Indianagram_September2020

SEPTEMBER 2020 ■ VOLUME 22 ■ NUMBER 8

Remote Learning

TABLE OF CONTENTS

Remote Learning

President’s Letter – Remote Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 REMOTE LEARNING

Who’s in Your Crew: Public Library Partnerships for 21st Century Skills. . . . 4 Navigating Through The Storm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

SEPTEMBER 2020 ■ VOLUME 22 ■ NUMBER 8

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

EDITORIAL BOARD MEMBERS Tiffany Barrett Steve Samuel Kelly Storms Matt Stark Debra Misecko Jared Leiker Roy Hufford Keith Burke Adam Long Kevin Rockey Andrew Hawk Troy Albert Rick Hunt Chrystal Street Lori Graham Nicholas Mitchaner Jason Cary

How Do We Educate Students Remotely?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 LEADERSHIP DEVELOPMENT

And Hey, Let’s Be Careful Out There. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 STEM Integrations Community Partnership Series: Creating and Sustaining School-Community Partnerships to Enrich STEM/STEAM Curriculum during COVID-19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org tbarrett@iasp.org

SERVICE

Riley Kids Caring & Sharing Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Spotlight on Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 LEGAL REVIEW

© 2020 Indiana Association of School Principals All rights reserved. Any duplication without prior written permission is strictly prohibited.

Situation Briefs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Connect with us

PRESIDENT’S LETTER

Remote Learning Are you tired of Zoom, Google Meets, Microsoft Teams, or any other virtual meeting platform? If so, you are not alone. As great as these services are, it just doesn’t seem to have the same feel or impact as meeting face-to-face.

Some of you may be lucky enough to be meeting face-to-face with your students. Some of you may be taking a blended approach. Others are still only meeting virtually. How do you provide a highquality education while using a blended or virtual platform? In this month’s Indianagram, we will provide ideas and concrete examples on how to make the most of these methods.

As great as the digital instructional methods and professional development can be, teachers may still struggle. Most were not trained on how to provide a high quality virtual experience. Our district, just like yours, tried to offer professional development to our teachers over the summer, but a quick one or two day “Here you go, now use it!” doesn’t work very well. Malcom Gladwell stated in his book “Outliers” that it takes approximately 10,000 hours (or around 10 years) to become an expert. No wonder our teachers are stressed out!

I know I need to be reminded sometimes of these four easy leadership tips to help teachers. The tips can be applied to a variety of situations, but are especially relevant today: 1. Lead by Example – Our school has been using Canvas as our learning management system. We have created a staff Canvas page that I have been using to share out information. When our district decided that we should use Microsoft Teams instead of Zoom or Google Meet, we moved all our virtual meetings to Teams. This allowed our building leadership team to build our capacity with the product and increase empathy for what teachers were facing. It also helps build a culture of “we are in this together.”

2. Build Leaders – Whenever a new initiative comes across the table, there will always be teachers who are willing to try it and become experts. Instead of using someone from the “outside”, use one of your own teachers. The rest of the teachers are more likely to listen and buy-in. They are now your go-tos when issues arise, and they gain a sense of worth and value to the overall culture of the school.

3. Practice Grace – I’m sure you have had to do this already, but don’t stop. We would all appreciate it if people showed us grace. Basically, when we give grace, we are giving others something they don’t deserve. When a teacher messes up with a virtual class, instruction, or assignment, they probably deserve some discipline, but grace allows for the knowledge of knowing “I screwed up” to be enough without being berated or called out. That person is more willing to take risks and more willing to seek help.

4. Clean the Plate – Trying to figure out how to do the “new normal” and do it well adds a ton to a teachers already full plate.

As a leader, we need to find items we can take off their plate. Can you take away a faculty meeting or reduce the time? Can you reduce supervision? Can you eliminate some other non-essential expectations that have been placed on teachers.

Hint: as good as these tips are for us as we lead a building, they are also important to practice on ourselves. I doubt many of us have had 10,000 hours of experience dealing with a pandemic or taking a school virtual. Sometimes we need to clean our own plate and show ourselves some grace!

Eric Gilpin Principal of Batchelor Middle School and IASP President

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FROM THE EXECUTIVE DIRECTOR

IASP Executive Committee Eric Gilpin President Aimee Lunsford President-Elect Thanks for taking time to read through the September issue of the Indianagram with a focus on Remote Learning. All schools are experiencing some level of content delivery in this mode, and teachers and school leaders deserve 10 extra pats on the back for their flexibility with new tools and continual changes to student rosters. As our President Eric Gilpin observes, now is the time we offer support and grace to all of our personnel, including ourselves, as virtual lesson design and connecting with kids takes on new meaning and difficulty. We hope that the included articles on Remote Learning, plus our regular features of Leadership Development, Service, and Legal Review provide you with resources that will benefit your school. Thanks for your continued leadership and remember to practice a little self-care this month to ensure you are able to practice this leadership at a high level in the coming months. Our kids and staff need you!

Dr. Todd D. Bess IASP Executive Director

Matt Shockley Vice President Lizz Walters Past President Kelly McPike NAESP State Representative Dave Strouse NASSP State Coordinator Steve Baker Liaison to the DOE Amy Boone Assistant Principal Liaison

Future Indianagram themes Supporting Students, Teachers, and Ourselves (Wellness/SEL) Interventions (RTI/MTSS) Professional Learning Communities

October 2020 November 2020 January 2021

Alternative Education/Traditional Education

February 2021

Digital & Physical Building and School Safety

March 2021

Culture/Celebrations

April 2021

Highlighting Community Partnerships

May 2021

Professional Development

June 2021

Share your thoughts on the Indianagram https://forms.gle/sCmLHwnh4aYcTJdr8

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REMOTE LEARNING

Who’s in Your Crew: Public Library Partnerships for 21st Century Skills Nathan Watson Bedford Public Library Director of Operations

world and recognizes the importance of how young people are impacted as the digital landscape gets trickier. As part of my work as a teen outreach educator at Bedford Public Library, I facilitate programs in local classrooms that fall under the Cyndi Terrell information literacy umbrella. Teachers choose from topics Bedford Public Library Teen Outreach Educator focused on digital citizenship such as “Leaving Your Mark” and “Who’s in Your Crew?”. Students participate in activities that Public libraries and schools are equally driven by the same cover how to create strong passwords, how to leave a clean goals when it comes to providing information and digital digital footprint or how to protect personal information online. literacy education. Libraries and schools both want to ensure The programs brought to my classroom have been updated as that students are effective and ethical users of ideas and well. English teachers have choices of topics that align with information. Public libraries and schools also both recognize Indiana Academic Standards for Media Literacy and Writing. that digital citizenship education is becoming increasingly “Find a Fake” activities help students understand the concept important. However, it is challenging for schools and classroom of fake news and how to identify credible sources. Another teachers to fit digital citizenship instruction into a school day topic choice is “Copy It Right”. Students participate in activities already crowded with so many other educational needs. As a and discussions that focus on the right way to former classroom teacher, I know it takes a “borrow” work created by others and how to cite village to educate our young people. Thankfully, sources. All topics were developed intentionally Public libraries our public libraries are part of the village and to ensure we can help teachers cover a variety of are uniquely since they have always been in the information academic standards, support the curriculum in poised to partner business, they are accustomed to providing some way and help students attain valuable 21st with schools for guidance on how to identify credible sources, century skills. enhanced learning conduct research, and navigate the web safely.

