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Another LYS reader shares a favorite Cainism…
“Here is my favorite Cainism…
I had an Assistant Superintendent (who was never a principal and had never worked on a low SES campus) try to force his redesign plan on the low performing campus that I just took over. After spending 30 minutes explaining his complicated, five year plan, he asked Cain what he thought. To which he replied,
“No offense, but garbage wrapped in a pretty package is still garbage.”
The result, the Superintendent giving me the go ahead to run a different game plan and the campus getting off the AU list in one year.”
SC Response
Why doesn’t anyone remember the nice things I say?
In all seriousness, Dr. John Sawyer (a long time Superintendent), always reminded me that whenever I was in the room with a Superintendent, my primary job was to make sure that he or she did not walk off the cliff. The assistant superintendent in question was trying to convince the superintendent that his plan was correct. My job was to make sure that they did not make a mistake that they could not recover from. The closer someone is to the edge, the more direct you have to be.
Think. Work. Achieve.
Your turn...
Saturday, July 25, 2009
Friday, July 24, 2009
A Reader Writes... (Credit Recovery - Part 2)
In response to the post, “Credit Recovery / Failure Prevention,” a reader writes:
“Sean, can you (or the LYS readers) give us an elementary version of this?”
SC Response
First, LYS readers, the call has been made for your ideas. Send them in.
Now, I think the concept is similar with elementary, you just have to make sure you follow some key practices.
Practice 1: Three week progress reporting. Reviewing and reporting student progress at short-term intervals is a good practice. Responding with meaningful support and interventions for students who are either near failing, or failing, based on those reports is an excellent practice. What you have to guard against is when you mandate that “near failing” requires teacher action, grades often magically rise to just above the “action” point.
Practice 2: Common grading parameters. Whether you use a common scope and sequence, common assessments, common rubrics, or some combination of the three, you have to make sure that assigned grades are consistent from class to class. Feel good grading practices create numerous detrimental, unintended consequences.
Practice 3: Academic support center. Pick a location, staff it with somebody, and open it when students are on campus, but nothing academic is scheduled (before school, lunch, after school). Give students a place where they can complete work, ask questions, and practice skills.
For elementary schools, I would assume that the big caveats would be the consideration of developmental levels in grades K, 1, & 2, and the issue of recess.
First, I know that developmental levels are a legitimate concern. However, I have also observed that developmental levels seem to be locally determined. What is developmentally impossible on one campus is standard fare on another campus. Many developmental issues are often adult driven. For example, student nap time is actually adult rest time. But try explaining that to the staff that still schedules naps everyday.
Second, is the question of recess. I’m not for or against recess, and both sides of that debate make compelling arguments. But, what I am not for, is taking students out of recess on a regular basis to address remediation concerns. Finishing an occasional assignment is appropriate; doing math facts for a month is not. Find other chunks of time to more formally support identified students.
Again, it is much easier to fix problems earlier, rather than later. It is better for students and for your campus to prevent failure in the first place. If you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn...
“Sean, can you (or the LYS readers) give us an elementary version of this?”
SC Response
First, LYS readers, the call has been made for your ideas. Send them in.
Now, I think the concept is similar with elementary, you just have to make sure you follow some key practices.
Practice 1: Three week progress reporting. Reviewing and reporting student progress at short-term intervals is a good practice. Responding with meaningful support and interventions for students who are either near failing, or failing, based on those reports is an excellent practice. What you have to guard against is when you mandate that “near failing” requires teacher action, grades often magically rise to just above the “action” point.
Practice 2: Common grading parameters. Whether you use a common scope and sequence, common assessments, common rubrics, or some combination of the three, you have to make sure that assigned grades are consistent from class to class. Feel good grading practices create numerous detrimental, unintended consequences.
Practice 3: Academic support center. Pick a location, staff it with somebody, and open it when students are on campus, but nothing academic is scheduled (before school, lunch, after school). Give students a place where they can complete work, ask questions, and practice skills.
For elementary schools, I would assume that the big caveats would be the consideration of developmental levels in grades K, 1, & 2, and the issue of recess.
First, I know that developmental levels are a legitimate concern. However, I have also observed that developmental levels seem to be locally determined. What is developmentally impossible on one campus is standard fare on another campus. Many developmental issues are often adult driven. For example, student nap time is actually adult rest time. But try explaining that to the staff that still schedules naps everyday.
Second, is the question of recess. I’m not for or against recess, and both sides of that debate make compelling arguments. But, what I am not for, is taking students out of recess on a regular basis to address remediation concerns. Finishing an occasional assignment is appropriate; doing math facts for a month is not. Find other chunks of time to more formally support identified students.
Again, it is much easier to fix problems earlier, rather than later. It is better for students and for your campus to prevent failure in the first place. If you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn...
