Hi, everyone! When we talk about advocacy, our minds often go straight to legislators, policy, and speaking up about the issues affecting our schools. But advocacy can also mean opening doors for students. This week on the IASP Advocacy Podcast, I'm joined by Jill Slinker from our Department of Student Programs to talk about the opportunities IASP provides for students—and some of the work happening behind the scenes to make those opportunities easier for schools to access. We talk about: <ul data-start="697" data-end="1081"> <li data-section-id="1qgyriw" data-start="697" data-end="759">The wide range of IASP student programs available to schools</li> <li data-section-id="1nogaei" data-start="760" data-end="826">Some of the barriers that can keep schools from getting involved</li> <li data-section-id="1ilwz71" data-start="827" data-end="902">New one-page resources designed to make competitions easier to understand</li> <li data-section-id="177cuu0" data-start="903" data-end="1009"> Upcoming videos that will give new coaches and sponsors a look at what participation actually looks like</li> <li data-section-id="o7m1gf" data-start="1010" data-end="1081">The support available for schools that are ready to try something new</li> </ul> Most importantly, we talk about why this is advocacy. When we give students opportunities to compete, collaborate, lead, discover their strengths, and find their voice, we're doing more than offering another activity. We're helping students develop the confidence and skills they'll need to advocate for themselves and others. And stay tuned—next week we'll continue the conversation by looking at how we can intentionally teach students to lead. Thanks for all you do to create opportunities for Indiana's students! Cindy

Hi, everyone! When we talk about advocacy, our minds often go straight to legislators, policy, and speaking up about the issues affecting our schools. But advocacy can also mean opening doors for students. This week on the IASP Advocacy Podcast, I'm joined by Jill Slinker from our Department of Student Programs to talk about the opportunities IASP provides for students—and some of the work happening behind the scenes to make those opportunities easier for schools to access. We talk about: The wide range of IASP student programs available to schools Some of the barriers that can keep schools from getting involved New one-page resources designed to make competitions easier to understand Upcoming videos that will give new coaches and sponsors a look at what participation actually looks like The support available for schools that are ready to try something new Most importantly, we talk about why this is advocacy. When we give students opportunities to compete, collaborate, lead, discover their strengths, and find their voice, we're doing more than offering another activity. We're helping students develop the confidence and skills they'll need to advocate for themselves and others. And stay tuned—next week we'll continue the conversation by looking at how we can intentionally teach students to lead. Thanks for all you do to create opportunities for Indiana's students! Cindy

Hi, everyone! When we talk about advocacy, our minds often go straight to legislators, policy, and speaking up about the issues affecting our schools. But advocacy can also mean opening doors for students. This week on the IASP Advocacy Podcast, I'm joined by Jill Slinker from our Department of Student Programs to talk about the opportunities IASP provides for students—and some of the work happening behind the scenes to make those opportunities easier for schools to access. We talk about: <ul> <li>The wide range of IASP student programs available to schools</li> <li>Some of the barriers that can keep schools from getting involved</li> <li>New one-page resources designed to make competitions easier to understand</li> <li> Upcoming videos that will give new coaches and sponsors a look at what participation actually looks like</li> <li>The support available for schools that are ready to try something new</li> </ul> Most importantly, we talk about why this is advocacy. When we give students opportunities to compete, collaborate, lead, discover their strengths, and find their voice, we're doing more than offering another activity. We're helping students develop the confidence and skills they'll need to advocate for themselves and others. And stay tuned—next week we'll continue the conversation by looking at how we can intentionally teach students to lead. Thanks for all you do to create opportunities for Indiana's students! Cindy

