to ensure students are safely and efficiently reunited with their parents or guardians Effective reunification procedures are essential to reduce chaos, ensure student well-being, ease parental fears, and provide reassurance to families.
The first step would be to form a committee that represents your school which could include local law enforcement and first responders. Work with your community to find the best location for your students and staff to walk or be bussed to for safety. Recognize that during the emergency, you may not have access to the internet/wifi with student information and contacts. Who will have the paper copies and keep them updated? How many copies do you need? Think about the supplies that you would need to take with you to the new location such as pens, clipboards, etc. Have a paper reunification form that parents/guardians fill out as they arrive.
Create an organized plan with all the steps necessary during and after an emergency at the school. How will you communicate with your families? What will you tell them? Be brief and remind them not to come to the school. Be sure that all staff know their specific roles and responsibilities.
Communication with the staff and the community should happen quickly with details for what should and should not happen. Use mass notification systems, social media, and school websites to keep parents informed of the situation and the reunification process, such as where to go and what documents to bring. Consider maps to show traffic patterns when providing directions. Furthermore, be aware that mobile phones may not have service due to the emergency and the number of people trying to use their devices simultaneously. Ensure that all students are accounted for before, during, and after the reunification process. This helps that no student is left behind. Emotions will be high for the staff, students, and for any family members that have connections with the school community. Counselors from other schools may need to offer emotional support for anxiety and/or trauma. It would be good practice to have security measures in place to limit access.
Once parents or authorized pick-up contacts arrive at the reunification location, have greeters provide them with a release form. This should include their name, grade, student cell number, the person picking them up, their relationship to the student, their phone number, and signature. They will need to provide a proper photo ID that will be verified by staff using
the student's information to make sure they have permission to take the student.
Students should be in a secure location away from the checkin to keep them safe. Next, have a system in place to locate the student. Students should be organized in groups by their teachers and/ or grade level. Have a separate area for your special needs students who may have physical disabilities or medical needs.
Parents should not be allowed in the safe area where the students are located. Have the reunifier take the student to the parent in another location. Be prepared to have a special location for parents to go to if their student cannot be located or if they are involved in the emergency situation at the school. Have counselors or mental health professionals on hand to console the parent/guardian.
The last step should be an exit procedure to make sure that things are in order before exiting. Have an accounting system that will track which students have left, the time, and with whom they leave in case there are multiple people possibly picking up the same student. To keep the flow going, have the exit in a different location than the arrival.
Be sure to debrief after the incident to identify how well the process worked and identify areas for improvement with future emergencies. Offer support to anyone who may need counseling services and be mindful of anniversary dates that may trigger anxious thoughts.
Here are some key points to think about when planning:
■ Reunification Committee
■ Designated Safe Location
■ Supplies
■ Maps - traffic flow
■ Written Plan
■ Prepare for Special Needs
■ Communication
■ Paper copies of Parent/Guardian Contacts
■ Extra support
■ Involve your SRO or Local Law Enforcement
■ Reunification release form
■ Training of staff
■ Provide emotional support during and after
In conclusion, a strong school safety plan for reunification is essential for protecting students and maintaining order in a school emergency. By preparing in advance, training staff, and ensuring clear communication with families, schools can manage reunification efficiently and safely, providing trust, and minimizing the emotional and physical impact of the crisis on students and their families for a safe return together.
Be sure to evaluate your reunification plan regularly, keep emergency kits stocked with necessary supplies, and have training regularly to practice reunification procedures as part of emergency drills. This ensures everyone knows their role, reducing confusion in the event of a real emergency where students must be separated from school for safety reasons.
Ensuring School Safety: A Paradigm for Indiana School Leaders
Dr. Tiffany D. Barrett IASP Assistant Executive Director
School safety is paramount. Indiana school administrators are responsible for all activities that occur in and around the school building. It is the principal's leadership that sets the tone of the school, the climate for teaching, the level of professionalism and morale of teachers, and the degree of concern for what students may or may not become. To create and maintain a safe environment, school leaders must cultivate a culture of safety, manage crises and emergency planning, and assess threats.
Creating a Culture of Safety
The School Leader Paradigm emphasizes that fostering respectful, trusting, and caring relationships throughout the school community is essential for safety. This involves ensuring all stakeholders feel safe and free from violence, bullying, and harassment. School leaders should provide supportive educational settings that address the social, emotional, and behavioral needs of all students. To achieve this, a plan with strategies, implementation timelines, evaluation, and monitoring processes should be established.
