SEPTEMBER 2021 ■ VOLUME 23 ■ NUMBER 8
Social, Emotional and Behavioral Wellness
TABLE OF CONTENTS
SEPTEMBER 2021 ■ VOLUME 23 ■ NUMBER 8
The Indiana Association of School Principals leads in the advocacy and support of all principals in their commitment to every child.
Social, Emotional and Behavioral Wellness President’s Letter - Pausing with Gratitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IDOE - Indiana Graduates Prepared to Succeed (GPS). . . . . . . . . . . . . . . . . . . . . 5 Assistant Principal Connection - Behavioral Supports for Assistant Principals: Using Tiers When There Are Tears . . . . . . . . . . . . . . . . . . . . . . . . . . 6 SOCIAL, EMOTIONAND AND BEHAVIORAL WELLNESS
Social-Emotional Learning: Under Attack How Do We Respond? . . . . . . . . . 10
EDITORIAL BOARD MEMBERS Tiffany Barrett Troy Albert Keith Burke Jason Cary Andrew Hawk Rick Hunt Jared Leiker Debra Misecko Nicholas Mitchaner Kevin Rockey Steve Samuel Matt Stark Kelly Storms Chrystal Street
2021 IASP Conference Overviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Infinite Capacity Community Partnership Series: . . . . . . . . . . . . . . . . . . . . . . . . 14 Strategies to Create an Inclusive Community-Based Culture . . . . . . . . . . . 14 Social and Emotional Learning: A Schoolwide Approach . . . . . . . . . . . . . . . . . 16 Put Your Oxygen Masks On! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 LEADERSHIP DEVELOPMENT
Promoting inclusivity through online social-emotional learning (o-SEL): A professional learning opportunity for all educators and leaders . . . . . . 24
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IPLI News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 SERVICE
Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
© 2020 Indiana Association of School Principals All rights reserved. Any duplication without prior written permission is strictly prohibited.
LEGAL REVIEW
High Tensions and Targeted Attacks: Addressing Third-Party Harassment for Education Employers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Legal Situation Brief: Off-Campus Discipline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
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PRESIDENT’S LETTER
Pausing with Gratitude Here we are, a month or so into school and “not so” post-covid as we shared last month. I’m guessing that many of you have spent time contact tracing, covering for vacant spots within your staff and fielding calls about virtual learning and mask dissension. It’s these very things that cause me to pause with gratitude that this month our focus is on SEL. It’s certainly another topic that has many layers and that has become an integrated part of what we do in our halls each day. Whether you find yourself giving direct instruction to a student on how to emotionally regulate or are spending time in the morning to greet students personally and get a check in of their state of mind to kickoff the day, we are all working to make sure that the social and emotional needs of our students are being met on a continual basis. As part of our district’s back to school PD - we welcomed psychologist and author, Dr. Adam Saenz. Dr. Saenz spoke of his personal experience and the true need for SEL in the halls of schools. However, one of Adam’s strong messages was that SEL has to begin with the adults. Unregulated adults cannot regulate students. And so this month my question to our leaders is this, “What are we doing to attend to the social emotional state of our teachers?” This month we will discuss topics of reset rooms, fidgets, sensory breaks, monitoring school stress load and all things regulation. May we also reflect on the ways we are teaching, supporting and giving our staff time to monitor their stress. The reality is that they are unregulated too and many times they are unregulated a lot. We owe it to our teachers to teach them and hold them accountable to the use of strong tools the same way we expect them to do with our students. This world we live, teach and lead in daily has become the world of the instant and quick fix. Our socialemotional regulation is not a “quick fix” to do. It takes deep understanding and slow, consistent work to walk it out well. So, in honor of my new friend Dr. Adam Saenz’s work, let me leave you with the below prompts for regulation; they are good for both you as a leader and for your team of adults! Our pursuit is to lead well but we cannot lead well without regulating well too! As always, my heartfelt thanks for the passion and commitment you put into this work each day! You are appreciated! Do this… Not this… Connect with others Attack others Anticipate your stress Blame others for your stress Redirect your energy Criticize others/Gossip *through Exercise or Hobbies Cause dissention Assert yourself to enforce boundaries Deny/Rationalize your stress Self-observe and Reflect Do not accept responsibility Keep perspective Cut off your feelings/apathy
We owe it to our teachers to teach them and hold them accountable to the use of strong tools the same way we expect them to do with our students. Aimee Lunsford, IASP President
Aimee Lunsford IASP President www.iasp.org
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FROM THE EXECUTIVE DIRECTOR
IASP Executive Committee Aimee Lunsford President Matt Shockley President-Elect The excitement of back to school has certainly been tempered this year as we continue to lead through our pandemic, and for your work we are grateful. The leadership you exhibit each day enables our kids to learn, our adults to connect with kids and adults, and communities to know the school cares. Saying all this, I also know the challenges you face, and the turmoil your community may find itself in over several COVID and non-COVID related topics. That is why this issue of the Indianagram is so timely, our topic of Social, Emotional and Behavior Wellness helps us reconnect with what we know is important for our schools to thrive, (ok, survive some days), and enables us to talk about teaching and learning if even for an hour. This topic can be very sensitive depending on your community. At IASP we are leading the effort to enable state-level leaders to recognize how important SEBW is, and what it really means within our schools. We know that we have much to work on from our last 18 months, accelerating learning is something we are striving for each day. We also know that we are reteaching all levels of students how to “do school.” Without our students knowing how to collaborate and communicate with each other, and how to self-regulate, our excellent instructional techniques in our content areas will not have the desired results.
Dr. Crystal Murff Thorpe Vice President Eric Gilpin Past President Amy Niemeier NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Dr. Daniel Peo Assistant Principal Liaison
As our President Aimee Lunsford also conveys, remember that this work includes adults, and that means you, too. As our School Leader Paradigm states, Wellness is a critical competency for a school leader to possess in order to lead the school. And, Wellness is an essential part of a school that enables the leader to maximize student achievement. So do connect with others, keep perspective, reflect and redirect as needed, and anticipate the stressors so you also self-regulate. With much gratitude for your work and leadership. Dr. Todd D. Bess IASP Executive Director
Future Indianagram themes Community Building Equity and Cultural Responsiveness Professional Learning Communities Remediation/Interventions Safety Strategic Planning/Vision & Mission Operations and Management Best of 2021-2022 School Year
October 2021 November 2021 January 2022 February 2022 March 2022 April 2022 May 2022 June 2022
Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8
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Indiana Graduates Prepared to Succeed (GPS) Dr. Katie Jenner Indiana Secretary of Education School is back in session and while we continue to be surrounded by uncertainty, the incredibly important work you’re leading to keep our classrooms open is worthy of high praise...THANK YOU! Together, we have endured considerable circumstances, and we are facing challenges once again this school year...but I am confident in our ability to weather this storm together. As we navigate this school year and beyond, we know that our work matters - which is why we must be intentional in our efforts to prepare our students for life beyond high school. Whether students chose employment, enlistment, or enrollment, we know that they will be entering a rapidly changing and diverse economy. This makes it even more important that we fully capitalize on the 13 years that we have students to ensure they are equipped with the foundational knowledge and skill development necessary for what’s next. To properly ensure our students are set for the best possible success beyond graduation, we must reflect back to our three pillars, the first of which is Student Learning and Opportunity. The strategies that correspond with this pillar are all about delivering quality, purposeful educational opportunities for each student. In order to reach our goal, we must begin with the end in mind. That’s why we are working with education stakeholders across Indiana to re-envision how educational progress is measured and tailored to individual students.
