Indianagram_June2020

June 2020 | VOL 22 | NO. 6

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.

Stronger Together

by Lizz Walters, President of IASP

Beech Grove High School was able to celebrate the Class of 2020 on June 6, 2020, through a choreographed, six-hour event adhering to small group limits and social distancing guidelines using our high school parking lot and an outdoor stage. I was reminded of the fact that educators will do anything for the betterment of our students. I was also humbled that the looks of accomplishment and success on the faces of our students are worth anything we have to give. All of our students, at every level, endured hardships unknown to any of us, and they persevered. We persevered. You persevered in many of the same ways this spring and into our summer, providing learning opportunities, ensuring students were fed, and finding similar ways as Beech Grove did to celebrate the wonderful accomplishments of students. As the IASP President, I salute you and your staff for serving all children in whatever way they needed you.

As we started these unprecedented times together, we will continue together...we are not in this alone. Though we are not alone, we all face varying degrees, levels, and topics of unknowns in the coming months and the start of the 202021 school year. School re-entry plans are beginning to be formalized, yet we know that these are often broad in scope and the reality of bringing students and staff into our buildings will require our detailed attention in ways we did not imagine when we decided to become a school administrator. For this reason, it is imperative, now more than ever, we share what we are good at so that others can benefit. At the recent IASP Leadership Retreat, Board Members and IASP District Officers did just this in facilitated groups so ideas and concepts could be examined and improved prior to implementation. Certainly, the power of the group was much more than the sum of the gathered individuals.

As we look toward the possibility of future digital instruction and assessment and continue to consider trauma-informed and responsive practices in a digital environment, we will encounter unique needs, problems, and barriers. You have heard me say before the power of the Indiana Association of School Principals is its membership. The wealth of resources that we have, collectively, will carry us through the future unknowns. The webpage IASP developed this spring still provides pertinent resources, and it is updated weekly to ensure your needs are met. Multiple professionals across Indiana willingly contribute to this effort, including many school principals. The collective power of IASP members is far, far greater than 3100 individual voices.

IASP Staff, Executive Committee, and Board will use the information gleaned at the annual retreat to drive our association to improve in our focus areas of Advocacy, Member Support, and Leadership Development in the coming weeks.

We remain committed to navigating the best guidance, resources, and support for members through safe and equitable educational opportunities for our students, and for our members. We remain committed to providing student programming experiences for students across the State of Indiana, just as we did this past spring in our Academic Super-Bowl and M.A.T.H. Bowl competitions.

As my last message as President of IASP for the 2019-20 school year, I’ll share enduring thanks to the IASP Board, IASP Executive Committee, IASP Staff, and our members for an unusual and extraordinary year. I am proud to have served the association, and I wish you all the best of luck in the times to come!

Inside this Edition

Stronger Together.........................................................................................P1 Riley Hospital Kids Caring & Sharing Update.............................................P2 Dr. Box Urges K-12 to Face Up....................................................................P4 School Re-Entry Resources.......................................................................P6-7 IASP Conference Call for Proposals...........................................................P8

New Title IX Sexual Harassment Requirements..................................P9 Assistant Principals Conference Flyer...............................................P10 Fall Professionals Conference Flyer...................................................P11 Silver Corporate Sponsors.................................................................P13 Spotlight on Service-Learning............................................................P14

Riley Hospital Kids Caring & Sharing Update KCS Gift Submission Deadline Extended We appreciate your dedicated support of Riley Hospital and the children and families it serves, and know that your school family takes pride in their philanthropic partnership. This was an end-of-the-school-year situation unlike any other and many of you were not able to host your traditional spring Riley fundraising campaigns, or simply could not gain access to funds you already raised in order to submit your school’s Kids Caring & Sharing™ gifts before June 30. With that in mind, the KCS Advisory Council decided to extend the deadline for defining 2019-2020 KCS participation recognition to September 30, 2020.

If you need help in your fundraising efforts, please refer to the KCS Guidebook and other resources online at RileyKids.org/KCS. Kids Caring & Sharing™ Officer, Susan Miles is happy to answer any questions and discuss creative ways you can continue to empower your students through philanthropy. You can reach her at 317.759.6951 or SMiles@RileyKids.org.

Riley Relief Fund: Your Impact “The donors are a blessing on all of our families,” says Riley mom Tanya Baylor.