Our public libraries are solidly situated as a experiences.

The Bedford Public Library’s mission is to resource schools can count on for support with “bring people, ideas, and information together digital citizenship education. to enrich lives and build community.” To fulfill Bedford Public Library in Bedford, Indiana recognizes the importance of setting students up with a strong foundational support on which to build valuable 21st century skills and has worked diligently to develop programs aligned with educational standards for information and digital literacy, including digital citizenship. During my 13 years as a classroom teacher, I was on the receiving end of what my local library offers as support for schools in the way of information literacy programs. BPL sent a programmer to my classroom to help my students sign up for digital library cards. My students were then able to connect with online services provided by the library.

Knowledgeable programmers visited my classroom and showed my students the best ways to critically evaluate sources. From a teacher perspective, I was excited and thankful to know the library programs helped supplement the curriculum with skills my students needed to be successful in the classroom.

Bedford Public Library, like many other public libraries, continues to evolve with the changes in a fast-paced online 4

this mission, BPL has been working seamlessly with North Lawrence Community Schools for decades. Each year, the Library completes over 1,200 programs in NLCS classrooms.

From K-5 outreach programs, to information literacy and STEAM in middle schools, to soft skills in high school, BPL and NLCS make an invaluable partnership. BPL’s outreach staff all have teaching certifications and teaching experience.

They devise programs that meet classroom standards and collaborate with classroom teachers and students to optimize each program for the next year.

Public libraries are uniquely poised to partner with schools for enhanced learning experiences. They share the same goals of preparing our young people for successful futures. Because libraries are in the information business, they are in a solid position to support schools in their endeavors to make young people as information literate as possible. As schools work to tackle digital citizenship and other 21st century skills, cultivating a strong relationship with the local public library will pay dividends. www.iasp.org

Reflect Restore e z i l a t i v e R e t a r e n e Reg

Leader Chat

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Shared Soluions Series

Join IASP for our Shared Solutions Series @ 10am and 8pm (EDT)

October 8, 2020 November 12, 2020 January 14, 2021 February 11, 2021 March 11, 2021 April 15, 2021

Register for the October Shared Solutions Series

EPIC Episodes

Empowering Principals, Inspiring Connections

EPIC Episodes are offered over topics of interest & concern.

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Remote/Digital Learning EPIC Episodes @ 10am (EDT)

Social Emotional Learning EPIC Episodes @ 10am (EDT)

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Register for each episode: October 6th and October 13th

(This is a 2-part series)

(This is a 2-part series)

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REMOTE LEARNING

Navigating Through The Storm Chris Young Southern Hancock Schools Strategic Learning Coordinator As a building leader, you’re experiencing a school year unlike any other. Most schools are offering traditional, inperson instruction, virtual instruction, hybrid models, and even different combinations of those models at the exact same time. It’s hard. No, it’s beyond hard. Opening a school building with such drastic changes taking place, while keeping teachers, families, and students content is a challenge like you’ve never faced before.

On top of that, add onto it the fears of a COVID outbreak in the building, the administrators role is as difficult and stressful as it has ever been.

As I reflect on my own internal struggle, as an edtech specialist in these crazy times, I’m reminded of the proverb… “A smooth sea never made a skilled sailor.”

With all of those challenges, this school year is the metaphorical perfect storm, but those challenges provide more than just obstacles. It provides opportunity!

In my role, the opportunity lied in improving our online instructional design. We’ve made an incredible impact on the virtual learning experience for students within our district, which has in turn made its way into the physical classroom as well. I would like to share with you how we turned the challenge of remote learning into an opportunity for professional growth.

To begin, I want you to think about the good ole’ days… 2019! Envision the best lesson you observed last year. What was happening in that classroom? You likely witnessed students that were excited and engaged with the learning.

You saw a passionate classroom teacher making their way around the classroom

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meeting students needs and facilitating positive interactions between students.

While you could say that good teaching is an art, I believe that good instructional design is really a science.

It’s a simple science at that.

In that lesson that you reminisced upon, there were only three types of classroom interactions that took place on that day. Students interacting with content, students interacting with the teacher, and students interacting with one another.

Put simply, the three types of classroom interaction are: 1. Student to Content 2. Teacher to Student 3. Student to Student The opportunity this provided us was the ability to reflect on the virtual lessons that we had designed for students, and in many cases, unlike our best in person lessons, something was missing. We found, and if you were to have your teachers self-audit their lessons, that student to content interactions were easier to accomplish in an online environment, while student to student and student to teacher were more difficult.

If we know our best in person lessons have all three types of interaction, shouldn’t our online lessons be the same?!?

Teacher to Student The teacher must be visible in the instructional and learning process in a virtual environment. I’m going to say it again because this is the most important line of the entire blog.

The teacher must be visible in the instructional and learning process in a virtual environment. Text on an LMS that says, “read this” and “do that” is NOT teacher to student interaction.

It may feel unnatural for the teacher to do, but the teacher’s face and voice absolutely are imperative to achieve authentic teacher to student interaction.

3 Ways To Achieve Teacher To Student Interaction The Camera: In the virtual environment, the camera needs to be the teacher’s best friend. Open up the camera and press record. Oh, and encourage teachers to accept their first take on that recording. Teachers are recording themselves over and over because it isn’t perfect, and after fifteen times they wish they had that first recording back. If we make a mistake in the classroom, we don’t start the lesson over. We move on, so let’s apply that same grace in a recording!

Video Conferencing: Teachers are also facilitating live interactions through video conferencing tools like Zoom, Google Meet, and/or Microsoft Teams.