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In preparing to launch Indiana’s new performance dashboard, we need your feedback as we are working together to consider: ■ How might we “begin with the end in mind” in order to maximize a student’s 13 years with us? ■ What transportable skills and knowledge should students have by high school graduation? ■ Recognizing that students are so much more than a single data point, what combination of data indicators are most important, making sure we are learner-centered, future-focused? We have an exceptional opportunity in front of us to more intentionally and strategically measure school performance and the level of preparedness our students have for what’s next after high school. By considering more than just a single data point, we, as educators, have the opportunity to work to ensure seamless transitions along Indiana’s entire education to workforce continuum with the identification of the most important student characteristics contributing to lifelong success, which will be displayed in a comprehensive performance dashboard. In addition to hearing a lot of feedback from you about the needed updates to our current accountability model, this discussion also comes in response to House Enrolled Act 1514, passed by the Indiana General Assembly in 2021. This new law requires the Indiana Department of Education and State
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Board of Education to create a statewide dashboard providing additional transparency on the accountability system in our K-12 schools by including a range of performance data, including a compilation of longitudinal school performance data and individual indicator ratings. The dashboard, which we are calling the Indiana Graduates Prepared to Succeed (GPS) dashboard, will also disaggregate the data by student groups experiencing significant learning gaps, including our racially and ethnically diverse, low-income, special education, and English learner students. Together, at the state and local level, we will use the performance dashboard to measure the characteristics most important for a student’s future success. Each Indiana GPS characteristic will have its own indicators measured in a data dashboard platform, which will be informed by lead and lag data. Presently, we are seeking feedback from education stakeholders, including leadership and members of IASP, on the proposed Indiana GPS characteristics--your feedback really matters, please click on the short survey here. It is our intention to present the finalized characteristics to the State Board of Education for affirmation this fall, followed by the finalized indicators in December. This is undoubtedly a quick timeline, yet we know that working together, we can ensure every Hoosier student graduates with the knowledge and skills necessary for a lifetime of success. Thank you, as always, for all you do!
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ASSISTANT PRINCIPAL CONNECTION
Behavioral Supports for Assistant Principals: Using Tiers When There Are Tears Dr. Dan Peo Assistant Principal Wea Ridge Middle School Greetings, IASP! My name is Dan Peo, and I have just begun a two-year term as the IASP Assistant Principal Liaison that serves on the IASP Executive Committee. This August was the start of my fourth year as the assistant principal at Wea Ridge Middle School, which is part of the Tippecanoe School Corporation (TSC) in Lafayette, Indiana. In addition to my assistant principal duties of serving 760 students in grades 6-8 and almost 100 adults, I also serve on the TSC “Brain Brigade:” a Social and Emotional Learning (SEL) taskforce that has evolved into a leadership team serving our nearly 14,000 students in the TSC and nearly 1,900 staff members by organizing, promoting, and modeling best practices within our Wellness Framework of Applied Educational Neuroscience, Conscious Discipline, and Mental Health supports. I am grateful to my Brain Brigade colleagues Dr. BeAnn Younker, Mrs. Anne Marshall, and Mrs. Megan Ulrich for assisting me with this article. As a part of my AP Liaison role, I’ll be writing an article each month that examines that month’s Indianagram theme through the eyes of assistant principals. In doing so for this month, here are some strategies for how APs can support Social, Emotional, and Behavioral Wellness while addressing student behavioral challenges in ways that are brain-aligned and based on science. While Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) are not new concepts in the field of education, a short primer for the purposes of this article is appropriate. While RTI and MTSS are commonly used for the purpose of academic interventions, many educators are now using such a system as it applies to behavioral interventions. Tier One: Universal Prevention (All) - universal supports that are put into place for all students to support them academically and behaviorally.
Tier Two: Targeted Prevention (Some) - supports that are meant for building skills that students lack, realizing that those skills cannot be taught until students are able to regulate with a regulated adult. “Regulation is the act of being able to adjust and control our emotions, actions, behaviors, body, language, and mindset within our environment” (Neuroscience Education, 2021, Educational Neuroscience: TSC Common Language tab). Tier Three: Intensive, Individualized Prevention (Few) - the supports in this area require the most comprehensive resources that schools can offer students. Often, formal assessments are utilized to develop a specific plan for individual students. The remainder of this article will be focused on specific strategies that APs can use or empower the adults in their buildings to use in order to best support students with brainaligned tools and strategies. Tier One Supports For assistant principals, applying Tier One supports often heads off challenging behaviors before they become severe, and they also support the growth of students’ emotional literacy. This can be modeled daily as APs interact with students and adults in many different ways. Tier 1 supports are abundant, and the ones I most often apply include the use of mindful breathing, brain intervals, and focused attention practices. Stephen Porges’s polyvagal theory describes both the sympathetic nervous system (you might think of this as our gas pedal) and the parasympathetic nervous system (or our brake pedal) (Porges, 2018). Through the use of a deep inhalation through the nose and a deep exhalation through the mouth with a 1:2 ratio (e.g. inhale for a count of 3 and exhale
The PBIS [Positive Behavioral Interventions and Supports] Triangle showing Tiers 1, 2, 3, and showing how each Tier is aimed for specific student populations (Center on PBIS, 2021). Used with permission. 6
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ASSISTANT PRINCIPAL CONNECTION
for a count of 6), we are able to quiet and calm our entire nervous system by engaging the parasympathetic nervous system and essentially applying our brake pedals to decrease blood pressure, heart rate, and calm ourselves. I often speak to students about the importance of using this technique as a way of mindfully responding insteading of simply reacting to stimuli or triggers. Applying this technique with adults allows us to respond mindfully to student misbehaviors without allowing our triggers to dominate those responses. Brain Intervals and Focused Attention Practices are two additional Tier One practices that are “quick opportunities to change up predictable routines of receiving incoming information” and “exercises to quiet the thousands of thoughts that distract and frustrate us,” respectively (Marshall, 2018). Applying these techniques provides opportunities for teachers to utilize brain-aligned strategies that increase productivity in the classroom and decrease undesired behaviors in ways that are age-appropriate and/or developmentally appropriate for students. For examples of Brain Intervals and Focused Attention Practices, please visit the TSC Neuroscience Education page and look under the Educational Neuroscience: TSC Common Language Tab at https://www.tsc.k12.in.us/ departments/student-services/neuroscience-education. While these practices might seem foreign at first (especially their names), these practices are similar to ones that teachers already use and could be compared to bell work and transition times.
Assistant Principal has been to learn about and to be familiar with the many resources that are available within my school and district. Engaging with key staff members for assistance in implementing these strategies to support students and families has been equally valuable.
