Indianagram_April2020

April 2020 | VOL 22 | NO. 4

Indianagram A publication of the Indiana Association of School Principals

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

Growth in Leadership

Caring & Communicating

by Dr. Todd Bess, Executive Director of IASP

by Lizz Walters, President of IASP

Hello IASP! As always, we hope that you and your family are safe and healthy.

Unfortunately, we know that we have lost, and may continue to lose, educators in Indiana to this pandemic. Our thoughts go out to all who are directly impacted, and we are always here to assist you in any way that we can.

As I’m sure many of you are as well, I am getting used to the “new normal” of digital meetings, e-learning professional development, supporting the needs of students remotely, and an all-time level of personal cleanliness efforts with hand soap, sanitation wipes, and masks.

Professionally, we are navigating digital connections with those whom we work and depend on to continue to support our students and families. Personally, we are navigating virtual relationships with those whom we love and miss. We are all also likely finding positive and productive ways to fill our time at home. I hope that everyone feels good about those professional and personal efforts thus far.

IASP continues to be committed to meeting the needs of our members. We have had numerous conversations about what these new needs might be and look forward to continuing that conversation with our members as new needs come up.

Hopefully you’ve had a chance to join one of our Twitter chats (Tuesdays at 8 pm, #IASPChat) and/or our Shared Solutions Series virtual meetings (Wednesdays at 3:15 and 8:15 pm). Thus far, we have discussed Executive Order Guidance for the 2020 Cohort, Principal Wellness, and this week we look forward to Virtual and Non-Virtual best practices. Please reach out to me or any Executive Committee member to share what you’d like to discuss in the coming weeks.

Without a doubt our current school year has brought us all challenges that we would not have imagined, and especially given that we are not able to have an exact grasp on how and when we will return to our school buildings. Weather emergencies, community crisis, and staffing issues all are a part of our leadership items to tackle, yet we know the necessary steps to take for these, or can draw upon seasoned veterans for advice that guides us well. I’ve been in education since 1989, with 25 years in a leadership role, and this seasoned veteran hopes that I’m able to provide some guidance on navigating virtual and non-virtual education for over 2 months. The additional challenge was not having any preparation time, coupled also with the digital inequities that exist for students, and staff.

I do know that one lesson learned over my career is that supporting the needs of staff and students is paramount for us to have success, and this is never more true than right now.

There are many facets to this, some you inherently took care of immediately, and a few that you might have considered at first and now need more attention. However, all of these needs only emerge if we know what they are, and this takes a high degree of attention to communication. Our normal school days were filled with numerous ways to communicate, the best of which was to see our staff and students and speak directly with them. We know that we gained valuable insights in formal and informal conversations, and our presence in the hallways and classrooms provided those interactions. Even lunchroom duty was an opportunity for seeing personalities and understanding the climate of our building!

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Inside this Edition

Growth in Leadership...................................................................................P1 Caring & Communicating.............................................................................P1 IDOE...............................................................................................P3 IASP Twitter Chats......................................................................................P3 Aspiring Principals Conference Flyer..........................................................P4 Beantown & Baseball: Leadership Lessons Learned from the Diamond...P5 Riley Hospital Kids Caring & Sharing Update.............................................P6 Silver Corporate Sponsors............................................................................P7

New IPLI Director - Kelly Andrews...................................................P8 INALI Flyer..........................................................................................P9 2020 Martin Luther King Jr. Essay Contest Winners........................P10 Shared Solutions Series......................................................................P10 2020 Indiana Future Problem Solving State Results..........................P11 Spotlight on Service-Learning............................................................P12 NAESP Update...................................................................................P11 Dave Emmert’s Situation Briefs..........................................................P14

Growth in Leadership In times such as this, although this continues to be unprecedented, it is important to maintain a positive outlook as we look ahead. We’ve heard state and national leaders comment on the future in that there is likely no return to pre-pandemic. It is dangerous to look to the ever-evolving, “new normal” and worry. There will be a large number of lessons-learned for all of us during this experience. We will celebrate what worked and navigate what didn’t. These attributes represent having a Growth Mindset as we consider what opportunities have now been presented to us. As outlined in the School Leader Paradigm, a school leader with a growth mindset exhibits these qualities, I’ve added comments that reflect our current situation.

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Humble: Know what he/she does not know – being open to what others think, great ideas are being generated as interactions and instruction were suddenly impacted.

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Intentional: Acts rather than reacts; is deliberate – we can be seized with inaction when faced with such tremendous challenges. Planning and implementing even small steps allows us to lead through proactive behaviors.

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Reflective: Thinks critically about personal behaviors, attitudes, beliefs and values – assessing your own state, successes and failures, provides you with a roadmap of greater leadership.

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Accountable: Holds oneself to a higher standard and continuous growth – you are a school leader for a reason, and our stakeholders deserve our elevated attention to our behaviors and attitudes.

Modeling these and giving yourself permission to grow is perhaps the very picture of a Growth Mindset

The Executive Committee met virtually this past Friday to begin asking how IASP can lead with a Growth Mindset, and will convene on Saturday May 2 to explore ideas and concepts of our own attributes and traits that will best serve you in the coming months and years.