This is a new world of classroom management, and the most successful virtual teachers have clear expectations communicated to the students. For example, students entering with microphones muted, and some sort of expectations for how students use the chat are a must!

Screencasting: Teachers can prerecord instruction by sharing their www.iasp.org

REMOTE LEARNING

face and computer screen at the same time through tools like Loom and Screencastify. I prefer Loom because they’ve made their full version free for teachers forever!

Student To Student Of all three, this is arguably the most difficult to achieve, but luckily there are some tools out there that make this easier than ever.

Flipgrid: An online video discussion for students. At the most basic level, the teacher can pose a question and students can reply via video to the question and also to one another.

Students absolutely love it, and the full version of Flipgrid is 100 percent free for teachers. In my opinion, it has been the MVP of virtual learning! It’s teacher to student and student to student all in one! It’s great for in person classes as well. If you have teachers that haven’t explored Flipgrid with their in person or virtual classes, this should be the first tool you encourage them to explore!

Last March, we had a staff “teacher’s lounge Flipgrid,” for each building that our principals set up where teachers would just talk during quarantine. We had teachers telling jokes, sharing their wins, and even some teachers sharing progress learning an instrument. It was a great way to continue to build relationships and culture in a virtual environment.

Padlet: Padlet is a versatile tool that allows students to interact with one another. Imagine an online cork board where messages, photos, links, and even videos can be posted for the class to see. Padlet is a freemium tool, where you get limited access. The free version is incredibly nice, but teachers are limited to the number of Padlets they can have open at one time.

Utilizing classroom interactions as a lens to examine the effectiveness of our virtual instruction is powerful, and if you want to know more about it, I would recommend fellow Indiana educator’s book, The Perfect Blend where author Michele Eaton goes into much further detail on that and more.

Speaking of more, right now, our teachers need more than high quality professional learning. I am in a unique position where I work closely with teachers implementing virtual learning, and I hear the good, the bad, and the ugly. I want to close this blog with one final thought, and I think it’s important for leaders to share with teachers.

find similar books on highly effective virtual teaching methods as well. There aren’t established best practices for doing both of these at the same time, and we know that we are going to try things that won’t work. Failure isn’t easy, but it is always a part of growth, especially when the path to success has not been forged before us. Perspective will matter more now than ever. As you and your staff are experiencing stormy days and rough seas, look beyond those clouds and grasp the glimmer of light in the form of opportunity. When this storm passes and your choppy waves calm, you’ll have the most skillful sailors/teachers that you’ve ever led, and all of your students will benefit for years to come!

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We are sailing through uncharted waters. In instances where teachers are trying to navigate teaching in person and virtual students at the same time, there are no best practices. You can find books and research on highly effective traditional teaching methods. You can

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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REMOTE LEARNING

How Do We Educate Students Remotely?

Kara Heichelbech Innovation & Learning Manager, Indiana Online/CIESC There are always a lot of questions surrounding education. How do we keep students engaged? How do we know that they’re learning? How do we ensure that students are learning at high levels? How do we involve parents in their children’s education? How do we keep students safe? While these are all still great questions, this year there seems to be one question that is at the top of everyone’s mind. How do we educate students remotely?

As I have talked with educators across the state, one theme keeps popping up - a mixup in vocabulary. Therefore, I want to make sure the right vocabulary is being used: ■ eLearning/Online Learning: Broad range of programs that use the internet for instruction ■ Digital Learning: Uses technology to strengthen the learning experience ■ Distance/Remote Learning: Student and instructor in different locations ■ Blended Learning: Leverages both online learning and face-to-face instruction ■ Continuous Learning: Indiana DOE definition to think holistically and progressively on how to meet needs of all learners ■ Hybrid Learning Environment: Students alternate between remote learning and face-to-face instruction ■ Virtual School: A public school that only offers virtual courses Source: https://districtadministration. com/misuse-of-distance-learningterminology-can-cause-real-problemsfor-districts/ 8

I stumbled upon remote learning in a very indirect way. In fact, it was for a personal matter. When I began my teaching career in 2011, after a successful, but not fulfilling career in corporate America, I had three very small children. I started my first teaching job with a four-year-old, twoyear-old and four-month-old. I was also taking a graduate level class at night. At times I wondered how I survived that year!

Fast forward two years, and my oldest son was diagnosed with a rare autoimmune disease that kept me away from the classroom for eight days. I taught digital communications at a middle school, and since it was a computer classroom, it was even harder to come by subs. I knew the lessons and content that I wanted to share with my students, but I wasn’t sure how to pass that digital information along to a sub for an extended period of time.

In a moment of pure panic (or genius, maybe?), I decided to screen record my lesson. I videotaped my instructions, a demo, and answers to questions from the previous day. I posted all of my lessons and helpful hints to my website for students to easily access. Since this had been our classroom practice since we started school that year, my students knew the expectations, the norms, and the procedures to follow.

What I did out of necessity to keep the learning continuing in my absence turned out to be my introduction to remote learning.

As we finished that unit, I began to look at my data and recognized a trend.

My students were more successful on this particular lesson than they were any other lesson I taught them to date. When I asked my students their thoughts as to why, they responded they were able to pause the video and

process the information, and they referred back to the video when they had questions. They could play a part over and over again until it clicked. For me, it was a lightbulb moment. We were not in the same space for an extended period of time, and their learning was still able to continue. And the added bonus was they were very successful with the content.

While I realize my lessons learned many years ago were due to a personal situation, it led me on the path I am on today helping educators across the state integrate and navigate technology in the classroom. Who would have predicted that in 2020 everyone would be forced to rely on remote learning?

Remember, by definition, remote learning is when the student and teacher are in different locations for learning. The learning can be synchronous (at the same time) or asynchronous (at different times). One aspect of remote learning, though, that has to occur is digital citizenship integration.

My middle school curriculum dictated that I teach digital citizenship, but what I found out throughout my time in the classroom was that digital citizenship should be a part of everyone’s standards. It is up to all of us to ensure our students are becoming great citizens in a digital world. And in a remote learning environment, digital citizenship is more of a necessity than any time before.

Recent research from Common Sense Media shows a staggering increase in kids owning a smartphone from just 5 years ago and an alarming amount of screen time for tweens and teens.

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REMOTE LEARNING

And this research came out in 2019, pre-COVID. I am very interested to see what the data looks like now, one year later. Students are spending more and more time online and while the reaction is to view it as a negative, I challenge us to embrace the wonderful, positive outcomes technology brings to the table, including remote learning.