Managing Crises and Emergency Planning
Effective crisis management and emergency planning are critical components of school safety. School leaders must collaboratively develop and implement crisis management and emergency plans, including communication strategies. Compliance with all state emergency preparedness laws is essential. Access and training should be provided to stakeholders to develop necessary skills.
Assessing Threats
Proactive assessment of threats is vital for maintaining a safe school environment. School leaders should establish and implement a threat assessment team. They should also define, develop, and implement a threat assessment process. A plan that includes strategies, implementation timelines, evaluation, and monitoring processes is necessary for effective threat assessment.
The Role of the School Leader
The School Leader Paradigm says that effective school leaders are learning leaders who create and sustain a culture of ongoing reflective, culturally responsive, and inclusive learning for students, adults, and the entire learning organization. They also model the behavior they expect from both adults and students in their schools. By prioritizing safety, Indiana school administrators can create environments where all students and adults thrive.
The After
Rick Hunt Principal Rockport Elementary
It was a quiet Tuesday morning at Rockport Elementary when the phone in the front office rang. Mrs.Smith, the school secretary, picked up as she always did.
“Rockport Elementary, how may I help you?”
A deep, distorted voice on the other end spoke coldly. “There’s a bomb in the school. You have one hour.” The line went dead.
Mrs. Smith’s hands trembled as she stared at the phone. For a brief moment, the world stood still. Then, instinct kicked in. She rushed into the Principal’s office, her voice barely steady. “… we just got a bomb threat.”
After a moment of shock, the principal grabbed the emergency protocol sheet and Immediately all of the drilling and planning moved into action. All of the practiced procedures kicked in…
It is something that happens far too often. A threat, an incident, a real situation, or maybe just a regular drill.. We prepare and drill for all sorts of disaster situations both man made and natural. We plan. We walk our staff and students through the procedures. We document and rethink our process. We do this because we know our number one job each day is to keep our kids and team safe.
The safety of all children in our school as well as the safety of the school staff and support personnel is the most important thing. In order to maintain a safe environment for our children to study and learn, it is necessary that we practice our emergency and crisis response plans by having drills designed to exercise our procedures. Throughout the school year we will conduct fire drills, storm/tornado drills, and intruder drills. During these drills we will work to help students understand all of the things they will need to know to remain safe and to support the safety of others.
We all work on this and spend a lot of time and energy on preparing for an event. That is as it needs to be. It is unfortunate that events over the past years have required us to add drills related to school shootings and bomb threats of drill in our schools. Drills of this nature are our effort to ensure if the worst ever comes our way we are as ready as possible to keep our children and staff safe.
While we all drill for the possibility of an event whether natural or man made, how often do we prepare ourselves or our students’ families for the after?
With all types of drills we are practicing safety from possible danger. Normally our students and parents handle these drills in stride, and they don’t have any lingering concerns. However, some students and some parents do have questions and
concerns after a drill. And nearly all students and parents have questions and concerns after a real situation; even a hoax or false alarm.
Do you have structures to support those students with questions and concerns at school? And do you provide parents with thoughts on how to support their child during the after (after a drill or real incident)?
Here are just a few things to consider for planning for the AFTER:
What are your immediate supports?
■ Remind staff to reassure students letting them know they are safe and that the school is prepared to handle emergencies.
■ Remind staff to allow time for students to ask questions and express their feelings. Validate their emotions without minimizing their concerns.
■ Monitor for Signs of Stress – Some students may feel anxious, scared, or overwhelmed. Watch for changes in behavior, such as withdrawal or difficulty concentrating.
■ Give students time to process the event by allowing brief breaks or quiet time.
Do you have a plan for ongoing support?
■ Do you have in place or know how to quickly bring in school counselors or social workers to be available for students who need additional support?
■ Can you create a safe space designating a classroom or area where students can talk to a trusted adult if they feel anxious?
■ Normalize Emotions – Let students know that feeling scared or anxious after an emergency is normal and that it’s okay to talk about it.
■ Teach Coping Skills – Help students learn deep breathing, mindfulness, or journaling techniques to manage stress.
Do you plan for quickly restoring routine and confidence?
■ Resume Normal Activities – Returning to a regular school schedule helps provide a sense of stability and security.
■ Provide Positive Reinforcement – Praise students for following safety protocols and reassure them that drills and preparation help keep them safe. Provide direct feedback on their adherence to those safety protocols.