Tippecanoe School Corporation Wellness Supports in a Tiered Graphic (Wellness Frameworks, 2021)
Tier Two Supports Tier Two supports that seek to improve student deficits in terms of regulation and executive skills are practices that are used with some students that are identified as needing additional support beyond universal Tier One practices. Brain-aligned strategies that are accessible to assistant principals are abundant and include such interventions as 2x10, visual schedules, and check-in/check-out systems and mental health supports such as targeted small groups, schoolbased case managers, and de-escalation strategies such as the ones suggested by Therapeutic Crisis Intervention System (TCIS). Assistant principals can apply many of these strategies personally, but knowing these strategies may offer helpful alternatives in brainstorming sessions where challenging student behaviors are being discussed and plans are being formulated. Tier Three Supports Lastly, Tier Three behavioral supports are those that are reserved for very few students who have intense needs. Thankfully, there are numerous strategies available for assistant principals to implement and suggest. Some of those strategies include the use of resiliency teams, protocols such as ASECRET, engaging community mental health partnerships with Intensive Outpatient Services or Partial Hospitalization, Section 504 Referrals, and Special Education Referrals when appropriate. When students are in crisis, one of the best learning experiences I have had as a Learning Leader and
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ASSISTANT PRINCIPAL CONNECTION
Why Should I Learn About and Use Brain-Aligned Strategies? Ultimately, structures have existed for a long time for administrators, often assistant principals, to address student misbehavior. In my short experience as an assistant principal who has the responsibility of maintaining student discipline, I truly believe that exclusionary practices such as suspension and expulsion, while occasionally necessary for certain student misbehaviors and violations of school regulations, are often employed because we run out of options. These brain-aligned tools and strategies that can be employed through an RTI/ MTSS, PBIS, and Wellness Framework lens provide ways not only to stop or decrease misbehavior, but provide opportunities for students to learn how to better manage their emotions and behavior on their own. When I met Conscious Discipline Certified Instructor Dr. Jenny Barkac at a Conscious Discipline Summer Institute this summer, it was in a breakout session she was hosting entitled “Making Sense of PBIS and Conscious Discipline Structures” that Jenny gave me an answer to “Why should we use these strategies” that has fueled me ever since. These two slides below were featured in her presentation: one that shows emotional literacy as being less important than literacy and math (“Conflict is an Interruption to Learning”) and one that shows emotional literacy as being equally important with literacy and math (“Conflict is an Opportunity to Teach”). As many of our students have been out of school for 17 months or more as a result of COVID-19 and virtual options, we may have to do more in the way of “teaching how to do school,” especially as it relates to developing students’ emotional literacy than we have had to do before. It can seem like we don’t have time to focus on anything except literacy and math, but with the spectre of the collective trauma we have all faced in COVID-19 compounded with existing traumas experienced by our students, it seems that we don’t have time to NOT focus on emotional literacy as a key part of what we do. Learning about Social and Emotional Learning is a journey that requires
patience and resilience as it runs counter to what many educators believe deeply in terms of managing discipline. I wish you well wherever you are in your own personal journey, and I invite you to persevere as you learn more about growing students’ emotional literacy. References
Barkac, J. (2021). Two views of conflict. In making sense of PBIS and Conscious Discipline structures [Conference Presentation]. Indianapolis, Indiana. Center on PBIS. (2021). Positive behavioral interventions & supports [Website]. www.pbis.org. Desautels, L. (2021). Revelations in education. https://revelationsineducation. com/. Marshall, A. (2018). Neuroscience education. https://www.tsc.k12.in.us/ departments/student-services/neuroscience-education Porges, S. W. (2018). Polyvagal theory: A primer. Clinical applications of the polyvagal theory: The emergence of polyvagal-informed therapies, 50, 69. Ulrich, M. (2021). Tier 2 and tier 3 mental health interventions. Wellness Frameworks (2021). Tippecanoe School Corporation [Website]. https://www.tsc.k12.in.us/departments/student-services/wellness-frameworks
For assistant principals, applying Tier One supports often heads off challenging behaviors before they become severe, and they also support the growth of students’ emotional literacy.
Dr. Dan Peo, Assistant Principal Wea Ridge Middle School
Two Views of Conflict and the Importance of Emotional Literacy (Barkac, 2021). Used with permission.
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Join us for this episode of the IASP LeaderCast. A weekly podcast production containing short, sweet nuggets of Wednesday Wisdom for our leadership growth. In this special episode from our “Leading from the Heart” series, Mrs. Aimee Lunsford shares her connections with Social, Emotional, and Behavioral Wellness to leading with heart in our buildings.
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
Social-Emotional Learning: Under Attack How Do We Respond? Dr. Brandie Oliver Butler University About a year ago, I was writing about the increased need to focus on social emotional learning (SEL) due to the challenges and stressors our society faced due to the pandemic. While I continue to emphasize the importance of SEL, I find myself now defending why SEL needs to continue to be a priority in all students’ learning. All educators, students, and families have been impacted by disrupted schooling, and many have also experienced anxiety, heightened stress, and trauma caused by the pandemic. It would be naive to think that our educators and students can ‘leave’ all of their worries, fears, concerns, and stressors at the door. Whether they are in the role of teaching or learning, each person must be viewed as a whole being. This belief and approach consider the impact of feelings, perspectives, mindsets, and trauma on the ability to focus, learn, and retain information. SEL is not new to criticism, but there has been an influx of criticism over several months. Unfortunately, our nation’s political divide has fueled the SEL debate. I hope I can offer some information that will help schools ‘set the record straight’ and increase the true intentions behind teaching and supporting SEL. It is important to note that SEL is not a new phenomenon; it has been in the literature for over two decades. The number of states that have adopted SEL standards or guidelines has grown from one in 2011 to 18 today. Despite some recent debate, educators continue to value SEL and believe it is a crucial means to help students recover from the after-effects of COVID-19 by focusing on both educators’ and students’ social, emotional, and mental health needs. What Do Parents Think? In the past few months, there have been several news stories discussing concerns parents have regarding SEL. In general, parents speaking out against SEL believe it teaches Critical Race Theory, focuses too much on emotions and feelings, and think that school is trying to influence children’s morals and values. For example, one quote from a parent stated, “I don’t co-parent with the government or the school.” However, findings in the recent report, How to Sell SEL: Parents and the Politics of Social-Emotional Learning1, share a different story. Key findings reveal that most parents, regardless of background or political party, strongly favor schools teaching students skills such as goal-setting, emotional regulation, selfesteem, and approaching challenges with optimism. However, they do not like the name (SEL).1, 2 10
Below provides additional insight into the key findings from the report2 and ideas on how to respond to the most prevalent parent concerns. Key Finding #1: Broad Support for SEL Skill Development, Just Not the Name ■ Regardless of background or politics, large majorities support schools teaching SEL skills, agree on the importance of many SEL-related concerns, and believe that schools should be doing at least as much as they currently are doing in the SEL realm. Key Finding #2: Political Party is a Factor ■ Despite the majority of parents supporting schools teaching skills within the SEL framework, Democratic parents are much more supportive of the term “social and emotional learning” and favor schools allocating additional resources to SEL more than Republican parents do. Additionally, Democratic parents are more supportive of culturally sensitive curriculum and promoting discussions centered on diversity, equity, and inclusion. ■ Differences by parents’ race, class, and religion are rarely as pronounced as differences by political affiliation. Key Finding #3: Families are Most Important Entity to Teach and Develop SEL ■ Regardless of political parties, there was consensus that parents agree that families are the most important entity to teach SEL, but partisan differences exist regarding the role of teachers and formal education. Key Finding #4: SEL Takes Away from Academics or Conflicts with Family Values ■ Republicans are somewhat more wary than Democrats that time on SEL will divert schools away from academics. Additionally, Republican parents are more concerned that SEL will contradict their family values. How to Respond to Parental Concerns ■ While it may seem easiest to change the label given for SEL, I recommend focusing on educating families about what it is and what it is not. It is evident that parents vastly support the skills and components of SEL, but they lack the awareness and knowledge to understand it completely.
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
- Intentionally include information about SEL in all parent/ family communication. Provide parent/family trainings on SEL. - Avoid jargon or confusing terminology - keep it simple and straightforward when referring to SEL. - Emphasize the practical uses of SEL skills. - Highlight the connection between SEL skill development and postsecondary success. ■ Involve parents/families: When schools adopt SEL practices or programs, it is vital to include parents/families throughout the process. Validate parent/family concerns, needs, and priorities from the beginning. ■ Ensure you have parents that can champion the implementation of SEL and are knowledgeable about its complexity. ■ Emphasize SEL success at school can only happen when parents/families take the lead in teaching, practicing, and modeling these skills too. Show parents/families that schools truly value and need parental support. Provide detailed descriptions of the SEL skills being taught. For example, explain how SEL promotes problem-solving, communication skills, conflict-management, and critical thinking. Explain how SEL can be integrated into academic instruction, so it does not take time away from instruction but only enhances it. ■ Provide information (including data/research findings) demonstrating how academic performance increases when SEL is taught, practiced, and reinforced. - Academic Performance Increases 11% in K-12 from Emotional Intelligence Education “Emotional Intelligence is Important, Too” (2016)
- Improving Social Emotional Skills in Childhood Enhances Long-Term Well Being and Economic Outcomes (2017) - Early social-emotional functioning and public health: the relationship between kindergarten social competence and future wellness (2015) ■ Provide information (including data/research findings) that demonstrates the connection between postsecondary success and SEL skill development. - The Growing Importance of Social Skills in the Labor Market (2015) - Amici Curiae Brief of Fortune-100 and Other Leading American Businesses NEW SEL Resources To Support Schools & Educators Social-Emotional Learning Curated Curriculum ■ The SEL Curated Curriculum website aims to provide educators with a high quality SEL learning curriculum, including virtual and in-class learning resources. The curated curriculum resources are dedicated to increasing the SEL knowledge and skills of PK-12 students. - This high-quality curated SEL learning curriculum was developed to be accessed by Indiana educators, relevant for PK-12 students, and specific to the Indiana SEL Competencies.
