IMLEA STRANDS and SESSION DESCRIPTIONS
Social and Emotional
Hebron Middle School – Dan Pastrick, Kristy Stephens – “No One Sits Alone” – Social/Emotional
To ease the IMLEA Sessions into middle school, our 6th grade students are given a 7th or 8th grade student mentor.
Mentors are selected by teachers and then trained to help students with the various challenges of middle school. Through
team building activities, small group and one-on-one check-ins, our student mentors play an important role in providing a
welcoming and supportive culture in our school. Their motto, "No one sits alone!" is just a small part of what our mentors
do to improve the social/emotional lives of our students. Presented by both teachers and student mentors, you will hear
how we have structured our mentoring program to continue on into 7th and 8th grade as well.
Motivation and Engagement
Tri-County Middle School - Dr. Kathy Goad, Superintendent and Ms. Karen Lowry, Science Teacher “Above and
Beyond with 20% Time” - Motivation and Engagement
Tri-County Middle School incorporated Google's 20% Time with their top academic students to extend their learning.
Learn how one science teacher piloted the program during the first semester then expanded 20% Time to core classes
during the second semester. Through this experience students love of learning grew along with their ability to define a
problem, ask higher order questions, probe into the unknown and communicate their findings to others. What started as
an experiment to guide students to reach their academic potential became a turning point in the lives of the students and
their teachers.
Tri-West Middle School - Ryan Nickoli, Principal and Team “Begin the Day with Pride; End the Day with Learning
and Celebration” Motivation and Engagement
See how Tri-West Middle School begins each and every day with PRIDE. This program allows us to build positive
relationships with students, but also enables us to meet various school wide, educational goals. In addition, we end the
day with Learning Center. Explore how you might be able to build this time into your master schedule to benefit your
students. Lastly, join us as we share how we have been able to recognize 100% of our staff and students over the course
of the past seven years. Our Renaissance program is the foundation of what we do on a daily basis. This program has
provided our school with an opportunity to recognize and reward all those that make Tri-West Middle School a great place
to work and go to school.
Lincoln Jr. High – Allison Holland – Instructional Technical Coach – “We Got Sole! Implementing a Self-Organized
Environment in your Classroom” Motivation and Engagement
SOLE stands for Self-Organized Learning Environment. The idea was created by Sugata Mitra with the mindset that
students anywhere can learn and research as long as they have the tools to do so. As the facilitator for a 6th grade SOLE
class, we've taken Dr. Mitra's idea and expanded it to students not only self-directing their learning, but following their
passions within the school day. Students have created many amazing projects because this class allows them that to
have that 'think time' to really work through their thoughts and ideas. This is a class students sign up for, but this idea
could easily be implemented in any classroom. It's all about giving students a voice in their education; letting them own
their learning. Hannah, a student who became disengaged in her regular classrooms, came to life during SOLE.
"I used to think it was ridiculous for a 6th grader to be thinking about creating or even publishing their own anime! Ever
since I joined SOLE, my mind has completely changed. I’ve actually taken action to achieving my dream now and I think
other students who join SOLE will too"-Hannah
In this session, I'll share how the program works for us and how it is completely student lead and give advice on how to
implement this idea in any classroom.
Technology Engagement
Northwood Middle School – Austin Crouch, Principal; Cassie Crider, Instructional Coach “DATA Gone Mad”
Data doesn’t have to be a dirty word and is no longer just about numbers and percents. Northwood Middle School has
found a way to make data easy to collect, analyze, and implement through a more approachable process. The traditional
data wall is now an interactive tool that is directly connected to instruction and student achievement. While maintaining the
importance of data, our Go M.A.D. challenge has provided ownership for both staff and students. This session will provide
the audience with a model for the implementation, presentation and utilization of data that is more manageable. Through a
practice of precision and personalization we have taken the fear out of data. We have provided the process through which
personalization and professional learning will occur to drive instruction, change curriculum and guide school improvement.
In education today, the pressures of accountability often require data as a component to drive school improvement.
However, using data effectively with appropriate follow through is easier said than done. There needs to be a more
manageable process for collecting, presenting, and implementing data by all stakeholders. Through a process of precision
and personalization, administrators, teachers, and students can share an equal part in meeting our goals.
