Have a Safe and Happy Holiday

To the LYS Nation,

Half of the school year is in the books. Time flies when you are having fun. Now is the time to enjoy some time with family and loved ones and recharge our batteries so we start the second semester at full speed. I wish everyone a joyous holiday season and the blog will return on January 3, 2011. Be safe, because we have a lot to discuss next year, starting with the second wave of “I Know the Hours are Long” comments. I leave you with a comment from Cynthia, a relatively new member of the LYS Nation and a prolific writer.

As a participant in this blog, I would like to say thank you for the invitation to comment and write in. I would also like to say thank you for taking the initiative to keep the light at the end of the tunnel lit with knowledge. I would also like to say to all who read my comment have a safe and joyous new Year - until 2011 - peace, immersion (my new word) and "Game On!"

Think. Rest. Be Merry.

Your turn...

On-going Professional Development and the Book List

I had an LYS principal call me last week with a question and a request. The question was this:

“What should I be doing to prepare myself for my next job, in terms of professional development?”

This is an excellent question. I told him that there are a couple of things he should be doing. First, he should focus on ensuring that his campus is working everyday to maximize student performance (Check – Middle School, Exemplary without TPM).

Second, he should begin attending the state and national principal conferences and also the state and national school administrator conferences (TASA and AASA). These conferences attract excellent speakers and have numerous sessions devoted to current issues and education.

Finally, he should add a measure of discipline and focus to his reading. Spend less time on fiction and devote more time reading about instruction, leadership and organizations.

I told him by doing this, he would begin to separate himself from the pack during the interview process.

As for his request, he asked for the list of ten books I recommend to school leaders. So here is the list again, just in time for your holiday reading:

The First Five

1. Results Now, by Mike Schmoker. This book sets the tone. If on the whole you disagree with what Mike writes in this book, you are going to disagree with LYS (the Organization and probably the Nation).

2. Corp Business, by David H. Freedman. The book I made every new AP I hired read. I have yet to find a book that does a better job of laying out the actionable ABC’s of leading people in the field.

3. Good to Great, by Jim Collins. There are hedgehogs and foxes. Reject your fox instincts and embrace your inner hedgehog.

4. The Tipping Point, by Malcolm Gladwell. The primer on the power of the few. Those who question the power of the LYS Nation just don’t recognize the implication of a network of the best Mavens, Connectors and Salespeople in our field.

5. Classroom Instruction That Works, by Robert Marzano. The final word on the research that proves the effect of best practice. This book is so critical to our profession that if you haven’t read it yet, you don’t deserve a seat at the table when the discussion turns to instruction.

The Best of the Rest (6-10)

6. The Moral Imperative of School Leadership, by Michael Fullan. You actually should read everything that Fullan writes, but if time is a factor, this is the one to start with. I do have one small problem with Fullan. He’s too smart. He understands the nuances that drive expert leadership and does a world class job of explaining this (perhaps better than anyone). Unfortunately, the smart/lazy manager type can use Fullan as justification for their repeatedly inane actions (or inaction).

7. How the Mighty Fall, by Jim Collins. Yes, it is a business book, but Collins lays out the doom loop that district after district is currently stuck in. Fortunately, he tells us how to get out of the loop and even prevent it. Unfortunately, most senior leadership doesn’t care and isn’t listening.

8. Who Moved My Cheese, by Spencer Johnson, M.D. The modern classic. I only appreciated it after I read it the second time. First, you have to have tried to manage significant organizational change and made a mess of it; than you are ready understand what Dr. Johnson is really teaching us.

9. The 21 Irrefutable Laws of Leadership, by John C. Maxwell. Maxwell is a former pastor. He writes about church leadership. In many ways, church leadership is a better model for school leaders than business leadership. Violate the Irrefutable Laws at the peril of your organization and you career.

10. Slot number ten is filled by a number of books, that depending on my mood, interest, or need of the person I’m working with, that I might recommend. Some of those books include:

33 Strategies of War, by Robert Greene for strategic and tactical planning.

The Federalist Papers, by Hamilton, Madison and Jay. If you are trying to lead an organization of more than three people who have competing self-interests, you might find this worth reading.

It’s Called Work for a Reason, by Larry Wingate. Admittedly a pulp book. But sometimes we have to get over ourselves, cut thru the BS and admit that we had a job to do and how hard we tried doesn’t matter if we’re not successful. Just looking at the title ought to give you a little boost when the going gets tough.