IASP Advocacy Podcast 9.26.25

Hi, everyone! We've spent a lot of time this year talking about cell phones in schools—but removing a student's phone doesn't necessarily remove screens from the school day. In this week's IASP Advocacy Podcast, I'm taking a closer look at student screen time, educational technology, and AI through the lens of one word: intentionality. The research is more nuanced than simply saying screens are good or bad. Purpose matters. Development matters. What students are actually doing with technology matters. And increasingly, school leaders may need to be ready to help policymakers think through those distinctions. In this episode, I explore: <ul data-end="1220" data-start="851"> <li data-end="929" data-section-id="fquw9c" data-start="851">What current research says about educational technology and student learning</li> <li data-end="997" data-section-id="19dfm5g" data-start="930">Why "engagement" and "learning" aren't necessarily the same thing</li> <li data-end="1066" data-section-id="tzit0c" data-start="998">What New York City's new approach to AI and screen time may signal</li> <li data-end="1132" data-section-id="s0ohmu" data-start="1067">The importance of productive struggle as AI becomes more common</li> <li data-end="1220" data-section-id="1mq9v8f" data-start="1133">Six questions school leaders can use to examine technology use in their own buildings</li> </ul> One question I keep coming back to is: What does intentional, developmentally appropriate technology use look like in our schools? And maybe the goal shouldn't simply be less screen time. Maybe it should be more intentional screen time. Resources mentioned in the episode APA Expert Report on Children's and Adolescents' Learning with Educational Technology <a class="decorated-link" href= "https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology?utm_source=chatgpt.com" target="_new" rel="noopener" data-end="1768" data-start="1684" data-cke-saved-href= "https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology?utm_source=chatgpt.com"> https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology</a> Dorris et al. — Mobile Devices and Literacy/Numeracy Outcomes <a class="decorated-link" href= "https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352" target="_new" rel="noopener" data-end="1887" data-start="1838" data-cke-saved-href= "https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352">https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352</a> PISA 2025 Results, Volume I: Future-Ready Students <a class="decorated-link" href= "https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html?utm_source=chatgpt.com" target="_new" rel="noopener" data-end="2026" data-start="1946" data-cke-saved-href= "https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html?utm_source=chatgpt.com"> https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html</a> New York City Public Schools — Guidance on AI and Screen Time <a class="decorated-link" href= "https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence?utm_source=chatgpt.com" target="_new" rel="noopener" data-end="2177" data-start="2096" data-cke-saved-href= "https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence?utm_source=chatgpt.com"> https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence</a> ExcelinEd — "AI, Screen Time and What It Means for Young Learners" <a class="decorated-link" href= "https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael" target="_new" rel="noopener" data-end="2386" data-start="2252" data-cke-saved-href= "https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael"> https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael</a> I hope this episode gives you a useful framework for looking at technology use in your own school—and for the policy conversations that may be ahead. Thank you for all you do for students and schools across Indiana!

Hi, everyone! We've spent a lot of time this year talking about cell phones in schools—but removing a student's phone doesn't necessarily remove screens from the school day. In this week's IASP Advocacy Podcast, I'm taking a closer look at student screen time, educational technology, and AI through the lens of one word: intentionality. The research is more nuanced than simply saying screens are good or bad. Purpose matters. Development matters. What students are actually doing with technology matters. And increasingly, school leaders may need to be ready to help policymakers think through those distinctions. In this episode, I explore: What current research says about educational technology and student learning Why "engagement" and "learning" aren't necessarily the same thing What New York City's new approach to AI and screen time may signal The importance of productive struggle as AI becomes more common Six questions school leaders can use to examine technology use in their own buildings One question I keep coming back to is: What does intentional, developmentally appropriate technology use look like in our schools? And maybe the goal shouldn't simply be less screen time. Maybe it should be more intentional screen time. Resources mentioned in the episode APA Expert Report on Children's and Adolescents' Learning with Educational Technology https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology Dorris et al. — Mobile Devices and Literacy/Numeracy Outcomes https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352 PISA 2025 Results, Volume I: Future-Ready Students https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html New York City Public Schools — Guidance on AI and Screen Time https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence ExcelinEd — "AI, Screen Time and What It Means for Young Learners" https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael I hope this episode gives you a useful framework for looking at technology use in your own school—and for the policy conversations that may be ahead. Thank you for all you do for students and schools across Indiana!