“Sometimes without your help we don’t know if we are going to make it.”

Tanya is one of many Riley parents breathing easier right now, thanks to a boost from the donor-supported Riley Relief Fund. The COVID-19 virus dealt several though blows to her family. Her son, Jha’Vion Shelton, is an active teenager and a dedicated student – and at high risk of infection.

When he was 10 years old, Jha’Vion came to the emergency room at Riley Hospital for Children with what his family thought was an allergic reaction. He was diagnosed with Henoch-Schonlein purpura (HSP), a rare disease that was attacking his kidneys. Now 13 years old, Jha’Vion continues to visit Riley three times a week for dialysis while he awaits a kidney transplant.

Tanya works as a home health aide in Indianapolis. With the outbreak of the novel coronavirus, their family’s circumstances changed dramatically. Tanya began staying home from her job to reduce Jha’Vion’s risk of exposure – two of her cousins have passed away from the virus. Then Jha’Vion spiked a fever, and he tested positive for COVID-19.

He stayed in his room at home to protect his younger brother. “That was difficult. His brother couldn’t understand why he couldn’t come out, so he would cry outside his door,” Tanya said. The only time Jha’Vion ventured out was to continue his dialysis treatment at Riley. There, the dedicated team of caregivers took great strides to provide him the very best care while keeping other kids, families and the Riley staff safe.

Much to Tanya’s relief, Jha’Vion’s latest test came back negative.

Tanya took her remaining PTO days at work to care for Jha’Vion, so she no longer has income. Assistance from the Riley Relief Fund covered the family’s April rent. “Once we get over this hurdle, it makes me want to make sure I donate and do charitable things because someone helped us out,” Tanya said. “We are very grateful.”

Tanya has a message of hope for other families facing difficult circumstances. “Keep striving for the best that you can do. Even if it gets hard, don’t give up. It will get better at the end of the day.” Jha’Vion wants other kids who need Riley to know that they are receiving the best care. “Don’t worry about anything!” he said.

Your gifts are helping make an impact on Riley families during these uncertain times. If anyone from your school family is interested in supporting the Riley Relief Fund, visit RileyKids.org/relief. Gifts made here can be recognized as part of your school’s KCS fundraising efforts for the 2019-2020 school year! Simply enter the school’s name and city in the “Tribute Information” 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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Dr. Box Urges K-12 to Face Up

by Dr. Kristina Box, Indiana State Health Commissioner

State Health Commissioner counsels protecting the most vulnerable This article is provided courtesy of Indiana Education Insight, a subscription based newsletter informing the state of K-12 and Higher Education matters and issues. For more information, or to subscribe, please visit: https://www.indianainsight.com/indiana-education-insight/ The best way to protect students, faculty, and staff this Fall is to educate them on the imperative of wearing face masks.

That’s according to Dr. Kristina Box, Indiana’s state health commissioner, who answered questions from the field about what this next school year should look like, during the Indiana Department of Education’s 11th Covid-19 webinar, held Tuesday, June 16. Here’s a synopsis of her answers to key questions. The link to the full webinar is also provided. https://www.youtube.com/watch?v=frLA_tkU-fA#action=share How will schools be notified if an individual tests positive for COVID? Schools should have a policy for mandating families and staff to notify schools immediately of a positive COVID-19 test, even after hours.

What areas of a school should be cleaned if a teacher or student tests positive and how long should a school or even an entire district close? CDC guidance says a two- to five-days closure may be appropriate, but this isn’t written in stone. It depends on how well you have been able to cohort your students. We would not recommend closing an entire district based on cases in a single school.

Are schools being asked to require students and staff to wear masks? CDC recommends that all employees and students wear face coverings. If you take nothing away from what I say today, face coverings are probably the best way, along with social distancing, to protect your students and staff. I know this will be very challenging for younger students. Maybe if students are sitting at their desks, and all desks are facing forward, and the teacher is giving instruction, or they are working individually on their papers, they can take their masks off and lay them on their desks. I think it’s important when they get up to go to the bathroom, go to lunch, or sharpen their pencil, to put on their masks. If you are in P.E. class, students can probably go without masks as long as they are socially distanced. Outside is our safest area, so masks can certainly be off.