His Excellency, by Joseph J. Ellis. Think you have leadership all figured out? If this study of George Washington doesn’t convince otherwise, you must be pretty darn good.

Think. Work. Achieve.

Your turn...

State of the Blog - The Last 100 Posts (700 and Counting)

Hello, LYS Nation. This is the 700^th post to the column, so as has become a tradition, we will review our progress.

First, the review:

The 1^st post was on Monday, February 16, 2009.

The 100^th post was on April 14, 2009.

The 200^th post was on June 10, 2009

The 300^th post was on September 2, 2009

The 400^th post was on, December 16, 2009

The 500^th post was on, April 7, 2010

The 600^th post was on, August 2, 2010

The 700^th post is today, Friday, December 17, 2010

It has taken 1 year and 304 days to reach the 700 post milestone.

The 700 posts represent more than 600 pages of single spaced text. This is the equivalent of about a 2,400 page book.

The top 7 key words have been: Leadership (230); Principals (111); Teachers (110); Robert “Bob” Brezina (104); E. Don Brown (94); Campus / School Improvement (71); LYS Nation (68); Instruction (63)

The top 3 posts, in terms of distribution, have been: 1 – Readers Ask… More Assessment Questions (11/5/2010); 2 - A Reader Submits… Instructional Strategies (10/19/2010); 3 - More of the LYS Nation in the News (11/23/2010)

There have been over 23,850 site hits.

There are 691 e-mail subscribers. Thank you!

There are now international readers and e-mail subscribers, with the following 9 countries represented: Australia, Canada, Egypt, Mexico, New Zealand, Taiwan, United Kingdom, United States, U.S. Virgin Islands,

All of this is incredibly exciting; especially when you consider that less than two years ago, every number was 0.

A Little Blatant Self Promotion:

First, if you like the blog and you haven’t signed up for the e-mail subscription, please do so. I find that it’s easier to write to people than it is to write to web hits.

Second, if you like the blog and find it useful, tell three other people. This blog is a much more powerful resource for school improvement when it is a dialogue.

Third, if you have not sent in a comment yet, please do so. Education research points out that the act of critical writing actually makes the learner smarter. Let the blog assist you in sharpening your saw.

Finally,

Thank you so much for reading and responding. This network which started out as a way for just a handful of principals to stay connected has turned into a small nation of board members, central office administrators, campus leaders, and teachers who are focused on redefining what students are capable of. Who knows what we will discuss in the next 100 posts.

Think. Work. Achieve.

Your turn…

Go on a Field Trip

I was recently working with some principals and I specifically wanted to review the results of their district assessments. The principals had done some extensive analysis and knew exactly what their students were struggling with. But they were also at a loss as to what to do about it. I asked them who was beating them.

At first they were confused, so I clarified my question. “What campus or campuses that should not be outperforming you, are currently doing so?”

They did not know, so we went though a quick exercise (less than 5 minutes) and we were able to identify a campus that getting significant, but unexpected positive results. Then came the fun part, I said “Let’s call that principal and go see what he is doing.”

The principal in question was surprised by the request but quickly said, “Come on over.”

So what did we see on our field trip? We saw a school that is implementing the Foundation Trinity and embracing the Fundamental Five. We also saw in class after class, teachers and students who truly seem to like each other and are enjoying themselves. The big difference between the campus that was unexpectedly in the lead and the other two campuses was the seamless fluidity in the use of the Fundamental Five.

When I asked the principal what he attributed this to, he said, “We took to heart what you told us this summer. You said that the Fundamental Five is what we control. So that is our focus. We practice it, we observe it, we talk about it, and we review our progress all the time. I guess it is starting to work.”

Something to consider as you plan your focus for the spring semester.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Question What You Do)

In response to the 11/2/2010 post, “Question What You Do,” a reader writes:

Assessments are to determine what needs the students may have. It is always great to have an assessment. But to use the assessment to determine if a teacher is doing a good job or not could be why that school district is conducting so many assessments.

If that is the purpose, then the question becomes are the results of those assessments true? There are a lot of variables that impact student assessments. Variables that are not well managed in most campus assessment programs. What is wrong with just using the state assessment? I wonder why they are testing so much?

