President's Letter - Focusing on the Silver Lining
Education is always changing, and with those changes come a lot of hot-button topics—like new laws, school vouchers, attendance policies, mental health support, and the teacher shortage. It's easy to get stuck focusing on the problems, but it’s important to stay positive. By looking at the good things that can come from these challenges and finding ways to make things better, we can turn tough situations into opportunities for growth and fresh ideas in our schools.
Legislative Changes: A Chance for Growth
The recent changes in Indiana’s education laws have sparked a lot of different opinions, offering both challenges and opportunities for schools to maintain current practices and continue to grow. For example, the way schools are funded is changing, which will require districts to find new ways to allocate resources more effectively. This will lead school corporations to prioritize programs that are best suited to the specific needs of students.
Attendance: Building Engagement through Community
Good attendance is key to student success, but it’s something many schools struggle with. However, this challenge is a chance to create a stronger sense of community and get people more involved. Schools can boost attendance by launching programs that engage families, making school feel like a place where everyone is welcomed and encouraged to be present.
Principals can lead by celebrating attendance milestones and recognizing students who put in effort. By making attendance a collective responsibility, we can build a supportive atmosphere where students feel valued and motivated to show up. These efforts can create a culture where school is more about connection and belonging, not just about meeting requirements.
Mental Health: A Growing Focus on Well-Being
The rising focus on mental health in schools shows a shift toward looking at the whole student. While the need for better mental health support comes from significant challenges, it also shows that schools are simply committed to students' overall well-being. This opens up the chance to integrate social-emotional learning (SEL) into our classrooms, helping students develop important life skills.
As leaders, we can push for mental health training for teachers and staff, helping create a more supportive environment. By making mental health a priority, we’re letting students know that their emotional health matters just as much as their academic success. This helps build resilience and a positive mindset. Plus, SEL can help students improve skills like empathy, self-regulation, and communication—skills that will benefit them long after completing school.
Teacher Shortage: Attracting New Talent
The teacher shortage is a big challenge, but it’s also an opportunity to rethink how schools recruit and keep teachers. This situation pushes us to be more creative, considering new paths to teaching, mentorship programs, and ways to support new educators.
By creating a welcoming and positive school culture, we can attract dedicated individuals who want to make a difference. Principals should highlight the rewarding parts of teaching and share success stories to inspire others to join the field. Mentorship programs for new teachers can make them feel supported and prepared to succeed, which is crucial for retaining skilled educators.
Leading with Hope and Resilience
Amid these hurdles, it’s important for school leaders to stay hopeful and resilient. By focusing on the positives— celebrating small wins, sharing success stories, and encouraging teamwork—we can create an environment where everyone feels like they can make a difference.
A more supportive, inclusive, and successful educational experience can be fostered for all students by facing challenges head-on and embracing the opportunities they bring. With a positive and proactive mindset, focusing on the silver lining, principals can guide their schools toward resilience and growth.
Dr. Holly Arnold IASP President
Greetings, esteemed educators and colleagues! It is my pleasure to welcome you to the March edition of the Indianagram. My name is Dr. Tiffany D. Barrett, and as the Assistant Executive Director of the Indiana Association of School Principals (IASP) and the Editor in Chief of our e-magazine, I could not be more excited to highlight this month’s theme: “Silver Linings in Education.”
So often, our conversations about education center on hurdles—think inclement weather disruptions, increased mental health concerns, and ever-present teacher shortages. While these topics are undeniably significant, I believe that if we shift our focus to the positive, we see that our field truly sparkles with creative solutions and resilient communities. This edition of the Indianagram aims to celebrate how Indiana’s educators have turned challenges into opportunities and found silver linings through innovation, support, and collaboration.
One standout article this month is by Mrs. Amy Niemeier, ED. S., entitled “Do You Want to Build a Snowman.” In her piece, she explores the ups and downs of e-learning days—an ever-relevant subject in our fluctuating Midwest weather. Mrs. Niemeier presents valuable insights on how technology has empowered educators to conduct remote learning in engaging ways, preserving instructional time while still allowing students the excitement of a good, old-fashioned snow day. Her perspective reminds us that challenges, like school closures, can inspire creative teaching techniques that benefit our students long after the snow melts.