■ Have a plan for an after-incident review and discussion. Make that process transparent and communicate what was learned and what can be improved.
Do you have a plan to engage parents?
In all situations, communication is king. Do you have an organized system of communication to get information out to your parents quickly? Keep families informed and encourage them to talk to their children about their feelings at home after any drill or incident.
To support parents, I often send something like the following with a notification of any drill or incident. Below is an example of what is sent for a Lockdown Drill:
Dear Parent,
Today we conducted a lockdown drill at school.
The safety of your child and all children in our school as well as the safety of the school staff and support personnel is very important to us. In order to maintain a safe environment for our children to study and learn, it is necessary that we practice our emergency and crisis response plans by having drills designed to exercise our procedures. Throughout the school year we will conduct fire drills, storm/tornado drills, and intruder drills. During these drills we will work to help students understand all of the things they will need to know to remain safe and to support the safety of others.
One drill that often raises questions is the “Lockdown Drill”. During the year, the school will periodically conduct a “Lockdown Drill”. This type of drill will secure the school building and safely shelter all students, staff and visitors inside the building. The purpose of this drill is to keep the students safe from any danger outside or inside the building. During a “lockdown drill” all of the perimeter doors to the school building will be locked and will remain locked until the danger or issue outside or inside the building is removed. To enable everyone to remain safe, no one will be allowed to enter the building or leave the building until the drill is completed.
For the drill, we announce “Lockdown” and the students and staff quickly secure their area. Typically these drills will only last a few minutes and we return to normal. On occasion we may also include a process of evacuating the building similar to how we might do so in a real incident. This would involve directing each class to leave as we do during a fire drill and moving to a secure location outside the building.
It is unfortunate that events over the past years have required this type of drill in our schools. However, I tell the students every day my number one job is to keep them safe. Drills of this nature are our effort to ensure if the worst ever comes our way we are as ready as possible to keep our children safe.
With all types of drills we are practicing safety from possible danger. Normally our kiddos handle these drills in stride, and they don’t have any lingering concerns. However, some students do have questions and concerns after a drill. We try
to support that at school and we will work to let you know whenever we conduct a drill. If your child comes home and voices concerns, here are some things you can do as a parent:
If your child comes home and voices concerns, here are some things you can do as a parent:
After: Check-in.
Let your child know the school made you aware that there was a drill that day. Children feel safer when they know that families and schools are working together.
Follow your child’s lead and gauge the follow-up based on how they seem to be feeling about the drill. Ask if they would like to talk about it and let their comments guide you. Children process events in many ways. Some children would prefer not to talk about it, which is okay, too. Some children may simply want to spend some together in a shared activity with few words. Young children often process through their play.
If they share that they felt okay about the drill, reinforce that the purpose of the drill is to keep them safe by knowing what to do.
If they share that they felt scared, sad, or nervous, acknowledge the feeling while directing the student towards positive coping skills. “Yes, sometimes we all have scary feelings. What helps you to feel safer when you are scared?” Some things that may help them feel safer might include knowing their teacher is there with them; knowing they have responded in a way that will keep them safe. You can also share a time when you felt scared and what helped you get through it.
Maintain routines. Following your typical home routines help everyone feel calm and safe. Most children will feel better with the passage of time and returning to their familiar routine.
If at any point you have concerns and would like to follow up with the school, please reach out. Your student’s teacher, myself, or the social worker. We will make ourselves available to support your child.
Planning for the after is important. When your students, parents, team, and community see that you are reacting confidently and with forethought in the aftermath of a situation, it supports a faster restoration of normalcy and confidence. It provides a platform for moving forward, and ensures challenges, fears, and questions are not left to fester. We all plan for the what if, and drill for the immediate situation. Take time with your team to drill and prepare for the after. It can make a world of difference.