SC Response

First, in the case of the two campuses I was writing about, they are very poor (low SES) campuses that compete toe-to-toe with schools that are considerably more affluent. They are constantly looking for information that better informs them on student performance. My point was that sometimes that search leads to superstitious behavior. With instructional time representing a mission critical resource, I am loath to use it frivolously.

Second, the best use of an assessment is to determine which instructional practices are more effective and which practices are least effective. While I do not advocate using short-term assessments to rate teachers, I have been, and remain, crystal clear on my position that if assessments do not highlight the effect of adult practice, then we are merely shuffling deck chairs on the Titanic.

Third, I really don’t worry about the common assessment testing environment. I fact, if it is my classroom, I want to keep the atmosphere somewhat relaxed. I want to communicate to my students that I taught them the material and they worked hard to master the material so the work is already done. I’m not worried because all they have left do is to let the world know that they have arrived by completing the task we had been preparing for.

Finally, we have to realize that if we are only using the state assessment to determine our level of success, we have waited to late. The common assessments let us make small adjustments to our practice and quickly gauge the results at regular intervals throughout the year. The longer you go without monitoring and adjustment, the greater the risk of completely losing your way.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Broke is Broke - Part 2)

In response to the 11/11/2010 post, “Broke is Broke – Part 1,” a reader writes:

This goes beyond bullying. A teacher’s refusal to write lesson plans also affects our students’ education. It is an affront to teamwork and can have a negative effect on the accountability rating of the campus. Relying on someone else to do your planning work boarders on unethical behavior. The person you describe is a teacher who needs to rethink why they became a teacher in the first place.

If the grade level team members take turns writing particular parts of lessons or specific lesson for their team because they favor a particular subject, and all agree on and discuss teaching strategies, that is a professional learning community. But the teacher who refuses to participate in group planning meetings yet demands access to the product of those meetings, is only concerned about themselves.

SC Response

As is the case with you, I was appalled by what was described in the original post. My response to the original writer was advice on how to address the situation with the individual.

1. Do your work and the work of others (not fair and tastes bad).

2. You can refuse to share with those who do not reciprocate (feels bad).

3. You can point out the lack of teamwork with administration (can be bad).

But understand that situations such as the one described occur when leadership is not doing an adequate job of supporting and monitoring the instructional planning process. Much like the bully who terrorizes the playground when teachers don’t pay attention, the same can occur when administrators and instructional coaches do not actively participate in the discussions and meetings that drive instructional design. The campus manager who espouses the belief that, “I was hired to run the school, the teachers were hired run instruction” has ensured that both the campus and instruction are operating at sub-optimal levels.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Poisonous Staff - Part 4)

In response to the 10/27/2010 post, "A Reader Writes... Poisonous Staff - Part 1,” an assistant principal writes:

It sounds as though your Principal might be under as much stress as you are. The comment, "This is what you will do," sounds as though your Principal has never done what you are being asked to do.

If he or she had, then the response might be more along the lines of, “Here, this is how I did it,” or “Try doing it like this,” instead of just issuing commands.

It sounds as though you might have to step up to the plate and help find a solution to the problem or at least be a part of the solution.

SC Response

Ouch. Insightful, but ouch. You just nailed a concept I have been talking about for quite a while now. What we ask teachers to do now has never been done previously in education. That’s right, the good ol’ days just weren’t that good. That means that for teachers to improve, leadership has to improve. We must do a better job of identifying tools for our teachers, providing training for our teachers, providing implementation coaching for our teachers and working with them to identify both performance hindrances and potential solutions. If all leadership is able to provide to you with is “work harder, work faster, and work longer,” do yourself a favor and find a new leader.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Curriculum Myth)

In response to the 10/20/2010 post, “Curriculum Myth”, another big brain in the LYS Nation writes:

Shouldn't curriculum, instruction and assessment all be standards-oriented, research-based and data driven?

Without standards it would be difficult to know when mastery has occurred. Without research it would be difficult to improve the breadth, scope and sequence of curriculum, instruction and assessment.

Without data it would be difficult to assess needs, anticipate solutions and project mastery goals. And so the cycle continues.

SC Response

I had to go back to the original post (10/20/2010) to review the argument.

1. Curriculum should be standards based (instead of research based).

2. Instruction should be research based (instead of standards based).

I would argue that both of you have valid points. It’s the nuance of the argument. I think that the first writer’s point was that most people attack curriculum and instruction decisions from the wrong direction. I agreed with that point and added that in my opinion when the problem is attacked from the wrong direction, it actually justifies inaction.

