Indianagram_October2023

OCTOBER 2023 ■ VOLUME 25 ■ NUMBER 9

TABLE OF CONTENTS

OCTOBER 2023 ■ VOLUME 25 ■ NUMBER 9

The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.

President’s Letter - Modeling the Behavior You Want to See . . . . . . . . . . . . . . . 3 IDOE: Meeting the Challenge of Intense Behavioral Needs. . . . . . . . . . . . . . . . . 6 From the AP Lens: Becoming a Behavior Detective. . . . . . . . . . . . . . . . . . . . . . . . 8 BEHAVIOR

Moving from Surviving to Thriving: Responding vs. Reacting to Student Behavior A Foundational Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Navigating Discipline Challenges: Insights from 18 Years of Educational Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Nothing New Here . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Boys on the Bench. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 LEADERSHIP DEVELOPMENT

EDITORIAL BOARD MEMBERS Tiffany Barrett Kert Boedicker Kelli Brotherton Keith Burke Sarah Gore April Holder Rick Hunt Wendy Ivey Nicholas Mitchaner Dan Peo Jessica Poe Kelly Storms 11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org

IPLI Updates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 © 2023 Indiana Association of School Principals

SERVICE

Riley Kids Caring & Sharing Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 LEGAL REVIEW

KGR Law Briefing: Special Ed, Removals & Manifestations . . . . . . . . . . . . . . . 22

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PRESIDENT’S LETTER

Modeling the Behavior You Want to See According to the Wallace Foundation (February 2021), “Effective principals carry out four key behaviors identified as engaging in ‘high leverage’ instructional activities; building a productive climate; allowing for collaboration and professional learning communities; and managing personnel and resources strategically.” Every principal has an absolute strength in any one of these areas, and mine happens to be building a productive climate and culture.

I remember reading the quote from Todd Whitaker (2003), “When the principal sneezes, the whole school catches a cold. This is neither good nor bad; it is just the truth. Our impact is significant; our focus becomes the school’s focus.” As leaders in our schools, our behavior sets the tone for others to follow. Your behavior and how you navigate your role determines the type of environment that shapes your school culture.

Take a minute to reflect on your own behavior. Do you model what you expect from your staff ?

At our school, we often talk about having a family-friendly atmosphere for teachers. When your teachers want to see their own children perform in the school play during the school day or be a classroom chaperone, do you allow them to attend? It is important for teachers who take care of everyone else’s children to support and take care of their own. I have had staff members whose childcare fell through, and they asked if their children could come to work with them. I say, absolutely!

The mere fact that they still want to come to school and are willing to bring their child says it all, especially when they could have easily taken the day off. It is about walking your talk.

When there is a teacher emergency, do you check in with staff ? And then check in with them again?

Sometimes as building leaders, our time is constrained. But take time to check on staff members because there is always someone struggling with something. I make it a point to talk to staff and learn about their lives outside of school. Our teachers have done a fantastic job of taking care of each other as well. When a teacher’s husband had heart issues and she took a three-week leave, other members of her department provided all the instructional materials to the sub so she could focus on her family. This is typical for most of our departments. Everyone understands that we are all here for each other and for our students. There was another time when one of our cafeteria ladies learned she had cancer. As a staff, we rallied around her providing get-well cards and gift cards to her and her family. Everyone is an important member of our staff.

When teachers make mistakes, how do you handle them? Do you go straight into an angry outburst? I approach things head-on, but with care and concern. I do not go into an accusatory conversation, but I ask for an explanation, of where they went wrong, and how it can be corrected – much like the way we model Restorative Practices for our students. As a result of knowing my expectations, staff members work hard at solving their own problems so that things do not escalate to me. And if it does, they make sure I have all the information necessary to resolve it. They know they are supported, and they also know there is accountability.

My behavior directly impacts our school. I model the behaviors I want my teachers to display to our students – care, concern, and kindness. Over the last sixteen years, I have retained over 80% of my staff from when I was first hired, which says a lot. And when I ask new students why they like our school, I almost always get the same response – “Everyone is so nice here.” It makes my principal heart happy because that is exactly what I want to hear. Modeling is contagious and reciprocal - where respect, kindness, and grace are offered, they are also received.

Dr. Crystal Murff Thorpe IASP President www.iasp.org

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FROM THE EXECUTIVE DIRECTOR

IASP Executive Committee Dr. Crystal Murff Thorpe President Dr. Holly Arnold President-Elect Our October issue of the Indianagram is here, and that also means that our conference preparations are in full swing. I am excited for the Assistant Principals Conference and the Fall Conference, both at the JW Marriott, and for all the connections and learning that will happen in November. With national keynote speakers, a wide array of concurrent sessions, and time just to learn from each other, attending one of these conferences is an investment in your own learning that will pay dividends.

As we focus on the topic of behavior in his edition, I’m struck by all of your efforts to positively impact the choices that students make. Sometimes this is fairly straightforward, as the vast majority of our kids just need good guidance to choose the right option. Those that need a little more direction, though, seem to be rising in number, whether due to societal issues, the pandemic affect, or a combination of the two. Having a variety of tools available is paramount to your efforts, as is the right information to keep you and your staff informed. One of the IASP legislative priorities for the 2024 General Assembly will be focused on student safety, namely the increased ability to share information with local agencies and officials. Though the problems you deal with do occur in your school, the solutions have to come through your efforts and those of the community.