Additionally, our IASP President, Dr. Holly Arnold, shares her powerful reflections on how optimism can transform some of education’s most pressing issues—mental health struggles and teacher shortages—into catalysts for growth. By spotlighting the heroes in our school communities who embrace innovative programs, mentoring opportunities, and wraparound services, Dr. Arnold highlights the incredible progress we can achieve when we tackle difficulties with a positive mindset.
As you read through this special “Silver Linings in Education” edition, I hope you find inspiration in the many ways Indiana educators rise to every occasion, fueled by compassion and creativity. It is my heartfelt belief that these successes—both big and small—underscore our collective dedication to the students we serve.
I invite you to join us on this journey of hope and innovation. Please dive into the full Indianagram, connect with your colleagues, and keep the conversation going. Let’s continue to celebrate every success story and share new possibilities for tomorrow’s classrooms. We are, after all, in this together—finding the silver linings that keep education shining bright in Indiana and beyond.
Dr. Tiffany Barrett
IASP Assitant Executive Director
Future Indianagram themes
2024-2025 Themes
April: Safe and Sound
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
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 all participants in the pursuit of learning!
Find A Full List Of Events at www.iasp.org/Events
In this webinar, you'll discover:
Key changes in Indiana's graduation requirements
How to build effective graduation pathways
Strategies for tracking student progress
How to equip students with essential skills
Keeping our Foot on the Gas Pedal in Reading & Math
Dr. Katie Jenner Indiana Secretary of Education
We closed out the month of January with some really big news in Indiana…our students jumped to sixth in the nation in reading. This is the highest Indiana has ever ranked in fourth-grade reading…and is no doubt a testament to each one of you and the work you are leading locally. While it’s always good to take time to celebrate, an educator recently said to me on this exact topic, “When you win the game on Friday night, you still come back to practice on Monday.”
So let’s take a minute to celebrate our successes in reading. While the national scores decreased, Indiana saw significant increases in 4th and 8th-grade reading. The jump in 4th grade reading was especially promising as we not only moved the needle for our highest performing students (75th and 90th percentile), but we also were one of few states that saw meaningful growth for our students who struggle the most (10th and 25th percentile)--more to come on this below.
Now, let’s dive into our math performance. While our rankings are decent compared to other states, when digging into the data, our math performance shows we did not grow like we need to. In fact, in 4th grade math, we lagged behind the national score increase, and in 8th grade math, scores continue to trend down in Indiana and nationwide.
So while national headlines on this topic are full of doom and gloom, I see it as an enormous opportunity to keep getting better. We see that all of the efforts happening around the state for reading are showing promising early results…our shared question is how might we leverage what we’ve learned in our reading progress to now deploy support for math improvements?
Before we dig more deeply into the data and rankings, a quick level-set…NAEP – also known as the Nation’s Report Card – provides a snapshot of how Indiana’s students are performing compared to other students across the nation; it is the only assessment which can be compared state to state.
Below is an overview of Indiana’s latest rankings in reading and math:
■ 4th Grade Reading - 6th in the nation (previously 19th)
■ 8th Grade Reading - 6th in the nation (previously 17th)
■ 4th Grade Math - 9th in the nation (previously 11th)
■ 8th Grade Math - 13th in the nation (previously 11th)
Other key takeaways from the data include: Reading
■ While nationwide the average scale score decreased two points, 4th grade Indiana students demonstrated a three point average scale score increase.
■ While nationwide the average scale score decreased two points, 8th grade Indiana students demonstrated a one point average scale score increase.
■ In Indiana, the percentage of students who scored at the advanced level in reading increased in both 4th and 8th grade.
■ 4th grade students who have historically struggled the most with reading saw the greatest growth.
Math
■ 4th grade Indiana students demonstrated a one point average scale score increase in math compared to a two point average scale score increase nationwide.
■ 8th grade Indiana students demonstrated a one point average scale score decrease in math compared to a one point average scale score decrease nationwide.