But with the cycle that you describe you make an intuitive leap that escapes numerous of us in the profession (but not the old school LYS’er).

1. We select a standards based curriculum (less common than one would suspect).

2. We implement the curriculum at full speed (rare) with fidelity (more rare).

3. We implement research based instructional practices (rare, and yes, we have the data to back this up).

4. We objectively assess (learning and instruction) in short windows of time (rare in isolation, exceedingly rare in combination).

5. We purposefully make incremental adjustments based on the analysis of both components of data (exceedingly rare).

6. We repeat steps 2 through 5 at increasing speed and intensity (my gut instinct is that this occurs at less than 1% of schools, nationally).

Which is why I agree with both of you (which is not unusual). But until the first argument is satisfied, it is hard to make your argument actionable. The question for those of us on the training side is, from an organization and system perspective, is the process critical or can the typical school make the intuitive leap?

Think. Work. Achieve.

Your turn...

Common Assessments for Students with Special Needs

The following are discussions on procedures to follow when including students with special needs in a common assessment program. It may be helpful for other schools and districts within the LYS Nation

1) From a Special Education Director, the initial answer to the question regarding common assessment grading practices for special education students:

There has been discussion to NOT modify the three and six week common assessments, in order to get full information about the skills of special education students. However, IF TEACHERS ARE COUNTING EITHER OF THESE ASSESSMENTS FOR A GRADE, then you must provide the accommodations that are specified in the student's ARD. Please ensure that your teachers understand this requirement of the law.

2) Because some parties in the discussion were using LYS as justification for their opinion and actions, we clarified the LYS position:

For the record, our recommendation has always been that for the common assessments, the student receives the same modifications / accommodations that he or she receives on the state accountability test.

If you do otherwise, as some campuses do, then the purpose must be for information only and there must be a grade modification, if a grade is taken.

3) The Special Education Director then provided even better clarification to make sure the needs of students remained at the forefront, and to remind us all that short cuts are not acceptable.

We need to be clear to instructional staff that there are modifications and there are accommodations. They are not the same thing. If the assessment is used for determining progress only and not for a grade, then you can (but don't have to) allow the student to take the assessment without accommodation or modification to determine the student’s current skill level without supports. This can help in determining whether those modifications or accommodations are indeed necessary for student success.

If however, the assignment will be used for accountability purposes, the modifications and accommodations must be used as specified in the ARD.

Now for the tricky part. Modifications include verdana font, larger point, more white space, horizontal item layout, reduced blueprint, plus 19 other item modifications. As you can see, to provide this level of modification to an assessment each three weeks and six weeks, in every subject would be a voluminous task. Certainly, if the campus staff is willing to learn how to do it and then dedicate the time, they could provide this. I don't really see this as realistic. As you can see, modified does not mean reduce one answer choice for everyone and then call it modified.

Accommodations are student specific and should be used daily in class and do not require altering the test in any way. They include things like colored overlays, calculators, addition charts, oral administration etc. These are easy to provide but they must be included in the ARD and they must be specific to the student. Once again, there is no "one size fits all." For example, the classic “reduce the answer choice for every student” and call that accommodated.

The issue is much more complicated than first meets the eye (as are most things in special education).

Think. Work. Achieve.

Your turn...

A Reader Asks... Common Assessment Data Analysis

A LYS Teacher sent the following to a LYS Coach

Lesa,

I have a question that enters my mind every time I start analyzing data from our common assessments. Why do we not count the kiddos in our data that make between a 60 and an 80?

For example, with these tests being 10 questions, we have LOTS of kids make 70s. Since we focus on the kids that make 80% or higher, and 60% or lower, those kids get left out. Is there a reason we aren't focusing on them? Is it because they are assumed to be scoring "at mastery?" Please shed some light on this for me. It weighs on my mind every time we test!

Thanks!

P.S. Thank you (and Sean) soooo much for your "style." The entire LYS team is a breath of fresh air every time you guys are here! The data analysis and everything that comes with trying to be a better teacher for our kids comes with some extra work; but I am seeing the improvements! Just seeing my ELL kids' awesome scores makes me excited to get to the next test. On the flip side of that, I'm taking their failures more personal than EVER BEFORE! In turn, those failing scores gnaw at me until we can get it right! So thank you! :o)

LC Response

Great question and thanks for asking me! You are correct - the theory is that if kids are making 60's and 70's this early in the year, then we believe that with continued good instruction in class and tutorial support as needed, that these students will be successful on TAKS in the spring.

