Caught, Not Taught: A Macro Vision for Cultivating Enduring Skills in Every Student
Ones’ school experience is complex . For some, it is richly woven with positive memories shared by parents, teachers, and beloved mentors . Some may refer to these experiences as a tradition of success passed down through generations But what about the student whose family lacks any prior experience with formal education? Similarly, what about our students whose greatest influences carry the weight of an unsuccessful or unfulfilling schooling history? Leading diverse populations necessitates acknowledgment the canvas we paint on is not uniformly prepared .
The most profound lessons of leadership in this environment are, as Ed Mylett, a widely known global entrepreneur, motivational speaker, and performance coach, suggests, "caught, not taught ." The true curriculum is the lived process, the opportunities we model, and the skills we universally provide . We must resist the urge to immediately segment our focus on specific populations . Instead, a successful leader must first establish a macro vision: What does an opportunity-rich, skills-developing environment look like for all students and staff? Only once this unifying framework is established can we effectively tune the micro-lenses to address specific population needs .
This macro vision is not confined to the narrow metrics of college or career placement . It must center on building enduring skills transcending time thus moving away from concepts of preparing for "jobs not yet created ." The defined experiences available to all students must cultivate abilities like effective small talk, the process of prioritizing tasks to desired outcomes, identifying personal strengths and interests, and the ability to clearly articulate information in both written and spoken formats . Fundamentally, we teach students how to provide value to any organization or community they enter .
When we approach leadership through this macro lens of universal opportunity and timeless skill development, the impact on individual, diverse populations becomes profound . Diversity itself is not merely demographic; a key component of any definition must include creativity and varied thought patterns By defining school as a series of shared, high-value experiences and utilizing effective processes for skill development, we ensure every unique perspective, every distinct way of thinking, is not merely accommodated, but actively developed . The leader's true task is to shape an experience that makes success and fulfillment a universal expectation, caught by all who walk the halls .
Andy Allen IASP President
Dear IASP Members,
As we step into October and embrace the steady rhythm of the school year, I’m excited to welcome you to this month’s issue of the Indianagram, which highlights a theme at the heart of what we do: ensuring every student has what they need to thrive .
This issue focuses on how Indiana educators are intentionally supporting special populations—students who may need more tailored guidance, specific services, or thoughtful connection . Whether it’s navigating the shift to a new IEP/ILP platform, launching Indiana’s new diploma with diverse learners in mind, or addressing the complexities of staff expression in today’s climate, the articles in this edition offer insight grounded in both practice and purpose
But more than compliance or process, what shines through is what we, as leaders, know best: students succeed when we build strong relationships and communicate with clarity and care . Whether you’re welcoming a multilingual family to a planning meeting, walking alongside a student with a new schedule, or leading a team toward inclusive goals—your daily actions help every learner feel valued, supported, and empowered
In this issue, you’ll find examples of school leaders going beyond the expected to ensure that all students have a genuine opportunity to succeed . You’ll see systems thoughtfully designed to remove barriers, stories of trust built through intentional family engagement, and leadership rooted in the belief that success doesn’t look the same for every child—but it must be accessible to each one
As you read, I invite you to reflect on how your school community is shaping environments where all students can see themselves as capable and cared for . And if something in these pages inspires a new idea or affirms your current direction, I encourage you to share it with a colleague—or with us .
Thank you for continuing to lead with courage, conviction, and compassion Your impact is real, and it matters more than ever
With grattitude,
Dr. Tiffany Barrett
IASP Assitant Executive Director
Editor in Chief, IASP Indianagram
Future
Indianagram themes
2025-2026 Themes
NOVEMBER/DECEMBER: Grateful Gains: Tools and Triumphs in Education
JANUARY: Spark Joy: Beating the Winter Blues with Engagement & Enrichment
FEBRUARY: Ignite Innovation: Tech, AI, and Olympic-Level Ideas
MARCH: Marching Forward: Honoring Milestones and Memories
APRIL: Safe & Sound: Prioritizing School Safety and Wellbeing
MAY: Hearts of Gold: Celebrating the Power of Gratitude
JUNE: Best of the Best: A Year to Remember
Share your thoughts on the Indianagram: https://forms gle/2LaxqTUNUc5AdviF8
IASP Executive Committee
Andy Allen President
Dr. Bret Bailey President-Elect
Dr. Jane Bitting Vice President
Dr. Holly Arnold Past President
Raimeka Graham NAESP State Representative
Dave Strouse
NASSP State Coordinator
Kristen Peterson Assistant Principal Liaison
IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students. Each event is intentionally designed to encourage and engage all participants in the pursuit of learning!