■ In Indiana, the percentage of students who scored at the proficient level in math increased in both 4th and 8th grade. The percentage of students who scored at the advanced level also increased in 4th grade.
■ 4th and 8th grade students who have historically struggled the most with math saw the most significant drops.
As mentioned above, this is the chart I was telling you about (see below) that represents students divided into percentile bands (representing their performance) and the average scale score growth (the black line at 0 represents the baseline or no growth, and ideally, we want to see the color-coded bars above the black line to indicate growth). You can see that the highest growth across the board occurred in 4th grade reading–specifically check out the highest rate of all, which are our students who struggle the most (10th and 25th percentile). Science of reading strategies and interventions are absolutely helping–we must keep at it! And, this also illustrates the urgency to help more of our struggling students in adolescent reading and in both levels of math.
I could not be more proud of the progress we have achieved together, and I am excited by the opportunity ahead. Together, we can continue to keep our foot on the gas pedal in reading, while expanding our focus to help more students in math. Thank you for the leadership and support that you provide for our teachers, our families, and our students. Keep up the great work!
From the AP Lens: Our Journey to Implement the Universal Design for Learning (UDL) Framework
Mrs. Kristen Peterson Associate Principal Chesterson High School
IASP Assistant Principal Liaison
Michelle Roach
Assistant Principal, Programmer
Benjamin Bosse High School
Our March theme is "Finding the Silver Lining: Positive Signs of Controversial Issues." In this month’s article, Michelle Roach, Assistant Principal at Bosse High School, shares her school’s approach to addressing implicit bias and fixed mindsets in order to implement UDL. As schools work to tackle challenges like attendance rates, college and career readiness, and academic performance, we can draw valuable insights from Bosse’s experience and its persistence in finding the silver lining. Thank you, Michelle, for sharing your school’s story in this month’s article!
Universal Design for Learning (UDL) provides a framework to make education accessible for all, ensuring all students can reach the same rigorous learning targets. Being a school of about 850 students, 70% of whom are economically disadvantaged, we have unique challenges. Our school is working to improve attendance rates, SAT performance, and College-Career coursework outcomes to ensure our students succeed academically and beyond. Recently, our multi-language learner population has grown quickly, with some students arriving in high school with no prior formal education. Could UDL be the solution for a school like mine?
When our administration team sat down with our schoolbased leadership team to read what I thought was a neutral article about UDL, I was surprised by the strong reaction. The article was met with questions regarding practicality, concern over potentially lowering expectations for students, cohesion with our school improvement plan, and lack of resources. I realized that this topic was more controversial than expected. Many teachers expressed doubt that UDL implementation was realistic for our building.
Our first step as an administration team was to discuss why our teacher team felt UDL training might not be effective. The concerns regarding resources, particularly time, are certainly valid. Planning time is already scarce, and UDL relies heavily on thoughtful planning. We would need to develop a plan to provide teachers time. In addition, some teachers expressed concerns that providing too much scaffolding lowers expectations, but we believed this misconception about UDL could be addressed through targeted professional development. The perceived diversion from our school improvement plan could also be easily addressed via professional development. Our school improvement plan focuses on ensuring that all students have access to rigorous tasks and are able to struggle productively—goals directly aligned with UDL’s focus on removing barriers.
However, all of those concerns aside, we realized there was something deeper at play. In a school that has faced significant obstacles, it is easy to fall into a fixed mindset. Despite increasing efforts every year, teachers have seen little improvement in student achievement, which fosters frustration and doubt. After hearing from our leadership team how UDL may be received by the rest of the staff, we realized that the resistance we were anticipating was not necessarily directed at UDL but rooted in beliefs around what our students and teachers are capable of achieving. This meant addressing implicit bias and fostering a growth mindset among both students and teachers.
Our first step in changing mindsets began with staff conversations around implicit bias, which we believe can influence both our own mindset and that of our students. First, our staff took an implicit bias test, not with the intention of sharing results or assigning blame, but to increase awareness as we build growth mindsets. To push the mindset work further, we have formed a Growth Mindset teacher team that is focused on explicitly teaching growth mindset to students and teachers.