Beyond Locks and Drills: Bridging the Gap Between Safe and Secure in Schools
John Perrine Sergeant Indiana State Police
In the past 25 years, the advancement and prioritization of school safety serves as an important topic to any school administrator as well as all members of law enforcement. The Indiana State Police is committed to being a valuable resource to every Indiana school, and we stand with our partners from every police agency to assist with school safety. In a recent incident involving a high school local to me, I stumbled across a new perspective when it comes to school safety: the difference between our children being safe at school and feeling safe at school. One example was of a cyber threat of violence that a school in our area received, and law enforcement officials quickly debunked the threat and determined it to be unsubstantiated. However, the rumored threat not only spread within the targeted school but to neighboring schools as well. Parents and students took to social media to question both the school’s and law enforcement’s handling of the situation, leading to undue fear and anxiety, at least undue in the eyes of those of us who were close to the situation and had no reason to believe the threat to be real. Yet, hundreds of students were communicating with their parents and asking to be picked up from school. The sheer volume of parents coming to the school to get their children nearly led to the need for a full reunification operation. The rumors, anxiety, and fear continued to spawn, and although we knew there was not a valid threat, we possibly missed the mark on communication, thus the children being safe but not FEELING safe. Although communication can be difficult, we need to strive for quick and transparent communication, even if a situation is deemed unsubstantiated.
School threats will always be handled with the highest degree of seriousness. In those moments, we need to step back and recognize steps we in law enforcement can take to not only ensure our children are safe but take necessary steps to make them feel safe. The physical security of a school is one small piece of the school safety puzzle. Having a prevention and response plan, along with an effective communication plan, is essential for a school safety plan.
If your school lacks a resource for an active shooter prevention and response presentation, please contact the Indiana State Police. For the past 12 years, we have presented our program, Unarmed Response to Active Shooter Events, at schools, businesses, and churches across the state. For more information, go to www.IN.gov/ isp and find the “Resources” tab.
Brookes Publishing is proud to partner with the Indiana Association of School Principals to bring you
The Science of Reading
FREE WEBINAR SERIES PLUS Q&A
This spring, join two of Brookes Publishing’s top literacy experts for can’t-miss webinars on key topics in evidence-based literacy instruction Discover what your teachers need to know and do to put the science of reading into practice and support success for every student! Each practical, engaging webinar will also feature a Q&A, your chance to get your questions answered by true authorities on reading and literacy.
M. Smartt, Ph.D.
April 23, 2025 | 10:00 AM EST
Student-Focused Coaching
Presented by Daryl Michel, Ph.D.
How can student learning be enhanced through effective collaboration between Indiana’s supervisors, instructional coaches, and teachers? Join Dr Daryl Michel as he introduces the field-tested Student-Focused Coaching (SFC) model, and how you can put the model into action using evidencebased practices Discover how coaches can master three key roles of coaching, and how supervisors can support these roles by modeling their expectations and creating the conditions for successful coaching Includes brand-new content from his latest book on instructional leadership in SFC
REGISTER: bpub.fyi/IASPsfc
May 21, 2025 | 2:00 PM EST
Next STEPS in Literacy Instruction: Connecting Assessments to Interventions
Presented by Susan M. Smartt, Ph.D.
After a universal screening assessment, what are the next steps? How can Indiana’s teachers translate data into evidence-based instruction, targeted interventions, and improved reading outcomes? Join top literacy expert Susan Smartt as she provides practical answers and interventions that help struggling readers succeed Learn strategies to connect the data from assessments to lesson planning and more
REGISTER: bpub.fyi/IASPnextsteps
For more science of reading resources, visit bpub.fyi/SORsolutions
Daryl Michel, Ph.D.
Susan
Your System to Achieve Breakthrough Results
A proven system for strategy execution and goal achievement.
The 4 Disciplines of Execution( 4DX) process has been embraced by thousands of districts, school leaders, teachers, and students around the globe as a methodology for achieving goals.
4DX in schools have proven to deliver:
�Double-digit growth in reading and math proficiency
�School improvement plan execution
�Methods for making learning visible
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Establish a Clear Line of Sight to Your Wildly Important Goals®.
It takes incredible discipline to execute a strategic goal in any organization But it takes even more discipline to do so again and again Creating a culture of execution means embedding four basic disciplines into your organization Every level needs to institutionalize a common approach
Focus on the Wildly Important
Go from the starting line to the finish line by the deadline (X to Y, by When)
Narrow the focus to just one or two goals that will close the achievement gap
Act on the Lead Measures
Identify and act on one or two research based high impact strategies that will lead to desired outcomes The strategies must be influenceable and measurable
Keep a Compelling Scoreboard
Create and regularly update a scoreboard that tracks lead measures and the progress towards goal achievement
Create a Cadence of Accountability
Implement regular report-out sessions on progress Know when to adjust strategies if not showing adequate progress towards desired outcomes
The Process
The 4 Disciplines of Execution process begins with the three key areas. The outcome of each step will determine the best approach on the next step
Apply The 4 Disciplines of Execution to align your school behind the strategy
Choose the primary Wildly Important Goal (WIG®) and the fewest number of subordinate WIGs®
Build team scoreboards based on the team WIGs (virtual or physical)
Staff and students learn how to make high-quality commitments
Learn how to run and begin holding weekly WIG meetings
Leaders learn and use executive scoreboards to support team success
FranklinCovey consultants coach teams to improve process effectiveness and leader involvement
It's one thing to set a goal. It's another thing to achieve it.