Find A Full List Of Events at www.iasp.org/Events
Special thanks to our Sponsors:
From the IDOE
Dr. Katie Jenner Indiana Secretary of Education
Every Student, Every School, Every Day.
In Indiana, we believe every child—regardless of their background, zip code, or circumstance— deserves an education that prepares them for a successful future and allows them to pursue their unique path
We strive to spend every minute possible on actions directly serving that mission: it’s about kids This means not admiring the problem and instead focusing on data-informed solutions; this means measuring return on investment and being nimble enough to adjust our strategy as we learn more; and most importantly, this means ensuring we are laser-focused on improving every school, every student, every day .
Collectively, we have worked hard to remove barriers that get in the way of doing good work for students . With the opportunity to return education to the states, we have a great opportunity to further reduce burdensome compliance demands and empower you – our local leaders – in collaboration with parents/families to make informed decisions about what Indiana students need most .
Since July, we have worked with Indiana stakeholders, including many of you, to fine-tune our state’s Elementary and Secondary Education Act (ESEA) flexibility waiver request to the U . S . Department of Education The goal is simple: reduce unnecessary bureaucracy so schools can devote more time and resources to students
Here’s what this means for you:
■ Less Red Tape: Streamlined federal reporting and compliance, giving districts more flexibility
■ Smarter Accountability: Understanding, improving accessibility, and leveraging data to drive better outcomes for our students
■ Support for Vulnerable Students: Resources and additional services focused on our most at-risk student populations .
I am so proud to be a part of the Indiana team with you Together, we have proven over and over again that we are not going to admire the problem, and instead focus on solutions . This waiver will allow us additional flexibility to deploy locally-driven solutions faster, and ultimately, ensure better outcomes for Indiana students Thank you to each of you who have provided feedback and helped to finalize Indiana’s waiver request We’ll continue to keep you posted as the waiver is submitted, and ultimately approved
I also want to take a moment to celebrate National Principals Month! Indiana is home to over 2,200 schools, and even more principals and assistant principals…I want to extend my heartfelt gratitude to each of you . Every day, you seek to lead with dedication, compassion, and vision—creating safe, supportive, and inspiring environments where students can thrive Thank YOU, today and every day
Enjoy this fall weather, and as always, thank you for all that you do for Indiana students!
The Power of Immersion Learning
The Finnish Education system: A workshop for leaders
Tuesday, December 9th 12:30pm – 4:00pm
Hamilton Southeastern High School Little Theater 12499 Olio Rd Fishers, IN 46037
In this workshop, administrators and building leaders will discover the power of immersion and phenomenon-based learning, and the impacts they make on students.
Walk away with an understanding of how Finland has led the way in educational innovation and how to implement similar pedagogy in your schools. Hear from a panel of education leaders who have implemented learnings from the Nobel Prize Education Summit and started global education programs. This workshop is designed for building and central-office leaders.
Register today:
No cost to attend.
Questions? Contact Brady Rhodes brady.rhodes@ef.com/567.344.0858
Finnish educator, Petteri Elo, has an extensive career in teaching, training, and curriculum development. He turns his innovative and experimental practices with his students into engaging and thought -provoking training concepts for educators worldwide.