To ensure teachers see the alignment of our work, we developed a visual framework for our building that displays the interactions between UDL, Growth Mindset, and Implicit Bias, along with the ultimate goal of ensuring student achievement. Every time we bring our staff together for professional development, we highlight the topic of discussion on our visual representation so that staff can see the alignment. We are still early in the journey, but we have already seen some progress: from August to December, there was a 5% increase in the number of students reaching grade level in both Math and English. While we typically grow students, seeing students improve to grade level was encouraging, as it demonstrates an early impact of our work. Moving forward, we will continue to provide planning time for teachers to utilize the UDL framework and will foster conversations about implicit bias and growth mindset among students and staff in order to improve academic outcomes.
Our conversations about implicit bias, growth mindset, and UDL may have sparked healthy debate; however, they have also led to unexpected silver linings—deeper thinking, stronger collaboration, and a renewed belief in what our students can achieve. We are excited to continue this journey and welcome any questions or insights you have!
Michelle Roach
Benjamin Bosse High School
Assistant
Principal, Programmer Michelle.Roach@evsck12.com
Kristen Peterson kpeterson@duneland.k12.in.us
Do You Want to Build a Snowman? Or Do E-Learning from the
Couch?
Amy Niemeier Ed.S. Principal, Slate Run Elementary School & NAESP Zone 5 Director
Coming out of the COVID pandemic, having mastered both synchronous and asynchronous instruction, it seemed like the magic of a snow day might be gone forever. Why let a little snow disrupt learning when technology makes it so easy to stay on track? E-learning offers flexibility for both teachers and students while ensuring safety during inclement weather. It also prevents disruptions to the school calendar, eliminating the need for make-up days. Plus, remote learning builds digital literacy, incorporates online tools, and gives students the chance to practice time management and take responsibility for their own learning.
A modern snow day no longer just means sledding and hot cocoa—it now often looks like a home transformed into a makeshift classroom. Siblings scatter into different rooms, each logged in on their own device to avoid distractions. A teacher sets up a temporary workspace in the living room, balancing a whiteboard, a laptop, and the occasional interruption from a toddler playing at her feet. Child-care centers adapt by grouping students by age, outfitting them with headphones, and structuring the day around virtual lessons.
The structure of an e-learning day depends on whether instruction is synchronous or asynchronous. Asynchronous days offer flexibility for both teachers and students, allowing them to work at their own pace. But for some, the lack of real-time interaction makes it feel like little more than checking the "busywork" box. Synchronous learning, on the other hand, delivers direct
instruction and live engagement but can leave students battling screen fatigue and struggling to stay focused.
But as time has passed and e-learning has lost its novelty, there’s been a drift back to the traditional snow day—and the sentiment that kids need to be kids. There’s something special about the experience of waking up to fresh snow, bundling up for sledding, and enjoying unexpected quality time with family and friends. A break from the screen, without the stress of connectivity issues or finding a quiet place to learn, can be just as valuable as sticking to the schedule. And when it comes to quality of instruction, nothing beats in-person learning.
One for the record books, this winter has brought Indiana students and educators just about every weather phenomenon imaginable—snow, ice, sleet, ice fog, thundersnow, graupel, flooding, and more! With schools disrupted by the elements, there’s been plenty of time to reflect on the silver lining of both modern e-learning days and the timeless joy of a traditional snow day.
So does it have to be one or the other? Maybe the sweet spot is a both/and approach. Some schools and districts are striking a balance by allowing a set number of traditional snow days before switching to e-learning or alternating between the two. Finding that middle ground ensures both continuity of learning and the joy of a good old-fashioned snow day.
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Turning Controversy into Opportunity: Indiana Schools Lead with Innovation and Collaboration
Dr. Tiffany D. Barrett IASP Assistant Executive Director
Indiana’s education landscape continues to grapple with high-stakes standardized testing, the explosion of classroom technology, and frequent curriculum changes. Though these shifts have sparked their share of controversy, many educators are leveraging them as catalysts for improvement—and achieving positive outcomes in the process.