In closing, the “new normal” might look a little different for our students, staff, families and communities, but I firmly believe that in this “new normal”, IASP and administrators across Indiana will continue to meet the needs of all of our stakeholders in any way that we can.

Stay safe, stay healthy, and we will see each other soon!

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Caring & Communicating It was interesting at IASP in the first few days of our school closure order through May 1. People would ask us, “What are the needs of principals, what is on their mind?” We would answer with broad answers of “taking care of their students and figuring out how to support staff,” but in reality, we didn’t exactly know as you were not contacting us for any particular needs or questions. Knowing that strong communication during any crisis was key to successful outcomes, we initiated several avenues for you to connect with us and began to hear of concerns and issues that we could then step up to address. Our Twitter chats on Tuesday nights and our Shared Solutions Series on Wednesdays gave you a platform to share, and for us to provide insights on state and building level issues. We also worked with our Executive Committee and Board of Directors have direct connections to the field, and they also guided us on how you were feeling and what you needed. We are stronger through your interactions and this allows us to bring you the supports you need.

What communication channels and opportunities are you providing? I’m sure you are emailing, and so are we as this replaces our normal hallway walks and talks. We are all much better at virtual meetings, it was clear that people do enjoy seeing the faces of colleagues vs the disconnected conference call format. How often are you picking up the phone to connect with a staff person just because you want to know what is on their mind? In the absence of contact, we can assume that all is well, when it might really mean that a need exists but our “new normal” doesn’t give us the comfortable avenue to talk to a school leader. As an association, we are careful in our volume of communication to you, we will always guard your time. I would advise, however, that for you as a school leader, your volume of contact needs to increase as it also reassures those on the other end of an email, tweet, blog post, and call that you understand the challenges and will seek solutions to the issue.

One of the valued conference keynote speakers I’ve had the pleasure of listening to is Colonel Arthur Athens (retired) who once referenced the Tina Turner song, “What’s Love Got to Do with It” as he spoke on the Three C’s of Leadership. As a reminder, they are.

• Are you Competent at your craft, or willing to learn?

• Are you Courageous, will you make the tough decisions and stand up for what is right.

• Do you Care, will you be there for people when they need your attention and support.

Remembering Colonel Athens’s remarks and stories at a time like this help me remember to connect with our members, and our valuable IASP staff. You and they do need me to be the resource and advocate, perhaps most importantly we all need each other with a caring call, email, or written note. The same is true for your staff and students; learning is continuing and will continue in the fall. Trust yourself as a leader to create methods and modes of caring communications and our schools will be the better for your devotion.

Take care and IASP is here for any need you may have.

I can’t wait for our next chance to have a cup of coffee together.

The Indiana Department of Education

Working Together for Student Success

The Indiana Department of Education is dedicated to serving schools and families as they navigate the unprecedented educational landscape created by the COVID-19 pandemic. This document details the four priorities of focus for providing services.

Providing Essential Resources

Providing Academic Support

Engaging Educators

Providing Guidance

Ensuring Schools and Communities Have Essential Resources and Supports

Keep Kids on Track and Engaged in Learning

Keeping Educators Engaged in Delivering Instruction and Professional Development

Produce Guidance on Operational Policies and Procedures

Caring ● Food ○ USDA ○ Local ● Child Care ○ Essential Workers ● Telemedicine ○ Tele-therapy ○ Tele-health

Continuation of

Learning ● Tools and Resources ○ Remote Learning Webpage ● Support ○ Continuous Learning Plans ○ Delivering Remote Instruction

Developing ● Support ○ Quality Professional Development Opportunities ● Guidance ○ Licensure ○ Delivering Remote Instruction

Leading ● Necessary Adjustments ○ Language ○ Deadlines ○ Operations ● Targeted Communications ○ FAQ ○ Webinar ○ Webpage ○ Weekly Update

Visit IDOE’s COVID-19 resource page for additional information. https://www.doe.in.gov/covid-19

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Aspiring Principals Conference June 10-11, 2020 Indianapolis, IN

What is it? A unique opportunity for anybody considering a career in building level leadership.

Facilitated by principal-practitioners, this two-day conference will expose participants to the special challenges and opportunities in this fast- paced role.

Features include: ♦ Practical information ♦ Networking opportunities ♦ Access to outstanding leaders ♦ Interviewing Tips

♦ Resource materials ♦ Mock Interview ♦ Dinner/Breakfast/Lunch

Facilitators include: 2019 Principals of the Year ♦ Ashlee Bruggenschmidt, Sharon Elementary School, Newburgh ♦ Matthew Clifford, Greensburg Jr. High School, Greensburg ♦ Thomas Harmas, Carmel High School, Carmel Where is it? Valle Vista Golf and Conference Center, 755 E. Main Street, Greenwood, IN 46143

Registration form is online at www.iasp.org (Click on the “Principal Programs” tab)

Registration Cost is $199.00 – fee includes an IASP Aspiring Principals membership for the 2020–2021 school year!

For directions or online registration visit our website at www.iasp.org Please register online and provide payment by June 1, 2020.

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Cancellation/ Refund Policy Refunds or credits will be given only for cancellations made in writing (mail, fax, or email) to Terilyn Hoke thoke@iasp.org no later than five business days prior to the conference date. Cancellations received within five days of the conference may receive a refund, less 50 percent to cover meals/administrative costs. No refunds will be given for “no shows” or cancellations received on the day of the conference.