Students who score 80% or higher are the kids that you expect to score commended, and the students who are below 60% are those that we have to be most concerned about and we continue to offer any and all support that we have as long as they continue to strive. Remember, it's these students who really determine your rating.

Tracking data like this is a concrete way to see how close or far we are to the TAKS goal - we can determine raw numbers of students who are soaring, those who are on level, and those who are striving. So, it's not that we aren't "counting" the kids in the middle, it's that we HAVE to know those who aren't making it and move them up through great instruction. You also want to think of the highest achievers and reflect on the instruction that is resulting in such resounding success and replicate it for the kids in the 60's and 70's with the hope that it will result in higher scores for them too.

I appreciate so much your attitude and your willingness to inspect your instruction. The fact that the scores drive you nuts is a sign of a caring, dedicated professional, and I promise you that just like we tell kids that the amount of effort they put forth will result in eventual success, so too is the same for us. The more we persevere and never give up, the better off every kid will be.

Thank you for being the kind of teacher that gives kids the ability to have options in the future! You are a blessing for each of them.

LC

Think. Work. Achieve.

Your turn...

A Reader Writes... (Game On! Schools - Part 3)

In response to the 11/28/2010 post, “Game On! Schools Write – Part 2,” a reader writes:

OK. I'm convinced!! I've been reading about Game On! for a few weeks and I really want to know more about it. My campus is very poised for this type of PLC push. Where can I find out more about the details of Game On! so that I can begin with my students and teachers? We are ready...

SC Response

I appreciate your enthusiasm, but as any Game On! school will tell you, thinking you are ready and actually being ready are two different things. There are some specific campus and staff practices that need to be in place prior to implementation.

Partially because Game On! is proprietary, but mostly because bootleg versions of Game On! fail more often than they succeed, we limit the amount of information we release publicly. However, for anyone interested (including the writer who submitted this comment), you can call the LYS office at (832) 477-LEAD or send in another comment that includes your contact information.

Here’s what everyone needs to know about Game On!

1. All things being equal, LYS schools outwork their peers.

2. All things being equal, LYS schools outperform their peers.

3. All things being equal, Game On! schools outwork LYS schools.

4. All things being equal, Game On! schools outperform LYS schools.

5. Game On! is not a game. It is a campus wide commitment to work with urgency, reflection and transparency.

Think. Work. Achieve.

Your turn...

Quit Wasting Time

A common complaint that I hear from nearly every school I begin to work with revolves around the lack of time. “We have too much to teach and not enough time to teach it in.”

I agree; we do not have enough time.

Which is why each day, each hour, and each minute are critical. There is only one, 27th day of instruction. Once we waste it, we can not get it back. Yet, without fail, the same campus that is most vocal about the lack of time, is the one that wastes the most of it.

How can we complain about time, when we don’t start teaching at full speed on Day 1?

How can we complain about time, when we schedule pep rallies during the instructional day?

How can we complain about time, when we schedule field trips and holiday parties?

How can we complain about time, when we look the other way when Friday becomes “Free Day”?

How can we complain about time, when we know the month of May will be an instructional wasteland?

How can we complain about time, when we give multiple college preparation tests where not one person on the campus analyzes the results and then uses the findings to adjust instruction? After the PSAT, SAT and ACT, we have to ask ourselves are we truly measuring anything or simply taking "feel good" instructional vacations?

It makes it hard to advocate for the profession when we regularly squander the most precious resource we have at our disposal - Time.

Think. Work. Achieve.

Your turn...

Update from the Field - Texas Charter School Conference and TEPSA Webinar

The Texas Charter School Conference threw another successful conference. Highlights included:

1. Seeing some old friends from my days when I was the State Director of Innovative School Redesign.

2. The official Chef of the LYS Nation, Chef Dwayne, set up another four-star meal for a group of LYS Principals and Central Office Administrators at his restaurant, the Chart House in the Tower of the Americas. As long time readers know, I will put Chef Dwayne and his staff up against any other restaurant in the country.