Thursday, July 23, 2009
A Reader Writes... (Credit Recovery - Part 1)
In response to the post, “Credit Recovery / Failure Prevention,” a reader writes:
“As a check, you may want to monitor the number of 3rd year freshmen. I had a conversation just the other day with a school that claimed to implement all of these fantastic credit recovery programs. In a later conversation, the same person mentioned the discipline problems associated with 3rd year freshmen. A good way to monitor a credit recovery program is to include a feedback mechanism that looks for students off grade level, even after being in credit recovery. This person was proud of their program, but the ability of the program to serve students is questionable.”
SC Response
The writer touches on the Achilles Heel of 99% of school intervention programs; they are implemented too late. Meaning that they kick in after the issue is critical, in this case significant student failure. That’s why I like the concept of failure prevention.
Failure Prevention does create more work and planning on the front side, but that is when the issue is solvable. The longer the campus waits to act, the more difficult the problem becomes. Catch the disease early, and you have an excellent chance of surviving. Ignore preventative habits and treatments; miss or ignore the on-going warning signs; and once preventable death is all but assured.
Again, if you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn...
“As a check, you may want to monitor the number of 3rd year freshmen. I had a conversation just the other day with a school that claimed to implement all of these fantastic credit recovery programs. In a later conversation, the same person mentioned the discipline problems associated with 3rd year freshmen. A good way to monitor a credit recovery program is to include a feedback mechanism that looks for students off grade level, even after being in credit recovery. This person was proud of their program, but the ability of the program to serve students is questionable.”
SC Response
The writer touches on the Achilles Heel of 99% of school intervention programs; they are implemented too late. Meaning that they kick in after the issue is critical, in this case significant student failure. That’s why I like the concept of failure prevention.
Failure Prevention does create more work and planning on the front side, but that is when the issue is solvable. The longer the campus waits to act, the more difficult the problem becomes. Catch the disease early, and you have an excellent chance of surviving. Ignore preventative habits and treatments; miss or ignore the on-going warning signs; and once preventable death is all but assured.
Again, if you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn...
Tuesday, July 21, 2009
Credit Recovery / Failure Prevention
As you get ready for the start of school, re-think your credit recovery program. Most campuses wait for the end of a semester, when the actual course has been failed (or even worse, when multiple courses have been failed) to address the issue. Don’t wait that long. Use a tiered approach, like the one below, instead.
1. Create a morning, lunch, and afternoon support center. In the center, have computers with internet access and a good curriculum software system (I prefer A+), and a teacher or aide who can tutor.
2. At progress report time, or every three weeks, whichever is shorter, identify every student who has a grade lower than 75. Inform them and their parents that the support center is open, available, and highly recommended.
3. For students who are near failing due to incomplete work, they can complete the missing work in the center.
4. For students who are near failing, due to poor grades, have them work on the computer curriculum program to remediate weak skills.
5. For students who are failing electives, have them write one page reflections related to the subject, based on internet research.
6. Let the new grades pull up the pre-existing grades.
This will take care of most of the students. At report card time, do the same thing, except make the lunch session mandatory for three weeks (or a specific number of assignments). The student can speed up the three week term by attending the other sessions.
This plan works at every grade level. It is always easier to fix problems sooner, rather than later. And, it is always better for students and for your campus to prevent failure in the first place. If you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn…
1. Create a morning, lunch, and afternoon support center. In the center, have computers with internet access and a good curriculum software system (I prefer A+), and a teacher or aide who can tutor.
2. At progress report time, or every three weeks, whichever is shorter, identify every student who has a grade lower than 75. Inform them and their parents that the support center is open, available, and highly recommended.
3. For students who are near failing due to incomplete work, they can complete the missing work in the center.
4. For students who are near failing, due to poor grades, have them work on the computer curriculum program to remediate weak skills.
5. For students who are failing electives, have them write one page reflections related to the subject, based on internet research.
6. Let the new grades pull up the pre-existing grades.
This will take care of most of the students. At report card time, do the same thing, except make the lunch session mandatory for three weeks (or a specific number of assignments). The student can speed up the three week term by attending the other sessions.
This plan works at every grade level. It is always easier to fix problems sooner, rather than later. And, it is always better for students and for your campus to prevent failure in the first place. If you are already doing something effective and pro-active, the other LYS readers want to know about it.
Think. Work. Achieve.
Your turn…
Monday, July 20, 2009
Good Idea, Marginal Execution
I have a friend who was applying for a principal position. For the interview she was asked to do the following:
“You have just been appointed as principal to an academically acceptable campus. During a 7 to 9 minute PowerPoint presentation, outline your focus and activities during the first 30 days in this new position. Include the three key things that you will do during this time to prepare your staff to accept the challenges and opportunities that face the campus.”
I’m all for adding a performance piece to the interview process, but it needs to be meaningful and thought out. However, there are a couple of issues with the above instructions.