Beantown & Baseball: Leadership Lessons Learned from the Diamond

by Dr. Tracy Caddell, Assistant Clinical Professor in the Department of Educational Leadership at Ball State University

I am a HUGE baseball fan. I mean scan-the-box score daily Cincinnati Reds fan. As a child I taught myself percentages, averages, and decimals so I could understand the game. If learning about baseball meant doing math I was all for it. Now fast forward fifty years. In August of 2019, my son, Cameron, took me to Fenway Park in Boston. To a baseball fan the iconic trip to Boston is a required pilgrimage, along with trips to Wrigley Field and The Baseball Hall of Fame. Standing on the “Green Monster” for the first time and singing “Sweet Caroline” before the bottom of the 8th inning had me reminiscing about the hundreds of games I have seen in my lifetime. I realized that many of my fondest memories, and best leadership lessons, have come from baseball, which may be best summarized for our purposes by famous baseball quotes.

Take a moment and read these nine quotes from a few baseball legends to see if their words apply to your life as a leader. As Pete Rose might say, I bet they do. Did I mention I LOVE the Cincinnati Reds?

1. “Never allow the fear of striking out keep you from playing the game”. Babe Ruth 2. “My job is to give my team a chance to win”. Nolan Ryan 3. “Baseball is a lot like life. It’s a day to day existence, full of ups and downs. You make the most of your opportunities in baseball as you do in life”. Ernie Harwell 4. “Building a baseball team is like building a house. You look for the best architect, the best builders- and then you let them do their jobs”. Pat Gillick 5. “There may be people that have more talent than you, but there is no excuse for anyone to work harder than you do”. Derek Jeter 6. “Every strike brings me closer to the next home run”. Babe Ruth 7. “Every day is a new opportunity. You can build on yesterday’s success or put its failures behind and start over again. That’s the way life is, with a new game every day, and that’s the way baseball is”. Bob Feller 8. “Be on time. Bust your butt. Play smart. And have some laughs while you’re at it”. Whitney Herzog.

9. “One of the beautiful things about baseball is that every once in a while you come into a situation where you want to, and where you have to, reach down and prove something”. Nolan Ryan Further, I believe I can apply the specificity of the game to the classroom. All of you, as leaders, are waiting on a child (or class) that has swung and missed often in trying to get that first hit (pass that assessment; learn that skill). Teachers and staff have spent time with the student in the batter’s box (classroom); they have adjusted the swing; taken extra time working with him or her; and even stayed after school or given up lunch for some additional batting practice (remediation); only to see a swing and miss again and again during local or state assessments. Every day educators work hard to motivate and build confidence; knowing eventually the hits will come if the student will hang in there. One day, it happens! There is a swing, and WHAM!!!

The student catches a high heater and sends a missile into right field. A light bulb turns on and you can see the words expressed in a smile. I UNDERSTAND. The crowd (staff) cheers! THE FIRST HIT! SUCCESS! Everyone is excited; there is chatter in the dugout. High-fives all around. But then reality sets in; how do we help get that child to second base, and eventually home? Further, how do we get a class home, one child at a time? That is the challenge we face; and it is why educators love serving students. Educators patiently wait to hear the words, I UNDERSTAND. Perhaps baseball and these quotes will encourage you on those days when you also feel like you are striking out. Remember, all of us strike out; even the great Babe Ruth. You may even get knocked down with a pitch you did not see coming. It is ok. Those are the days to remember to dust yourself off, and get back in the batter’s box. The children need you, as your hit is coming, if you just hang in there. Now go get em’ Sparky. (My homage to Sparky Anderson, the greatest manager in baseball history). NOW PLAY BALL!!!!

Baseball quotes and emails may be sent to Dr. Tracy Caddell, Assistant Clinical Professor in the Department of Educational Leadership at Ball State University at tacaddell@bsu.edu.

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Riley Hospital Kids Caring & Sharing Update Riley is Here for You! As your philanthropic partner, we wanted to acknowledge this rapidly changing time, particularly the shift to e-learning for the remainder of the school year. We know that the COVID-19 crisis is making a deep impact on many of our loyal Riley supporters including K-12 schools. Our hearts are with all who are struggling.

Though we cannot anticipate what may come next, our appreciation and gratitude remain unchanged. When Riley Hospital was built nearly 100 years ago, schoolchildren were some of the earliest supporters. Today, our state’s great haven of hope and healing for children remains as strong as ever thanks to statewide support from generous school families like yours.

During this time of uncertainty, we hope you take heart in knowing your donations to Riley Children’s Foundation are hard at work. Our team remains ready to help. Please reach out to Susan Miles, Kids Caring & Sharing™ Officer, with any questions. Susan will also be happy to discuss creative ways you can continue to empower your students through philanthropy. You can reach her at 317.759.6951 or SMiles@RileyKids.org.

If you have additional funds you would like to submit before the end of the school year, please mail them to the attention of Kids Caring & Sharing at 30 S. Meridian Street, Suite 200, Indianapolis, IN, 46204. We are able to continue processing payments while our staff work remotely.