Jennifer Matasovsky Vice President Matt Shockley Past President Amy Niemeier NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Dr. Daniel Peo Assistant Principal Liaison

Our President, Dr. Crystal Murff Thorpe, also gives us good guidance in her Indianagram article, as our staff needs the modeling of support, empathy, providing resources. Giving yourself a mini climate audit, or even taking this step with trusted staff, can lead to your own development as a leader. Our educators of today want to know they are valued and supported even more as they deal with the student behaviors we are seeing, and increased pressures from parents and community members. Your leadership in this area makes the difference in both teacher recruitment and retention and is too important not to attend to.

In closing, Happy National Principals Month, and we thank Governor Holcomb for proclaiming Oct 16-20 as Indiana Principals Week. The thank you we extend to you for your continued dedication and leadership is just a small way to recognize your talents and gifts. Please be proud of your work and celebrate your daily accomplishments, and know that your leadership matters!

Dr. Todd D. Bess IASP Executive Director

Future Indianagram themes November: Be Thankful!

January: Technology in Schools February: Be Kind!

March: March Mayhem April: Safety May: End of Year Reflection, Growth, & Celebration!

June: The BEST of 2023-2024 Share your thoughts on the Indianagram: https://forms.gle/sCmLHwnh4aYcTJdr8

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UPCOMING EVENTS IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students.

Each event is intentionally designed to encourage and engage all participants in the pursuit of learning!

Find A Full List Of Events at www.iasp.org/Events

Special thanks to our Platinum Corporate Sponsor

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Meeting the Challenge of Intense Behavioral Needs Dr. Katie Jenner Indiana Secretary of Education A note from Dr. Katie Jenner, Indiana Secretary of Education: For this article on meeting the challenge of intense behavioral needs, IDOE’s Director of Special Education, Dr. Nancy Holsapple, Director of Student, School, and Family Engagement Michelle Clarke, and Assistant Director of Student, School, and Family Engagement Kelsey Peaper, have teamed up to talk about the importance of using individualized student-level data to create action plans that address the needs of children with substantial behavioral needs. Thank you for the role that you play each and every day in supporting our teachers and staff, as well as our families and students, including our most vulnerable students.

Importance of Utilizing Student-Level Data When providing education for our students with intense behavioral needs, educators rely heavily on student-level data provided by the schools. Educators use functional behavior assessments to determine patterns of student’s behaviors, which take into account the time of day, classroom teacher, lunch period, and transition periods.

Educators can also consider whether the child is exhibiting a behavior at a frequency that would be considered atypical by their peers. Tracking the frequency can be helpful when determining the needs of the student.

Other student outcomes data that can be used to evaluate a child’s needs include attendance, discipline, academics, and their health. Considering a number of data points, including those listed above, will help to ensure the action plan is as comprehensive as possible.

Implementing Multi-Tiered Support Systems Once you have gathered all the pertinent data, it’s time to create an action plan.

Many schools choose to implement the multi-tiered support systems (MTSS) framework because it takes a holistic

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approach to serving students, looking at not only academics but also behavior and student well-being.

have the tools, knowledge, and resources necessary to support their students at school and at home.

While Tier 1 supports are designed to support all students, students with intense behavioral needs would receive support in Tiers 2 and 3, which include more individualized interventions. One example of Tier 2 support could be implementing check-ins and checkouts between a school counselor and a student, focusing on their behavior, that are tied to a specific goal and tracked for progress.

Another key member is the student… the most important member of the multidisciplinary team. Engaging with the student in this way will be the greatest tool the team will have to gain insight and understanding around the behaviors they may be demonstrating.

An example of a Tier 3 support could be more intensive, individualized lessons for a student who is challenged with a specific behavior. This could be done with a school counselor, classroom teacher, behavior specialist, or social worker. During this time, the student would have an opportunity to practice specific skills and receive feedback on how they are mastering the skills. This could include tracking the student’s mastery of following directions the first time through observations and frequency charts.

Taking a Team Approach The best strategy for ensuring student achievement is to implement a comprehensive team approach. When implementing any intervention, it is best practice to form a multidisciplinary team to engage with the family, student, and school community. Often, the behaviors stem from a need not being met or a gap in understanding around the function of the student’s behavior.

Creating a multidisciplinary team ensures that all members are aware of the student’s needs and how everyone on the team can best support the student.

Progress Monitoring Utilizing an MTSS framework to support and provide evidence-based interventions for students will ensure teachers, staff, families, and students have the necessary tools for success in the classroom and beyond. A tiered intervention model should be implemented with fidelity, the same as academic instruction.

The goal for any student receiving tiered intervention and support is mastery of the lagging skills. Once this occurs, the student can either begin to work on another skill or move along the continuum of the MTSS model. Progress toward goals and progress monitoring should be tracked and documented frequently (weekly or every other week).

As you implement this important work, please do not hesitate to reach out to our team if you have questions or need additional support. Thank you for your commitment to achieving the best possible outcomes for all of our students!

In addition to relevant school personnel, the student’s family are crucial members of the multidisciplinary team.

Connecting and engaging with the family is important to ensure families

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ASSISTANT PRINCIPAL CONNECTION

From the AP Lens: Becoming a Behavior Detective Dr. Dan Peo Assistant Principal Avon High School IASP Assistant Principal Liaison

sometimes. My favorite teachers to check in with are the ones who are able to find the glimmer of hope when they say things to me like… now my student is running to their safe location, instead of out of the building. Does this mean that their student has reached the ultimate goal to remain safe and handle frustration or ask for help? No of course not, but you are able to see the progress towards the safety goal.