Hi, everyone! We've spent a lot of time this year talking about cell phones in schools—but removing a student's phone doesn't necessarily remove screens from the school day. In this week's IASP Advocacy Podcast, I'm taking a closer look at student screen time, educational technology, and AI through the lens of one word: intentionality. The research is more nuanced than simply saying screens are good or bad. Purpose matters. Development matters. What students are actually doing with technology matters. And increasingly, school leaders may need to be ready to help policymakers think through those distinctions. In this episode, I explore: <ul> <li>What current research says about educational technology and student learning</li> <li>Why "engagement" and "learning" aren't necessarily the same thing</li> <li>What New York City's new approach to AI and screen time may signal</li> <li>The importance of productive struggle as AI becomes more common</li> <li>Six questions school leaders can use to examine technology use in their own buildings</li> </ul> One question I keep coming back to is: What does intentional, developmentally appropriate technology use look like in our schools? And maybe the goal shouldn't simply be less screen time. Maybe it should be more intentional screen time. Resources mentioned in the episode APA Expert Report on Children's and Adolescents' Learning with Educational Technology <a href="https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology?utm_source=chatgpt.com" rel="noopener noreferrer"> https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology</a> Dorris et al. — Mobile Devices and Literacy/Numeracy Outcomes <a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352" rel="noopener noreferrer">https://pmc.ncbi.nlm.nih.gov/articles/PMC11190352</a> PISA 2025 Results, Volume I: Future-Ready Students <a href="https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html?utm_source=chatgpt.com" rel="noopener noreferrer"> https://www.oecd.org/en/publications/pisa-2025-results-volume-i_73451bc5-en.html</a> New York City Public Schools — Guidance on AI and Screen Time <a href="https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence?utm_source=chatgpt.com" rel="noopener noreferrer"> https://www.schools.nyc.gov/about-us/policies/guidance-on-artificial-intelligence</a> ExcelinEd — "AI, Screen Time and What It Means for Young Learners" <a href="https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael" rel="noopener noreferrer"> https://shows.acast.com/policy-changes-lives-an-excelined-podcast/episodes/ai-screen-time-and-what-it-means-for-young-learners-michael</a> I hope this episode gives you a useful framework for looking at technology use in your own school—and for the policy conversations that may be ahead. Thank you for all you do for students and schools across Indiana!

IASP Advocacy Podcast 9.18.26

School Leaders, About a month into the school year, patterns are beginning to emerge—including which students are already struggling to get to school consistently. This week on the IASP Advocacy Podcast, I'm talking about chronic absenteeism, the barriers that keep students from school, and what school leaders can do about them. With attendance now factoring into Indiana's accountability model, there's certainly additional urgency around this issue. But accountability isn't the most important reason attendance matters. We can invest in great curriculum, instruction, interventions, programs, and people—but students have to be there to benefit from them. 💡 A Timely Opportunity: Lilly Endowment's Opportunity to Learn Project If your school or district is working to address non-academic barriers to student success, don't miss the Opportunity to Learn Project. Eligible Indiana public school corporations, charter schools, and charter networks outside Marion County can apply for planning grants of $50,000–$100,000 to better understand and develop solutions to non-academic barriers affecting students. And you don't have to have the solution figured out yet—that's the purpose of the planning process. The planning grant application deadline is September 15 at 5:00 p.m. ET. ➡️ Opportunity to Learn Project – RFP & Application Information: <a href= "https://indianalifelonglearningprojects.org/opportunity-to-learn-project-rfp/" data-rich-text-autolink= "">https://indianalifelonglearningprojects.org/opportunity-to-learn-project-rfp/</a> 📚 Free Attendance Resources As you look at your own attendance data, here are several free resources worth sharing with your team: Indiana Department of Education – Chronic Absenteeism Resources Indiana-specific guidance, root-cause tools, tiered interventions, family resources, and more. <a href="https://www.in.gov/doe/chronic-absenteeism/" data-rich-text-autolink= "">https://www.in.gov/doe/chronic-absenteeism/</a> Attendance Works – Principal Toolkit Leading Attendance: A Toolkit for Principals includes tools for building an attendance team, understanding your data, engaging families, and developing a schoolwide strategy. <a href= "https://www.attendanceworks.org/resources/toolkits/for-principals-leading-attendance/" data-rich-text-autolink= "">https://www.attendanceworks.org/resources/toolkits/for-principals-leading-attendance/</a> Attendance Works – Attendance Playbook More than two dozen strategies for reducing chronic absence, organized by tiers of intervention. <a href= "https://www.attendanceworks.org/resources/attendance-playbook/" data-rich-text-autolink= "">https://www.attendanceworks.org/resources/attendance-playbook/</a> Student Attendance Success Plans Ready-to-use tools that help students and families identify barriers and develop a plan for getting to school consistently. <a href= "https://www.attendanceworks.org/resources/student-attendance-success-plans/" data-rich-text-autolink= "">https://www.attendanceworks.org/resources/student-attendance-success-plans/</a> Attendance Works – Free Data Tools Free tools and spreadsheets to help schools identify attendance patterns and students who may need support. <a href="https://www.attendanceworks.org/resources/data-tools/" data-rich-text-autolink= "">https://www.attendanceworks.org/resources/data-tools/</a>