We also wanted to share some resources from the Riley Hospital team about the coronavirus that may be helpful to you and your school families. These are available on the Riley Children’s Health website and/or Facebook page.

Information about COVID-19 (from Riley Children’s Health) Creating routines at home (from a Riley Child Life Specialist and Manager of the Riley School Program) How to talk to kids about COVID-19 (from a Riley Pediatric Infectious Disease specialist) In these unprecedented times, the need is higher than ever for Riley care. While many of us have acclimated to working remotely and generally hunkering down due to concerns about the novel coronavirus, life at Riley must go on, albeit under additional safety measures. Diseases like cancer, heart disease and asthma do not take a break, regardless of the events of the outside world.

On behalf of the entire Riley Children’s Foundation team, thank you for all you are doing to support Indiana’s children, from the students in your classrooms to the patients who remain at Riley Hospital.

Riley Children’s Foundation Launches Riley Relief Fund The newly created Riley Relief Fund provides emergency assistance to Riley families during the coronavirus crisis. It also supports Riley program and team member needs, and gives doctors, nurses and other healthcare professionals flexibility as they respond to the evolving healthcare crisis. Riley Children’s Health Social Work and other relevant programs will administer all emergency aid. Donations will be matched, up to $100,000, thanks to a generous gift by the Butler family.

If anyone from your school family is interested in supporting the Riley Relief Fund, visit http://donate. rileykids.org/goto/RRF-KCS. Your gift can be recognized as part of your school’s KCS fundraising efforts for the 2019-2020 school year! Simply make a gift before June 30 and enter the school’s name and city in the “Recognition for the Honor Roll” area of the donation form. Please contact Susan Miles if you have any questions.

Become a Kids Caring and Sharing school Visit www.KidsCaringAndSharing.org

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Platinum Corporate Sponsor

Standard For Success Featured on Public Television Exciting times for SFS! This summer we had the opportunity to participate in a Public Television documentary on teacher evaluation and feedback. The Information Matrix, hosted by Laurence Fishburne, featured Standard For Success in a series of interviews on the process of giving constructive feedback to teachers. The full-length program will be airing soon, with short commercials featured on Fox Business Channel, CNN, PBS, CNBC, MSNBC and Fox News. To view a three-minute excerpt, visit http://bit.ly/2NtB1oA

BETTER TEACHERS. BETTER STUDENTS. BETTER WORLD.

Standard For Success is the industry standard solution for teacher evaluation.

An independent company, built and staffed by former teachers and administrators, Standard For Success delivers powerful, personalized software and services solutions that lead to better teachers, better students, and a better world.

Learn more at StandardForSuccess.com, call us at 844-SFS-EVAL, or scan this code with your phone camera to schedule a demo.

Thank You to our Silver Corporate Sponsors:

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Welcomes Dr. Kelly Andrews

Welcomes Dr. Kelly Andrews

After an extensive search process, Dr. Kel asA.the next Director of the Indian After an extensive search process,selected Dr. Kelly Andrews has been Institute, 1, 2020. With s selected as the next Director of the Indianabeginning PrincipalAugust Leadership given the skills, experiences, and Institute, beginning August 1, 2020.

Withto significant consideration successfully guide theneeded Indiana to Principal Le given to the skills, experiences, and expertise next phase of growth, the Selection successfully guide the Indiana Principal Leadership Institute in its Comm toCommittee serve in this important leadership role. next phase of growth, the Selection chose Dr. Andrews to serve in this important leadership role.

A 20-year veteran school administrator, Dr. Andrews b After an extensive search process, Dr. Kelly A. Andrews has been selected as the next Director of the Indiana elementary in consideration Centerville, Indiana.

She has served a Principal Leadership Institute,school beginning August 1, 2020. With significant to the as skills, A 20-year veteran administrator, Dr.teacher Andrews began hergiven career an experiences, and expertise needed to successfully guide the Indiana Principal Leadership Institute in its next principal, and as principal in various Indiana dist elementary teacher in Centerville,assistant Indiana. She has served a guidance counselor, phase of growth, the Selection Committee chose Dr. Andrews to serve in this important leadership role. at Charles in Richmond, Dr. A assistant principal, and principalprincipal in various IndianaElementary districts, most recentlyIndiana. as thebegan Indiana Association of School Principals and served as A 20-year veteran administrator, Dr. Andrews her career asDr. an elementary teacher in Centerville, principal atschool Charles Elementary inin Richmond, Indiana.

Andrews was very active Indiana. She has served as a guidance counselor, assistant principal, and principal in various Indiana districts, is Principals currently the served Executive Director inof2015.

Doctors Charter S the Indiana Association of School as President mostin recently as principal at Charles Elementary in Richmond,and Indiana. Dr. Andrews was very active inShe the Florida, a public charter school in the Miami-Dade is currently the Executive Director ofasDoctors Charter School of Miami Shores, County P Indiana Association of School Principals and served President in 2015. She is currently the Executive largest public-school district in in the Dr. is also Director of Doctors Charter Schoolschool of MiamiinShores, Florida, a public charter school theU.S. Miami-Dade Florida, a public charter the Miami-Dade County Public Schools, theAndrews third County Public Schools, the third largest public-school district in the U.S. Dr. Andrews is also a member of the Directors for the is Florida Consortium of Public Charter Sc largest public-school district in theof Dr.Charter Andrews Board of Directors for the Florida Consortium ofU.S. Public Schools.also a member of the Board of Directors for the Florida Consortium of Public Charter Schools.