3. Seeing a different teacher from John Woods Charter every time I turned around.

4. The enthusiastic audience for my presentation and the great discussion pieces that they added.

5. But the biggest surprise came from George Sanders, one of my teachers from my Harris County days. George showed up for my session, without realizing I was the presenter. We were both surprised and when he told me that he is now a principal who led an exemplary school last year, I could not have been more proud and happy.

The TEPSA webinar, my first as a presenter, went as well as I could expect considering that I am a novice. I still have to learn how to talk for 45 minutes without moving and without visual or verbal feedback. It is a strange experience. But the close to 100 attendees stayed logged in for the whole time and the questions that were sent in lead me to believe that they found the information useful and timely.

If you took the time to listen to me at either of these events, thank you. If you didn’t get the chance, in the near future we’ll be at the TASA Mid-Winter Conference, TASB Winter Law Conference, AASA National Conference and NASSP National Conference. Get out and represent your school, your district and the LYS Nation.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Poisonous Staff - Part 3)

In response to the 10/12/2010 post, “Poisonous Staff,” the original writer sends in an update:

Cain,

BTW, my project poisonous staff member is somewhat softer now and more compliant. A testament to the effectiveness of influence and time, over authority and power.

SC Response

Congratulations! To you, your school and the employee. It sounds like you are channeling your inner Harry Miller and E. Don Brown. It’s a tough lesson, but like Brezina used to remind us, “You can’t fire them all so you better figure out some ways to save some of your bullets.”

Getting the reluctant on board (in a timely fashion) is a great litmus test of your leadership ability.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Poisonous Staff - Part 2)

In response to the 10/27/2010 post “Poisonous Staff – Part 1,” a reader writes:

I read the original post when it came out and didn't realize until today that some of our staff might have been who the principal was speaking of. Today, we had a training presentation going on and many on the staff kept whispering, “Why are we here, we have more important work to do…”

I just decided to write what the presenter was sharing with us. I am so worried that our school is not going to do well because of all this negativity that I am seriously considering a career change because I don't see how I can help. I've offered so many times to lend a helping hand when the administrator asks for it and I just get silence or I am told in a roundabout way that I'm not needed in that way.

SC Response

I'm sorry to hear about what you are having to deal with. It is demoralizing when your peers are phoning it in and leadership is ineffective, inept or both. For a classroom teacher in your situation I have the following advice:

1. Stay focused on the fact that there is nothing more important than the teaching and learning that occurs in your classroom.

2. Try to find some joy in the growth and success of your students.

3. Decide if the situation on your campus is temporary or long term. If it is temporary, stay positive and set a good example for your peers. If it is long term, look for a campus or district that is less focused on adults and more focused on students.

But as long as you have students that are counting on you, you have to keep working at full speed. Best of luck and know that if the going gets tougher, write or call anytime you need us.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Special Case Common Assessments)

In response to the 10/21/2010 post, “Special Case Common Assessments," one of the pioneer practitioners (and LYS Principal) writes:

SC,

You know I couldn’t let this one go. Have you mellowed? Where is the risk taking maverick that took no prisoners? I guess it’s up to me to give the person who asked the question the straight take.

Your top students taking advanced courses will probably be OK no matter what you do on common assessments. I assume from the scenario you presented that you are working in a junior high/middle school.

In my mind the important thing is to devise a method to collect true information (not just data) from the common assessments. This can be very tricky. I would give you the following recommendations:

1. Don’t fixate on 70 as a passing rate.

2. Use common assessments to close your achievement gap.

3. If you don’t know how, ask Cain for my personal e-mail address and I will give you the tools I have developed over the past 6 years to make sense out of common assessment data.

SC Response

Get out of my head, old man! The writer’s school is fast tracking through the learning (pain) curve. They are using 80 as their cut score and they are only tracking the academically fragile. Then they are doing “no BS” one page data analysis to back fill their deepest holes on the fly.

Some of them still have the “deer in the headlights” look, but for just one exception, the principals didn’t jump off the roof after the first assessment (remember that experience?). And even more promising, most of the teachers are trying hard to rise to the challenge.

If anyone asks for your e-mail, I’ll gladly pass it on. After talking to you, I’ll look like the nice and reasonable one. How often does that happen?

P.S.

If you are attending the Texas Charter School Conference on today look me up. At 3:45 pm, I’ll be presenting on the first steps of school improvement. The session title is, “Broke to Better.”