Join us for this free workshop on Thursday, May 1, 2025 a t the IASP Of fices (11025 East 25th Street, Indiana polis, IN 46229) 9:00 am -2:30 pm (EDT). Lunch will be provided.
Safe Schools, Secure Futures
Dr. Chad M. Crews
Recent Doctoral Graduate from Ball State University
Indiana DOE School Safety Specialist
School safety has become a pressing issue in the United States, particularly in response to the rising incidents of school violence and mass shootings. The ongoing debate over the best strategies to ensure student safety has led to discussions on expanding mental health support, implementing advanced security measures, and enhancing emergency preparedness. Ensuring the safety of students, educators, and school staff is a multifaceted challenge that requires a comprehensive approach integrating physical security measures, mental health resources, policy considerations, and collaborative community efforts. Addressing school safety is not just about preventing violence but also about fostering an environment where students feel secure, supported, and able to learn without fear.
Ensuring school safety requires a proactive, multi-layered approach that prioritizes prevention over reaction. Crime Prevention Through Environmental Design (CPTED) plays a crucial role in school safety by strategically designing school layouts with controlled access points, secured entryways, and surveillance systems to minimize vulnerabilities. Physical barriers such as fencing around school perimeters, visitor management systems, and security cameras help deter unauthorized individuals from entering school grounds. Schools that implement clear entry and exit policies reduce the risk of potential threats by closely monitoring who has access to the campus. Locking classroom doors and maintaining controlled access points have been found to delay intruders, allowing more time for law enforcement to intervene.
Mental health concerns are a significant factor in many incidents of school violence. The research I conducted, highlights the importance of integrating mental health professionals into school environments to provide early intervention and counseling services. Schools that prioritize mental health resources report lower rates of violence and improved overall student well-being. Addressing the root causes of distress, including bullying, social isolation, and emotional trauma, is essential in preventing violent incidents. Many school shooters have exhibited signs of distress or mental health struggles prior to their attacks, highlighting the importance of early intervention. Programs like Social-Emotional Learning (SEL) and trauma-informed practices help students develop coping mechanisms and improve peer relationships, fostering a more supportive school environment. Schools should work toward reducing stigma around seeking mental health support and provide students with accessible counseling services, mentorship programs, and peer support networks.
Regular emergency drills help students and staff respond effectively to crises, reducing confusion and panic during real threats. The study I conducted, underscores that well-practiced drills lead to improved situational awareness and faster response times, ultimately enhancing school safety. Schools should establish clear emergency response plans that include lockdown procedures, evacuation strategies, and coordination with local law enforcement to ensure a swift and organized reaction during emergencies. Effective drills simulate realworld scenarios, preparing students and teachers for different types of threats, including active shooter incidents, natural disasters, and other emergencies. Additionally, schools should develop threat assessment protocols to evaluate and manage potential risks before they escalate.
Proactively identifying students who exhibit warning signs of violent behavior and providing them with appropriate intervention can help prevent tragedies before they occur.
School safety cannot be managed in isolation. Studies find that collaboration between educators, mental health professionals, policymakers, parents, and local law enforcement is essential in developing comprehensive safety strategies. Schools that foster a culture of shared responsibility for safety are better equipped to address threats before they escalate into crises. Community outreach programs and parental involvement enhance the effectiveness of school safety initiatives, reinforcing the importance of communication and vigilance. Involving families in discussions about school safety and encouraging students to report concerns create a communitycentered approach that fosters trust and security. Schools should establish anonymous reporting systems that allow students and staff to share concerns about potential threats without fear of retaliation. Clear policies regarding student behavior, reporting threats, and crisis response must be established and communicated to all stakeholders to ensure a cohesive and efficient safety framework.