Dr. Andrews completed her doctorate at Ball State research interests on the evaluation Dr. University.

AndrewsHer completed her focus doctorate at Ball of State Un teachers and principals. She presented her published research on the evaluation of principals in Indiana at the interestsatfocus on theUniversity. evaluation ofalso teachers and princip Dr. Andrews her doctorate Ball research American Educationalcompleted Research Association in Washington, DC, inState 2016. Dr. Andrews hasHer served as an research on the evaluation of principals in In adjunct professorfocus in Educational atpublished Ball State University. interests on the Leadership evaluation of teachers and principals.

She presented her Educational Research Association Washington, DC, in 201 published research onto the evaluation of principals Indiana atinthe American Dr. Andrews is looking forward her new role as Director of IPLI. Sheinstates, “Effective school principals served as an adjunct inAndrews Educational Leadership at Educational Research Association in Washington, DC, 2016. also are needed to lead efforts toward quality educational opportunities for in allprofessor students.Dr. IPLI provides has opportunities for contemporary leaders to grow their craftinwhile practicing Leadership in the field andatconnecting with other principals served as an adjunct professor Educational Ball State University. across the state. Building these new relationships and delving into the most recent research in field,role IPLI as Direc Dr. Andrews is looking forward to herthenew has become a leading professional development choice for all principals. I am honored to become a part of the “Effective principals needed to states, lead efforts tow IPLIDr. teamAndrews leading these in this new decade.” is efforts looking forward to her newschool role as Directorare of IPLI. She opportunities for all toward students.

IPLIeducational provides opportun “Effective school principals are needed to lead efforts quality to growopportunities their craft while in the field and opportunities for all students. leaders IPLI provides for practicing contemporary principals in across the state.

Building these new relationsh leaders to grow their craft while practicing the field and connecting with other principals across the state. Building these new relationships and delving into the 8

INDIANA NEW ADMINISTRATORS LEADERSHIP INSTITUTE The Indiana New Administrator Leadership Institute (INALI) is designed to help beginning administrators become effective instructional leaders and to more quickly and comfortably assume the responsibilities of building administration.

The INALI program builds upon the annual IASP New Administrator Conference and creates ongoing support through seminars, mentor meetings and communication, and the online, on-demand professional development Ed Leaders Network Participation in INALI includes:     

    

2-year professional development program including extensive teacher evaluation training Mentoring by trained, highly qualified mentors Monthly, regional, focus cohort meetings Summer Indiana Association of School Principals New Administrator Workshop July 20-21, 2020 and July 21, 2021.

2 day-long seminars during the 2020-2021 and the 20212022 school year:  September 14, 2020  September 14, 2021  February 9, 2021  February 9, 2022 Access to resources to support the needs of new administrators and their schools Membership in the Indiana Association of School Principals Registration for either the IASP Assistant Principals Conference or Principals Conference with a special session at each conference for INALI participants.

Membership in Ed Leaders Network: On-demand professional development to enhance one’s educational leadership 45 Professional Growth Plan points for each year of participation or completion of INALI fulfills IMAP requirements.

Membership in INALI is open to New Principals, Assistant Principals, and Deans.

Register Online at www.iasp.org The $1000 registration fee includes all conference fees and membership in IASP. For additional information contact: Indiana Association of School Principals 317.891.9900

INALI is a two year professional development program that includes extensive teacher evaluation training, coaching by highly qualified mentors, and monthly regional cohort meetings.

We are formed by a collaboration between the Indiana Association of School Principals (IASP), the Indiana Association of Public School Superintendents (IAPSS) and the Indiana Principal Leadership Institute (IPLI).

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2020 Martin Luther King Jr. Essay Contest Winners The IASP Department of Student Programs would like to thank all students who competed in the 2020 Martin Luther King Jr. Essay Contest! The essays that were submitted as a part of this year’s contest were outstanding, and students, educators and administrators should all be proud of the work these students submitted!

We would also like to extend our appreciation to the dedicated Ball State University faculty who evaluated this year’s essays: Fenwick English, Mike Shaffer, Serena Salloum, Nick Elam, Rachel Geesa, Tracy Caddell, Marilynn Quick, and Lori Boyland.

IASP is proud to provide scholarship awards to and recognize the 2020 winners in both the Junior and Senior divisions. Congratulations to all participants!