Amy Hedges Behavior Intervention Specialist (Preschool-8th Grade) Avon Community School Corporation Educators have seen an uptick in unwanted behaviors from students in the past few years. Credit it to COVID, the prevalence of phones, and other societal challenges, these behaviors can be challenging for the adults in schools to work through. I’ve been encouraged recently while reading Dr. Nate Regier’s latest book, “Compassionate Accountability,” and some Indiana Principals may know Dr. Regier from his recent work with IPLI, the Indiana Principals Leadership Institute. In his book, Dr. Regier suggests that compassion and accountability aren’t two ends of a continuum, but they actually need one another in order for us to be successful as leaders. As he states in the introduction of the book, “Choosing [compassion or accountability] over the other has predictably negative results. On one hand, compassion without accountability gets you nowhere. Results suffer. On the other hand, accountability without compassion gets you alienated. Connection suffers” (Regier, 2023, pp. 1-2). We can hold students accountable for their behaviors; finding a way to do so with compassion and accountability in mind will produce the best results.

This month, I’m excited to introduce my colleague Mrs. Amy Hedges, the Behavior Intervention Specialist for the Avon Community School Corporation. Below, she shares some insights and suggestions for addressing unwanted behaviors in a variety of school settings.

The Process of Working Through Behaviors We live in a time where now every classroom is experiencing some kind of challenging behavior. What does this mean as an educator?

This means that gone are the days when only certain teachers have challenging students. I would also say gone are the days that we say “I don’t do behavior.” If those words have ever left your lips, it is important that you rethink your feelings about behavior. If you don’t do behavior then who will?

Behavior is communication and typically is communicating that a basic need is not being met. You will find yourself being a detective to figure out why this behavior is happening. What basic needs could my student be missing? A sense of belonging, a snack, autonomy, etc. This is such a change in thinking, right? We have always known that behaviors show communication, but thinking in terms of basic needs puts a big spin on it. Best part is if you can find how to meet that need, you can actually help the student be successful. This also leads to success for the entire classroom.

We all have the same thought that behavior needs to stop immediately. This is not a realistic expectation. There is always a process and unfortunately, the process can be rather lengthy 8

I mentioned above that we often find ourselves becoming detectives to determine what our students need and how to keep the student and our classrooms safe. Here are some suggestions for doing your detective work: Preschool age: (This is where you tap into your families. You have an amazing opportunity to build a positive school relationship. You get the most important job of teaching families about positive collaboration and problem solving.)

■ Taking the time to reach out to families to find out what their student looks like at home. This gives you a starting off point.

■ Utilize experts in your building or district with behavior.

■ How do families motivate their children? This is all about presentation and being a great listener.

■ Providing resources and help to families. Sometimes families are just learning that their child is unable to be successful without support. It is imperative that as educators we help our families feel like we also want them to feel successful with these challenging behaviors.

Elementary Age ■ Who is interacting with this student daily and/or weekly? (instructional assistants, speech therapists, bus monitors, cafeteria workers, custodian, office staff, teachers, interventionists, etc.)

■ Look at all information available to you (test scores, behavior write ups, IEPs, 504, ILP, FBA, BIP) ■ Behavior patterns (who does it occur most with, when does it occur, where are they most successful, types of behaviors) ■ What questions could you ask?

- What basic need is this student feeling like they need and aren’t able to access?

- How do you access help at your level?

- What types of support are available?

- Do we have experts in the district that can help me work through this process?

- What should we track?

- Are there interventions to tap into?

- What does success look like?

Middle School ■ Who can see the behavior patterns from earlier in this student’s school career?

■ Analyze behavior data (daily trackers, district behavior trackers, etc.)

■ Provide a way for all individuals involved with this student

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ASSISTANT PRINCIPAL CONNECTION

a way to have a voice. You can create a Microsoft or Google form to get feedback or ask for an email with support. (I mean everybody - admin, cafeteria, coach, teachers, instructional assistants, special ed teachers, general education teachers) ■ What are the procedures for accessing help?

■ Is there an academic concern?

- When academics get more challenging, you will be amazed by the number of students that would rather look cool and get kicked out vs. looking stupid.

■ Does this student have a functional behavior assessment (FBA)?

- Did the team create a behavior intervention plan (BIP)?

- Are the behaviors the same if these plans and assessments were created?

High School: ■ Repeat some of the tips from above.

■ Is this intense behavior interfering with this student being able to access and gain the credits they need to graduate?

■ Does this student need different accommodations?

Final reminders for all of us to consider.

■ Behavior management is about adults. We must remember

that behavior is not only about the student.

■ Behavior is not personal. It is about something that is difficult for the student.

■ Please connect before you correct. Building rapport is essential with your staff and it is no different with your students.

■ Everyone is motivated by something.

■ There are some students and adults who continue to be inconsistent, whether that is how they are motivated or how they show success with their intense behaviors.

■ Behavior plans don’t work if you do not communicate with everyone or remain consistent with the expectations.

■ When you start to think that parents are disengaged with their student, consider that they are just as stumped as we are and don’t have additional people to utilize as a resource.

■ Never give up! Behavior can be challenging, but you will find a way to help that student be successful. Sometimes you just start to plant that seed, but before they leave school they can be the most successful they have been in their entire school career.

Mrs. Hedges can be reached via email at achedges@avon-schools.org.