It’s time to start educating your families about why masks are important. Research shows quite clearly that wearing masks can decrease the spread of COVID-19 by 40% to 60%.

What guidance do you have for passing periods? Keep them moving. Realistically, if you can establish a oneway direction or pattern through halls, that is ideal. Don’t let them stop and congregate for periods of time.

What about temperature checks? Temperature checks may not be realistic, and they can lead to congregating at entrances. We recommend self-screening at home.

What is the guidance for school transportation? CDC has some very specific guidelines on how to separate kids on a school bus. I do know this has been one of the biggest concerns. We strongly recommend that students wear masks on the bus and that they have assigned seats, so if there is a positive case, we can know who was sitting around that student. It’s important to disinfect after each run.

Is regular testing of staff and students recommended? No. That’s really just a snapshot in time. Being negative today does not mean you will not be positive tomorrow. It’s critical for everyone to conduct themselves as if they are positive, which means social distancing, frequent washing of hands, and wearing masks. All students and staff should be educated about the symptoms of COVID-19.

What about lunch? You want to reduce the number of high-touch surfaces. So, no open salad bars, no reaching into something to get condiments or get silverware out. You want disposable things, maybe boxed up lunches.

Ideally students would eat lunch in a classroom. If not, separate tables or separate at tables the best that you can. I can’t stress how important it is for students to wash their hands. It is washing hands that is going to be one of the biggest things to help protect them.

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What is meant by a close contact of an individual who tested positive? Anyone who was within six feet of the individual for longer than 15 minutes. This is true regardless of whether the individual was wearing a mask.

When an individual tests positive for COVID-19, health officials will work with your school system to determine who was a close contact. The infected individual will be required to isolate at home for at least 10 days from when their symptoms first appeared, and 72 hours past the time when they have had a temperature elevation (without using fever-reducing medications). Close contacts will be required to quarantine at home for 14 days. If they have symptoms, we may encourage them to get tested, and in some cases, we may encourage them to get tested before they have symptoms.

If someone in the household tests positive, do you make the student or staff isolate? Yes. I would strongly recommend all of those individuals be quarantined.

Why are full contact sports in school settings approved to begin? Every school and parent has to decide if their child has risk factors that place them at increased risk should they contact COVID-19. We know social distancing doesn’t occur in football, basketball, wrestling, and even in the stands where fans are yelling and screaming. One of the big ways viruses get spread is through exercise equipment. It’s really critical that individual students learn to wipe down equipment before they use it.

What if we can’t keep students apart by six feet? Whatever distancing you can provide is better than none. And wearing masks is critically important. That might mean taking classes outside when weather permits, using your gymnasium for classes, moving band or choir to the auditorium or gymnasium, because that allows students to spread out further. We know of one case where a singer in a choir infected 87% of the choir members.

Can water fountains be in service? CDC very clearly recommends that water fountains be taken out of service.

We do encourage schools to let students bring in water. If you do want to fill up water bottles during the day, I recommend teachers do it.

What about face shields as opposed to face masks? The best protection is a mask that fits closely to the face and covers the nose and mouth. However, we know some individuals aren’t comfortable wearing them because they feel claustrophobic. Masks that attach around the forehead and come down around the face often are good for young children because they won’t be as prone to touching their nose and mouth, and I would have no objection to that.

How do we know when to place students in our isolation room? Typically, COVID-19 will present with several symptoms together. An individual with just a headache, I do not think that individual needs to be in an isolation room. But again, some individuals with COVID-19 may have very minor or minimal symptoms. That’s why the school nurse should have surgical-grade masks and wearing gloves. I also want you to consider the needs of vulnerable students and staff. Most young people who get COVID-19 are going to do extremely well.

Only 2% of our cases in the State of Indiana have been identified in children. 30% of our cases are in people over the age of 60, but 91% of our deaths are in this age group, and that’s the population we are most concerned about.

I always use the phrase, ‘your mask protects me and my mask protects you’.

That’s why I feel so strongly about students wearing masks in school, so that they protect high-risk individuals from getting sick and that they don’t infect grandma and grandpa when they go home.

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I N D I A N A L I B R A R Y F E D E R AT I O N G U I D A N C E

Reopening School Libraries Safely The academic success of students corresponds with access to an effective school library program, led by a certified librarian. Schools can safely manage school libraries and school library materials circulation during the pandemic. Indiana Library Federation recognizes that library space, staffing capacity, and local situations may vary.