As you embark on a path of remote learning, here are 10 tips to keep in mind: ■ Whether synchronous or asynchronous, directions have to be clear and concise. In fact, I often suggest to educators to have a noneducator friend or family member read through the directions. My husband or one of my kids was always my guinea pig, and if they understood my directions, I knew my students would too.

■ Create clear procedures for students asking for help or clarification. You might have a Google Form where students post questions or use Padlet as a parking lot for students or parents to ask questions. Take www.iasp.org

time when you meet with students to review and answer the questions.

■ Just as in the classroom, students work at different paces, so expect some students to finish quicker and some to take longer. Provide options for extension learning or next steps.

■ Ensure students understand the technology. Provide an orientation or overview for any technology expected to be used. Start them off for success from Day 1 and don’t assume students know how to use the technology.

■ While still possible, it is harder to read body language/facial cues over the camera. Find creative ways to check in with your students, which can help build relationships.

I loved email, blogs and journals.

It also allowed me to practice communication skills with my students.

■ Assume that students and parents will have a learning curve and be sure to provide ample ways to offer support.

■ Initial instruction should come from

you, their teacher. However, if a student is needing an intervention, you might try to find an online resource that could help teach the material in a different way. This not only gives a different voice to the learning, but also helps with time management for you.

■ Incorporate digital citizenship at every opportunity. Model how to search for free-to-use images, do not use watermarked pictures in your materials, provide proper attribution for images, and credit your sources.

■ Model great communication. Read your emails, newsletters, feedback out loud and listen for mistakes.

■ Remember, as Brené Brown so beautifully says, “Clear is Kind.” Be prepared for misunderstandings, misconceptions, and wayward perceptions. At the end of the day, try your best to be clear to be kind.

No matter what environment(s) you find yourself in this year, you will rock it - I have no doubt - because we are educators and that is what we do.

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LEADERSHIP DEVELOPMENT

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 with one another. IPLI is so excited to begin taking applications for Cohort 9 participants and mentors, scheduled to begin July 6, 2021, on Sunday, November 22, 2020. Information about Cohort 9 will be available on IPLI’s website - http://indianapli.org/, starting November 1, 2020. If you or you know a principal who wants to grow their leadership, please consider connecting with IPLI. Stay up to date with IPLI through Twitter and like us on Facebook.

Upcoming IPLI Seminars: ■ September Seminars - Virtual: - Cohort 7 Seminar, Tuesday, September 22, 2020, via Zoom, with Dr. Phil Warrick - The Journey to Becoming a Professional Learning Community – Effective Teaching in Every Classroom - Cohort 8 Seminar, Wednesday, September 23, 2020, via Zoom, with Dr. Rhonda Roos – Principal Toolbox Time!

- IPLI Extended Cohort 2 Seminar, Thursday, September 24, 2020, via Zoom, with Dr. Phil Warrick – Digging in Deeper to HRS Level 2 – Effective Teaching in Every Classroom ■ November Seminars: - Cohort 7, 8, & IPLI Extended Seminar, Sunday, November 22, 2020, JW Marriott in conjunction with IASP Fall Conference, with Rick Wormeli - Principles First, and Tina Boogren - 180 Days of Self-Care for Busy Educators - Cohort 7, 8, & IPLI Extended Cohort 2 Regional Focus-Cohort Meetings, Monday, November 23, 2020, JW Marriott in conjunction with IASP Fall Conference

Special thanks to our Platinum Corporate Sponsor

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LEADERSHIP DEVELOPMENT

And Hey, Let’s Be Careful Out There Dr. Michael Shaffer Ball State University Hill Street Blues has frequently been called the greatest television show ever created. For those of you too young to remember, it was on TV from 1981 to 1987 and featured a large ensemble cast, many of whom went on to major careers in television and movies. So, why the burst of nostalgia about an old TV show?

It’s pretty simple really. Sgt. Phil Esterhaus always concluded his morning roll call meeting with a simple reminder which has stuck with me over the years. After telling his very diverse group of police officers where the areas of focus were for their day, the Sergeant would always conclude with the same great words of wisdom. “And hey, let’s be careful out there!”

As we are in the opening phases of the 2020-2021 school year, no words could better apply to the job of administrators during the era of Covid 19. Colleges like Ball State went from live classes to entirely online in what seemed to be almost overnight. The necessity of closing elementary and secondary schools seemed to happen nearly overnight as we as a nation went into the shutdown of nearly all public activities. But since we are schools, we never really stop teaching! In my opinion, it was much tougher for those of you in the K-12 realm.

Those eLearning days that had not long ago been rare, almost always due to dangerous weather conditions, became the way of life for teachers, support staff, and principals.

Administration is a tough enough job on its own standing, but learning to negotiate the supervision of teachers, teacher evaluations, and oversight of students with special needs through an online environment, became an instant way of life. To quote another ancient TV show, The Six Million Dollar Man, “we have the technology, we can rebuild him!” And so you did. Taking technology that was never intended to replace daily interaction with faculty and staff, you helped to support and create a brand-new learning environment overnight.

But here’s the place it became dicey for many administrators and teachers. Creating and maintaining a virtual school environment takes a great deal of time, and more mental energy than anyone could have imagined, but you did it. And now, you are just barely into another school year with just as many unresolved Covid issues as when the doors to your learning institutions closed suddenly in March. Do I believe traditional public schools can weather this storm? Of course.

I have no hesitation in stating that schools will successfully educate, in spite of challenges, weaponized politics, and the threatened loss of funding. Why? Because that is what we do.

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We educate students. Not just in spite of difficulties but rather shining through the difficulties.

Which after this LONG introduction brings me to what I sincerely hope you have stayed with me long enough to read: as administrators, you were considered “essential employees” with no one even pointing out that you were “essential employees.” No fanfare. No shout outs on CNN. No days of celebration where people held parades to honor your work and dedication, just an expectation that you could handle it and were still in charge of your students, faculty and staff, and running school in a completely virtual environment.

So, while I would love to just say a very big, THANK YOU, I do want to take it one step further. Yes, you are essential.

Yes, your job will go on no matter what happens with this pandemic. Yes, teachers, parents, students, and the community will continue to depend heavily on you. But, and this is so very important, YOU have to take care not only of everyone else, YOU have to take care of YOU. I get to teach teachers becoming principals and principals becoming superintendents. I hear your stories. Amazing stories of online interactions never attempted before. These stories warm my heart as I see the reach and the depth of your service and sacrifice, building this airplane mid-flight.