From the AP Lens: A Look Ahead 2.0: The New Diploma and Special Populations
Mrs. Kristen Peterson
Associate Principal Chesterson High School
IASP
Assistant Principal Liaison
Mr. Kyle Owens
Assistant Principal Danville Community High School
Our theme for October is "A Look Ahead 2 0: Special Populations " Danville Community High School Assistant Principal Kyle Owens shares how his team is intentionally fostering a shared vision built on strong relationships and effective communication to support the successful implementation of the new diploma Kyle highlights the importance of meeting the needs of their growing English learner and exceptional learner populations by reducing barriers and “strengthening the sense of inclusion ”
Thank you, Kyle, for sharing your school’s thoughtful and impactful approach to supporting special populations during the implementation of the new diploma at Danville
The New Diploma and Special Populations
When the new Indiana diploma was first introduced, the response from many educators and schools was a flood of questions: How is this going to work? What infrastructure will be required to implement it in my school? How much of a lift will this be on staff? Those are fair and necessary questions, but it was quickly realized that simply asking questions wasn’t enough The real task was not just to speculate but to start building the resources, creating a plan, and preparing our students and families for what lies ahead
As Danville Community High School explored the new diploma, we acknowledged that it was complex and has many moving parts to navigate One key area of focus is the diploma “seals ” These seals are designed to validate student achievement in specific areas, but they also carry significant implications Once a student begins pursuing a seal, it will be difficult for them to change pathways more than once, especially if they are serious about completing it . That reality means we must provide students with clear guidance from the start . The seals are not only beneficial for students who gain recognition of their skills and readiness for college or career, but they also benefit schools, since this is now one of the primary ways schools are evaluated . In other words, it is a mutual benefit: student success in obtaining seals directly aligns with school success in meeting state expectations
Through our early conversations at Danville, a central theme emerged: education and communication are the foundation of effective implementation First, we must educate our student body about the new diploma, ensuring that they understand its requirements, pathways, and opportunities This is especially important for our growing English learner population, where communication strategies must be adapted to meet the needs of families who may be navigating not only a new diploma but also a new culture and language Second, we must help our broader community understand
how they can support these changes, whether through partnerships, resources, or encouragement
Ultimately, this process comes down to relationships Building trust with students, families, and community stakeholders is not optional, it is essential If we want students to embrace new opportunities and families to feel confident in the pathways their children are pursuing, then we must invest time in creating strong, transparent, and supportive relationships For us, the new diploma is not just about compliance with state mandates; it is about fostering a shared vision where students, families, staff, and the community all play a role in ensuring every child has a clear path to success .
The first aspect we wanted to address was how to begin building trust with parents and reassure them that we are committed to guiding their child to the finish line With the Class of 2029 being the first cohort under the new Indiana diploma, we recognized the importance of starting early, showing families that we have a plan, and giving them concrete tools to understand what this new pathway means for their child
Our first task was to examine what student schedules would look like for incoming freshmen Because this was uncharted territory, our guidance department created sample schedules for different diploma seals These schedules served as roadmaps, helping families visualize the courses students might take across four years depending on the seal they were pursuing We felt this step was particularly critical for students with IEPs or ILPs While academically strong students often find ways to navigate requirements independently, students who may encounter challenges need intentional planning, clear options, and consistent communication . Providing these sample pathways gave parents a reference point and empowered them to see how their child could achieve success within the new framework .
Once we had the schedules, the next step was figuring out how to share this information in a way that built relationships, rather than overwhelming families In the past, we had hosted traditional large-group parent nights where schedules were presented in a one-size-fits-all format For this rollout, we knew we had to do something different Instead of a single presentation, we designed a two-part parent night We split the freshman class into two groups and then broke them down further into small groups of about 20 families each . Each group was led by a member of our guidance or administrative team, who presented the diploma information and then worked directly with families to begin mapping out their child’s schedule
This small-group setting was transformative Parents and families had the opportunity to ask specific questions that were relevant to their child’s needs, rather than sitting through a generic presentation . They felt heard, valued, and prioritized More importantly, each family left with a clear point of contact for a “go-to” person who could walk with them through the diploma process in the years ahead
Ultimately, this shift underscored how vital trust is in education When families feel that schools are listening to
their concerns and tailoring support to their child’s unique circumstances, it fosters a partnership rooted in transparency and care . By moving away from broad, impersonal presentations and instead investing in personalized, smallgroup interactions, we showed families that their child’s journey is not just one of many, it matters individually This intentional trust-building laid the foundation for stronger relationships, better communication, and ultimately greater confidence that every student can and will reach the finish line
After building relationships with the parents who attended our initial meetings, we turned our attention to expanding our reach and ensuring that all families in our community felt connected and informed One of the most impactful steps in this effort came through the leadership of our English Learner (ENL) teacher, who began serving full-time this year She introduced a “Cultural Corner” in our newsletters, designed to highlight the diverse cultures represented within our school community By celebrating the backgrounds and traditions of our students and families, we are sending a clear message: every culture matters here, and every student belongs This simple but intentional addition helps families feel welcomed, valued, and recognized as an important part of our educational community