References Regier, N. (2023). Compassionate accountability: How leaders build connection and get results. Berrett-Koehler Publishers, Inc. https://www.next-element. com/resources/books/compassionate-accountability-book/

Leveraging School Health Data to Improve Academic Outcomes for Children Leveraging School Health Data to Improve Academic Outcomes for Children We make your existing student health data usable in the MTSS process We make your existing student health data usable in the MTSS process Provide schools their Academic Health Score Provide Academic Health Health Score Cliff Score Provide schools schools their their Academic Provide support with IDOE Health Provide schools schools their Academic Health CliffReporting Score Transcribe and code existing student health data from the school nurse or school Provide schools support with IDOE Health Reporting based health center Transcribe and code existing student health data from the school nurse or school Provide schools professional development on use of health data and health based health center professionals in professional their existingdevelopment MTSS processes Provide schools on use of health data and health Support schools in leveraging Title funds to pay for school nurses professionals in their existing MTSS processes Fundable

by Title, SIG, Title and Part B to pay for school nurses Support schools inESSER, leveraging funds IDOE approved as an evidence based Fundable

by Title, ESSER, SIG, and Partbest B practice

IDOE approved as an evidence based best practice Learn more at www.healthdataproject.org or email us info@healthdataproject.org Learn more at www.healthdataproject.org or email us info@healthdataproject.org www.iasp.org

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BEHAVIOR

Moving from Surviving to Thriving: Responding vs. Reacting to Student Behavior A Foundational Approach Emily Dills Educational Consultant Social Emotional Learning, Diversity Equity and Inclusion Trauma Informed Care Current hot topics for educators: college and career readiness; Year after year, we continue to have the same conversations regarding student behavior in our schools. It’s such a tightrope to walk to balance empathy and meeting kids where they are while still holding them accountable to high expectations and logical consequences. It’s quite possibly the most complex part of the school culture due to the many emotions, opinions and beliefs behind what is “best” for kids.

Through my 15+ years working in Indiana schools as a teacher, administrator, and social-emotional learning coach, I’ve learned reactive discipline is ineffective. A culture surrounded in fear, control and compliance may look like “order” to some, but it is not how we shift positive change in our schools. When we are reacting to students instead of responding, it puts a bandaid on a wound that may be so much deeper. Stickers, tickets and pizza parties are extrinsic temporary ways we manipulate student behavior as well.

Sporadic SEL lessons and community events might chip off a tip of the iceberg but aren’t the magic solution either. So what can we do? What is within our circle of control and influence when this can feel like such big and heavy work at times?

The truth is there is no “quick fix” and we have to shift from checking the box on behavior as we continue to see our MTSS pyramid become more and more disproportionate in Tier 2-3 with overidentification of specific sub groups due to race and socioeconomic status. True change requires rethinking the school culture from the ground up.

Alex Shevrin Venet, author of “Equity Centered Trauma Informed Education” shares that this involves looking at three key areas: “Practice” The mindsets and biases staff hold about students and families. We must identify formative experiences that shaped staff perspectives.

Connecting to our core values helps us understand triggers and builds compassion for students’ and their families’ lived experiences and the assets they bring to our school community.

“Pedagogy” The pedagogy that lives and breathes in our classrooms. This requires evaluating learning environments for safety and connection, prerequisites for learning according to Dr. Bruce Perry whose research has informed educational neuroscience and children’s mental health. This requires intentional routines, sensory regulation, and relationship-building rituals. We must include and empower students to shape communal norms and explicitly and implicitly teach social emotional learning competencies through the Collaborative for Academic and Social Emotional Learning’s (CASEL) 3 Signature Practices.

I consult with school districts, out of school time providers and early learning centers to support student success with a holistic approach within four layers of support to overhaul systems. We examine ingrained staff beliefs, teaching practices, and policies to align with research on refining the conditions for learning in our school environment.

“Policies” The policies within the structures of our institutions. We must critically analyze outdated systems for alignment with families’ needs and perspectives. This includes discarding non-collaborative rules and rewriting policies together that do not reflect the population we serve and create barriers for opportunity and access.

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BEHAVIOR

Staff self regulation transfers to students through researchbacked programs like Conscious Discipline and Responsive Classroom. Morning meetings, structured transitions, and proactive interactions create the optimal brain state for learning. As an active partner, I help schools integrate these frameworks into a cohesive support system through coaching, modeling, co-teaching and collaboration with school staff, families, leaders and of course students. I will NEVER say no to working WITH students! :)

child’s life. As educators we’ve learned so much from trauma informed care in the past few years, however we still have a lot to learn to shift from a savior mentality to valuing that the robust community of supports within a child’s life IN and OUTSIDE of school. This is no longer an “us vs. them” approach.

By weaving empirical insights across culture, climate, and connections, I help schools build the conditions for every child to thrive. The work is complex, but change is possible with persistence, using the right tools and everyone being ALL IN. We can tip the scales toward systemic equity and we are better TOGETHER. To learn more about my work and how we can partner together follow me on social media, visit my website www.emilydiills. com or email me at emily@emilydills.com.

Of course, families are integral to this foundation. Like tending a garden, I encourage humanized communication, classroom involvement, and sharing stories to cultivate trust and shared values that reflect all important people in the

IASP Recognition of Service Award To be eligible for a 2023 Service Award: 1. The person must have served the indicated number of years as a building-level administrator (principal, assistant principal).

The administrator must have served in a classroom building where students were the administrator’s primary responsibility.

Central office work cannot be counted towards an IASP Service Award.

2. The administrator must be an active member of IASP at the time the award is bestowed.

3. The administrator must have completed the indicated number of years of service (i.e., the five-year award is predented during the sixth year).

4. Certification that the above requirements have been met is the responsibility of the individual seeking the award.

5. Information must be submitted by November 1, 2023.

The 25-Year Service awards will be presented at the 2023 Fall Conference during the Sunday Awards Banquet.