Junior Division Winners: 1st Place: Jaxon Barnett, Scottsburg MS 2nd Place: Bradley Dyer, Immanuel Lutheran School, Seymour 3rd Place: Daniel Kent, Christ the King Catholic School, Indianapolis Senior Division Winners: 1st Place: Nevaeh Shouse, Terre Haute South Vigo HS 2nd Place: Jennifer Cahillane, Washington Township Middle/HS, Valparaiso 3rd Place: Ava Nelson, Roncalli HS, Indianapolis

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Indiana Future Problem Solving State Results FUTURE PROBLEM SOLVING

Scenario Writing

Entries in blue have qualified for the 2020 Future Problem Solving Program International Conference

Senior State Champion: “Little Pink Capsules” by Ella Neely, Burris Laboratory School State Runner-Up: “Hadson County De-Extinction Zoo” by Sophia Taylor, Burris Laboratory School Junior State Champion: “Restricted” by Jessica Littleford, Burris Laboratory School State Runner-Up: “Curiosity Against the Unknown” by Alexis Horgash, Hal E. Clark Middle School State 3rd Place: “The Megalodon Nightmare” by Ally Henrich, Queen of All Saints School State 4th Place: “SnapNap” by Georgia Berg, Burris Laboratory School State 5th Place (tie): “2071 Peacetime” by Ellie Blackmer, Burris Laboratory School

“Medicated Dream” by Amya Scott, Hal E. Clark Middle School State 6th Place: “Morph Me 2056” by Ben Kaminsky, Hal E. Clark Middle School State 7th Place: “A Christmas Miracle” by Nico Piunti, Hal E. Clark Middle School State 8th Place (tie): “Au Revoir Babes” by Jada Parks, Hal E. Clark Middle School

“Wishes and Jellyfishes” by Amelia Dominik, Hal E. Clark Middle School State 9th Place: “Poverty” by Summer Grimler, Hal E. Clark Middle School State 10th Place: “Traveling Many Miles” by Isabella McQuillan, Hal E. Clark Middle School

Community Problem Solving Elementary State Champion: State Runner-Up: State 3rd Place: State 4th Place: State 5th Place: State 6th Place:

Suicide Awareness and Prevention, Pendleton Elementary Recycling Rebels, Allisonville Elementary Neighborhood Knights, Allisonville Elementary Gun Gremlins, Allisonville Elementary Erase the Vape, Allisonville Elementary Keep Our Community Clean, New Haven Intermediate

Global Issues Problem Solving Elementary State Champion: State Runner-Up: State 3rd Place: State 4th Place: State 5th Place:

Evansville Day School Croninger Elementary Springs Valley Elementary 1 Springs Valley Elementary 3 Springs Valley Elementary 2

Junior State Champion: State Runner-Up: State 3rd Place: State 4th Place:

Burris Laboratory School Madison Junior High School LaPorte Middle School 1 LaPorte Middle School 2

Senior State Champion: State Runner-Up: State 3rd Place: State 4th Place: State 5th Place: State 6th Place:

Zionsville High School #1 Burris Laboratory School #1 Center Grove High School Zionsville High School #2 Burris Laboratory School #2 LaPorte High School

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Spotlight on Service-Learning Learning to Serve from a Distance by: Beth Smith, Consultant, INSPIRE3

There is no doubt of the importance of e-Learning and Distance Learning for students. As a necessary and emerging form of content delivery and mastery, there are still questions about the efficacy of the practice and its level of student engagement. One way to answer these questions with solid content delivery, student investigation, active engagement, and real-world application of material is through Service-learning. When combined with e-Learning, we can call it eServicelearning.

In eService-learning both the eLearning and the Service-Learning are made better. eLearning is often thought of as a detached learning process that only minimally engages students. Through the addition of Service-learning, students are involved in meaningful research, problem-solving, and delivery of the service which improves engagement and content mastery. At the same time, eLearning takes Service-learning and removes the constraint of geographic space. Through delivery of the service project in an online platform, the community, state, nation, even the world become a place of service right at the student’s fingertips.

This all sounds good, but HOW can Service-Learning and eLearning be integrated? On the surface it almost sounds counterintuitive! To answer this question, we should look at the service-learning process and see how its intentional steps can be accomplished through the eLearning platform.

The use of the IPARDE method of completing a service-learning project helps

guide the online instruction. The generationOn website has materials that can

be shared with students for each step of the IPARDE process in their IPARDE

Resources.

I Investigate – Students investigate a need in their community. Educators can tie this directly to the content, i.e. – the environment, literature themes in a book or a novel, financial literacy, health and wellness, the arts as a cultural necessity, etc. Through the investigation students identify a need that they would like to learn more about and seek a way to address the need.

P Plan – Students plan the service project- What is the specific need; What can I do to meet this need; How will I deliver this service; What community partners can I reach out to (if needed)? Online research helps them answer the questions and develop a plan of action for their eService-learning project. Students can access the Projects and Causes page on generationOn for project ideas.

A Action – There are four types of delivery of a service-learning project. Most people are familiar with the first type, direct service. This is the person ladling soup in the soup kitchen. The other three forms of servicelearning are the ones that are most adaptable to an eService-learning project.

Indirect service -the service provider (the student) delivers the service indirectly to the recipient(s).

For example, students decide to honor their community helpers like first responders by writing letters of appreciation and emailing them to their local community agencies.

Research is researching a need and possible solutions, in this case via online research. The simple act of research is a form of service because students gain an understanding of a need, creation of possible solutions, and an understanding of their role as a changemaker in a civic society.

Advocacy is advocating for change as a solution to a problem in the community. The advocacy message can be delivered in a multitude of online forms: Video, email, Social Media, etc. An example of an Advocacy project would be a teen suicide prevention campaign as a culminating project for Shakespeare’s Romeo and Juliet.