Beyond cultural recognition, we also examined practical barriers that might prevent families from engaging For example, we are working to provide both childcare and language assistance during parent-teacher conferences These supports acknowledge the realities that many families face and communicate that their presence and participation are important to us By reducing these barriers, we not only increase attendance but also strengthen the sense of inclusion
These intentional efforts are not just about logistics, they are about trust When families see that the school is committed to meeting their needs and valuing their voices, it reinforces the idea that they truly belong This trust becomes especially critical when we communicate complex initiatives like the new diploma Families are more likely to listen, ask questions, and share input if they believe that the school has their best interests at heart By fostering belonging and inviting participation, we are building the partnerships necessary to help every child succeed
Another area of focus for us is expanding work-based learning opportunities for our special education population The new Indiana diploma places a strong emphasis on real-world learning, and many of the diploma seals require students to complete a set number of work-based learning hours These experiences not only allow students to explore potential careers but also help them earn training and credentials that will be vital for their future pathways
Recognizing this, our Special Education Department has been proactive in planning how to meet the increased demand for these opportunities We partner Sycamore Services, our Pre-Employment Transition Services (Pre-ETS) provider, to begin preparing students for success Representatives from Sycamore came into our resource classes to speak directly with students about the services available to them, including job exploration, workplace readiness, and selfadvocacy Hearing this information in a familiar setting allowed students to ask questions and begin connecting these opportunities to their own goals
Pre-ETS plays a critical role in this process because it is designed to give students with disabilities the skills and experiences they need to transition successfully from school to work or further education . By embedding these services into the student experience, we are ensuring that students not only meet diploma requirements but also build the confidence and independence needed for life after high school Through collaboration with Vocational Rehabilitation, Sycamore Services, and local agencies, we are aligning Pre-ETS with the new diploma framework This alignment is especially important because it helps our students meet state requirements while also preparing them for meaningful employment after graduation Ultimately, the goal is to create individualized and equitable pathways that give all students, including those in special education, the opportunity to succeed By embedding Pre-ETS within the framework of the new diploma, we can ensure that every student has both the structure and the support needed to achieve their goals and transition confidently into adulthood
The final aspect of the new diploma that Danville is focusing on involves collaboration beyond just our own building We are actively working with district, building, and county education leaders to pool resources and brainstorm opportunities that will best support our students At Danville Community High School, this collaboration has taken the form of biweekly meetings that include teachers, building leaders, guidance counselors, district administrators, and even communication directors These meetings give us the chance to share progress, identify challenges, and strategize about both the content and method of communication to our families, community partners, and business leaders The goal is to ensure that everyone understands not only what the new diploma requires, but also how we can work together to create pathways for student success
Our building principal has also met with leaders across Hendricks County to explore additional resources and supports . These conversations go beyond the walls of our school, they are about creating a county-wide network of opportunities, from internships and work-based learning to targeted student supports The message is clear: no single administrator, teacher, or school can make this diploma a success on their own
What I hope to convey in this article is that the steps DCHS is taking are not about solving problems for one student or even one specific population This work is about building a community-wide commitment to our students Success will come only if we adopt a collective responsibility in which educators, families, businesses, and community leaders are working together to ensure students have the resources, opportunities, and support they need to thrive . It will truly take a village, and the sooner we invest in those relationships and partnerships, the stronger the foundation we will build for our kids and their future
The 2025 Indiana Girl Report is
here.
Take action to understand and support the needs of Hoosier girls.
The Girl Scout Coalition of Indiana, in partnership with the Indiana Youth Institute, has released the 2025 Indiana Girl Report, a comprehensive look at the experiences, challenges, and strengths of Hoosier girls. This year’s report focuses on social connections, mental health, and technology—three areas that deeply impact students in schools across the state. Download the report at: girlcoalitionindiana.org/report
• Girls report experiencing bullying at twice the rate and cyberbullying at three times the rate of boys. Yet, strong friendships make a powerful difference. Schools play a vital role in fostering environments where girls can form these lasting, healthy bonds.
• The report shows girls experience mental health challenges at nearly twice the rate of boys. Participation in extracurriculars like Girl Scouts serves as a protective factor.
Administrators and educators play a critical role in taking action. By reading the 2025 Indiana Girl Report, you can join us in listening to girls, reimagining what is possible, and taking bold action to help them be seen, supported, and thrive. To see the full findings and explore ways educators can strengthen support for girls, download the 2025 Indiana Girl Report today.
Now is the time to join Girl Scouts! Share this link with families to get girls connected with the community they need.
Supporting Every Leader, Reaching Every Child: Leadership That Moves Us Forward
Dr. Tiffany D. Barrett IASP Assistant Executive Director
Each month, as we reflect on what matters most for Indiana school leaders, we return to a truth that grounds and guides us: our mission is to support ALL Principals, ALL Kids . In this issue of the Indianagram, where we spotlight practices that empower special populations, I want to speak directly to the heart of leadership—and the real work it takes to create schools where every student can thrive .