Safe Materials Handling According to the CDC research, the virus does not live on paper beyond 24 hours. Books with plastic coverings may be disinfected with time and/ or cleaning supplies. During this pandemic, libraries around the world have developed safe collection handling practices for various circulating library materials. Based on the CDC and library best practices, K-12 schools should continue to circulate books throughout the 2020-2021 school year.

Children NEED Access to Books Based on the CDC and library best practices, K-12 schools should continue to circulate books throughout the 2020-2021 school year.

6.19.2020

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Research agrees to the importance of reading and literacy. While online reading has increased, research shows that physical books are still preferred over electronic reading. Many students have no access to books, internet, or technology at home. Students physically require non-screen time and memory functions better from physical print. K-12 school libraries maintain 15,000 books in the library collection, while districts average about 58,000 books. K-12 schools should prioritize continued purchase and circulation of physical books.

Students NEED Library Time Whether your school offers a “Library Special” or “Flexible Library Visits” throughout the day, students benefit from the ability to browse, explore, and the freedom and privacy to choose books of interest to them. Stories provide mirrors to see themselves and windows and doors into the world and other people’s lives. Access to diverse narratives builds empathy, social, and emotional skills. The school librarian helps grow students’ minds, provides additional personal connection, and often provides a support for at-risk, high-ability, English-language learners, and students who have not yet found their niche in school. As schools plan for extended period in the same classroom, children need the movement of walking to the library. K-12 should schools prioritize library time for each student during each week.

Free Resources for Educators IASP Educator Resources Book & Podcast Recommendations IPLI Resources for Educators Learning Keeps Going PD for Teachers & Leaders 7

Request for Proposals

Fall Principals Conference November 22-24, 2020 Fall Conference Topic Strands: (Please submit proposals that fit under one of these categories.)

• Leadership (PLC’s, Practical Tips, Effective In-Service Models, etc...)

• Culture (Teacher Morale, School Environment, Student Engagement etc...)

• Technology (e-learning, Blended Learning, 1:1, etc...)

• Academic Success (Curricular Programs, Instructional Strategies, Teaching & Learning etc..

Assistant Principals Conference November 20-22, 2020 Assistant Principals Topic Strands: (Please submit proposals that fit under one of these categories.)

• Leadership (Discipline, New Administrators, Hiring New Teachers, Special Ed, etc...)

• Climate/Culture (Teacher Morale, School Environment, Student Engagement etc...)

• Social-Emotional Learning • Academic Success (Curricular Programs, Instructional Strategies, Teaching & Learning etc...)

Proposals not falling under one of the above categories will be considered under the “General” category for inclusion. These might include hot topic issues and updates to recent education developments.

IASP has also co-developed the School Leader Paradigm providing a model of how administrators should approach their roles in all areas. Individual Intelligence, Systems Intelligence, and Social Intelligence for the basis for the School Leader Paradigm and we will also map our concurrent sessions to these 3 intelligences.

IASP invites you to submit a proposal for presentation at the Fall Principals’ Conference and/or the Assistant Principals Conference in Indianapolis Indiana. Take advantage of this opportunity to tell your colleagues what is working in your school and to share your expertise, network, and enhance your professional growth.

By featuring you and your peers as presenters in small group presentations, IASP provides a forum for information exchange, grade-level programs, problem solving, and networking on a statewide level.

Visit iasp.org, hover over “Principal Programs” and click either conference to find the proposal form.

Only electronic proposals will be accepted.

Please contact Tiffany Barrett at tbarrett@iasp.org for concerns and/or questions.

Proposals must be submitted by July 31st, 2019.

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New Title IX Sexual Harassment Requirements

by Séamus Boyce, Partner & Attorney with Kroger Gardis Regas (KGR)

The United States Department of Education recently released the long-awaited changes to the Title IX regulations which go into effect on August 14, 2020 for the 20-21 school year. These new regulations significantly shift how education leaders are able to address allegations of sexual harassment. This article is intended to highlight just a few of the changes to benefit IASP members as they plan for the upcoming school year.