- “Impact of Enhancing Students’ Social and Emotional Learning: Meta Analysis” - The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists (2017) - Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, ClusterRandomized Controlled Trial in Low Income, Urban Schools (2013) ■ Provide information (including data/research findings) that demonstrates the long term benefits of SEL in schools, including economic development, less drug use, and improved mental health.
Click on image to be directed to PK-12 SEL Curated Curriculum
■ Social-Emotional Learning for Families (Coming October 1) - A website developed for parents and families to help inform, raise awareness, and share resources/ideas on supporting SEL. - This website offers eight parent/family training sessions. References
1. Tyner, A. How to Sell SEL: Parents and the Politics of Social-Emotional Learning. Washington D.C.: Thomas B. Fordham Institute (August 2021). fordhaminstitute.org/how-to-sell-sel. 2. Prothero, A. (2021, August). Parents like social-emotional learning, but not the name. Education Week. https://www.edweek.org/leadership/parents-like-social emotional-learning-but-not-the-name/2021/08.
- A Benefit-Cost Analysis of a Long-Term Intervention on Social and Emotional Learning in Compulsory School (2017) www.iasp.org
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2021 IASP Conference Overviews
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Hoosier high school teachers can become fully credentialed —at no cost to them—to teach dual credit courses to Indiana students through the Teach Dual Credit Indiana partnership. Teach Dual Credit Indiana provides funding for high school teachers who need graduate level courses in the liberal arts disciplines to meet Higher Learning Commission requirements by 2023. What subject areas qualify? Non-STEM fields such as communications, English, social studies and world languages. How do teachers apply? Teachers need to provide contact information, teaching license number, administrator and school contact information and a letter of acknowledgment on school letterhead. Learn more at TeachDualCredit.org. Did you know? Dual credit courses allow students to earn college credit and high school credit at the same time and makes the transition to college easier and more affordable for students as they earn college credits while still enrolled in high school. •
The Indiana Commission for Higher Education estimates dual credit completion saves Hoosier students $69 million in postsecondary tuition and fees each year.
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1/3 of students who complete dual credit in Indiana are from lowincome households.
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Students who earn dual credit in high school are more likely to graduate college on-time and to graduate college at all.
Are you a STEM field teacher looking for similar opportunities? Check out STEM Teach Indiana at STEMTeachIndiana.org
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
Infinite Capacity Community Partnership Series: Strategies to Create an Inclusive CommunityBased Culture Krista M. Stith Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Rachel L. Geesa Infinite Capacity, LLC
( formerly STEM Integrations LLC)
Oftentimes, the curricula we use in schools and districts are separate entities from authentic learning experiences that can be gained from students learning as contributing members of a larger community. However, curricula -purchased and/or holistically designed- could be innovated to include a community-based learning approach. As discussed within this article, community-based learning can also be an impactful approach toward building an inclusive community-based culture in the school.
The Glossary of Education Reform defines community-based learning as “a wide variety of instructional methods and programs that educators use to connect what is being taught in schools to their surrounding communities, including local institutions, history, literature, cultural heritage, and natural environments. Community-based learning is also motivated by the belief that all communities have intrinsic educational assets and resources that educators can use to enhance learning experiences for students” (Great School Partnerships, 2014, para. 1).
Similar to inquiry-, project-, problem-, and design-based learning approaches (and arguably overlapping in many cases), community-based learning is when students provide solutions to a want, need, or problem of their local community. Students may even take action to solve this want, need, or problem. Although community-based learning does not always purposefully speak to building an inclusive culture, the research indicates that the outcomes do relate to the development, implementation, and sustainability of an inclusive culture.
Figure 1. Community-based learning outcomes
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
In a comprehensive literature review, Alsbury et al. (2020) shared that community-based learning impacts students in a variety of ways (see Figure 1). A notable number of these evidence-based outcomes positively impacts students’ interpersonal and intrapersonal capacities and align well with the Indiana Social-Emotional Learning Competencies (n.d.). A community-based approach innovated within current teaching and learning practices can bridge that separation of curriculum, the community that students live within, and student SEL capacities. Where to Start. Similar to communicating with all stakeholders within an educational ecosystem, educational leaders must take action to invite community members into the school ecosystem in ways that support an inclusive school culture. Please keep in mind the following key tips: ■ Community-based learning can and should be designed collaboratively ■ Communication methods may include e-mails and social media posts, class newspapers/newsletters to current and potential partners, and school-community websites. The school’s social media handles can highlight school-community partner achievements related to the impacts shared in the above visualization. ■ Platforms should be available for stakeholders within the educational ecosystem to discuss volunteerism, philanthropic efforts, community service, citizenship, professionalism, internships, training, practicums, and opportunities for students to practice professionalism. ■ For community members interested in participating in communitybased learning, there should be clear communication of learning goals, approximate timelines, expectations of students, and level of community member immersion. ■ Professional learning for educators on community-based learning and community partnership relationships is ongoing. Professional learning www.iasp.org
could be offered to community partners, as well. ■ Community members of diverse cultures are valued for their contributions to the community. ■ Community-based projects purposefully interweave inclusive practices, such as utilization of a universal design for learning framework, involvement of families, accessibility to supplementary aids and services, and adaptations to physical environments. Local colleges and universities may be a good starting point to identify potential partners for community-based learning opportunities. Though not an inclusive list, below are some examples of community engagement offices in some public and private institutions of higher education throughout Indiana: ■ Ball State University Office of Community Engagement: https://www.bsu.edu/about/ administrativeoffices/communityengagement ■ Butler University Partnerships in Practice: https://www.butler.edu/ coe/community_partnerships ■ Indiana State University Center for Community Engagement: https:// www.indstate.edu/communityengagement ■ Indiana University Northwest Center for Urban and Regional Excellence: https://www.iun.edu/communityengagement/index.htm ■ IUPUI Office of Community Engagement: https://engage.iupui. edu/ ■ Ivy Tech Community CollegeLafayette: https://www.ivytech.edu/ lafayette/6451.html ■ Notre Dame University Community Engagement Coordinating Council: https://engagement.nd.edu/ ■ Purdue Office of Engagement: https://www.purdue.edu/ engagement/ ■ Rose-Hulman Institute of Technology Community and Public Services: https://www.rose-hulman.edu/
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about-us/community-and-publicservices/index.html ■ Trine University Partnerships (Corporate): https://www.trine.edu/ online/partnerships/index.aspx ■ University of Southern Indiana Community Engagement Program: https://usi.edu/ communityengagement Community-based learning is an engaging approach to building an inclusive community-based culture in schools and districts. The authentic learning experiences provided by developing solutions to community problems have shown to positively impact students in many ways, such as student achievement, attendance, and social and emotional skills. Educational leaders and their team should reach out to current and potential community partners to explore ways to integrate community wants, needs, and problems into what students are learning in the classroom. A brief list of recommendations was provided with strategies on the development of partnerships, as well as a list of Indiana institutions of higher education that have connections with area community partners. Infinite Capacity is dedicated to inclusively fostering personal and professional growth for educators, leaders, and community partners through innovative educational practices. Consulting services are available for school and districtlevel support. Please e-mail us at contact@infinitecapacity.com for more information. References:
Alsbury, T.L., Kobashigawa, S., & Ewart, M. (2020). Community-based Learning and Student Outcomes. In Kimonen, E. & Nevalainen, R. (Eds.), Toward Community-Based Learning Experiences from the U.S.A., India, and China (1st ed. Pp. 124-145). Brill. https://doi. org/10.1163/9789004424494_003 Great School Partnerships. (2014). Glossary of education reform: Community-based learning. https://www.edglossary.org/community-basedlearning/ Indiana Department of Education. (n.d.). What are the benefits of social-emotional learning? https:// www.doe.in.gov/sites/default/files/sebw/whyinfographic.pdf
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