We know that success for our most vulnerable students—whether they are English learners, exceptional learners, or navigating unique challenges—doesn’t happen by accident It happens when courageous, student-centered leaders make intentional decisions that reduce barriers, strengthen belonging, and build trust . It happens when we lead with both competence and compassion . It happens when we understand, as the School Leader Paradigm reminds us, that who we are becoming directly impacts what we are doing .
So what can that look like in action?
1. Prioritize the Context
The Paradigm reminds us that effective leadership does not exist in a vacuum . Our leadership is shaped by the individual, school, community, and political contexts we serve in . As leaders, one of the most powerful things we can do is acknowledge and respond to those contexts with empathy and insight For example, knowing your school has a growing multilingual population might mean proactively hosting translated family nights, inviting cultural liaisons into your planning conversations, or creating translated guides to the new Indiana diploma . These aren’t just "nice-to-haves " They are leadership moves that say to families: You belong here . We see you . We’ve planned for you
2. Lead the Learning Organization
The Paradigm also charges us to be learning leaders who model reflection, growth, and cultural
responsiveness . One way to live this out is by using your team’s PLC or staff meeting time to build shared awareness around access and inclusion You might begin with simple reflection questions like: Who isn’t thriving in our current system? What barriers exist in our policies or practices that we haven’t examined? From there, set a tangible improvement goal . One elementary principal recently shared how her staff committed to rewriting all Tier 1 reading assessments to ensure they were linguistically accessible That’s not just good practice—it’s transformational leadership .
Our work is complex But our vision is simple We want every school in Indiana to be led by strong, supported leaders And we want every child to feel known, challenged, and loved .
Thank you for being the kind of leaders who keep growing, keep reflecting, and keep showing up for your students and one another
You are not alone . You are deeply appreciated . And together—we lead forward .
Key Club
Eren Riley
Clarksville High School Key Club President
Key Club International is one of many clubs associated with Kiwanis International . Kiwanis International is an organization of volunteers that is dedicated to helping children in various ways globally Key Club international supports high school students to be involved in community service through the core values of leadership, character building, kindness, and inclusivity. The Clarksville High School Key Club is a student-led group that works with our school sponsors, Mrs Brenda Picache-Altamirano and Mrs . Alicia Ridings-Young, and with school administration and community leaders to perform acts of service in the community by volunteering at school events and running and organizing clothing and food drives One of our biggest projects is our yearly blood drive at Clarksville High School During this school year, the CHS Key Club has begun volunteering with the
Clarksville Elementary to read with and to children in the Homework Club This project impacted children in our community by helping children learn and improve their reading, build vocabulary, and improve cognitive and language skills During the coming year, we hope to increase this public service project by volunteering and helping with the elementary schools and young children as a whole . Because of Clarksville Kiwanis, CHS Key Club has been able to make big differences in Clark County by helping and serving the community.
Vanessa McClary South Central Indiana Kiwanis Club
"Congrats to our Kiwanis Aktion Club on another amazing Talent Show! Wow-What a show!! If you missed it, you missed a treat! Here's a few pics from our fun night . Kiwanis Hoosier Division Key Club of Bloomington supported
Thanks to our sponsors and attendees for helping us raise over $400 for Riley Children's Hospital!"
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 Leadership at the Forefront
In an era of rapid change and increasing demands on schools, the Indiana Principal Leadership Institute (IPLI) remains a beacon of support and innovation for educational leaders With leadership at the forefront, IPLI is defining what it means to lead with purpose, resilience, and impact
IPLI's mission centers on equipping Indiana's school principals with the tools, strategies, and networks they need to lead effectively Through immersive professional development, collaborative learning cohorts, and datadriven leadership practices, IPLI fosters a culture where principals are not just managers, but visionary change agents
At the heart of IPLI is a thriving community of educators committed to continuous growth Principals engage in reflective practice, peer coaching, and shared inquiry, creating a dynamic space for learning and leadership This collaborative model ensures that leadership is not a solitary journey, but a shared endeavor rooted in trust and innovation
IPLI's impact is visible in schools across Indiana From improved student outcomes to stronger school cultures, the institute's leadership framework empowers principals to make meaningful, measurable change By placing leadership in the forefront, IPLI helps schools navigate challenges and seize opportunities for transformation
IPLI's commitment remains steadfast to champion leadership that inspires, uplifts, and drives excellence With leadership at the forefront, IPLI continues to shape the future of education, one principal, one school, one community at a time .