School safety policies must align with federal and state regulations while addressing the specific needs of individual school districts. Legislative measures such as increased funding for mental health programs, stricter gun control laws, and enhanced training requirements for school personnel can significantly impact school safety outcomes. Schools should conduct periodic policy reviews to ensure compliance with best practices in crisis management and threat assessment, adapting to emerging challenges and evolving security threats. Additionally, professional development and training for school personnel are critical to equipping educators and administrators with the skills needed to recognize and address safety concerns. By staying informed on the latest research and best practices in school safety, schools can ensure that their policies remain effective and adaptable.
Ensuring school safety requires a comprehensive, proactive approach rather than reactive measures. The study emphasizes that while security measures provide immediate deterrence, long-term safety is best achieved through preventative strategies, including environmental design, mental health support, emergency preparedness, and stakeholder collaboration. Schools should focus on a balanced strategy that integrates both physical security measures and mental health initiatives, ensuring that students not only feel safe but also supported in their learning environment. Creating a culture of safety requires a collective effort from educators, parents, law enforcement, mental health professionals, and policymakers. Schools must remain vigilant in adapting to new challenges while fostering an environment where students feel valued, heard, and secure. Through a collaborative effort, schools, policymakers, and communities can work together to create a secure and nurturing space for students, making schools truly safe and sound.
IPLI Updates
Dr. Kelly Andrews Director Indiana Principal Leadership Institute
IPLI is a premier professional development opportunity for Indiana's practicing principals. We support and encourage you and provide growth in your leadership as we learn, lead, and connect.
School Safety: A Comprehensive Approach
School safety has always been a top priority for school principals and continues to be a critical concern for the school community. Creating a secure and supportive learning environment requires a multifaceted approach that addresses various aspects of safety.
Creating a safe school environment is a collaborative effort that involves the entire community. Schools that actively engage parents, local law enforcement, and community organizations build strong relationships that enhance the effectiveness of safety measures and ensure a coordinated response in case of an emergency. Utilizing resources to inform practice increases efforts to stay up to date in today’s world of school safety.
The following sources collectively highlight the critical areas of concern in school safety, providing valuable insights and data to help schools address these challenges effectively. The National Center for Education Statistics (NCES) provides comprehensive data on school safety, highlighting issues that are prominent in today’s landscape. The U.S. Department of Education offers guidelines and reports on school safety, emphasizing the importance of emergency preparedness and mental health support. SchoolSafety.gov is a federal resource that outlines major safety concerns, including physical security measures and cyberbullying prevention. The K -12 School Shooting Database tracks incidents of gun violence in schools, underscoring the severity of this issue.
School safety is a comprehensive effort that requires attention to physical security, bullying prevention, mental health support, emergency preparedness, and community involvement. By addressing these areas, schools can create a safe and supportive environment where students can focus on learning and growth.
IPLI 2025
To enhance principal professional development across Indiana, IPLI is searching for early career and experienced principal leaders looking for ways to instigate change and raise the standard of education in their schools.
Apply to Cohort 13 by clicking the link below or going to www.indianapli.org for more information.
The application deadline is April 15, 2025. Take the next step in your leadership journey with IPLI. We look forward to welcoming you to Cohort 13 in June 2025.
Apply to IPLI Cohort 13
To learn more about IPLI please visit our website, www.indianapli.org, to learn more about the IPLI program. Don't miss this opportunity to join a community of dedicated leaders committed to excellence in education.
Kids Caring & Sharing Update
Susan Miles Program Officer, Kids Caring & Sharing TM Riley Children’s Foundation smiles@rileykids.org
Strong philanthropic finish for the end of the school year!
Last month I was honored to share news of the public launch of the Every Child Deserves Riley comprehensive campaign set to raise $300 million supporting five key priority areas for Riley Children’s Health:
■ Respond to the youth mental health crisis
■ Bring the best and brightest to Indiana
■ Pioneer research advancements
■ Expand access to Riley expertise
■ Support the entire family
Already this year Indiana K-12 schools have raised over $371,000 through Kids Caring & Sharing activities with gifts arriving from spring campaigns every day. If you haven’t yet joined in the meaningful fun, there is still time to host a Riley walk-a-thon or field day to enjoy the warmer weather, challenge grade levels or classrooms to coin wars, or maybe even offer yourself and willing staff as “tribute” for a “Slime Fest” or dunk tank.
That is just how Nick Kimmel, South Central Elementary principal and colleagues (including his superintendent, the high school athletic director, and a visiting SRO from another school corporation) recently honored their student council’s amazing philanthropic leadership when the school exceeded their $15,000 campaign goal by more than $10,000!