School Leaders, About a month into the school year, patterns are beginning to emerge—including which students are already struggling to get to school consistently. This week on the IASP Advocacy Podcast, I'm talking about chronic absenteeism, the barriers that keep students from school, and what school leaders can do about them. With attendance now factoring into Indiana's accountability model, there's certainly additional urgency around this issue. But accountability isn't the most important reason attendance matters. We can invest in great curriculum, instruction, interventions, programs, and people—but students have to be there to benefit from them. 💡 A Timely Opportunity: Lilly Endowment's Opportunity to Learn Project If your school or district is working to address non-academic barriers to student success, don't miss the Opportunity to Learn Project. Eligible Indiana public school corporations, charter schools, and charter networks outside Marion County can apply for planning grants of $50,000–$100,000 to better understand and develop solutions to non-academic barriers affecting students. And you don't have to have the solution figured out yet—that's the purpose of the planning process. The planning grant application deadline is September 15 at 5:00 p.m. ET. ➡️ Opportunity to Learn Project – RFP & Application Information: https://indianalifelonglearningprojects.org/opportunity-to-learn-project-rfp/ 📚 Free Attendance Resources As you look at your own attendance data, here are several free resources worth sharing with your team: Indiana Department of Education – Chronic Absenteeism Resources Indiana-specific guidance, root-cause tools, tiered interventions, family resources, and more. https://www.in.gov/doe/chronic-absenteeism/ Attendance Works – Principal Toolkit Leading Attendance: A Toolkit for Principals includes tools for building an attendance team, understanding your data, engaging families, and developing a schoolwide strategy. https://www.attendanceworks.org/resources/toolkits/for-principals-leading-attendance/ Attendance Works – Attendance Playbook More than two dozen strategies for reducing chronic absence, organized by tiers of intervention. https://www.attendanceworks.org/resources/attendance-playbook/ Student Attendance Success Plans Ready-to-use tools that help students and families identify barriers and develop a plan for getting to school consistently. https://www.attendanceworks.org/resources/student-attendance-success-plans/ Attendance Works – Free Data Tools Free tools and spreadsheets to help schools identify attendance patterns and students who may need support. https://www.attendanceworks.org/resources/data-tools/

School Leaders, About a month into the school year, patterns are beginning to emerge—including which students are already struggling to get to school consistently. This week on the IASP Advocacy Podcast, I'm talking about chronic absenteeism, the barriers that keep students from school, and what school leaders can do about them. With attendance now factoring into Indiana's accountability model, there's certainly additional urgency around this issue. But accountability isn't the most important reason attendance matters. We can invest in great curriculum, instruction, interventions, programs, and people—but students have to be there to benefit from them. 💡 A Timely Opportunity: Lilly Endowment's Opportunity to Learn Project If your school or district is working to address non-academic barriers to student success, don't miss the Opportunity to Learn Project. Eligible Indiana public school corporations, charter schools, and charter networks outside Marion County can apply for planning grants of $50,000–$100,000 to better understand and develop solutions to non-academic barriers affecting students. And you don't have to have the solution figured out yet—that's the purpose of the planning process. The planning grant application deadline is September 15 at 5:00 p.m. ET. ➡️ Opportunity to Learn Project – RFP &amp; Application Information: <a href="https://indianalifelonglearningprojects.org/opportunity-to-learn-project-rfp/" rel="noopener noreferrer">https://indianalifelonglearningprojects.org/opportunity-to-learn-project-rfp/</a> 📚 Free Attendance Resources As you look at your own attendance data, here are several free resources worth sharing with your team: Indiana Department of Education – Chronic Absenteeism Resources Indiana-specific guidance, root-cause tools, tiered interventions, family resources, and more. <a href="https://www.in.gov/doe/chronic-absenteeism/" rel="noopener noreferrer">https://www.in.gov/doe/chronic-absenteeism/</a> Attendance Works – Principal Toolkit Leading Attendance: A Toolkit for Principals includes tools for building an attendance team, understanding your data, engaging families, and developing a schoolwide strategy. <a href="https://www.attendanceworks.org/resources/toolkits/for-principals-leading-attendance/" rel="noopener noreferrer">https://www.attendanceworks.org/resources/toolkits/for-principals-leading-attendance/</a> Attendance Works – Attendance Playbook More than two dozen strategies for reducing chronic absence, organized by tiers of intervention. <a href="https://www.attendanceworks.org/resources/attendance-playbook/" rel="noopener noreferrer">https://www.attendanceworks.org/resources/attendance-playbook/</a> Student Attendance Success Plans Ready-to-use tools that help students and families identify barriers and develop a plan for getting to school consistently. <a href="https://www.attendanceworks.org/resources/student-attendance-success-plans/" rel="noopener noreferrer">https://www.attendanceworks.org/resources/student-attendance-success-plans/</a> Attendance Works – Free Data Tools Free tools and spreadsheets to help schools identify attendance patterns and students who may need support. <a href="https://www.attendanceworks.org/resources/data-tools/" rel="noopener noreferrer">https://www.attendanceworks.org/resources/data-tools/</a>