Recent Indiana Department of Education data show that while ILEARN scores have fluctuated, schools that prioritize strategic intervention and use formative assessments to inform instruction often experience gains in student proficiency. Likewise, technology’s rapid growth has posed challenges— such as inequitable access and teacher training gaps—but has also opened doors to digital resources and personalized learning platforms that can boost student engagement. Similarly, evolving state standards and curriculum requirements can initially create uncertainty, yet they often spark necessary dialogue around rigorous instruction, relevancy, and college- and career-readiness.
At the heart of these success stories lie the principles from the IASP School Leader Paradigm, which guide principals and teachers to create solutions-oriented environments. From Professional Leadership to Instructional Leadership to Organizational Leadership, the Paradigm underscores several strategies that transform controversy into innovative progress:
■ Data-Informed Decision Making: Regularly analyze formative and summative assessments to tailor teaching strategies, ensuring every learner receives targeted support.
■ Collaborative Cultures: Encourage professional learning communities (PLCs) where educators share challenges, successes, and resources, fostering both trust and creativity.
■ Strategic Use of Technology: Integrate digital tools with clear objectives and sufficient professional development, ensuring technology complements, rather than replaces, sound pedagogy.
■ Inclusive Curriculum Updates: Involve teachers, parents, and community partners in curriculum reviews and adoption processes, building shared understanding and commitment to rigorous, relevant content.
■ Continuous Professional Growth: Provide ongoing
training for educators, from technology integration to culturally responsive practices, cultivating a culture of lifelong learning among staff and students.
Several Indiana districts, for instance, have piloted e-learning initiatives that successfully bridged instructional gaps during unexpected closures, revealing how a once-controversial shift to online learning can become a strategic advantage. In other districts, administrators have refined testing practices by embedding smaller, low-stakes assessments throughout the year, reducing stress and enabling real-time adjustments to teaching.
By embracing the IASP School Leader Paradigm’s emphasis on shared leadership, strategic action, and a focus on collaboration, school leaders across Indiana are showing that controversy—when met with collaboration, vision, and resilience—can lead to meaningful transformation. The result is an educational climate where students thrive, teachers are empowered, and communities come together to celebrate the progress sparked by change.
Searching for Silver Linings: Is There a Bright Side to Dark Days?
Dr. Michael Shaffer
Associate Professor (Clinical), Dir of EdS/EdD Programs
Ball State University
I have been thinking about Plyler v Doe (1982) a lot lately. You may not remember that case very well, but if you are an administrator of any kind in a public school, I can guarantee it has impacted your work. In brief, Plyler v Doe was the US Supreme Court case that established that all students deserve the right of access to public education, no matter what their immigration status or the immigration status of their family was. Since 1982, Plyler has given us the opportunity and privilege to serve ALL STUDENTS, and ALL means ALL. That is why we NEVER ask for a family’s immigration status when the parents are enrolling students in school.
That privilege is what makes public education one of the greatest institutions the world has ever known. We can accept any child who comes to our doors without reservation, without exclusion, without regard to their ability or station in life.
Having this thought makes me wonder if perhaps I have missed the chance to find “silver linings” in other cultural and political events that have created disruptions to the way we do things in schools. Without ignoring the impact that tough situations can have on morale and retention of teachers and students, here are a few good things that can develop out of the challenges we currently are facing.
■ It’s true that Plyler v Doe guarantees immigrant students a right to an education without regard to their immigration status, but now might be a good time to think also about how schools can celebrate our differences by reaching into our underserved communities with more support, building some bridges that may have seemed unnecessary just a few months ago.
■ Remember that School Law course you took when you were earning your principal’s license? Getting an update on what impact today’s laws are having on your students and teachers is time well spent. Renewing YOUR understanding of the law regarding schools will prepare you to face whatever may come your way. There are several excellent school law podcasts that will keep you current right up to the very day! If you would like a recommendation for a new school law book, email me. I can suggest several!
■ Most school boards have clear policies established about how outside agencies not connected to the schools can interact with students while at school. If they don’t already, this is a good time to clear up any questions about such policies and to make certain that all personnel who are in charge of school buildings where it is possible for such interactions to occur know exactly how to respond. I am
always of the belief that the best time to deal with policies of any kind is BEFORE they are needed, not in the moment.