Certificates recognizing 5, 10, 15 and 20 years of service will be available at the Conference registration desk. Either mail or fax this form, or contact Terilyn Hoke by email, at thoke@iasp.org or by phone at (317) 891-9900, ext. 205.

Name ________________________________________ School _______________________________________ City/State/Zip _________________________________ Number of years as a school administrator: 5 10 15 20 25 Return this form by November 1, 2023

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BEHAVIOR

Navigating Discipline Challenges: Insights from 18 Years of Educational Leadership Beth Kimmel Principal Riverside Elementary School Greater Clark County Schools I am writing this at the tail end of a week when I desperately need respite.

Discipline has changed over my 18 years as principal. My confidence to be able to provide possible solutions has been shaken. Discipline is one of the hottest topics on our plates right now because discipline issues keep us from performing our best. Undeniably, we are seeing behaviors regularly that 15 years ago would have been categorized as clinical and they are becoming the norm. While I don’t have all the answers, there are elements I know for sure make a difference.

Routines and procedures must be tight. I once had a Superintendent who talked about systems. There must be a system in place for everything.

We brush our teeth at the same time every day. It happens on automatic pilot almost because there are systems: structure, time, place and routine.

When acceptable behaviors are part of our routine and are reinforced by every adult in the building (collective efficacy), they become second nature and establish the social norm or culture of the building. Routines help free the brain for learning. When a behavior is continuously rehearsed, the behavior becomes a habit and continues as a part of the system. If there is not an appropriate routine established, modeled, practiced and consistently reinforced by all adults, behavior falls back on the habits already formed outside the school walls. In our building, we worked to establish what behavior looks like in all areas of the school. We identified and agreed upon common expectations that all adults reinforce. We developed a common language to show students how these procedures will be done. Our PRIDE video is filled with examples and non-examples and makes a great tool for teaching procedures: https:// youtu.be/-rj_qcO9m-E. We are a PBIS 12

school. Students earn behavior bucks as individual positive reinforcers for following those routines and procedures. Taking that a step further, our classes also earn team bucks.

Anytime the class is not with their normal teacher or if they are out and about the building in areas such as the cafeteria, special areas, hallways…. the class works together to earn team bucks. We all come to work to do our job. We get paid for doing our job. We are reinforced to come back to work.

It’s the same with our students.

Strong relationships matter. My Assistant Principal colleague retired a couple of years ago. She volunteers on Fridays at our school now. We discovered her magic with student behavior wasn’t as effective without the foundation of strong, trusting relationships with students. For those students who present a unique challenge, what is your relationship with them? The 2x10 strategy is a great place to start to strengthen those relationships . 2x10 strategy.pdf Restorative practices are essential for developing understanding when conflict arises. Our building trained a team of teachers to lead restorative practices. Having a restorative chat with students in conflict involves discussing what happened from each student’s perspective. Expressing each person’s perspective helps replace conflict with understanding. Restorative chat script.pdf It is amazing how powerful these conversations can be when all parties are in a productive problemsolving mindset. Students leave feeling empowered when they realize words and communication used in a calm, productive manner CAN make a difference and produce peace instead of conflict.

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Behavior is a form of communication and often becomes a habit for interacting with the world. How do you break a habit? You replace it with a new behavior. You practice and overrehearse the new behavior when the brain is calm so that when the brain is cloudy and thunderstorms roll in, the new habit is automatic. Replace the erupting volcano inside with elevator breathing instead. Sometimes, our window of tolerance is closed. Even grown-ups can bring the cloudy stormy day when all is not right with their world.

Return to your why. While our teachers help make the weather in their classrooms, our leaders affect the weather in our buildings. On the days when the weather is cloudy, pause and return to your purpose. It has occurred to me that some of our children come to us not knowing hope.

It’s the element that keeps me going many days. I seek to instill hope: hope that tomorrow will be different, hope that I will make a difference, hope that everything is as it is supposed to be, hope that what we do will make a difference in the life of a child, and the ultimate hope that that child will make a difference in the world. Without hope, we perish.

Some days/weeks are not easy. Give yourself moments to pause in gratitude for the progress made. Pause. Breathe.

Regroup. Sometimes, a day of recovery is needed to develop a new perspective.

Every day is a new day to instill hope.

You can do hard things. You’ve got this.

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BEHAVIOR

Nothing New Here Kelly A. Storms Director Gateway Academy The purpose of this article is to offer an opportunity for reflection, as I have no newfound discoveries regarding behavior. I have had the awesome opportunity to build relationships with a great group of students and staff throughout my career. It is only recently, after becoming the director of our alternative program, that I have come to realize that there are two key characteristics that allow positive and professional relationships to grow or not: “respond or react”.

I learned very early in my adult life, in fact, while working at a local retail store, during high school, to be cautious about using the terms always and never. The personnel manager shared with me one day that she refused to use those terms and by avoiding them she had a great deal of flexibility when dealing with employees. I am sure that this was a non-effective way to build positive working relationships in that store. However, this was her approach, and she was able to achieve what she needed to fulfill her duties. While I am about to offer some thoughts about behaviors in the learning environment, I am a principal myself. I know that nothing works all the time, and we will not approach situations or people in a perfectly effective manner in every given situation. We are, after all, human!

As Principals, we engage with people every moment of every day. Our audience presents an infinite number of behaviors most desirable and appropriate, some not. However, as the leader in the building, our behavior is not only on display, but also watched closely, and often receives review (at times publicly). An emotionally driven reaction from us can become problematic on many levels and for many people. Even if this happens, we can follow up with a response that can save relationships.