IPLI 2025-26
IPLI Graduates are invited to sign up for the Leaders Learning Together series, allowing them to join any cohort sessions throughout the year . To register, visit www indianapli org and select IPLI Extended We also encourage you to bring your staff along for a fee of $30 per person
Thanks to all for a great Fall September Seminar for Cohorts 12 and 13 IPLI looks forward to the Fall Professionals Conference at the JW Marriott in November
To learn more about IPLI, please visit our website, www indianapli org, or connect with Dr Kelly Andrews, Director, at kelly.andrews@indstate .edu to learn more about the IPLI program
Indiana’s New IEP System: What Directors & ELL Leaders Need to Know
Dr. Amy Korus, Ed.D Superintendent
Whitko
Community School Corporation
Doctoral Graduate of Ball State University
As Indiana moves into the 2025-2026 school year, a major change is underway in how we manage special education and English language programs Indiana has transitioned from the “old IEP” system to Power School Special Programs (PSSP) for managing both Individualized Education Programs (IEPs) and Individualized Learning Plans (ILPs) .
Because this is new territory for many school leaders, especially in special education and ELL, it’s helpful to pause, take stock of what is changing, what challenges are emerging, and what practices seem promising
What has changed?
■ New platform: from the old Indiana IEP/ILP system of PowerSchool Special Programs
■ Broader scope: the new system supports IEPs and ILPs, plus improved integration such as parent letters, accommodations support, and streamlined reporting .
■ Role changes: allows staff to be assigned certain roles (for security purposes)
■ Data migration and timeline: there has been user acceptance testing, security role testing, data migration testing, training for leadership and teachers (all in preparation for go-live) summer/fall 2025 .
Early Pain Points and Confusion:
Unfortunately, no major change comes without growing pains We’ve encountered several issues, including teachers, parents, and administrators struggling with access Some IEPs are not visible in the new system, and delays affect the parent portal and teacher dashboards Data migration has also posed challenges such as ensuring old documents carry over correctly, records remain current, and information stays accurate Staff need time to become familiar with new workflows, security roles, and reports Some have reported that training has not fully reached everyone or that system roles are not yet clearly defined
What’s working:
Amid the challenges, several features and practices show real promise, particularly for special education directors and language programs The new platform helps bring consistency across schools in areas such as handling accommodations and parent letters, reducing variations that can impact compliance and quality
Another strength is improved monitoring For example, the “IEP Workflow Compliance” report enables districts to track whether key requirements, such as annual reviews, eligibility timelines, and transition planning, are being met, allowing special education directors to identify and address potential issues early.
In addition, the designation of IEP/ILP support contacts at the LEA level, required training through the Special Programs Academy, and ongoing professional development have proven to be smart strategies Where these measures are implemented effectively, the transition has progressed more smoothly.
Tips for Directors & ELL/Language Program Leaders:
Make sure your IEP/ELP roles are clearly assigned and that local SIS (Student Information System) roles are defined and synchronized with Link Portal/Data Exchange settings Confirm that all data exchange information is accurate Double-check student enrollment data, disability classifications, and EL exit/entry status, and verify that historical data has fully migrated
Consider peer coaching, help sessions, or “how I use it” demonstrations to build staff confidence . This process can be especially challenging when new technology staff are onboarding; for us, getting all the systems to communicate was tedious and at times frustrating We often weren’t sure whether problems stemmed from our own setup or from the new platform itself Small errors early on can create larger issues later
While district leaders and special education directors should be fluent in the program, it is equally important to train classroom teachers, ELL teachers, paraprofessionals, and related staff . Use the compliance reports to monitor where staff may be falling behind, and set internal benchmarks—for example, “all IEPs must be completed by ___ date ” The platform makes it possible to track these goals
It’s also vital to communicate proactively with parents Delays, missing documents, or confusion about access can occur, so share as much information as possible and use the translation feature when needed Finally, provide feedback: if you or your staff encounter glitches, missing features, or needed workflow improvements, document them and funnel the details to the IDOE or PowerSchool
Indiana’s move to PowerSchool Special Programs marks a significant step toward a more unified and data-driven approach to serving students with IEPs and ILPs While the transition has brought its share of technical hurdles and learning curves, the potential benefits, greater consistency, stronger compliance monitoring, and clearer communication, are already emerging By staying proactive with training, data checks, and parent communication, and by sharing feedback with the IDOE and PowerSchool, districts can turn these early challenges into long-term improvements that ultimately support students, families, and educators alike .