Social and Emotional Learning: A Schoolwide Approach Dr. Abigail Comber Principal Burris Laboratory School Courtney Harnish Principal Burris Laboratory School From kindergarten to twelfth grade, students spend roughly 16,380 hours within school walls. Burris Laboratory School understands the responsibility of developing responsible global citizens and has long been committed to fostering social and emotional wellness in our students. This has been the primary focus of our school counselors who, as members of the Delaware Counting Counseling Coalition, have collaborated with other area schools to develop layered opportunities for students in and out of the classroom. What we quickly learned during the pandemic, however, is that the best way to meet the SEL needs of our students is through a community-led initiative that embeds social and emotional learning standards in all that we do. The first and most significant change that we made was to ensure daily time, for every one of our K - 12 students, to establish and sustain positive relationships with adults and one another through small group interactions. For our elementary students, this translates to morning community meetings where students, led by their classroom teachers, participate in a variety of hands-on SEL activities. Teachers have access to multiple resources ranging from the Random Acts of Kindness curriculum, Mindful Music subscriptions, Big Feelings workbooks by Casey O’Brien Martin, Little Spot Booksets, and more. Similarly, our middle and high school students meet daily with their faculty mentor and a small group of students to participate in team-building and goal-setting activities. While these daily community times serve to anchor our SEL programming, we have also implemented a number of targeted opportunities for students to develop and apply SEL knowledge, attitudes, and skills. Here, we offer an overview of many of the initiatives we have implemented in the past two years, identified by the SEL competency most heavily reflected by the activity. Self-awareness: ■ Each quarter, students complete age-appropriate self-care assessments and use those insights to set personal growth goals. 16
■ Students participate in conversations regarding their classroom growth. At the elementary level, students complete self-reflections that are shared with parents; at the secondary level, students, with support from their faculty mentor, participate in student-led conferences through which they identify and reflect upon their growth and share that information with their parents (in lieu of the more traditional parent/teacher conferences). ■ To start this school year, our faculty participated in a full day of team-building activities at Camp Adventure. Not only did this give our faculty the opportunity to work on developing their own self-awareness competencies, they also learned team-building activities to use with our students. Self-management: ■ Numerous teachers intertwine breathing exercises into their daily classroom practices. This allows our students and teachers time to breathe, reflect, slow down, and listen to others. ■ A goal this year is to develop a common language between all classrooms and grade levels, specifically surrounding regulation. All staff and students will understand and practice Zones of Regulation (blue, green, yellow, red) and will gain the ability to identify appropriate coping skills for each zone. ■ We hired a full-time behavioral specialist to work with our students who need more targeted opportunities to develop self-regulation skills and to work with faculty on learning how to embed self-management techniques in their curriculum. Social awareness: ■ Our elementary counselor delivers PATHS aligned monthly classroom guidance lessons. The lesson topics vary, including empathy skills, conflict resolution, organizational skills, self-esteem, and college and career readiness. ■ By shifting toward a project-based model in our middle and high school, we are able to include many opportunities for
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
students to reflect upon their place in the larger community and to consider, and hopefully act upon, their civic responsibilities. ■ Our counselors host monthly meetings with families to support the well-being of our students by raising awareness of struggles common to school-aged children. Relationship skills: ■ We have been intentional in creating ways for students to collaborate on large projects that will positively impact the school community. For example, our 3rd graders are working with Ball State University to build and maintain a community garden; a shift toward project-based learning in our middle school encourages daily collaboration in pursuit of common goals; and, we have added a new class at the high school level - Radio and TV Broadcasting - that allows students to work together, and with other adults in the school and Muncie community, to share the news of Burris. ■ As a K - 12 school, we are able to draw upon our older students to help build SEL competencies in our younger students. Last year we implemented a peer mentoring program, to foster trusting and impactful relationships, by connecting our younger students with caring and responsible high school students who offer guidance,
support and encouragement. Our trained peer mentors are coaches, supporters, advisors, resources for new ideas, and most importantly, role models for our younger students. Responsible decision making: ■ In collaboration with the Camp Adventure Learning Center, we now have eight trained staff members that can lead students and staff through both physical and intellectual challenges at the center. ■ We understand that learning happens through engagement and hands-on activities. We plan to have all students, K-12, visit Camp Adventure at least once a year. Students will participate in many challenges and team building activities that will develop their decision-making skills. ■ Allowing students to not only build responsible decisionmaking skills but practice them, is important. Last year we started a “Counselor Chat”. This is a weekly after school meeting open to students to come and discuss issues important to them. While facilitated by a staff member, the students lead and drive the conversations. ■ Because developing Social and Emotional competencies is a community-wide effort, in the weeks leading up to the start of the school year, we hosted a number of family events, including outdoor movie and game nights, and an ice-cream social.
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Charla Chailland Ball State Alumna
Online Master’s in Educational Administration with Principal’s License Be mentored by a community of passionate scholars who are doctoral-level, have worked as P-12 administrators, and who have grown our program into the largest principal preparation program in Indiana, consider what it meant to alumnus Charla Chailland, director of clinical experiences and recruitment at IU-Kokomo: “All of my professors were willing to support me along my educational journey—whether I was in their course that semester or not. My professors
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were spectacular.” • Internships are fulfilled within your own school district. • With a master’s degree, you just need the 24-credit license to become a principal. • No GRE needed for admission—you can apply quickly and start on your degree. Questions? Contact Casey Schultz, Academic Advisor, today: cmschultz@bsu.edu.
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SOCIAL, EMOTIONAL, BEHAVIORAL WELLNESS
Put Your Oxygen Masks On! Katy Eastes Director of Student Services CSC Southern Hancock Schools
Has there ever been a more important time for administrators to take care of their physical and emotional well-being? Since March of 2020, there have been few decisions made without keeping COVID mitigation as the lens. Administrators are being pulled in more directions than ever. They are teaching due to unfilled substitute positions, begging staff to join their school team due to staffing shortages, fulfilling extra duties due to the need to cohort students, and a myriad of other time-consuming activities in the name of keeping their teachers teaching and students learning. We see you. Administrators are the glue holding us together. They are taking calls from the devastated parents of contact traced students who just want their children in school. They are attending the emergency meetings where they are learning of today’s newest mandate, todays’ newest procedure. They are trying to do what is best for students and teachers and facing opposition at every turn.
my car for fifteen minutes. I promise you that I return a better leader after the pause. Think now about ways you can take a pause as an administrator. In their 2021 book entitled What Happened to You?, Dr. Bruce Perry and Oprah Winfrey discuss the concept of posttraumatic wisdom. The concept is that people who have experienced trauma come out with a great deal of insight and wisdom. I can’t help but think about the wisdom our administrators have gained through this time. To each of our administrators, I would like to say: You are resilient. You are so very strong. Through it all, you have had the courage to continue. Take care of yourself so you can be the best possible leader.
Winston Churchill tells us, “success is not final, failure is not fatal. It is the courage to continue that counts.” The courage to continue. There aren’t enough words of gratitude to give to the administrators that have had the courage to continue. You show up every day. You know what is facing you, and yet you still have the courage to continue. Thank you! Thank you! Thank you!
You are resilient. You are so very strong. Through it all, you have had the courage to continue. Katy Eastes, Director of Stduent Services CSC Southern Hancock Schools
In emergency situations on airplanes, passengers are instructed to put their own oxygen masks on first. In this pandemic, it is imperative that administrators follow this procedure. You must take care of your own physical and emotional well-being. Taking care of your physical wellbeing may not mean a sit down lunch and an hour of running each day. Each of us needs to find what works best for us in our lives at this moment in time. For me this means getting up earlier to do yoga and making sure I pack healthy snacks that can get me through the day if a conventional lunch time is not in the cards. I let myself make excuses in this area for far too long. Better decisions are made when we are hydrated and not running on empty. In the area of emotional well-being, my best professional development has been learning about self-regulation. I have attended many training sessions on how to help students regulate their emotions. An amazing byproduct of this was learning how to recognize when I am about to “flip my lid.” In these situations, it is imperative that I take a pause. Sometimes this pause is a deep breath. Sometimes it is a drink of water. Sometimes it is a walk through the building listening for the laughter of children. Honestly, sometimes after a very stressful situation, the pause is lunch alone in
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UPCOMING EVENTS IASP hosts events throughout the year to support the growth and development of Indiana school administrators and students. Each event is intentionally designed to encourage and engage you in the pursuit of learning! FIND A FULL LIST OF EVENTS AT IASP.ORG/EVENTS
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Better teachers. Better students. Better world.