How do you take care of yourself when literally the weight of the world stays on your shoulders, and there is no time to rest or recuperate or be supported yourself ? Take it from me, as I always tell my students: “No one will ever guard your career like you will.” The corollary to that is also true, “No one will ever guard your health, your psyche, your energy, like you will.”

So, in the midst of the most trying times that anyone in the school world has ever seen, take a breath, take care of yourself, and thrive WHILE you survive. None of you are Superman or Wonder Woman. One of the things I believe is most essential is to remember to have someone (spouse, significant other, critical and supportive friend, or fellow administrator) to whom you give the power to tell you when you need to take a break. And listen to them. You can and will get through this because you are, in my opinion, the best trained and most effective group of principals and administrators that have ever walked the halls of our educational institutions.

Here is my commitment to you. If you get to that point where it feels like the only thing to do is to lay down your bullhorn and baseball bat (i.e. like Joe Clark), reach out. Talk to me, talk to your trusted friends. We can meet up for a virtual cup of coffee! But above all, even in isolation or shut down, don’t fight this battle alone. We can do this, together. And hey, let’s be careful out there! www.iasp.org

Ball State Online

Jonathan Harris Ball State Alumnus

Ball State’s Harris leads classical liberal arts high school.

A graduate of Ball State’s online master’s in educational administration and supervision, Jonathan Harris today is vice president for academics at Herron High School, a college-prep high school in the heart of Indianapolis.

Herron is ranked among the top 1 percent of high schools in the nation, so Harris needed a quality degree. “I was able to put what I learned into immediate use,” says Harris. Of Ball State professors: “I am persuaded that they are truly the best in the business.”

About the master’s internship: • Fulfill your internship while continuing to teach • Pursue your internship within your school and district • Do one semester each in elementary and secondary buildings

Upcoming Webinar October 14 | 4 p.m. Eastern Register at bsu.edu/online/edadmin.

Learn more from Academic Advisor Casey Schultz: cmschultz@bsu.edu

bsu.edu/online/edadmin www.iasp.org

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LEADERSHIP DEVELOPMENT

STEM Integrations Community Partnership Series: Creating and Sustaining SchoolCommunity Partnerships to Enrich STEM/ STEAM Curriculum during COVID-19 Krista M. Stith STEM Integrations, LLC

Rachel L. Geesa STEM Integrations, LLC The preparation of students for complex, undetermined jobs that require STEM/STEAM proficiencies is an expectation for today’s educators at the local, state, and national levels. A school-community partner relationship is an excellent solution to further integrate STEM/STEAM into the curriculum and bring greater authenticity for students to think and do as developing professionals.

According to the Alliance for Excellent Education (n.d.), community partnerships are “the formal and informal local and global community connections, collaborative projects, and relationships that advance the school’s learning goals” (para. 1). Purposeful partnering with community organizations can provide more enriched programs and support the social, emotional, and academic development of students.

In preparing students for 21st century skills, community partnerships can support student exposure to life and career skills, learning and innovation skills, and information, media, and technology skills (Battelle for Kids, n.d.).

In 2018, the Indiana Department of Education (IDOE), Office of Workforce & STEM Alliances released the STEM Six-Year Strategic Plan: An Integrated K-12 STEM Approach for Indiana (IDOE, 2018). Three strategic objectives with impact goals are included in the plan: 1) Improve STEM instruction- 100 percent of Indiana K-12 teachers will be trained in problem/project/inquiry-based approaches to learning by 2025; 2) Scale evidence-based STEM curriculum in classrooms- 100 percent of Indiana K-12 schools will implement integrated, evidence-based STEM curriculum by 2025; and

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3) Foster early STEM career exposure- 100-percent of Indiana’s K-12 schools will create and sustain robust STEM related business and industry partnerships in order to inform curriculum, instruction, and student experiences to foster college and career readiness.

Additionally, the IDOE (2020) began a STEM School Certification process in 2015 for each school to work towards becoming a STEM Certified School in the state. The process to become STEM Certified involves several domains of educational programs and leadership. According to the IDOE (2020), “evolving into a STEM school environment is much more than introducing a program. For schools, this requires establishing a common local agenda to significantly improve student performance, incorporating STEM education at all levels, engaging local business and the community, and adopting new curriculum and instructional practices” (p. 3).

Building and sustaining community partnerships can be particularly challenging during the time of COVID-19, but educational leaders can still consider the meaningful potential of community partnerships as an approach to encourage authentic STEM/STEAM experiences for students in faceto-face, blended, and virtual learning situations. In later Indianagrams, we will discuss the different roles that partners may play with schools and districts, but for this issue we address the community partnerships that support curricular enrichment in a COVID-19 landscape.

Leaders and educators may take the following steps to develop, foster, and sustain community partnerships within their school or district: 1) Identify potential community partners- Consider the school’s mission, potentiality for student achievement, curricular drive, and focus on STEM/STEAM and integration of developing 21st century skills. Community partnerships may include local businesses and industries that make products or provide services, local colleges and universities, government and military agencies, nonprofit organizations, afterschool clubs, and museums.

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LEADERSHIP DEVELOPMENT

2) Communicate with potential community partnersConsider ways engagement and resources from both organizations can shift online. An initial survey can help to frame the district or schools’ needs as well as provide an opportunity for partners to express their needs. This survey could include: contact information; ways the organization prefers to interact with teachers and students; technologies available to interact with teachers and students; and ways the school can support the organization’s needs.

A representative from the organization Homeward Bound will also share artifacts (e.g., videos, pictures, interviews, data sets) from a recent expedition to Antarctica. Students will interact virtually with each other, with community partners, and with STEM content to complete projects that relate Hoosier students to Antarctica’s ecosystem.

3) Develop reciprocal relationships with community partners- Consider wants and needs from community partners and schools. Once a community partnership has been catalyzed, with an understanding of the reciprocity of this relationship, teachers and students can begin making real-world connections in authentic settings with the partners. How the partnership is framed, the level of interaction with students, and the goals of both organizations will be unique to each partnership. However, the following are a few examples of how curriculum enrichment can occur through:

The old adage of “work smarter, not harder” serves as a reminder that challenges and changes will arise as society continues to evolve, the educational landscape changes, and educators and leaders must think strategically to fit local, state, and national mandates. Community partnerships have shown to further support the academic, social, and emotional development of students by enriching the learning experience and provide meaning-making to students. Twenty-first century skills are essential skill sets for today and tomorrow’s complex STEM/STEAM jobs. Though COVID-19 has created unprecedented issues from educational organizations around the world, technological innovations can be utilized to provide virtual opportunities to integrate STEM/STEAM into the curricula.