1. The academically acceptable status of the campus. This is a landmine. The correct answer is that an academically acceptable campus is often closer to the bottom than it is to the top. As such, it is important to quickly assess campus strengths and weakness, and then take aggressive action to improve. Unfortunately, in this East Texas district, they are satisfied with their acceptable rating. The blame for academic failure is placed on “those” kids, instead of adult practice.
2. A 7 to 9 minute power point presentation? Are you kidding? This is not a venue for power point. The first reason is that a 7 to 9 minute power point presentation is one slide. By that I mean that you should allow about 10 minutes of talk for each slide. Second, this is your initial meeting with your staff. They need to be reading you, not the screen. If all you have is 7 to 9 minutes, and you are the leader, then you best be the whole show.
Here’s how I would have used the performance piece (this is free advice):
"You have been appointed as principal to a campus that is not meeting its potential (this covers every campus). "
1. In a one page memo to the Superintendent, outline your action plan for the first 30 days in the position (this is the working rough draft, if the candidate gets the job).
2. Prepare and present to the interview committee, your five minute introductory address to the staff (again a working draft, if the candidate gets the job and a chance to see how he or she communicates and responds in a high stress situation).
Think. Work. Achieve.
Your turn...
“You have just been appointed as principal to an academically acceptable campus. During a 7 to 9 minute PowerPoint presentation, outline your focus and activities during the first 30 days in this new position. Include the three key things that you will do during this time to prepare your staff to accept the challenges and opportunities that face the campus.”
I’m all for adding a performance piece to the interview process, but it needs to be meaningful and thought out. However, there are a couple of issues with the above instructions.
1. The academically acceptable status of the campus. This is a landmine. The correct answer is that an academically acceptable campus is often closer to the bottom than it is to the top. As such, it is important to quickly assess campus strengths and weakness, and then take aggressive action to improve. Unfortunately, in this East Texas district, they are satisfied with their acceptable rating. The blame for academic failure is placed on “those” kids, instead of adult practice.
2. A 7 to 9 minute power point presentation? Are you kidding? This is not a venue for power point. The first reason is that a 7 to 9 minute power point presentation is one slide. By that I mean that you should allow about 10 minutes of talk for each slide. Second, this is your initial meeting with your staff. They need to be reading you, not the screen. If all you have is 7 to 9 minutes, and you are the leader, then you best be the whole show.
Here’s how I would have used the performance piece (this is free advice):
"You have been appointed as principal to a campus that is not meeting its potential (this covers every campus). "
1. In a one page memo to the Superintendent, outline your action plan for the first 30 days in the position (this is the working rough draft, if the candidate gets the job).
2. Prepare and present to the interview committee, your five minute introductory address to the staff (again a working draft, if the candidate gets the job and a chance to see how he or she communicates and responds in a high stress situation).
Think. Work. Achieve.
Your turn...
Sunday, July 19, 2009
Great Advice - Sundberg Wisdom
A couple of years ago, I was complaining to a very successful, business owner friend of mine. The complaint was about how difficult it was to move a particularly entrenched bureaucracy. It was a case of one step forward, two steps back.
He said, “They can’t help it, they are a’ama crabs.”
To which I said, “I have no idea what you are talking about.”
“When you go catch a’ama crabs, all you need is a five gallon bucket to keep them in. You throw them in the bucket and as one starts to get to the top to escape, the others pull him back down. It’s what they do. You are dealing with a’ama crabs.”
When you find yourself dealing with a’ama crabs, don’t take in personally. Build the system, support the few people that on board from the crabs, and understand that you have to drive the change because the a’ama crabs don’t have the capacity.
Also, if you find yourself dealing with an organizational a’ama crab mentality, I would have a big ceremonial crab boil. Boldly confront the mindset and challenge you people to move up the evolutionary ladder.
Think. Work. Achieve.
Just a reminder for existing LYS readers and an invitation to new LYS readers, Sunday is advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn...
He said, “They can’t help it, they are a’ama crabs.”
To which I said, “I have no idea what you are talking about.”
“When you go catch a’ama crabs, all you need is a five gallon bucket to keep them in. You throw them in the bucket and as one starts to get to the top to escape, the others pull him back down. It’s what they do. You are dealing with a’ama crabs.”
When you find yourself dealing with a’ama crabs, don’t take in personally. Build the system, support the few people that on board from the crabs, and understand that you have to drive the change because the a’ama crabs don’t have the capacity.
Also, if you find yourself dealing with an organizational a’ama crab mentality, I would have a big ceremonial crab boil. Boldly confront the mindset and challenge you people to move up the evolutionary ladder.
Think. Work. Achieve.
Just a reminder for existing LYS readers and an invitation to new LYS readers, Sunday is advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn...
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