Schedule a demo to see how our ELPAT©: Early Learning Program Assessment Tool can improve your district’s Early Learning programs! 844-SFS-EVAL x 1 • info@standardforsuccess.com
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Standard for Success partners with AASA to assess how your school stacks up to other schools in your district or cohort, and offer a AASA Learning Certification once rubric is completed.
AASA Early Learning Program Certification National distinction for progressive districts who seek cultural change through best practice examples based upon national criteria. The certification allows districts to have access to best practice examples and cohort comparison data to drive program success.
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Specific to Early Learning Programs This tool is a comprehensive and universal way for school leaders to get a quick snapshot of how effective their early learning programs are for students and families.
Schedule a demo with an SFS team member today at: 844-SFS-EVAL x 1 or info@standardforsuccess.com
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LEADERSHIP DEVELOPMENT
Promoting inclusivity through online socialemotional learning (o-SEL): A professional learning opportunity for all educators and leaders Rachel Louise Geesa Assistant Clinical Professor of Educational Leadership Ball State University Kate Shively Assistant Professor of Elementary Education Ball State University Kirsten Robbins Assistant Professor of Elementary Education Ball State University During the global pandemic due to COVID-19, PK-12 grade students have experienced (and are continuing to experience) various forms of instruction and engagement in school and outside of school through online learning environments. In addition to traditional academic subjects, educators, leaders, caregivers, family members, and community partners put forth efforts to support the students’ social-emotional learning (SEL) during this challenging time in education. How is SEL defined? The Collaborative for Academic, Social, and Emotional Learning (CASEL; 2021) indicates that: Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (para 1)
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This definition of SEL provides guidance for school stakeholders to embed SEL competencies in educational programs when meeting with students in-person, but stakeholders may need more support in providing SEL to students in their online learning environments. How is SEL in online environments defined? In 2020, we recognized a need for professional learning for educators regarding SEL in online environments (o-SEL) and Ball State University Teachers College received support from the Indiana Governor’s Emergency Education Relief (GEER) Fund to develop a professional learning series that includes focus on o-SEL in addition to other topics. Through literature reviews, focus groups, and surveys, we sought to develop a framework that includes knowledge, competencies, and skills necessary for educators to teach o-SEL to PK-12 grade students. We define o-SEL as online teaching and learning that provides learners and educators social and emotional learning opportunities to develop understandings of emotions and ways to address emotions, support oneself and others, take initiatives, build connections, foster equitable relationships, and positively engage with others. What frameworks support o-SEL? Trauma-informed principles in schools and culturally relevant practices are components of inclusive and equitable o-SEL opportunities for all students. The design of our o-SEL framework includes references to peer-reviewed studies and nationally-recognized frameworks, competencies, and standards related to students’ social, emotional, academic, and college and career readiness needs that include: Return to Table of Contents
■ Collaborative for Academic, Social, and Emotional Learning (CASEL; 2021) SEL Framework and Competencies; ■ American School Counselor Association (ASCA; 2014) Mindsets & Behaviors for Student Success (Learning Strategies, SelfManagement Skills, and Social Skills); ■ University of California San Francisco (UCSF; 2021) Healthy Environments and Response to Trauma-Informed Systems (HEARTS) TraumaInformed Principles for Promoting School and Community Success; and ■ Learning for Justice ( formally known as Teaching Tolerance, 2018) Social Justice Standards. At the center of our framework, we refer to the International Society for Technology in Education (ISTE; 2021) Standards for Educators, which guides our focus on creating digital opportunities for teaching SEL in online environments (see Figure 1).
Figure 1. Conceptual Frameworks Included in the Development of the o-SEL Framework
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What elements are included in our collaborative framework for teaching o-SEL? Based on our research, we aimed to create a framework for online professional learning related to collaboration and teaching o-SEL that includes pedagogical approaches that are SAFE (i.e., sequenced, active, focused, and explicit), as defined by CASEL (2021). The o-SEL framework, titled “Collaborative Framework for Teaching o-SEL,” includes six modules for educators to design, implement, and sustain equitable o-SEL environments. In this framework, o-SEL means teaching and learning that provides learners and educators social and emotional learning opportunities online to develop understandings of emotions, and ways to address emotions, support oneself and others, take initiatives, build connections, foster equitable relationships, and positively engage with others in online spaces. We identified six elements, which are summarized by six action verbs for educators to utilize in their online environments (see Figure 2). The verbs include: Empower, Engage, Motivate, Include, Collaborate, and Extend. These action verbs and their relation to o-SEL are described within the professional learning modules for educators, and we draw upon SAFE (CASEL, 2021) as we unfold each of the topics throughout the series.
3) Discover & Share. All modules embed culturally relevant practices and provide educators opportunities to share creations and findings with others. Additionally, we feature interviews with educational leaders and Ball State graduates, Dr. Brian Dinkins and Dr. Camille Scott Tolliver, who provide insights and tips regarding o-SEL for all students. You may access the o-SEL professional learning modules at https://osel.bsu.edu/. Figure 2. Collaborative Framework for Teaching o-SEL The six online modules include the following topics: ■ Empower: Develop asset-based instructional approaches in o-SEL ■ Engage: Provide critical thinking opportunities through o-SEL ■ Motivate: Develop ways to gain self-awareness and take initiative through o-SEL ■ Include: Build connections and show empathy through o-SEL ■ Collaborate: Foster positive relationships through o-SEL ■ Extend: Engage school, family, and community partners through o-SEL Each module includes three sections for educators to engage within: 1) Read, Watch, & Listen; 2) Explore & Do; and
What are the benefits of educators participating in this professional learning series? Educators throughout Indiana (and the nation) have an opportunity to participate in this professional learning series, and educators can earn six micro-credentials (also known as badges) when they complete each module of the series. Micro-credentials (i.e. badges) are visual representations of achievements or skill acquisition at a more micro level than a college course or degree. Badges are also considered micro-credentials because they are embedded with digital information as evidence of the learners’ achievement and established qualifications. Micro-credentials are used to demonstrate training, knowledge, and expertise in specific topics of study, which takes place in an online space where educators and leaders can share their progress and grow their network.
Online Professional Learning Series
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Develop your online teaching skills through an affordable online learning platform and personalized feedback from Ball State University faculty.
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Remote Teaching and Online Social-Emotional Learning
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Universities are beginning to acknowledge badges as evidence for admissions as well as for partial credits for their programs. Badges are often included in resumés, online portfolios, and social media sites (e.g., LinkedIN) to illustrate a candidate’s expertise in their field. For more information about badges for professional growth, as well as an instructional strategy in the classroom, see this article, “The Power of Digital Badges.” Our professional learning series includes Subject: course topics, such asStay o-SELconnected opportuni-
ties, o-STEM teaching and learning, and o-Literacy teaching and learning. You may access more information about the Ball State Online Professional Learning Series at https://opls.bsu.edu/. References
American School Counselor Association. (2014). ASCA student standards: Mindsets & behaviors for student success. https://www.schoolcounselor. org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success
International Society for Technology in Education. (2021). ISTE standards for educators. https://www. iste.org/standards/iste-standards-for-teachers Learning for Justice. (2018). Social justice standards. https://www.learningforjustice.org/ the-moment/november-21-2018-the-social-justicestandards University of California San Francisco. (2021). Healthy environments and response to trauma-informed systems (HEARTS) trauma-informed principles for promoting school and community success. https://hearts.ucsf.edu/
Collaborative for Academic, Social, and Emotional Learning. (2021). CASEL. https://casel.org/
Subject: Stay connected
Today’s challenges are very different from a few short years ago. And while we know your concerns and challenges are centered around caring for your students, our top priority is taking care of you. To help keep you connected, long-time IASP corporate sponsor, Horace Mann, is offering a series of no-cost virtual workshops on topics important to educators. veryTopics different fromloan a few shortDonorsChoose years ago. Andretirement while we forgiveness, funding, include student planning and more.