■ Students work with the community partner to solve a problem through problem-, project-, or design-based pedagogical approaches.

For more information, please contact us at www. stemintegrations.com or stemintegrationsllc@gmail.com.

■ Community partners serve as an authentic audience for student projects.

■ Community partners share their work, research, and experiences while out in the field.

■ Students share their work, research, and experiences from school or home with community partners (e.g., citizen science projects).

4) Sustain relationships with community partnersConsider how to maintain ongoing communication and support within both organizations. Teachers, students, and community partners collaborate together via videotelephony and online chat services (e.g., Zoom Video Communications, Microsoft Teams, Cisco Webex, Google Meet), share documentation through e-mail and web-based software (e.g., Google Drive, Dropbox, Box, Microsoft OneDrive), or other online management systems. Students can write reflection journals or present their work as alternative assessments to show evidence in growth of STEM knowledge, skills, and attitudes.

One example of a remote learning partnership is the virtual STEAM Club at Burris Laboratory School in Muncie, Indiana.

The theme for this year will be Indiana to Antarctica: An Adventure Learning Experience. To support K-5 students from home, pre-service teachers from Ball State University earn service hours while working with the Burris students virtually. www.iasp.org

References: ■ Alliance for Excellent Education. (n.d.). The future ready framework: Community partnerships. https://dashboard.futurereadyschools.org/framework/community-partnerships ■ Battelle for Kids. (n.d.). Partnership for 21st century learning: A network of Battelle for Kids. https:// www.battelleforkids.org/networks/p21 ■ Indiana Department of Education (IDOE), Department of Workforce & Innovation & STEM Leadership Cadre. (2020). Indiana department of education school certification guide 2020-2021. https://www.doe.in.gov/sites/default/files/wf-stem/stem-school-certification-guide-2020-2021.pdf ■ Indiana Department of Education (IDOE), Office of Workforce & STEM Alliances. (2018). STEM sixyear strategic plan: An integrated K-12 STEM approach for Indiana. https://www.doe.in.gov/sites/ default/files/wf-stem/20181108154535030.pdf

Registration Now Open Fall Professionals REGISTER NOW

Assistant Principal’s REGISTER NOW

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SERVICE

Riley Kids Caring & Sharing Update Susan Miles Officer, Kids Caring & Sharing TM Riley Children’s Foundation Kids Caring & Sharing TM Challenges in 2020-2021 The world is alert to the public health crisis which is impacting so many lives, livelihoods and traditions. Each day brings new challenges and changes to plans implemented years, months, or maybe even just days ago. How we respond today sets the course for a new state of normality in the years ahead as did the philanthropic actions of schools, individuals, corporations, and organizations who came together to create Riley Hospital for Children almost 96 years ago. That foresight is today a comfort to families who turn to Riley each year for hope and healing for their children with heart defects, pulmonary issues, cancer, diabetes, and many other chronic and acute health needs.

For fiscal reasons or health concerns some schools/school corporations may not be considering a fundraising effort for Riley Hospital at this time. I urge you to please consider that children’s health needs do not stop for a global pandemic.

Your school family’s dedicated support helps Riley Hospital for Children carry kids safely through battle even during this public health crisis.

An opportunity to become Digital Citizens Our current situation also brings new opportunities. We are adapting to new learning paradigms, becoming more fluent in using online technologies, and finding new ways to engage with others when social distancing helps keep us all safe.

Last year, KCS schools were introduced to an online giving opportunity which allowed them to safely exercise their community giving spirit augmenting their more traditional spirit days, coin wars, and variety of “thons” hosted to raise money for Riley Hospital. Protsman Elementary, in Lake County, was able to pivot their traditional spring fundraiser for Riley to this online platform and in 4 days not only met their previous giving total, but almost doubled their 2018-19 gift. Equally impressive, the Indiana Association of Student Councils (IASC) created a student leadership camp team page in July with student leaders raising an amazing $3,700 in 4 hours.

Your Riley campaign coordinator can create personalized messages and images in an online environment that can be tailored to reflect your school community’s philanthropic passion for Riley Hospital in 2020-2021. It’s as simple as sharing a link to your giving page through regular school communication

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and supporters can make a safe and secure credit card gift that will be credited to your school for KCS recognition.

September is National Childhood Cancer Awareness Month ■ Each year 15,780 children age 0-19 are diagnosed with cancer in the US ■ 1 in 285 US children will be diagnosed with cancer before their 20th birthday ■ 20% of children with cancer in the US will not survive it ■ Every 3 minutes a family hears the devastating words that their child has been diagnosed with cancer ■ Childhood cancer remains the leading cause of death by disease for children under the age of 14 (American Childhood Cancer Organization – acco.org) The facts are daunting, but your support is helping to make huge strides toward a cure.

Tackle Childhood Cancer Update One Riley family knows too well the horror of this terrible disease. Molly and Greg Barrett’s son Patrick Stephen had beaten an aggressive bone cancer once only to lose his valiant fight when the monster returned. The Barretts created the PS We Love You Fund at Riley Hospital in Patrick’s honor to support growing research and testing in pediatric precision genomics. With Greg’s connections as a high school varsity football coach, an annual Tackle Childhood Cancer campaign to support the fund seemed fitting. Nearly $200,000 has been raised since the fund’s inception in 2016 with more than $85,000 raised in the 2019 campaign alone.

Respecting the current healthcare crisis, the Barretts will not actively host Tackle Childhood Cancer 2020, but instead invite those moved to support the PS We Love You Fund, to make an online gift on Friday, September 25, National Pediatric Cancer Awareness Day. KCS 2019-2020 Recognition Deadline September 30, 2020 If you did not yet have an opportunity to mail your school’s KCS gift for 2019-2020, your KCS Advisory Council extended the recognition deadline to September 30, 2020. Please contact Susan Miles with any questions or concerns smiles@rileykids.org Thank you for being such devoted philanthropic partners!

Let’s work together to find creative ways to keep supporting Riley!

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SERVICE

Spotlight on Service Learning Beth Smith Consultant, INSPIRE3

Service-Learning BLENDS into VIRTUALLY Everything! PART 2

Service-learning and virtual/ blended learning combine to bring educational experiences that neither practice can provide in isolation. Blended/ virtual learning that incorporates service-learning provides opportunities for students to reach out into their communities, become civically engaged, see real-world application of content, and participate in activities that are relevant and encourage student voice and choice. Virtual service-learning IS blended learning because it involves instruction, inquiry, problem-solving, self-reflection, collaboration, communication, and demonstration both virtually and in-person.