As a grateful Riley dad, Nick proudly carries the Riley banner beyond his school family creating and promoting an online giving opportunity each spring for fellow IASP District 2 administrators. I am happy to help each district set up an online giving page at any time.
All Indiana preK-12 schools participating in fundraising efforts benefiting Riley Hospital for Children, regardless of the school's fundraising model, are eligible for recognition within a giving year. School and school corporation recognition is based on a school's total accumulated giving during the school year including:
■ school checks received
■ individual and business checks supporting a school's campaign and made payable to the Riley Children's Foundation
■ gifts received through an employer match opportunity
■ gifts made through school-hosted online giving pages
■ proceeds from school-established online auction/voting events
■ Extra Life program participation
Plaques and Certificates
Schools will receive a multi-year recognition plaque and annual participation decal. Participation decals are mailed to the school principal each August celebrating gifts received in the previous school year.
■ KCS Participant- dated participation decal to add to a school's recognition plaque. Mailed to school principal.
■ Red Wagon School - dated participation decal noting Red Wagon status recognizing a gift of more than $1 per enrolled student (within $30 of the IDOE recorded enrollment # to allow for student mobility throughout the school year). Mailed to school principal.
■ Riley Corporation - certificate awarded to school corporations whose every school participates at some giving level or whose participating schools raise an amount equal to or greater than the entire school corporation population. Mailed to superintendent.
■ Red Wagon Corporation - framed certificate personally presented to school corporation whose every school achieved Red Wagon School status within the giving year. Individual contributor certificates awarded to each school.
Red Wagon Booster, Red Wagon Sponsorship, and banners
Additional recognition opportunities for KCS and Extra Life participating partner schools. If your high school is participating through a dance marathon model fundraiser, please check with your Riley Dance Marathon Coordinator for specific recognition opportunities available to your school.
■ Red Wagon Booster - Red Wagon Booster license plate created with school name and giving year to celebrate a cumulative $3,000 - $4,999 gift raised during the school year. Mailed to school principal.
■ Red Wagon Sponsor - actual Red Wagon released into service at Riley Hospital featuring a specially created license plate bearing the school's logo or other meaningful art image and a brief message from the school recognizing a cumulative gift of $5,000+ raised during the school year. Duplicate plate created for in-person presentation at the school. Red Wagon Sponsor gifts received between 3/8/2025 and 6/30/2027 will receive a commemorative "Every Child Deserves Riley" campaign themed license plate.
■ Banner Awards - new recognition beginning with 20242025 raised gifts. Personally presented banners honoring schools giving $10,000 - $19,999; $20,000 - $39,999; and $40,000+.
■ IASC/KCS Gold Banner Award - Indiana Association of Student Council member schools raising the greatest per student gift amount in the elementary/intermediate, middle/junior high, and high school levels.
■ SSS/KCS Gold Banner Award - new recognition beginning with 2024-2025 raised gifts. State Sunshine Society member school raising the greatest per student gift amount.
Thank you for your dedicated and generous fundraising efforts supporting Riley Hospital and the children and families it serves!
KCS gift submission information
Please make checks payable to the Riley Children’s Foundation by June 1, 2025, to:
Riley Children’s Foundation P.O. Box 3356 Indianapolis, IN 46206-3356
Attn: KCS/Susan Miles
The Ed.S. in School Administration is a practitioner’s degree that invests you with the skills, knowledge, and competencies needed to succeed in various educational leadership roles. The program combines interactive courses with some on-campus sessions and includes such topics as school finance, facility planning, leadership, and district administration. This degree is 60 additional credits beyond a bachelor’s degree, inclusive of the central office internship. With department approval, up to 39 graduate credits may be transferred toward completion of the program.
Program Requirements
-Seminar in Superintendency course
-Internship in your local district office
-Applied leadership project and professional portfolio
Licensure
The Ed.S. can qualify students for the Indiana Standard Superintendent’s License. To acquire licensure, you will need:
-A Professional Educators license -Two years’ teaching experience -A passing score on the state licensure examination
For a responsive transcript review and draft Program of Study, contact Program Director Dr. Ryan Donlan at ryan.donlan@indstate.edu.