Kids Caring & Sharing Update
Susan Miles Program Officer, Kids Caring & Sharing TM
Riley Children’s Foundation smiles@rileykids org
Kids of Every Age Deserve Riley
When you think of a children’s hospital, images of infants and young children may come to mind while in fact, a broad age range of patients turn to Riley for care . Lauren Klusmeier’s story illustrates how Riley’s Adolescent and Young Adult (AYA) cancer program supports patients who are too old for traditional pediatric support but not quite yet part of the adult world—helping them feel seen, supported, and empowered
When Lauren was diagnosed with cancer at 19 and transferred to Riley Hospital for Children, the AYA program provided emotional support, peer connections, and activities to help her navigate an overwhelming time The whirlwind of treatment was intense, but the program helped her feel less alone through Zoom groups, rafting, trivia games, and time with nurses with whom she still keeps in touch “I met friends on the floor—some were one or three years old, but some were my age too,” Lauren says “We were all going through something really hard, and that connected us ”
Lauren also grieved her old life—she had to leave her first semester at IU Bloomington, her parents moved her belongings out of her dorm room, and she started chemo . “One day you’re in class, and the next you’re living in a hospital with your mom as your roommate,” she recalls Yet, she found strength in unexpected places and support from the AYA program “It is good to know the support is there,” she says “Not everyone has family with them all the time I was lucky—my mom worked from my hospital room, and my dad came every night . But not everyone has that The AYA program helped fill those gaps . ”
Now in remission, Lauren is preparing to start nursing school at IU Indianapolis—at home, with her mom still by her side . Inspired by her care team, she’s changed her major and is committed to becoming a nurse herself . “I want to help people the way my nurses helped me,” she says
Lauren’s story is one of resilience, friendship, and hope—and it’s made possible by the AYA program Gifts from your school family help ensure that teens and young adults like Lauren don’t fall through the cracks and can find the connection and strength they need to move forward
RCon – an exciting return!
Forty-three Indiana high schools from 40 different school corporations are set to host Riley dance marathons in 2025-2026! To facilitate this effort, nearly 120 students and 16 program advisors, representing 23 active high school dance marathons, gathered at Riley Hospital on Sunday, September 29, to share their program enthusiasm and fundraising ideas at RCon 2025 - the Riley High School Dance Marathon Conference After a several-year event pause, it was an exciting return to this dynamic community of sharing - hosted by the Riley Children’s Foundation Youth Philanthropy Program (YPP) team with support from collegiate dance marathon relation directors from across the state .
Empowered with a visible connection to mission, new project management knowledge, shared event planning and marketing ideas, and strengthened interschool partnerships, these spirited young philanthropists are excited to continue work within their own school communities, sharing information about Riley Hospital and raising funds to support the work happening to benefit Riley kids and their families
Is a high school in your school corporation hosting a Riley dance marathon this year?
To learn more about how your school can show your support for your high school’s current dance marathon fundraising efforts, please reach out to YPP coordinator Jason Zuñiga . If a high school in your corporation is interested in learning more about supporting Riley
through the dance marathon fundraising model, please reach out to YPP officer Annie Cole to begin the onboarding process .
Both Riley Dance Marathon and Kids Caring & SharingTM initiatives offer wonderful leadership development opportunities with “work” that can be incorporated into daily class lesson plans to not only support Riley kids but also meet core education standards while developing well-rounded, engaged community citizens . Our YPP team is here to assist wherever needed!
2024-2025 school corporation recognition enroute
In September’s Indianagram I mentioned that 65 school corporations achieved Riley Corporation status in 2024-2025 with either every school engaged in Riley fundraising efforts at some gift level, or a corporation’s participating schools collectively raising an amount meeting or exceeding the entire corporation’s population Riley Corporation certificates celebrating this achievement have been mailed and should have arrived in school corporation offices
Additionally, 12 school corporations achieved Red Wagon Corporation recognition with every school achieving Red Wagon School status (1/student) Framed certificates honoring this accomplishment have been presented in person to Brownsburg School Corporation and East Allen County Schools . Watch for a visiting YPP representative to present your school corporation’s Red Wagon School Corporation certificate in the future!