Northridge Middle School – Lori Hochstetler, 6th grade math Teacher “Discovering Screencasting: A Technophobe’s
Journey” Technology Integration
Recently, a great deal of attention has been brought to flipping a classroom. While schools have shown positive results
with this practice, many teachers are uncomfortable with technology, and the idea of flipping their classroom feels
overwhelming and out of reach. Participants will hear firsthand experiences of the beginning steps from someone who
was afraid of technology. Beginners and those uneasy about using technology will leave this session empowered to
begin flipping lessons, armed with a step by step guide on how to get started as well as actual lessons that involve tutorial
homework and incorporate the Process Standards in classroom activities. Participants will also be given a list of
technology tools they can use to get started, creating very basic tutorials that accomplish the goals of both teaching
students and providing support for them outside of the classroom.
Triton Central Middle School - Kristi Reedy, 5th grade LA Teacher – “Creating a Community of Readers and Writers
in a Digital Classroom” Technology Integration
Creating a community of readers and writers is even easier in a digital classroom! An environment where students can
have meaningful, collaborative discussions about the texts they are reading and writing is crucial to developing and
applying the literacy skills all students need to be successful. Learn how to utilize tools like My Big Campus and a Google
environment to take your students into the digital world where they can create virtual books clubs, virtual writing corners,
and discussion threads to discuss what they are reading and writing in a collaborative and sometimes multi-grade setting.
Greencastle Middle School - Denise Meyer, Ashley McAmis, Jane Roberson, Paige Tesmer, Erin Blaydes Teachers –
“Effective Communication and Instruction in the Digital Age” Technology Integration
Frustrated with trying to squeeze in all the demands of teaching the 21st century? Come see this successful team of sixth
grade teachers and learn how they plan effective instruction. They use technology like Google Docs, MBC, and other
applications to collaborate with parents, administrators, students and each other. In addition, you will leave with practical
tech tips to utilize in the classroom.
Fort Wayne Community Schools – Stephan Armstrong, Middle School Area, Tech Coordinator – “iPad Deployments”
Technology Integration
I would like to share how we have effectively deployed over 3000 iPads to our staff and students. As well as share on how
we effectively do Professional Learning so that all of our staff and students can use these latest technologies in the most
effective ways.
Creative Teaming and Culture
Riverside Intermediate School, Innovation Academy - Terri Dennie, Stacy VanDerWeele -5th grade PBL Facilitators
“What is PBL and Where Do I Start?” Creative Teaming and Culture
We would like to facilitate a session on the basics of PBL (Project-Based Learning). We would like to give some ideas of
where to start and where to go for project ideas. We would be giving an outline of how we put together our projects and
the different ways this looks depending on the project. We will also be discussing how we assess projects. We will be
giving the ins and outs, ups and downs of a Project-Based Learning environment from the point of view of two teachers
who have been facilitating after being in the traditional classroom for many years.
Triton Central Middle School – Bobby Thompson, Principal – “Building Stronger Teams” - Creative Teaming and
Culture
We will be discussing how we changed the culture of our school when we realized the more we learned about ourselves
the better teammates we became. We will do this by looking at different personality indicators, Edward DeBono's hat
theories, and teaming strategies to help build stronger teams in your building.
Fishers Junior High – Tony Sturgeon, Mike Fassold, David Broviak, Kevin Stumpf – 7th grade teachers – “Creating
Community and Culture in the Classroom” Creative Teaming and Culture
At the middle level, creating relationships is imperative to providing a solid education. Your classroom community and
culture is the key to these relationships. It is through your efforts that a stronger school can be built. However, many
teachers may be unsure exactly how to be deliberate in creating a classroom culture. These three 7th grade teachers will
provide a high-energy presentation filled with ideas on how to better connect with your students and improve the overall
atmosphere of your classroom and your school. Get ready to go back to your school armed with ways to motivate your
students.
Triton Central Middle School and High School - Nate Foley, Music – “STEAM: The Arts Integrated” Creative
Teaming and Culture
This presentation is an expansion of an IGNITE talk (like a mini-TED talk) that I gave in 2013 at a conference in Grand
Rapids, Michigan. The talk illuminates connections between STEM programs and the Arts. The idea is to create
experiential learning for students through collaborations between main-line academic classes and the arts and
humanities. This presentation gives examples, but really empowers and encourages the audience to work with their local
experts to create meaningful collaborations that will help students understand content in both subject areas.