Today’s challenges are know your concerns and challenges are centered around caring for your students, Check out the entire webinar series here. Space is limited, so register soon. And feel our top priority is taking care of you. free to share the webinar series with your staff. Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations
where long-time Horace Mann pays the association provide services aimed at familiarizing association members with the Horace Mann To help keep you connected, IASPtocorporate sponsor, Horace Mann, is brand, products, or services. For more information, email your inquiry to association.relations@horacemann.com. offering a series of no-costEMI-00263IASP virtual (7-workshops on topics important to educators. 21) Topics include student loan forgiveness, DonorsChoose funding, retirement planning and more.
Check out the entire webinar series here. Space is limited, so register soon. And feel free to share the webinar series with your staff. Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products, or services. For more information, email your inquiry to association.relations@horacemann.com.
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LEADERSHIP DEVELOPMENT
IPLI News Dr. Kelly Andrews Director Indiana Principal Leadership Institute IPLI is a premier professional development opportunity for the practicing principals of Indiana. We are here to support you, encourage you, and provide growth in your leadership as we learn together, lead together, and connect. In the first year of IPLI, we study ourselves to increase our leadership capacity and make the greatest possible leadership impact. We review data from personal and leadership assessments. We look at areas of strength and challenges and then conduct action research to learn more about increasing our leadership effectiveness. We also discuss and share ways of balancing our personal and professional lives to best serve our school communities. The analogy of first putting the oxygen mask on ourselves is critical to supporting others. The idea of caring for and growing ourselves first generally goes against our natural instincts to place our students and teachers ahead of ourselves. However, we are now finding that if our own social and emotional well-being is uncared for, our distress patterns can interfere with our purpose of being a learning leader. “Leadership is not just about others. It starts and ends with how we lead ourselves. You cannot lead others until you can lead yourself.” (Regier, 2020). The more we recognize our distress patterns and can get ourselves on track, the more effective we are as learning leaders. And the good news is that we don’t have to do this alone, but in a collaborative effort as we share best practices with one another through our cohort meetings, mentors, and trusted truth-tellers in our spheres to provide compassionate transparency in our leadership. Our students and teachers have been through much as well in the last couple of years. “Research shows that teaching is one of the most stressful occupations; moreover, the stress in the classroom is contagious – simply put, stressed-out teachers tend to have stressed-out students” (Schonert-Reichl, K. 2017). And now that we are entering the third school year with pandemic conditions, it is more important than ever to focus on providing them with opportunities to learn about mitigating and managing their social-emotional well-being. This is taking center stage as we continue to manage pandemic situations and come back together that may induce stresses we have not experienced before. Our leadership in social-emotional learning is critical to supporting ourselves and our schools. “When we truly care for ourselves, it becomes possible to care more profoundly for other people. The more alert and sensitive we are to our own needs, the more loving and generous we can be towards others.” (Desautels, 2020). Let’s work together to support one another, support our teachers and students as we embark on a new world of learning together. Our world certainly needs kindness, compassion, and love more now than ever. Principals continue to lead and are vital to the success of our Indiana students. We are grateful for their leadership as they are learning leaders leading learners! Wishing everyone a continued safe and healthy school year. IPLI September Seminars September will be alive with IPLI seminars at the Lawrence Township Education and Community Center in Indianapolis. Connecting from work done this summer, each cohort of principals will continue action research to grow their leadership and their schools. Cohort 9: September 22, 2021 – Guest Speakers: Dr. Nate Regeir, (Eight Mindset Shifts That Will Transform How You Look at Personality and Leadership) Dr. Ryan Donlan, Dr. Steve Gruenert, and Emily Tracy (Unpacking Leadership Data and Implications for Action Research) Cohort 8: September 21, 2021 – Guest Speakers: Dr. Phil Warrick (The Journey to Becoming a Professional Learning Community – Effective Teaching in Every Classroom) and Dr. Lori Desautels (Connections Over Compliance) Extended Cohort 3: September 23, 2021 – Guest Speaker: Dr. Anthony Muhammad (Advancing Equity & Inclusion Through Culture) IPLI Extended IPLI Extended is a formal, year-long, intensive professional development program for IPLI graduates. Extended allows participants to dig deeper into topics covered during the IPLI experience. In addition to three-day-long seminars, graduates meet in regional focus cohorts throughout the state (August, October, and February). Topics vary from year to year so that graduates can enroll in Extended multiple times. When appropriate, IPLI Extended participants are encouraged to bring teacher-leaders with them to the seminars. This year’s theme for Cohort #3 is “Advancing Equity and Inclusion Through Culture, Effective Teaching, and Curriculum.” References:
Desautels, L. L. (2020). In Connections over compliance: Rewiring our perceptions of discipline (p. 33). essay, Wyatt-MacKenzie Publishing. Regier, N. (2020). In Seeing people through: Unleash your leadership potential with the process communication model (pp. 22). Berrett-Koehler Publishers. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children (pp. 137-155).
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SERVICE
Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation September is Pediatric Cancer Awareness Month The American Cancer Society reports that 10,500 children in the U.S. under the age of 15 will be diagnosed with cancer in 2021. Did you know that Riley oncologists, nurses and support staff care for more than 80 percent of children and adolescents diagnosed with cancer in Indiana? The Pediatric Cancer & Blood Diseases Department at Riley at IU Health coordinates the efforts of medical professionals in a variety of specialty areas providing every possible treatment option available for children and families coping with cancer and blood disorder diagnoses. A child’s care plan may involve a treatment or therapy from specialists in these Riley at IU Health departments:
■ Integrative Medicine & Palliative Care ■ Neurology ■ Neurosurgery
Your school family can make a meaningful impact for families seeking care at Riley for cancer, diabetes, asthma, heart defects, and a host of pediatric medical challenges Invite someone from your school community to build a safe and personalized online giving page supporting Riley Hospital by visiting https://give.rileykids.org/KCS21_22. Create and share a vanity URL for your school’s giving page prompting giving through parent communication vehicles and social media accounts on themed “push” days. School gifts made through this portal support the hospital’s most immediate and comprehensive needs. Showcase your philanthropic partnership and be the first to make a gift on your school’s giving page! Remind families that they can often increase their gifts’ impact through an employee gift matching opportunity. So many ways to help Riley kids Remember to check out the Riley Children’s Foundation Community Fundraising Resource, https://give.rileykids.org/ RileyResource to explore additional ways to participate as part of the statewide Riley philanthropic family!
■ Pain Management ■ Physical Therapy & Rehabilitation ■ Radiology & Imaging Riley physician-scientists and researchers additionally care about children who will be affected by cancer and blood diseases in the future and focus on research and clinical trials. Dedicated donor support from schools, organizations, corporations and individuals plays a key role in securing Riley cancer patients’ early access to clinical trials and newly developed cancer treatments and research.
New KCS Gift Submission Address Riley Children’s Foundation P.O. Box 3356 Indianapolis, IN, 46206-3356
Tackling a child’s treatment through a multidisciplinary approach contributes to Riley Hospital’s ranking by U.S News & World Report in the top 25 nationally as a provider of care for children with cancer and blood diseases. Riley provides the only pediatric stem cell (bone marrow) transplant program in the state, is a member of the Children’s Oncology Group Phase I & Pilot Consortium, and is the only pediatric healthcare system in Indiana to offer CAR-T cell therapy for children with acute lymphoblastic leukemia (ALL). Statewide Tackle Childhood Cancer initiative Many high school football teams host special Tackle Childhood Cancer game nights in September and October to support Riley’s PS We Love You Fund benefitting precision genomic testing and research for cancer patients at Riley Hospital. Check with your high school athletic director or football coach to see if a Tackle Childhood Cancer initiative is on the school’s calendar. If not, register here: https://www.psweloveyoufund.org/
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Let’s work together to find creative ways to keep supporting Riley!