■ It is very likely that by this time in your educational administrative career, you have spent some time learning or reviewing cultural competency best practices and their development in your school. If you have not, it is never too late to learn or to lead such professional development.
What about best practices for leading schools at a time when the political climate is such that you feel it is difficult or impossible to maintain the positive culture you have worked so hard to build?
In the presidential election of 1992, James Carville, a strategist for then-candidate Bill Clinton introduced to great success the statement, “It’s the economy, stupid.” Those four words became the conversation that would lead for most of that election cycle. I believe that schools that have established a clear mission and vision are the schools that are most successful when external forces do not understand what you are doing as a school.
No matter how simple it may seem that a well-stated phrase can color the perceptions of us all, here are few examples you may find useful to keep a strong mission purpose in the days and months ahead.
“Every voice makes us stronger.”
“Our students still shine, even on the darkest days.”
“Together we teach forward.”
“Teaching beyond the limits”
“Every student. Every day.”
I followed a principal who apparently had some strong ideas about the cleanliness of the building and even included that in the mission statement she wanted everyone to memorize and use to guide their practices in the school. Are you ready to hear it? “Never pass a piece of trash.” That’s it. Not sure how you feel about that statement, but it certainly left me uninspired.
One of the most important ways leadership shines is the kind of climate that is encouraged or allowed to prosper in our districts and in our schools. We build that climate by being studentfocused, supportive of all staff, and committed to making all schools the safe place our students need and deserve.
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.
Silver Linings: the positive side to controversial educational issues
For over a century, education has faced numerous divisive issues. Since everyone has attended school, it's no surprise that many people consider themselves experts on the subject, leading to a wide range of opinions on current problems. However, by examining these issues more closely, we can uncover positives that support the progress we seek.
Since the implementation of "No Child Left Behind," there has been a push to implement changes that can be widely disseminated. Standardized testing has provided a uniform measure of student achievement, helping to identify gaps. While this may pressure students, staff, and districts, it also offers a clear understanding of where they stand relative to set standards when the test is taken. The ongoing quest to find the "magic" algorithm for accurately measuring student achievement and continuous progress has sparked debates among scholars, legislators, and the educational community. Over the past 25 years, we've seen numerous changes in how we measure progress in education, from A-F grades to progress checks and formative and summative assessments.
The NAEP scores were recently released, and Indiana's ranking in the United States has risen in many areas. This news validated the work implemented over the past few years in literacy amid some of the controversies of change…a silver lining, so to speak.
The question is no longer, "Do we assess?" but rather, "How do we assess?" and "What does it mean when we compare results?" As we continue to seek these answers, we may be getting closer to understanding the educational needs of this generation, thanks to the new opportunities that keep emerging. The silver lining is that the conversation among all stakeholders continues.
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.
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Kids Caring & Sharing Update
Susan Miles Program Officer, Kids Caring & Sharing TM Riley Children’s Foundation smiles@rileykids.org
Riley Children’s Foundation Launches $300 Million Every Child Deserves Riley Comprehensive Campaign
Riley Children’s Foundation publicly launched its $300 million Every Child Deserves Riley comprehensive campaign this month, the largest in its history.
The $300 million comprehensive campaign is raising funds to support five key priority areas for Riley Children’s Health, identified to make a lasting impact on children’s health and on the lives of individual kids and families. The priority areas include:
■ 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
The fundraising effort has already surpassed the $215 million milestone thanks to generous donors in the leadership phase of the campaign, including major gifts toward cancer research, Duchenne muscular dystrophy, mental health and nutrition research.
Funds raised by Indiana K-12 schools through the statewide Kids Caring & Sharing school philanthropy partner program are included in the campaign and will help achieve this ambitious goal. “While no family ever wants to be a ‘Riley family,’ there is no better place to be if your child needs care,” said Stacia McBride, Riley parent to 2-yearold Major. “Without the steadfast love and advanced medical care of the Riley team, our son would not be the little boy he is today. Our wish is for every child who needs Riley to be able to receive their remarkable care.”