R Reflection – Throughout the process students reflect on the project status, their involvement, and the effectiveness of their actions. They use reflection as a method to test their theories and adjust their responses as needed. In an eService-Learning project, students could document their reflection in an online journal.

D Demonstration – Students demonstrate their accomplishments. Students can use a variety of media or methods to demonstrate their eService-learning to their teacher, peers, and community.

E Evaluation – Students and educator complete a final evaluation of the project.

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Spotlight on Service-Learning Learning to Serve from a Distance The Learning to Give website also has a wealth of FREE resources for educators to

connect their content to service-learning. There are more than 1700 K-12 teacher created lesson plans that can be utilized. Educators can search the site’s content by Indiana Academic Standards, grade level, subject area, and Issue Area. Each Issue Area also has a Toolkit that links to lesson plans, project ideas, community resources, and reputable sites for research and investigation.

Darlene Short, educator at Castle North Middle School, created a service-learning framework document that links educators to valuable resources on generationOn and Learning to Give. The document, A Call to Action: How to Serve in Historic Times, has live links to resources, lesson plans, project ideas, and ancillary materials from the free websites.

Below are some indirect service-learning project ideas from Shannon Hudson, Teacher at Crawfordsville Middle School.

• Spread kindness- virtually. Create POSITIVE poems, writings, pictures, and other items that can be shared virtually with people in nursing homes, retirement homes, etc.

• Write thank you cards to the medical community, veterans, military, police, fire departments, EMTs, paramedics, etc. Post those online. Start a Facebook page for your county and ask everyone to share their positive creations and ideas thanking those who help us.

• Make up an exercise routine for kids and post online.

Pick a book. If your parents allow, video yourself reading it and post online. Otherwise, create activities to go with the book (artwork, science activities, exercises, math activities… anything that can be done inside). Create examples of these activities and post those too.

If educators are looking for information to learn more about service-learning or for ways to introduce servicelearning to students via a virtual format, check out these links from Learning to Give for assistance: What Is Service Learning? - Service Learning “101”: A Guide for Teachers - Four Types of Service - Understanding Service Learning - Getting Started with Service Learning: Mini-Course Creating meaningful eLearning and Distance Learning is a challenge worth taking! We can all make eLearning and Service-Learning effective and engaging through eService-Learning!

Connect with INSPIRE3 by filling out this short form HERE to be added to our INSPIRE3 database and this form can also be used to Request Updated Information that is listed on the form. Our INSPIRE3 program also provides Indiana educators with free professional development to introduce them to free resources, assist with project ideation, connections to existing curriculum, and supports their service-learning projects with our program’s mini-grants. For more information, contact Joan Belschwender, Director INSPIRE3 joan.inspire3@ iasp.org. Contact Beth Smith, Educational Consultant INSPIRE3, for information about our program’s free professional development beth.inspire3@iasp.org.

Explore the free resources on Learning to Give and generationOn to find meaningful ways to serve others and give meaning to content, help students discover their passions, and help them develop empathy through incorporation of service-learning into the existing content. Visit the INSPIRE3 page on the IASP website here and on the IMLEA website here for more resources.

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Situation Briefs

by Dave Emmert, Esq., Emmert School Consulting The following issues have been presented to this writer in the recent past by school administrators. The summary responses are shared to improve administrator recognition of problem areas and to give a brief legal background to assist in problem resolution. Consultation with the school attorney is very important because each situation is different and the law to be applied is more complex than what is revealed in these responses.

This column is intended for informational purposes and should not be viewed as legal advice.

Dave may be contacted on his cell at 317-432-4514 and on the web at davidjemmert@gmail.com.

[Writer’s note: Due to the Covid-19 pandemic, these three issues were all that I received in March 2020.]

Issue: I’ve been taking advantage of this time off from school due to the Covid-19 virus outbreak to work on our student handbook. You may recall you and I spoke a few months back about whether it was legal for the school to force the removal of a student from a course due to unsafe practices (such as a student who consistently violates safety rules in a shop class) or from violating course-specific policies (such as student conduct rules for co-curricular courses like marching band or student publications). You advised us at the time that if we did not have this language in our handbook it would not be acceptable to go forward with this. As such, I have drafted a section to add to our handbook to address this topic. I was wondering if you could provide some feedback if there are any changes you would recommend.

Response: The following is your proposed language with my recommended edits: E. COURSE REMOVAL Recognizing that student misconduct in certain types of courses or classroom environments can present a greater danger or disruption to the educational setting than other traditional courses/classroom environments, the school reserves the right to remove a student from a course to maintain safety and a proper learning environment for all students.

Students who are removed from a course will receive no academic consequence and will be placed in a new course or academically oriented setting such as auditing a course without earning credit or a computer lab that can be used for study” for the remainder of the trimester. The school may continue to prohibit a student from taking certain courses if the student has demonstrated unsafe or substantially disruptive behavior in said types of courses or environments.

The following is a list of the types of courses which this policy can apply to. This list is not exhaustive and final discretion for the use of this policy will reside with MHS administration: 1. Vocational courses 2. Courses that include co-curricular activities 3. Any courses that utilize equipment or activities which, if conducted with student negligence or reckless or dangerous behavior, create unsafe or substantially disruptive conditions.