Before using my degree to work in the school system, I work for a community

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action agency. The CEO would at times speak to me about the programs that I was working with and the clients. He was also always available whenever any employee needed to meet with him. I was initially confused, even bothered at times, at how he would listen and rarely offer an immediate reply. I was not sure how to take this, but I soon learned that the response I would eventually receive would be one of support and insight.

What I thought initially was that this person did not really care about what I was saying, maybe was not even hearing what I was saying, became one of the greatest behavior lessons of my life, thus far. Not only was he listening intently, but he was also actively listening to give the best possible response. He knew that if it was important enough for me to say, I deserved a thoughtful response.

I never witnessed this person react quickly to a situation or comment in a “knee-jerk” manner. Remember, all behavior is communication. We have the opportunity in every situation to respond or to react. I said that I learned about this behavior lesson I did not say that I have always been successful in my implementation.

emotionally charged reaction, we have the opportunity to also model positive behavior.

Often times, school seems to be all about behavior. Disciplining, managing, and trying to regulate our own behavior or the behavior of others is a great deal of what principals do daily. I hope that you choose to respond not react the majority of the time. I hope that you forgive yourself when you do react in a manner that may be unnecessary and driven by the moment. I encourage you to recognize that all behavior is communication and that by responding thoughtfully you may just unlock the key to minimizing the undesirable behavior.

From this new relationship may evolve that will be meaningful for a lifetime.

When faced with misbehavior, we often react, when we could respond.

Reactive behavior is immediate, often without thought, and driven by emotion.

Responsive behavior allows for process time and considers the outcome of the situation. Responding provides greater opportunity for building and maintaining positive relationships.

Sometimes, a reaction is warranted and cannot be avoided. For example, in a situation where someone will likely be harmed if we don’t do something quick. I would like to propose that in these situations, we can and should still provide all those involved with a proper and thoughtful response even after the fact. This response will allow us to provide support, insight and explanation of our previous reaction if needed. If we circle back to revisit those moments that we could not avoid an

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BEHAVIOR

The Boys on the Bench Dr. Michael Shaffer Associate Professor (Clinical) of Educational Leadership Ball State University Their bus arrived as the last bus of the day. Every. Single. Day. You might think it was on purpose by the bus driver, to save them for last, that is. But it wasn’t really. There were five of them. I still have a picture of them sitting on one of those oldfashioned principal benches outside the office. You know the kind of bench, though you don’t see them often any more. I liked the look of the glossy, polished hardwood maple. Or oak.

It’s been a long time, and, anyway, the bench doesn’t matter. The boys matter.

Sole occupants of the most famous room in the school. Room 140. First classroom I heard about when I became principal of that building in year twenty of twenty-five years of being a principal for me.

“Wait until you meet the boys in room 140,” the other teachers said. “You will get to know them very well. More than you ever thought.”

That was on my introductory day of meeting the faculty and staff, and I didn’t get to meet any students until I came back on the following Tuesday, the day after Martin Luther King, Jr., Day to start my last go-round as a principal. I was eager, excited, maybe a little nervous. I had done my homework, and had a pretty good idea of the challenges facing the school.

We were in the throes of No Child Left Behind, and this school had been left behind. The prior principal had left under somewhat of a cloud. There had been a great interim principal, and a very solid assistant principal who was pretty new but eager to learn. By caveat of the best Superintendent I would ever serve under, each school was to be crafting their first really intense school improvement plans and nearly every one of the 34 elementary schools had a long way to go. We were no different, having failed to meet state or federal

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standards for the last five years.

The teachers had a heart to work, and were ready to put feet to their belief that this school was the “best elementary school” in the city. We started with collaboration, adherence to the district literacy curriculum, a data-based approach to instruction, and student-focused pedagogy. And room 140.

The Assistant Principal had told me, “When we hear a call over the radio for Room 140, it doesn’t matter what we are doing,” she said, “It’s ‘all hands on deck’ and we run to Room 140, because it’s goin’ down.” Then she looked at my slick-bottomed dress shoes, and said, “you might want to think about some different footwear.”

The first full day on the job, I learned what she meant. I had had ED classrooms before, but not like this one. I had even had a middle school ED classroom, so I considered myself prepared. I wasn’t. I quickly learned that I needed to master de-escalation techniques and took a two-day course from the Crisis Prevention Institute, a training I kept for the next nine years.

Eventually, we were fortunate enough to get about 12-13 teachers trained in CPI, and all of the staff in dealing with difficult students. It changed our whole school’s outlook.

Intervention Plan, even though details of that plan were not shared outside the case conference committee unless one needed to know. Teachers who didn’t have them for related arts or PT, OT, or SLP reached out to ask how they could be part of the solution.

What made the difference for the boys on the bench? A big part was that we realized that the other side of the MTSS triangle from Academics is Behavior and that every person in the school played a part in developing the Behavioral side. The openness of the teachers to accept help with “the boys” set the stage for the boys, who might have been ostracized and isolated in some places to become world-class citizens in our democracy of the school. And when they “sat the bench” after school, waiting for the bus, nearly every teacher stopped to ask how their day was. After all, that day had been a great day!

Room 140 went from being “that classroom” to being “our school’s classroom” and every teacher and aide in the building became the support for that room. A new teacher for Room 140 also opened things up further.

We all learned their names. We all learned when they got off bus 224 in the morning if one had had a rough night or a rougher morning. Before they reached breakfast, teachers and aids were stepping up to the challenge.

Somehow it was like the whole school became part of their Behavior

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LEADERSHIP DEVELOPMENT

IPLI Updates Dr. Kelly Andrews Director Indiana Principal Leadership Institute IPLI is a premier professional development opportunity for the practicing principals of Indiana. We support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect.