More Rights For the Accused Sexual Harasser One of the major of themes of the changes is providing more rights and process, in particular at the benefit of the student accused of sexual harassment. For example, education leaders historically had broad authority to remove an accused student harasser pending an investigation. The new regulations now state that the accused may only be removed when necessary to protect someone from an immediate threat to physical health or safety. Therefore, removal pending investigation would not be appropriate to address emotional or mental health needs of the alleged victim of the harassment.

Also, the parties to a complaint investigation have the right to an “advisor” who can be legal counsel.

One more example of additional rights for the accused harasser is the right to ask “relevant questions” of the alleged victim in writing.

Other Major Changes More rights to benefit the accused is far from the only change. For example, “sexual harassment” is now defined by regulation. The definition includes certain sex-based crimes defined by federal law, quid pro quo sexual harassment from a school employee, and that which is “severe, pervasive, and objectively offensive that it effectively denies a person equal access” to school program or activities.

Education leaders have responsibility to address allegations of sexual harassment when they have “actual knowledge” of the allegations. “Actual knowledge” is specifically defined when any employee has notice of the allegations. Therefore, it is crucial that all employees know of their obligation to report any allegations.

One of the more perplexing changes is to make it very difficult to have informal resolution process without at least starting the formal complaint process. Therefore, efforts to initially use practices like restorative justice may not be on the table.

Jurisdiction Narrowed One change that may be universally welcomed by education leaders is the narrowed scope of obligation to investigate complaints. It used to be a very grey area of where the school responsibility ended. While still not entirely clear, school leaders know they have the obligation to investigation allegations for any “location, event, or circumstance over which the recipient exhibits substantial control over both the alleged harasser and the content in which the harassment occurred.”

Some Discretion Provided While most of the regulations do not leave discretion in how changes are made, there are a few important exceptions.

For example, K12 education leaders must decide whether or not the sexual harassment complaint process involves a live hearing. Live hearings must be an option at the postsecondary level, but is discretionary for k12.

Another decision education leaders must make is in regard to the standard of evidence required to establish whether there is sexual harassment. Most education leaders currently use a “preponderance of the evidence” standard. With the new regulations, education leaders could decide to raise the bar for the evidence required to a “clear and convincing” standard.

What Should Education Leaders Be Doing Now? Since implementation of these new requirements are just around the corner, now is the time to ensure your organization is updating non-discrimination and anti-harassment policies, statements, procedures, notices and guidelines.

Now is also the time to reorganize staffing and plan training to implement the changes. There will be several layers to the new required process including separate investigators, decision makers, and those that will hear the appeal. IASP members very well may serve one or more of these roles for their organizations. At the very least, IASP members will be on the front lines of identifying potential sexual harassment and referring parties to the appropriate process. Not spotting allegations of sexual harassment can lead to significant harm to students, employees and the school.

How Can IASP Help?

As IASP fully appreciates the impact to all education leaders, it will provide members with resources, including the IASP Shared Solutions, and through personnel support.

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Indiana Association of School Principals Assistant Principals Conference

All Leaders Aboard; Full Steam Ahead

November 20-21, 2020 - Crown Plaza Union Station 10

Indiana Association of School Principals Fall Professionals Conference

Growing Leaders Well

November 22-24, 2020 JW Marriott, Indianapolis

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Spotlight on Service-Learning There is No Place Like Home for Service-Learning by: Beth Smith, Consultant, INSPIRE3

Service-learning is often thought of as an “in-school only” type of project.

Yet service-learning can be conducted and completed from home or as an eLearning opportunity for students. It is a great way to provide engaging and meaningful content to students at home. Service learning is uniquely capable of growing leadership skills and empathy simultaneously, and it engages students in content as they see real-world application of their knowledge. Students identify a community need and research how best to address it which develops their sense of empathy. As students gather information, make decisions, develop their plan, and implement that plan, they build critical skills and knowledge that create leaders of tomorrow with a heart for others.

It is often not possible to complete a service-learning project with a Direct Service approach. Alternative methods of delivering effective service-learning must be employed instead. There are three additional forms of service-learning project delivery that are more applicable to completion of the service-learning project at home.

They are: • Indirect Service- students complete the components of the service-learning project at home and they are then delivered to the recipients or agencies for dissemination. An example of indirect service would be writing and sending personal notes of thanks to community helpers.