IASP Advocacy Podcast 9.11.26

IASP Members, What does it look like to open a brand-new school while also navigating the priorities, initiatives, and expectations facing school leaders across Indiana? On this week's IASP Advocacy Podcast, I'm joined by Dr. Jane Bitting, principal of the new Willow Creek Middle School, for a wide-ranging conversation about leadership at the start of a new school year. We begin with Jane's experience opening a new building and use Dr. Katie Jenner's latest weekly update as a jumping-off point to talk about what principals are paying attention to—and how leaders keep their school's culture and priorities at the center of the work. From there, we turn to an important academic conversation. Indiana has a lot to celebrate when it comes to literacy. Five consecutive years of growth on IREAD didn't happen by accident. So, what can we learn from that success as we turn our attention to math and numeracy? We talk about: <ul data-spread="false"> <li>The opportunities and challenges that come with opening a brand-new school</li> <li>What principals take away from Dr. Katie Jenner's weekly updates and statewide priorities</li> <li>How school leaders can protect and preserve a strong school culture as new initiatives and expectations are introduced</li> <li>What Indiana got right in its focus on literacy</li> <li>What it could look like to bring that same intentionality and focus to math and numeracy</li> </ul> Thank you to Dr. Bitting for joining me and sharing her perspective on leadership, culture, and the work of keeping student learning at the center of it all. Have a great weekend!

IASP Members, What does it look like to open a brand-new school while also navigating the priorities, initiatives, and expectations facing school leaders across Indiana? On this week's IASP Advocacy Podcast, I'm joined by Dr. Jane Bitting, principal of the new Willow Creek Middle School, for a wide-ranging conversation about leadership at the start of a new school year. We begin with Jane's experience opening a new building and use Dr. Katie Jenner's latest weekly update as a jumping-off point to talk about what principals are paying attention to—and how leaders keep their school's culture and priorities at the center of the work. From there, we turn to an important academic conversation. Indiana has a lot to celebrate when it comes to literacy. Five consecutive years of growth on IREAD didn't happen by accident. So, what can we learn from that success as we turn our attention to math and numeracy? We talk about: The opportunities and challenges that come with opening a brand-new school What principals take away from Dr. Katie Jenner's weekly updates and statewide priorities How school leaders can protect and preserve a strong school culture as new initiatives and expectations are introduced What Indiana got right in its focus on literacy What it could look like to bring that same intentionality and focus to math and numeracy Thank you to Dr. Bitting for joining me and sharing her perspective on leadership, culture, and the work of keeping student learning at the center of it all. Have a great weekend!

IASP Members, What does it look like to open a brand-new school while also navigating the priorities, initiatives, and expectations facing school leaders across Indiana? On this week's IASP Advocacy Podcast, I'm joined by Dr. Jane Bitting, principal of the new Willow Creek Middle School, for a wide-ranging conversation about leadership at the start of a new school year. We begin with Jane's experience opening a new building and use Dr. Katie Jenner's latest weekly update as a jumping-off point to talk about what principals are paying attention to—and how leaders keep their school's culture and priorities at the center of the work. From there, we turn to an important academic conversation. Indiana has a lot to celebrate when it comes to literacy. Five consecutive years of growth on IREAD didn't happen by accident. So, what can we learn from that success as we turn our attention to math and numeracy? We talk about: <ul> <li>The opportunities and challenges that come with opening a brand-new school</li> <li>What principals take away from Dr. Katie Jenner's weekly updates and statewide priorities</li> <li>How school leaders can protect and preserve a strong school culture as new initiatives and expectations are introduced</li> <li>What Indiana got right in its focus on literacy</li> <li>What it could look like to bring that same intentionality and focus to math and numeracy</li> </ul> Thank you to Dr. Bitting for joining me and sharing her perspective on leadership, culture, and the work of keeping student learning at the center of it all. Have a great weekend!

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