IPLI is well underway with a great year of learning leaders in Cohorts 10 and 11. After the fall seminars in September, principals are now launching action research as they develop projects to improve leadership and schools throughout Indiana. The energy is palpable as principals and mentors grow their support networks and assist each other from north to south and east to west.

Leadership can be lonely, but not in IPLI! We are there for each other!

Applications for Cohort 12 will launch in November, and we look forward to more opportunities to support principals as they lead schools toward excellence.

IPLI Extended Learning Opportunity #5 The Fall Seminar was held at the Bayh College of Education at Indiana State University in late September. Motivated by speaker Dave Weber, who shared his thoughts on “Sticks and Stones Exposed” in the BCOE Theater, educational leaders walked away with new enthusiasm for the daily work needed to support students. Dr. Rhonda Roos worked with IPLI graduates in Executive Coaching sessions on “Clarity and Conflict.” IPLI continues to provide graduates with opportunities to grow their practice wherever they lead.

IPLI Extended Learning Opportunity is a formal yet intensive professional development program for IPLI graduates beginning their 5th year. ELO allows IPLI Elite Graduates to dig deeper into topics covered during the IPLI experience. Three-day-long seminars will let you dig deeper into leadership topics that will support you throughout the year. Choose one or attend all three seminars…. whatever works in your busy schedule. However, you deserve a day of learning and connecting.

Themes vary yearly so that graduates can enroll in ELO multiple times. IPLI ELO participants are encouraged to bring teacherleaders to the seminars when appropriate. This year’s theme will be “Leaders in Action,” featuring the following speakers: Dr. Rhonda Roos and Dave Weber.

IPLI is celebrating ten years of serving principals throughout the 2023 school year. Thank you to all who were instrumental in making this organization thrive throughout the years. The IPLI Design Team, the IPLI Leadership Team, the IPLI Mentors, the IPLI Advisory Board, and all the valuable partners of IPLI share a dedication to excellence that continues to be felt among all who participate.

Over the last twelve months, having a statewide principal professional learning community to support Indiana’s school leaders as they have met the academic challenges has been invaluable. IPLI meets the needs of Indiana principals by increasing mentor contacts, developing and sharing resources, and intensifying regional networks of support.

As Director of IPLI, I am excited for the future of schools in Indiana as the aligned system for principal professional development has never been more significant. INALI, IPLI, and IPLI Extended Learning Opportunity meet the need. IPLI is grateful for your ongoing support, trust, and dedication to education and educators during these challenging times, showing Indiana’s commitment to growing our schools and students.

Registration for IPLI Extended Learning Opportunity #5 is Open http//indianapli.org/ipli-extended

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SERVICE

Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Behavioral Health Update Racing to Respond: Mapping a New Course for Indiana’s Youth Mental Health Care is a new documentary shedding light on Indiana’s youth mental health crisis.

The documentary will debut in six community screening and panel discussion sessions throughout the state during October and November. All screenings are free, but registration is required for your preferred site for planning purposes. Please visit www.rileykids.org/racing-to-respond to register.

If you will be attending the IASP Fall Professionals’ Conference on Tuesday, November 21, please join your Kids Caring & Sharing Advisory Council for a continental breakfast and hear from a Riley Hospital Behavioral Health response team representative about available resources and how you can help make a difference for kids in your community.

National Game Day, November 4 Each year National Game Day raises awareness about a fun and momentum-growing opportunity for kids to get involved in philanthropy to benefit children’s hospitals across the country. Last year the E-Sports teams from Kankakee Valley High School, Snider High School and Southmont High School collectively raised an amazing $6,326.46 for the kids and families at Riley Hospital through the national Extra Life program.

Extra Life is a year-round effort that unites gamers to raise funds and awareness for their local Children’s Miracle Network Hospital – in Indiana, this is Riley Hospital.

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Your school’s Extra Life team participants need not solely represent your E-sports team to fundraise for Riley! Extra Life participants can play video games, board or card games, or participate in such activities as kickball and jump rope competitions to raise awareness about and critical donations for Riley Hospital. Any funds raised through a K-12 school’s Extra Life participation will count towards the school’s KCS giving total for the year.

If your school is interested hosting an Extra Life team and celebrating National Game Day, Saturday, November 4 (or create your own special Game Day), follow these simple steps: ■ Go to extralife.org and click “Sign Up.” ■ Fill in the requested information and select the “Create a Team” option to create a page for your school. (Your team name should be or include your school’s name so we can easily help you track your progress!)

■ When prompted with which CMN Hospital you would like to support, select Riley Hospital for Children Mathletes, cruciverbalists, Euchre oficionados, and Go Fish sharks unite to benefit the kids who need Riley Hospital!

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REGISTER NOW

Rileykids.org/Racing-to-respond 10/10 — Evansville: Bally’s Events Center 10/23 — Bloomington: IU Cinema 10/25 — Lafayette: The Loeb Playhouse

Reception: 5 p.m.

Racing to Respond: 6 p.m.

Panel discussion: 7 p.m.