• Research – researching a community need and possible actions to meet that need is a form of service. By being informed through research students learn that they have the power to be change makers and can make a difference through civic engagement.

• Advocacy – educating others about topics of public interest and /or completing projects that aim to create awareness and action on some issue that impacts the community are effective ways to deliver service-learning. An example of advocacy would be an anti-bullying campaign for peers by creating virtual educational materials such as webinars or streaming a presentation or performance.

The Learning to Give website has resources for lessons and service-learning projects that can be accomplished at home. Their Simple Safe Service resources provide K-12 project ideas and curriculum connections. Content includes actions that encourage youth voice and promote the common good. Each project includes step-by -step instructions, reflection, and a connection to an optional lesson plan. Students can share their work using #DoGoodFromHome and #LearningtoGive on Social Media.

The Castle North Middle School 6th Grade Gold Team students took their final online assignment for the 2019-2020 school year to an impressive level at home. The students used the service learning IPARDE process and made a difference by planning and completing 118 service-learning projects. Sixth grade teachers: Darlene Short - Social Studies, Ginger Schaperjohn - Language Arts, Joshua Watjen - Science, Delma Dillman - Math, and, Jason Byers - Technology, facilitated the projects through two ZOOM meetings and the resources in the following links: • ZOOM Meeting 1*: Map Your Heartbreak activity presentation • ZOOM Meeting 2*: What Can You Do to Help Others? Presentation • Service-Learning Documentation: The IPARDE Process • Service-Learning Project: Slide Presentation Template • The Final Projects: 2020 CNMS Service Project Presentations – slide show The students and parents described the assignment as fun, inspiring, and meaningful. According to Darlene, she and the other educators were “blown away with the response by students and parents, and the students were even inspired to do even more. Service-learning became the heart of providing learning from home without being an “extra” thing to do. We were able to put the learning and investigation into the hands of the students, and they took it and ran with it. Because they could use voice and choice the students were more engaged. Parents felt that the service-learning projects were a relief because students were not called upon to complete hundreds of worksheets but could be actively involved in meaningful learning.” One parent said,

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Spotlight on Service-Learning There is No Place Like Home for Service-Learning “service-learning at home is a great idea. I enjoyed the thoughts involved in correlating the math problems (content) to complete the project.” And another parent stated that the project, “helped children look at global problems and think outside of themselves.” Perhaps educator Ginger Schaperjohn said it best, “We planted a seed and grew a servant’s heart”.

Darlene Short, who is also our INSPIRE3 Southern Indiana Field Representative, had the privilege of collaborating with Strobel Education in the development of The Happiness Lab for teachers and parents. It features mini-lessons on seven core topics covering crucial skills that children need to develop into happy, successful adults. All of the lessons and resources are free resources for educators to provide the foundation for life-long learning that can change our world. Darlene developed the Random Acts of Kindness section of the Happiness Lab. The 10 minute videos, lessons, and activities listed below can be used to introduce service learning projects to students of all ages.

• K-12 Lesson 1: Philanthropy: The Heart of Happiness Video | Lesson | Activity • K-12 Lesson 2: Helping Brings Happiness Video | Lesson | Activity • K-5 Lesson 3: Kindness in Action Video | Lesson & Activity • 6-12 Lesson 3: Kindness in Action Video | Lesson & Activity • K-12 Extra Resource Schools can help grow a servant’s heart with service-learning even at home. There is No Place Like Home for service-learning and the benefits that students, parents, and the community reap from the process and their active civic engagement.

Connect with INSPIRE3 by filling out this short form HERE to be added to our INSPIRE3database 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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Indianagram

Non-Profit Org. U. S. POSTAGE PAID Indianapolis, IN Permit No. 3557

11025 East 25th Street Indianapolis, IN 46229

1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org

The IASP App is here!

Download for Android “Indiana Association of School Principals” or for Apple iOS “IASP Mobile App” Register by using your email and creating your password.

Edit your Profile and select which Notifications to receive – we promise to only send a few!

Educators get an advantage with Horace Mann auto insurance!

Horace Mann auto insurance offers preferred premiums and special features and benefits — just for educators and association members.

With the Horace Mann Educators Advantage®, you’ll get: • No deductible for covered vandalism losses on or near school property or while at a school-sponsored event.

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• Added road service coverage if you purchase Emergency Road Service coverage.

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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)