Department of Educational Leadership 812-237-2895 | IndianaState.edu/schooladmin
KGR Law Briefing: The limits of parent expression in school
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate Attorney
Education Law & Policy
Kroger Gardis & Regas, LLP
This month we examine a case that analyzes a parent’s right to “express” herself at school. In Hartzell v. Marana Unified School District (9th Cir. 2025) a parent had eight school aged children. Five of whom attend Dove Mountain, a kindergarten through eighth grade school in the district. The parent had a master’s degree in special education and a doctorate focusing on applied behavioral analysis. She was an associate professor at the University of Arizona. She also frequently expressed her concerns with the school district’s policies and practices both in matters related and unrelated to her children including: “event scheduling, overheated buses, children accessing pornography on school computers, the availability of books in the school library, restrictions on children's ability to speak to one another in the cafeteria during lunch, procedures for meetings regarding Individualized Education Programs, the treatment of children with disabilities, and special education funding.” She began expressing her concerns to the principal at Dove Mountain.
The school hosted an event where students presented projects they had been working on for several months. Two of the mother’s children were scheduled to present projects simultaneously in different locations of the school. The mother sarcastically thanked the principal for making her choose which child she was going to support. The principal allegedly replied that she was sorry the mother was never happy and began to walk away. There is conflicting testimony at this point, but the mother wanted to continue the conversation and either touched or grabbed the principal’s wrist and said “stop, I am talking to you”. The principal told the mother not to touch her and walked away. A short time later, the mother was told to leave the building and while in the parking lot she was approached by an SRO who informed her that she was being investigated for assault. She was later banned from the school building.
In the resulting litigation filed by the parent, she claimed that she was retaliated against by the school for her First Amendment protected speech. Cases where an individual sues for alleged constitutional violations
are often referred to as Section 1983 cases because 1983 is the statute that creates a cause of action or allows an individual to sue a state or local government for constitutional violations. Under 1983, the government entity cannot be sued only based on the actions of an employee, meaning not under a respondeat superior theory. Instead, the plaintiff must show either an expressly adopted policy, longstanding practice or custom, or decision by the final policy-making authority of the government agency that violated her rights.
The school district had a policy that prohibits speech that is an “interference with or disruption of an educational institution.” This on its face is a constitutional policy. However, the plaintiff argued that it was applied in a way to prevent her from expressing constitutionally protected speech. The court found that if a jury were to determine that the incident involved a wrist touch rather than grab then a jury could find the removal was based on the parent’s speech. If that is the case, then the speech would have to be analyzed under exiting First Amendment speech cases at schools, namely Tinker. Therefore, the speech would have to materially and substantially interfere with the operation of the school. The incident in question did not occur around students. The school must show more than the speech being offensive or inappropriate but actual disruption. The court found there was enough question in the facts of the case to allow that issue to be decided by a jury.
However, the claim against the school principal individually was dismissed on a finding that she had qualified immunity. There are two steps to qualified immunity (1) whether the government actor’s conduct violated a constitutional right and (2) whether that right was clearly established at the time of the incident. Because there were no analogous cases, the right was not clearly established and the parent’s claim against the principal individually was dismissed.
Finally, the parent made a Fourteenth Amendment procedural due process claim. To prevail in such a
claim, the parent would have to show: (1) a liberty or property interest protected by the Constitution; (2) a deprivation of interest by the government; (3) lack of process. The parent claimed she had a constitutional right to direct the upbringing and education of her children. The court found that banning a parent from accessing school property does not implicate her right to direct her children’s education and therefore this claim failed.
What is the legal lesson from this brief?
School staff should not be subject to physical aggression by parents or anyone else. If such an event occurs, make sure you contemporaneously document the incident and save video and witness evidence of the incident. In this case, had the school been able to prove that the parent grabbed and not accidently touched the principal’s arm, it seems clear the court would have dismissed the parent’s case. Before deciding to limit a parent’s access to the school, make sure it is done pursuant to a school policy. If it is done based on the speech of the parent, be able to articulate how the
speech causes a material and substantial disruption to the operations of the school. Finally, be careful about expressing negative personal opinions about a parent, including in text messages on personal cell phones between staff. During “discovery” in this case the parent’s attorney was able to access text messages of various staff complaining about the parent and use it during the litigation. As always, if possible, try to resolve disputes with parents informally and only resort to building bans or more aggressive methods if other dispute resolution methods fail and the parent is creating a substantial disruption to school activities.
We at the KGR Legal Help Desk are here to address these and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, we hope your spring break is/was great!
11025 East 25th Street
Indianapolis, IN 46229
1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org