Standards and Curriculum
Riverside Intermediate School – Nikki Rumpler, 5th grade math & science Teacher – “Notebooking” - Standards and
Curriculum
In this session, attendees will learn how to integrate notebooking in science and math. However, these ideas and
strategies can be adapted for any subject area. Notebooking is a great way to integrate writing into math and science.
We will look at many ways to use the notebooks including: vocabulary, note-taking, science investigations, math practice,
and learning reflections. These notebooks are a great resource for the students to refer to all year. There will also be
examples of student notebooks at the session.
Triton Central MS – Kristi Reedy, 5th grade LA Teacher – “Teaching of Comics” - Standards and Curriculum
Unleash the power of comics to help your students become super scholars. With the advent of modern technology,
images are being integrated within texts with increasing frequency. As educators, we need prepare our students to be
fluent in communicating with both words and images. Understand the research behind the booming success of using
comics in the classroom and learn practical strategies to implement visual literacy instruction in all content areas, with
special emphasis on language arts, within the rich word and picture format of comics. Even the most reluctant and
struggling students are no match for the power of comics. Watch student engagement and comprehension soar to an all
time high when you use comics in your classroom!
Peru Jr. High School – Sam Watkins, Karen Baker, Angie Legg, Diane Adelsperger, George Morris, Teachers – “From
School Improvement to Four Star” - Standards and Curriculum
We will showcase our Peru Academic Method, which has brought us from school improvement to Four Star status. This
instructional method encompasses relationships, interventions, time, and teachers for the betterment of our students. We
will also discuss how the use of data has changed our focus towards student achievement and teacher curriculum. Peru
Community Schools has a free and reduced population above 65% and is a low socio-economic urban community with a
student population of 2,200. Our data management system, created by Peru Community Schools, will be showcased as
part of our success.
Greater Clark County Schools – Dr. Mariane Fisher, High School Administrator; Tonja Brading, Elementary Principal;
Amber Cook, Amy Hasselbring, Teachers; and Dr. Stephan Daeschner – “And They Said It Couldn’t Be Done: Creating
a Culture of Positive Change” - Standards and Curriculum
Under the leadership of Dr. Stephen Daeschner, Greater Clark County Schools underwent an amazing transformation
from a district that was disjointed and disconnected to a district in which Professional Learning Communities, collegial
conversations, data analysis, common assessment, and a clear focus on best-practice instruction became "the work" of all
stakeholders. Through this 3-year process, scores in English and mathematics rose dramatically--20 to 30 points overall-and the culture and climate in each school affected became infused with positive/effective interventions and strategies
based on common conversations, the monitoring and adjustment of instruction, conversations and dialogue around
change and becoming change agents, and elevating student achievement and engagement to an unequaled level
throughout the district. The results of this transformation have been written and compiled by those who lived and
breathed this work under the tutelage of Dr. Daeschner. This work has been chronicled in a newly published book
entitled: And They Said It Couldn't Be Done: Transforming a School District Into a Learning Organization.
Middle Level Pedagogy
Kekionga Middle School - Jennifer Mable, Principal, Lindsey Baumgartner, Carrie Curry and Jennifer Johns - Teachers
– “Using Data to Drive Your Instruction” - Middle Level Pedgogy
Information will be shared on how to use data to drive your instruction utilizing learning stations, small flexible grouping
and student accountability within the learning stations
University of Evansville - Paul Parkison, Chair, School of Education – “Collaborative Assessment” - Middle Level
Pedgogy
Utilizing a participant observer research model, a case study of the efficacy of collaborative assessment methodology
within a middle school social studies class was conducted. A review of existing research revealed that the students'
perception of assessment, evaluation, and accountability influences their intrinsic motivation to learn. A collaborative
assessment methodology was developed to provide a means to involve the students in the decision-making processes of
instruction: lesson planning, goal and objective identification, assessment, and evaluation. Changing extrinsic motivators
like assessment and evaluation into intrinsic motivators was the ultimate goal of the collaborative assessment
methodology. The collaborative assessment methodology utilized a cyclical information flow so that all assessments and
evaluations became formative. The study was highly influenced by the instructor's belief in constructivist curriculum
tradition and existentialist philosophy.