Blended service-learning has the potential to bring a greater understanding of all content through service-learning experiences that are engaging and meaningful. Students are able to “reach out” into their communities through virtual lessons and activities to both broaden their community outreach and their content knowledge. By incorporating service-learning into blended content, educators are tapping into students’ love of and expertise in utilizing technology and their desire to find a place where they can make a positive contribution to society while connecting content.

An important component of virtual service-learning is the Reflection process. As a part of the IPARDE process (Investigation, Planning, Action Reflection, Demonstration, and Evaluation) used in planning and carrying out a service-learning experience, reflection is critical to further the construction of knowledge from participating in a service-learning opportunity. Reflection supports the service-learning process and offers opportunities to collaborate with peers which develops pro-social skills and provides diversity of ideas and opinions.

One thing is certain. As education moves into the realm of online and blended learning formats, incorporating servicelearning into blended and virtual learning lessons will provide powerful learning experiences for students that produce high impact outcomes.

The Learning to Give website has over 1700 teacher-created lessons ready for educators to use in the virtual/blended classroom.

Educators can search for lessons that link directly to Indiana Academic Standards. ALL lessons can be modified to fit the specific needs of the students. Take a look at some sample lessons from Learning to Give that support Social Studies and Math curriculum for grades K-12. Additional lessons for all subject areas can be found on the LTG website.

Social Studies (K-12) educators can utilize these highlighted lessons to provide blended learning instruction.

■ Harriet Tubman Grades K-2 - The learners will: - define and use the vocabulary of related to enslaved people and abolitionism.

- explain how the common good is benefited when all people are free.

- describe trust and explain its importance in the family, community and school.

- describe how Harriet Tubman was a “conductor” on the “Underground Railroad”.

■ To Vote or Not to Vote? That is the Question Grades 3-5 - The learners will: - describe how voting rights were extended with the addition of three amendments to the Constitution.

- analyze the importance voting plays in a healthy democracy.

- encourage voter participation.

- create posters encouraging voting participation.

■ Freedoms We Enjoy Grades 6-8 - The learners will: - share researched information comparing various factors in the United States and a foreign country.

- create a HyperStudio or PowerPoint presentation on their assigned country ■ Freedom Isn’t Free Grades 9-12 - The learners will: - describe and give examples of the characteristics of persuasive writing.

- demonstrate the writing process for a persuasive essay.

- identify Core Democratic Values that describe the privilege and responsibilities of citizenship.

- determine the cost of freedom. www.iasp.org

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SERVICE

Math (K-12) educators can utilize these highlighted lessons to provide blended learning instructions.

■ Spend, Save, or Donate Grades K-2 - The learners will: - differentiate between the vocabulary words spend, save and donate.

- read the story Sam and the Lucky Money by Karen Chin.

- brainstorm reasons to give and options for donating.

- realize that he or she can make different choices with money.

- donate time and/or talent at home, record giving through discussion and journal entries ■ Quilts and Math Grades 3-5 - The learners will: - describe historic acts of philanthropy by interpreting traditional quilt patterns.

- graph the number of people or generations that worked on each quilt.

- define the term symmetry and give an example.

- identify mathematical patterns in quilt blocks by using manipulatives.

- complete a story quilt by creating an identifiable quilt pattern of their own making.

■ Graphing the Value Grades 6-8 - The learner will: - contrast wants and needs and define relative value.

- collect data and use it to create a stem and leaf plot, a box-and-whisker plot, means, and averages.

- graph the data using a line graph.

- calculate the range for the data.

- answer questions and draw conclusions based on the data.

■ Installment Credit Grades 9-12 - The learners will : - calculate interest on installment loans.

- calculate monthly payments on installment loans.

- evaluate alternative financing options and make positive decisions.

Searching for more LTG lessons relating to content: ■ Conduct a basic SEARCH by content area, particular content area skill, or grade level ■ Search for lessons on the many different Issue Area Toolkits ■ Search by Indiana Academic Standard ■ All lessons on Learning to Give may be adapted for virtual use View and share numerous content area PowerPoints located on the INSPIRE3/Digital Resources page that highlight additional Grades K-2, 3-5, 6-8, and 9-12 Learning to Give lessons that effectively present Social Studies, Math, Language Arts, Science, PE/ Health, The Arts, and FACS content linked to Indiana Academic Standards. Engage students in the content while participating in meaningful service-learning and promote civic engagement while acquiring knowledge with real-world application.

Blending Service-learning into VIRTUALLY everything is easy and so engaging and beneficial for students. Take virtual learning to the next level by incorporating service-learning!

Visit the INSPIRE3 page on the IASP website and on the IMLEA website. ALL Spotlight or Service-Learning articles, written by Beth Smith, are archived on the Spotlight on Service-Learning page. Snapshots of Service-Learning from Indiana schools can be found here. For more information see our Contact Us page.

Explore the free resources on Learning to Give and generationOn to find service and service-learning lessons and resources , 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.

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www.iasp.org

LEGAL REVIEW

Situation Briefs Dave Emmert 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 only 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: This is the only issue about which I was contacted since midJuly, 2020. The use of bold print is for the purpose of emphasis.]

Issue: What are schools’ responsibilities under the Governor’s recent Executive Orders about the wearing of face masks?

Response: Governor Holcomb’s Executive Order 20-37, issued July 24, 2020, contains a general provision applicable to schools, but it is important to note that its specific, detailed section related to k-12 schools was nullified and rescinded by his Executive Order 20-39, issued July 30, 2020. Order 20-39 has a detailed, specific k-12, school-related section that replaced the one in 20-37. Both Executive Orders speak in terms of face coverings and face shields (rather than “masks”), and are summarized and quoted separately as follows.

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Executive Order 20-37 (“E.O. 20-37”) [Issued July 24, 2020.]

Section 1. Face Covering Requirement Over the Nose & Mouth a. E.O. 20-37 applies to all persons inside a “public building or other indoor place open to the public.”

This means students and staff members, of course, but also visitors of any sort including members of visiting teams, delivery drivers, salespersons, parents, reporters, and contractors. However, it expressly does not apply to “private offices, private workspaces or meetings in which six feet of social distancing can be achieved and maintained between people not in the same household.”