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SERVICES AVAILABLE STATEWIDE WE FOCUS ON THE FOLLOWING PROGRAMS: HOOSIER HEALTHWISE HEALTHY INDIANA PLAN MARKETPLACE To schedule an appointment for enrollment assistance or an educational session visit www.indianaruralhealth.org/CKC-IN Call 812.478.3919, ext 248 or Email: navigator@indianarha.org This project is supported by the Centers for Medicare and Medicaid Services (CMS) of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award totaling $469,408.00 with 100 percent funded by CMS/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CMS/HHS, or the U.S. Government.
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LEGAL REVIEW
High Tensions and Targeted Attacks: Addressing Third-Party Harassment for Education Employers Taylor Hunter Attorney Kroger Gardis & Regas, LLP (KGR) The school environment is no stranger to political, cultural, and social debate. There is, however, little doubt that social media platforms have extended opportunities for communication and amplified organized dissent and conflict. More recently, education leaders have been faced with targeted attacks about curriculum and instruction (e.g. social emotional learning programs) and health and safety measures related to COVID-19 (e.g. quarantine and masking mandates). These attacks have prompted education leaders to take a closer look at internal operations. While there is not a one-size-fitsall approach or playbook to address third-party harassment, education leaders can proactively prepare for and respond to these issues. Is an education employer responsible for third-party harassment? The short answer is yes. Indiana and Federal law require education employers to create a workplace free from discrimination or harassment, including the prohibition of harassment or discrimination from third parties. Generally, claims of harassment by a non-employee are filed under Title VII of the Civil Rights Act of 1964, under which “[a]n employer may also be responsible for the acts of non-employees, with respect to sexual harassment of employees in the workplace, where the employer (or its agents or supervisory employees) knows or should have known of the conduct and fails to take immediate and appropriate corrective action.” The EEOC and the courts apply the same analysis to determine whether a third-party has harassed an employee. An education employer is ultimately responsible for enforcing measures that appropriately prevent or eliminate workplace harassment. How should an education leader respond to allegations of third-party harassment? If a school leader becomes aware of an alleged act of harassment, act quickly. The first step is to conduct a prompt, thorough investigation of the matter. Education leaders should talk to the employee to identify possible solutions and explore options on how to immediately stop the unwanted conduct.
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Regardless of the employee’s cooperation in addressing the concerns of third-party harassment, the education leader should address the matter to ensure the conduct does not continue for the complaining employee or other employees. Remedies will vary depending on the facts and the severity of the actions alleged. A warning may be sufficient in some cases, but in other cases, the third party may need to be removed or restricted from access to the premises and the employee through receipt of a no trespass/no contact letter. The education employer may also need to step in and restrict modes of communications available to the third party. This may include limiting direct access to the employee’s e-mail or by directing the third party to communicate only with an identified administrator. If the conduct persists and rises to the level of unlawful violence or a credible threat, there are additional options to maintain a safe workplace, including filing a workplace restraining order on behalf of the employee. It is not enough to simply have policies in place to prevent harassment. A necessary component of an effective policy is that it is fully enforced and endorsed by all levels of the employer. It is also essential for school leaders to ensure that all employees are familiar with the anti-harassment policies, that school leaders proactively address issues rather than wait for complaints and provide support to employees who have experienced any form of harassment (e.g. offering an applicable employee assistance program). Education leaders are also encouraged to monitor the network and school devices to ensure that third party access to staff is narrowly limited and necessary to the operation of the employee’s duties. Bottom line, failing to protect employees from third-party harassment potentially could expose the education employer to liability, and worse, create an unwelcome and unsafe working environment for staff. The best way for education leaders to ensure that the school environment protects employees from third-party harassment is to have effective policies and plans in place and to respond promptly and effectively. We at KGR routinely provide day-to-day legal counseling on these important topics. We along with IASP stand ready to support you.
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LEGAL REVIEW
Legal Situation Brief: Off-Campus Discipline Séamus Boyce Attorney Kroger Gardis & Regas, LLP (KGR) Are we having fun yet? I know we at KGR are after being a month into facilitating your IASP member education law questions via our KGR Legal Help Desk (LHD). We are already identifying some trends in the questions that I’ll try to highlight through these Legal Situation Briefs. Last month I provided a breakdown of the new Supreme Court of the United States (SCOTUS) student speech case, Mahanoy Area School District v. BL. Through this decision, SCOTUS set out three factors for school leaders to consider before acting in response to off-campus student speech: (1) in loco parentis status of the public school; (2) the opportunity for the student to express themselves; and (3) whether regulation would chill unpopular expression. SCOTUS also provided us a nonexhaustive list of situations where public schools could still regulate offcampus speech including in response to “serious or severe” bullying or harassment. While the decision from Mahanoy may provide for more clarity regarding offcampus student speech, we consistently get questions about what is needed to discipline a student for any misconduct. That issue is one of the trends identified through the LHD. I thought I’d provide a primer on the major issues to run through before disciplining a student for off-campus conduct. Before doing anything, first ensure everyone is safe and report allegations of abuse or neglect to the authorities. Then do some initial inquiry into the facts. Make sure you are comfortable with the
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facts before making any decisions. For the non-public school leaders, you have limited legal hurdles. The big ones are ensuring you consistently follow: (1) your internal policy and procedures; and (2) any contract that you have with the student’s family. The public school leaders have more to be mindful of. You must consistently follow: (1) your internal policy and procedures; and (2) the law. Regarding the law, you must follow both constitutional law as well as state statute. See the analysis from my August 2021 article for more discussion about the First Amendment. You must also provide substantive and procedural due process. An oversimplified description of substantive due process is that the punishment must fit the crime. For example, be wary of zero tolerance policies. Procedural due process is what you probably think of with student due process: (1) notice; (2) opportunity to be heard; and (3) an impartial decision. In regard to state statute, first determine whether the misconduct is truly off-campus according to the law. For example, you can treat it as on-campus in terms of the law if the misconduct was at a school activity or occurred traveling to or from school or a school activity.
is necessary to restore order or protect persons on school property. These categories are fairly broad and the school leader will be given discretion by the courts. Just know the terms are relatively untested. Therefore, it may be wise to save suspension and expulsion for the worst types of off-campus behavior. And as always with any student discipline, you should determine the special education status of the student, follow any applicable behavior plan and ensure compliance with the legal protections for special education students. What is the legal lesson from this situation brief ? School leaders are not without options to address student misconduct not occuring on school property and/or outside the school day. But there are many issues that you need to run through before disciplining for off-campus misconduct. We at the KGR Legal Help Desk are here to address the IASP member situations involving legal issues. Until the next Legal Situation Brief, stay legal!
If the misconduct is truly off-campus per state statute, public school leaders may only suspend or expel if the misconduct is “unlawful activity” and: (1) the unlawful activity may reasonably be considered to be an interference with school purposes or an educational function; or (2) the student’s removal
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SEPTEMBER 2021
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Social, Emotional and Behavioral Wellness
When saying “great job” just isn’t enough
Horace Mann, a long-time IASP corporate supporter, offers a variety of programs to help you recognize the hard work and dedication of your students and staff. For your staff
• Crystal Apple or Crystal Owl award program – rewards a staff member for his or her hard work, dedication and enthusiasm.
For your students
• Personal Achievement Spells Success (PASS) – rewards students for perfect attendance or personal achievement.
• Appreciation events during faculty meetings or for special occasions Horace Mann also offers programs that help educators make informed financial decisions so they can stay in the job they love. • Student Loan Solutions • DonorsChoose • Financial literacy workshops
Partner with your local Horace Mann representative to learn more or implement a program in your school(s). Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com AM-C04594 (July 21)
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