The administration will make a reasonable effort to offer the student’s parent or guardian a conference before making the final decision on such a removal, but if circumstances in the opinion of the administration do not allow permit it, the conference needs to be offered within a reasonable time after the decision is made.

Issue: I have a student who turned 18 yesterday. He wants to withdraw but his parents do not support his decision. The student is only a junior plus he has an IEP. The parents are looking for some suggestions on what powers they have to keep him in school. What are your thoughts?

Response: My view is shaped by the fact that there is no statutory, constitutional, or case law that expressly answers your question, and therefore, due to this void, I know of nothing that empowers the parent or the school to keep the former “child,” now an “adult,” in school against his wishes.

What we do know is that if the school does not withdraw him or recognize his self-initiated withdrawal, the school’s must count him absent which harms its attendance rate. In this situation, if the school reports his nonattendance once he is 18 to law enforcement or the prosecutor, as a habitual truant, these agencies are powerless to proceed against him since this law deals only with minors. Likewise, a court would have no jurisdiction to intervene at the request of the parent, school, law enforcement, or the prosecutor because no criminal or civil law has been broken.

The Compulsory Attendance Law ceases to apply on the date the student turns 18 years of age. IC 20-33-2-6(2). Also, said Law’s exit interview process ceases to apply on the same date. IC 20-33-2-28.5. There is no loss of driver’s license or inability to obtain it for habitual truancy once the student becomes 18. IC 3-33-8-11 and IC 9-24-2.

Since there is no legal authority to my knowledge that can be brought to bear on an unwilling person of at least age 18 to

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Situation Briefs attend school, it is my conclusion that a parent and a school are powerless to force such a result.

Issue: I am a middle school assistant principal. We have been given membership through our district to the IASP and there are so many benefits. I was hoping you could assist me with clarity on the legal and liability expectations that are related to students leaving the campus. If a student leaves campus what are the legal and liability expectations for school staff? Below is that I consider to be what we are responsible for: Notification of family.

Notification of community police (our case is IPS police).

Communicate last known location and request that they bring him back to campus.

IF they are successful communicate with home and let them know the outcome.

IF they are NOT successful communicate with home and let them know the outcome / request they call us for verification that student made it home.

6. IF they decide to arrest, or take another action (like drop the student off at home WITH PARENT based on their discretion) that is not something that can be used as evidence to say we did not do our legal obligations.

7. Provide consequences and education with family and other supports to debrief the incident and put into place a safety plan for the future.

1.

2.

3.

4.

5.

Below is what I feel we ARE NOT legally required to do: 1.

2.

3.

4.

5.

Follow student well past our campus boundary – as in beyond 25-50 yards.

Take personal vehicles in pursuit of a child – to monitor their specific location.

Ride with police in an attempt to get the child.

Call other locations to see if they will house the child.

Take the student back if they are refusing and family is also refusing to take them – I.E. we suspend them for a major incident prior to leaving and state they cannot come back to school until another day.

Any help would be great. This happens from time to time and our staff has totally different opinions on what we are responsible for.

Response: Generally speaking, the overall legal issue is the civil tort of negligence which creates responsibility on agents of the school as to the risks of harm to students that a person of normal intelligence and common sense could reasonably foresee. The fact that your school has had this happen means that the act of leaving a building is reasonably foreseeable and negligence law (ultimately via a jury if the case gets this far) would measure/assess if the school, via its agents, took reasonable steps to (1) prevent this from happening and (2) to respond in the event of its occurrence to prevent and minimize the potential foreseeable harm to students who bolted from school without consent.

A school would be in a much better position if it could show the court that it had: 1. considered this matter by involving a range of staff members and communicated the rule and its consequences for a violation to students and parents; 2. set up and communicated a plan for all staff to be observant in an effort to deter such conduct from taking place, and to report it as soon as there is reason to believe that a student had left without permission; 3. if cameras are used at or near the doors, established a plan to cover the times that the greatest likelihood of this occurrence could be observed digitally; 4. formed and communicated a list of potential harms that could occur, such as kidnapping, violence against their person, accidental injury, and even death; and 5. encouraged such students to report this misbehavior during its occurrence to receive a lesser consequence.

Your statement of the seven items that you are responsible for in the event of a student’s impermissible departure are logical and reasonable and would form the basis of a solid common law negligence defense to an accusation that you breached your legal duty of reasonable or ordinary care once the student departed. However, none of these apply to the question of whether or not you used reasonable care in your efforts to prevent the student from leaving in the first place.

The five listed items for which you stated your feeling that you had no legal responsibility are essentially correct in my opinion. There is no statutory code that creates such duties and I do not think that that negligence law’s duty of reasonable or ordinary care applies in that I consider them to be extraordinary in nature. Specifically, regarding item number 5, if you have correctly suspended the student using the Student Discipline Code, IC 20-33-8, the student is not entitled to return until the school day following the last suspension day.

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Horace Mann Insurance Company and its affiliates underwrite Horace Mann home insurance. The benefits and discounts listed: are only general descriptions of coverage; do not constitute a statement of contract; are subject to terms, limits and conditions of the policy contract; and may vary by state. CM-V41253 (4­19) (IASP)