We are humbled by the overwhelming generosity of Indiana schools and are grateful to have students, teachers, and administrators join us in this campaign. Working together, we will address the most urgent challenges in children’s health now while creating a lasting impact on the lives of kids
for generations to come.
To learn more about the Every Child Deserves Riley campaign and share news of what your school donations are helping to support, visit rileykids. org/everychild
-more-
Kids Caring & Sharing Guidebook
For helpful resources to enhance your school’s participation in the annual KCS program or for information about how to become the newest member of our growing KCS family, please visit our updated Kids Caring & Sharing Guidebook or contact Susan Miles, Kids Caring & Sharing Program Officer.
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
KGR Law Briefing: Immigration, Schools & the Court
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate
Attorney
Education
Law & Policy
Kroger
Gardis & Regas, LLP
So many executive branch topics in play at the federal and state levels… where to start? Immigration? Why not! We’re always eager dust off and review caselaw from the Supreme Court of the United States. In this article, we go back more than 40 years to cover the two seminal school/immigration cases decided by the Supreme Court.
In the 1973 case San Antonio Indep. Sch. Dist. v. Rodriguez (1973) arose a dispute in Texas involving minority groups who resided in areas of poverty with a low property tax base. The public schools received less property tax funding than other more affluent areas. They claimed that the disparity in school funding was a violation of the Fourteenth Amendments Equal Protection Clause. In short, because the children’s schools received less funding, they alleged that they were not being treated equally under the law.
The Court found that education was not within the category of rights guaranteed by the Constitution. This overturned a lower court's finding that education was a fundamental right. As such, the Court deferred to Texas’s funding formula only reviewing under the “rational basis” test (rather than a stricter “scrutiny”) and upheld the system of property tax funding. About a decade later in another case from Texas, the Supreme Court directly took on the issue of student immigration status: Plyler v. Doe (1982). At the time, Texas had a law that local school districts
would not receive any state funds for the education of children who were not legally admitted into the United States. Additionally, the local school district could deny enrollment to children not legally admitted. A lawsuit was filed claiming violations under the Fourteenth Amendment Equal Protection Clause on behalf of students who could not prove they had legal immigration status.
The Court struck down the law reasoning that immigrants, even if their presence is unlawful, are persons subject to the Fourteenth Amendment. The Court acknowledged the Rodriguez precedent and agreed that education is not a fundamental right, and that immigration status is not recognized as a suspect class under the Fourteenth Amendment. In analyzing the claim, however, the Court found that even under a “rational basis” analysis, Texas had to show that the law furthered some substantial goal of the state. Considering the historic importance of education in the country, the Court determined that denying children an education, including elementary education, could not be interpreted as furthering the state’s interest (even considering the interest of preserving the state’s limited resources).
What is the legal lesson from this brief?
As we consider the implications of policy and its enforcement
at all levels, lean on the lessons from the Court. While we know from Rodriquez that no one has a fundamental right to an education protected by the US Constitution, we also know from Plyler that all students (undocumented or not) must be provided equal protection of the law. Whether or not you know the immigration status of a student, all levels of government must have at least a rational basis why it is funding or otherwise supporting some students and not others. Therefore, when in doubt, we recommend treating all of your students equally..
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, know that Spring is right around the corner!
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Indianapolis, IN 46229
1-800-285-2188 or 317-891-9900
www.iasp.org | iasp-info@iasp.org
Your playbook for financial success starts here!
March is a great time to take charge of your financial future with a winning strategy! Just like a championship team needs a strong game plan, educators need financial confidence to stay ahead Longtime corporate supporter Horace Mann is your coach for financial wellness, helping you:
Play strong defense – Protect loved ones with life insurance
• Make smart passes – Manage expenses, debt and savings
• Defend your assets – Bundle home and auto insurance for protection
• Take the winning shot – Plan and save for retirement
No matter where you are in your financial journey, Horace Mann is on your team helping you every step of the way
Contact a Horace Mann representative at 855-393-7508 or start an online q quote today!