KGR Law Briefing
Séamus Boyce Attorney Kroger Gardis & Regas, LLP
Keith Butler
Associate Attorney Education Law & Policy
Kroger Gardis & Regas, LLP
Hedgepeth, Public School Employees & Personal Social Media Expression
Charlie Kirk’s death and subsequent online content have led to much public interest and legal questions
This has been partially fueled by the Indiana Attorney General’s office focus on public education employee content via the Eyes on Education website As school leaders, you may find yourself in the center one of “these” situations This article focuses on a very recent case decided by our Seventh Circuit that is relevant to the recent developments 1
In Hedgepeth v . Britton, (7th Cir . 2025) an Illinois public high school teacher with twenty years of teaching experience was fired for controversial Facebook posts made to her private account About 80% of her 800 Facebook friends were former students . She had a private account Prior to the Facebook posting controversy, she had been suspended twice for using profanity in the classroom
During protests following the death of George Floyd, while the teacher was vacationing in Florida, she made several social media posts Some of the more controversial content included a meme evoking high-pressure water hoses used against civil rights protestors in the early 1960s that read, “Wanna stop the Riots? Mobilize the septic tank trucks, put a pressure cannon on em hose em down the end ” The teacher commented on her own post with “You think this would work?” In a separate post she stated, “I find the term ‘white privilege’ as racist as the ‘N’ word .”
In response the district received from far and wide emails, phone calls, and media inquiries The district issued a press release stating the posts do not represent their values The district investigated and found the posts violated multiple policies including one governing conduct on social media and another requiring “just and courteous professional relationships .” The school findings included that they “received over 135 emails and phone calls expressing concern or outrage about your posts . The communications came from former students, parents, current students and staff . Your postings also received media coverage, including on WGNTV, ABC7, NBC5, Fox 32, the New York Post and the Daily Herald ” The superintendent recommended
unilaterally ending her employment The district held two public meetings with heavy and mostly negative comments on the posts The school board voted to accept the recommendation and end the teacher’s employment .
The formative First Amendment case on public employees speaking as private citizens is the Supreme Court’s Pickering v . Board of Education (1968), which created the appropriately named Pickering balancing test In Hedgepeth, the 7th Circuit applies this Pickering test in its analysis First, the court decided the employee “spoke” as a citizen on a matter of public concern She was on vacation in Florida, not at work, and the protests at the time were a matter of public concern
The court then balanced the employee’s interest in commenting on matters of public concern and the government’s interest in promoting the efficiency of public services Our courts have several factors in conducting this analysis: whether the speech has created or would create problems in maintaining discipline or harmony among co-workers;
■ whether the employment relationship is one in which personal loyalty and confidence are necessary;
■ whether the speech impeded the employee's ability to perform their responsibilities;
■ the time, place, and manner of the speech;
■ the context in which the underlying dispute arose;
■ whether the matter was one on which debate was vital to informed decision making;
■ whether the speaker should be regarded as a member of the general public
The court used the balancing test and found in favor of the school district It noted that there was evidence of actual disruption in school in the form of complaints from students, parents, and the general public The comments drew media attention and public outrage to the point where the school district had to engage in a costly and time-consuming public relations response . The school district reasonably believed that the posts
would undermine the teacher’s ability to do her job, especially teaching minority students The court found that the school district could consider the teacher’s entire record including the prior incidents of disruptive behavior from using profanity in the classroom .
The court was not swayed that the Facebook page was private She had 800 friends, most of whom were former students, which carried a clear risk of amplification The court also did not find it necessary to analyze whether the posts were “racist ” The teacher insisted they were not . Rather, the court focused on the disruption caused by the posts For all these reasons the decision to end her employment was not overturned by the court .
What is the legal lesson from this brief?
While hard in practice, try your best to use patience when determining an appropriate response to controversial online posts made by employees Make sure you take reasonable steps to determine the facts of the situation Then examine your existing policies to determine if you have anything that would be applicable to the situation . The soundest approach is to focus on policies that address disruption caused by employee conduct Potential disruption can sometimes be enough although it normally requires more than mere prediction of disruption The presence of actual
and documented disruption to student learning is the most powerful evidence allowing a school to take employment action Also know that taking any action to chill the speech of employee could trigger actionable litigation . Firing an employee is certainly enough but asking the employee to delete the content could also lead to a violation of the First Amendment . On the other side of the balancing test is that hot button political issues will be considered a matter of public concern Courts are often hesitant to restrict that type of speech We predict that our current makeup of the Supreme Court would error on the side of the First Amendment
We at the KGR Legal Help Desk are here to address these and any non-personal employment legal issues for IASP members. Until the next KGR Law Brief, we hope you have a quiet and restful Fall Break.
1 We emphasize that public schools have very broad authority to regulate speech that school employees make in the scope of their employment For example, the content covered by teachers in the classroom has very limited constitutional protection if inconsistent with the directives of the employer This article is exclusive to expression made outside the scope of employment
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