This face-covering requirement also applies to all persons “in an outdoor public place wherever it is not feasible to maintain six feet of social distancing from another person in the same household.” The term “feasible” is defined to mean: capable of being done or carried out; capable of being used or dealt with successfully; suitable; reasonable. (www.merriamwebster.com).

Section 2. Prior Executive Orders (Omitted) Section 3. Definitions a. A “face covering” is defined in the Order as “a cloth which covers the nose and mouth and is secured to the head with ties, straps, or loops over the ears or is simply wrapped around the lower face.” b. A “face shield” is defined in the Order as “a mask, typically made of clear plastic, which covers the nose and mouth.”

Section 4. Exemptions to Wearing Face Coverings There are numerous exemptions, including: ■ Children under the age of two (2), and those who are at least two and under the age of eight (8), unless otherwise required by a directive in the Order.

■ Any person with a medical, mental health, or disability condition that prevents wearing the covering.

■ Any person while consuming food or drink.

■ Any person while engaged in exercising or a sports activity, but only if at least six feet of distancing from others can be maintained.

■ Any person in a swimming pool who can maintain six feet of distancing from another person.

Section 5. Compliance (Omitted) Section 6. Special Requirements for K-12 Education (This section is omitted due to it being rescinded and superseded

by Executive Order 20-39, which is covered below.)

Section 7. Local Authority Allows school corporations to impose “more stringent requirements” than those in this Executive Order.

Section 8. Other Executive Orders E.O. 20-37 must be read in conjunction with Orders still in effect regarding the Covid-19 pandemic, and E.O 20-37 supersedes (takes precedent) over any conflicting provisions in prior Orders.

Executive Order 20-39 (“E.O. 20-39”) [Issued July 30, 2020.]

Sections 1 and 2 (Omitted) Section 3. Special Requirements for K-12 Educational Institutions This section of E.O. 20-39 rescinds and supersedes Section 6 of Executive Order 20-37 (Face Covering Requirement) with the following provisions.

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LEGAL REVIEW

a. Buildings, Facilities and Grounds “…all public and private K-12 educational institutions shall require all students in grades 3-12 regardless of age, all faculty, all staff, all vendors, all contractors, all volunteers, and all visitors to their educational institutions to wear a face covering or a face shield while physically present in any building, facility or grounds at all times who do not otherwise fall within an exemption listed in para. 4 in Executive Order 20-37 (Face Covering Requirement) or who fall within an exemption listed below.” b. School Buses or School-sponsored Modes of Transportation “All students regardless of age or grade, all faculty, all staff, all vendors, all contractors, all volunteers, and all visitors shall wear a face covering or a face shield while on a school bus or other school-sponsored mode of transportation except those who fall within an exemption listed in para.

4b -- f in Executive Order 20-37.” c. Additional Exemptions to Face Covering Requirement for K-12 Educational Institutions “i. Food Consumption: Face coverings or face shields are not required while eating or drinking; “ii. Faculty/Staff Areas: Faculty and staff, while working-other than to prepare food or meals-along with other individuals who are in a room, office or place, where all persons not of the same household can maintain six (6) feet of social distance from each other are not required to wear a face covering or face shield; “iii. Children between ages 2 & 8: Except when on school buses or on other school-sponsored modes of transportation, children, whether or not students, who are over the age two (2) years and under the age of 22

eight (8) years are not required to wear face coverings or face shields.

Such children, however, are strongly encouraged to wear a face covering or a face shield. Children under the age of two (2) years should not wear a face covering because of the risk of suffocation; “iv. Classroom Settings: 1) Where a classroom or place of instruction can be configured so that all students and instructors can maintain six (6) feet of social distancing from one another at all times, face coverings or face shields do not need to be worn during inperson educational instruction; 2) Where a classroom or place of instruction can be configured so that all students can maintain at least three (3) feet of social distancing from one another at all times, and where students are positioned to face in the same direction, face coverings or face shields do not need to be worn during in-person educational instruction by students. Instructors must wear a face covering or face shield unless the instructor(s) can maintain six (6) feet of social distancing from students; or

“v. Recess: Face coverings and face shields may be removed during recess periods provided social distancing can be maintained.” [Emmert comment: Since no specific distance is stated in the Order due to the randomness of activity on the playground, courts would most likely apply a reasonableness standard and uphold a school as long as the it set, communicated, and in good faith attempted to enforce a logical distance standard, e.g. one or two feet.] “vi. Extracurricular & Co-curricular Activities: Students, teachers, instructors, directors, coaches, trainers, volunteers, and other personnel, when not engaging in strenuous physical activity or subject to an exemption specified above, shall wear face coverings of face shields unless six (6) feet of social distancing can be achieved and maintained.” d. Enforcement Schools are responsible for developing and maintaining an enforcement plan.

3) Where a classroom or place of instruction cannot be configured so that all students can maintain either six (6) feet of social distancing from one another with students facing the same direction at all times, face coverings or face shields must be worn during in-person educational instruction by students. Instructors must wear a face covering or face shield unless the instructor(s) can maintain six (6) feet of social distancing from students. At the direction of the instructor, a student may be permitted to remove his or her mask on an intermittent and temporary basis. www.iasp.org

Join IASP for the first EPIC Episodes on September 21 and 28 at 10 a.m. (EDT) These informative sessions will be offered in a 2-part series that builds on the valuable information included. These will be recorded and made available on the IASP website for your convenience if you are unable to attend both sessions. This EPIC Episode is tailored around Remote Learning and will focus on how we can best help our staff and students navigate the new academic challenges we face. We hope that you are able to register and join us as our panel of 5 Indiana administrators share their experiences from around the state. Click here to register!

Click the images above to register for each event!

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11025 East 25th Street Indianapolis, IN 46229 1-800-285-2188 or 317-891-9900 www.iasp.org | iasp-info@iasp.org

Remote Learning

FUTURE INDIANAGRAM THEMES Supporting Students, Teachers, and Ourselves (Wellness/SEL) Interventions (RTI/MTSS) Professional Learning Communities Alternative Education/Traditional Education Digital & Physical Building and School Safety Culture/Celebrations

SEPTEMBER 2020

October 2020 November 2020 January 2021 February 2021 March 2021 April 2021

Highlighting Community Partnerships

May 2021

Professional Development

June 2021

SHARE YOUR THOUGHTS ON THE INDIANAGRAM HTTPS://FORMS.GLE/SCMLHWNH4AYCTJDR8

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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.

• A replacement car if your new car is declared a “total loss.”

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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 (4-19) (IASP)