(All times local)

10/30 — Fort Wayne: The Grand Wayne 11/1

— South Bend: The Century Center

11/20 — Indianapolis: Gainbridge Fieldhouse

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LEGAL REVIEW

KGR Law Briefing: Special Ed, Removals & Manifestations Séamus Boyce Attorney Kroger Gardis & Regas, LLP Keith Butler Summer Intern Education Law & Policy Kroger Gardis & Regas, LLP School leaders these days seem to have to dedicate more and more of their time responsive to child behavior. If the student has a disability pursuant to IDEA (via an IEP) or Section 504 (via a 504 plan), then the school must comply with the law related to manifestation determination reviews. The policy (or rationale) for the manifestation law to limit schools from disciplining, segregating or isolating students in response to disabilities “manifesting” themselves through the behaviors at issue. That sounds equitable in theory, but it can put school leaders in precarious positions when balancing the rights of individual students versus the safety and fairness to the rest of the students.

This article is not intended to be a comprehensive review of manifestation related law, but we do touch on the more common issues that can be stumbling blocks for schools as they navigate the manifestation process.

“10-Day-Rule” of Removal Generally, a change of placement occurs after ten days of removal for code of conduct violations. See 511 IAC 7-44-1. These days can either be consecutive or cumulative if the behavior is substantially similar. See 511 IAC 7-44-2.

It is important to be thoughtful and even strategic with these ten days. We have experienced situations where a student has been removed for several days through a cumulation of one-, two, or three-day suspensions and they are very close to the ten days. Then there is a behavior that requires some time to evaluate and think about changes to the IEP or just figure out appropriate 22

placement and services going forward.

For example, the student threatened another student or did significant damage to a classroom during a behavioral incident. This creates multiple problems. First, if the manifestation determination review is not held before the ten-day cumulative limit is reached, a violation may have occurred before the Manifestation Determination Review (MDR) is even held. If the removal continues until the case conference is held and the case conference determines the behavior is a manifestation and returns the student to the previous placement after the case conference, the school is likely in violation of removing for more than ten days for behavior that is a manifestation. Second, maybe this behavioral incident changes the calculation on what placement is appropriate and requires the school to figure out a viable alternative. This may take some time to coordinate.

If you are at nine days of removal when the behavior occurs, the school will be out of compliance unless the student returns to the last agreed-upon placement while other options are considered, and a case conference is held.

Also know that a partial day of removal is considered a removal unless it is a “short-term removal” as defined by law and set forth to the IEP. See 511 IAC 7-44-1 (b) and (c). We have found it to be a common practice of calling the parent of a student with a disability with the expectation (explicit or implicit) to pick them up early if they are having a “rough day.” If there is nothing in the IEP that permits this as a plan to address the disability, then be Return to Table of Contents

prepared to count parent pick up as a day of removal. And if the parents truly unilaterally take action to pick up, it is wise to communicate (and document) the attempt to dissuade the parent from picking up early.

Is Suspension or Expulsion followed by an MDR the best Option?

If a student reaches ten days of disciplinary removal either through suspension or expulsion, then a school is required to follow the procedure related to manifestation. However, if the incident is obviously going to result in a determination that the behavior is a manifestation, consider whether it is a good use of time to address the behavior through the code of conduct process to begin with.

If the parent is unsure what the school’s thought process on manifestation is prior to the conference, they are likely to go into the conference very tense or angry. Even if everyone agrees that the behavior is a manifestation, there may be other important IEP changes to consider. The parent is less likely to be trusting of the school’s ideas and offers.

We can appreciate that it can be very difficult to explain to other parents (particularly of targets of violent and aggressive behavior) that the school’s hands are tied. For that and other reasons, we understand the strategy of recommending an expulsion or longer suspension despite knowing that the case conference will find a manifestation precluding a lengthier disciplinary removal. You may be able to better communicate that you did everything you could in response to the behavior. That said, the juice is seldom worth the squeeze on this topic. www.iasp.org

LEGAL REVIEW

Tips for a Manifestation Determination Review One of the questions that must be answered during the MDR is: does the behavior have a direct and substantial relationship to the student’s disability?

While the answer to this question is sometimes apparent, there are many that are less clear, particularly with ADHD. We do not have any magic bullet for this scenario, but there are some practical steps that could help with the case conference’s analysis.

First, make sure that everyone at the case conference understands the question that is actually being asked and the purpose of the MDR. The parent may want to argue something regarding the code of conduct discipline for the underlying offense, typically that the student did not commit the offense, or that other students did the same thing and were subjected to more leniency. In these situations, remind the parent of the purpose of the MDR and that they will have the opportunity to make those factual or “fairness” arguments through the code of conduct due process

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(expulsion hearing, for example) if a determination of no manifestation is made at the MDR. If there is anyone on the school staff that is insistent on explaining the value of school discipline and holding students accountable to the code of conduct, emphasize with that person the irrelevancy of those points to the MDR exercise, or maybe consider if that person is better left on the sidelines. Even if the school ultimately makes a correct analysis in finding the behavior to not be a manifestation, a legal challenge by the family could get muddled as to whether the school was making a decision on manifestation grounds or because they simply wanted to enforce the code of conduct. And the lawyers representing the school typically don’t like anything muddled if possible.

Second, make sure that the conversation is focused on the actions in questions and symptoms of the disability. Is this a behavior that is more likely to occur as a result of the individual characteristics of how the disability presents itself in this individual student? If the answer to

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that is not clear, consider talking to the school psychologist either offline before the case conference or have them attend the MDR. You’re asking to lose a challenge if you push for no manifestation if the school’s psychologist believes that it is.

What is the legal lesson from this brief ?

If a student with a disability violates the code of conduct, think strategically throughout the process regarding the best interest of the child and the school community. And of course stay legally compliant. If the behavior is clearly a manifestation of the disability, strongly consider not spending everyone’s precious time by not triggering the MDR in the first place. Rather, focus on reaching consensus on what is appropriate to address the student’s potentially recurrent behavior moving forward.

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, stay legal!

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