You can also catch me on the TEPSA Webinar on tomorrow at 11:00 AM (central time). The topic, “Effective Working Relationships: A Primer for Principals and Assistant Principals."

Follow the link below for more information.

http://www.tepsa.org/displaycommon.cfm?an=1&subarticlenbr=282

Think. Work. Achieve.

Your turn...

Game On! School Write - Part 2

In response to the post "The LYS Nation in the News,” on 11/4/2010, Dr. Stephen Wurtz writes:

Game On! is an incredible system designed by Sean Cain and the Lead Your School organization. I love the systematic approach to increasing student academic achievement while fostering character development and person responsibility.

Game On! has helped to foster a truly transparent environment where everyone understands their role on the team and how that role impacts the group as a whole. It has made a real difference in streamlining hard working teachers so that everyone's efforts are pointed in the same direction... toward achieving our school mission! I highly recommend it!!

SC Response

Thanks for the kind words and you know that everyone on our side couldn’t be more excited for you and your kids! Your success makes it easier for other schools to embrace the changes that will benefit their students.

On an unrelated note, don’t forget if you are attending the Texas Charter School Conference on Tuesday, November 29, 2010, look me up. At 3:45 pm, I’ll be presenting on the first steps of school improvement. The session title is, “Broke to Better.”

You can also catch me on the TEPSA Webinar on Wednesday, November 30, 2010 at 11:00 AM (central time). The topic, “Effective Working Relationships: A Primer for Principals and Assistant Principals”

Follow the link below for more information.

http://www.tepsa.org/displaycommon.cfm?an=1&subarticlenbr=282

Think. Work. Achieve.

Your turn...

Upcoming Events and Happy Thanksgiving

To the LYS Nation,

If you are attending the Texas Charter Schools Association Conference on Tuesday, November 29, 2010, look me up. At 3:45 pm, I’ll be presenting on the first steps of school improvement. The session title is, “Broke to Better.”

You can also catch me on the TEPSA Webinar on Wednesday, November 30, 2010 at 11:00 AM (central time). The topic, “Successful Principal and Assistant Principal Relationships.” Follow the link below for more information.

http://www.tepsa.org/displaycommon.cfm?an=1&subarticlenbr=282

Until then, be safe in your travels and enjoy this brief respite. The blog will resume on Monday, November 29, 2010. I leave you with the following message from Coach Tim Edwards, Texas coaching legend and proud member of the LYS Nation:

During the holiday, remember these reasons to be thankful.

1. Our health

2. Our country

3. Our wonderful way of life

4. Our freedoms of speech, religion, and expression

Enjoy your days off,

Coach

Think. Work. Achieve.

Your turn...

More of the LYS Nation in the News

The following article, written by a LYS Teacher, was originally published in the Midland Reporter-Telegram on 11/02/2010, Page C08.

Teachers, parents need to set students on path for love of reading

I am an avid reader. Reading is what I love to do on a night by myself, a rainy afternoon, or any day ending in “y.” I can think of nothing better to do than curl up with a good book and lose myself for several hours in a world completely different from my own. I teach reading. In my 12-year career, I’ve always taught reading in some shape or fashion. My first year as an educator was spent as a Title 1 aide where I pulled small groups of struggling readers. These students, in a rural Oklahoma setting, had many strikes against them becoming avid readers. Most of these students came from poor families that did not value reading or education. Many had small farms that took the time from the students after the school day had ended. As a primary teacher for the next eight years, I had varying classes of poor and middle-class students. For the most part, all of these parents wanted their children to succeed. We read together, read silently, read orally and checked out books from the library every week. Yet I still had struggling or reluctant readers. This summer I had an “a-ha” moment. About to enter my third year teaching sixth grade, I did quite a bit of professional reading. I read a book that changed my life, or at least my view on reading. I read the book “Readicide” by Kelly Gallagher. He suggests that schools are killing the love of reading. Test practice and reading the textbook word-by-word or page-by-page do not a reader make. I had one teacher in high school where on Monday we read the chapter out loud, one person reading at a time. Tuesday was vocabulary day. We looked up every vocabulary word in the book’s glossary. Wednesday we did the questions at the end of the chapter. Fridays we took a test over the chapter. Ugh! Just remembering it makes me realize why some of my classmates must hate reading. Instead, Gallagher suggests students need help to enjoy great literature. Classics are classics for a reason, and every well-rounded student needs to learn to enjoy some truly monumental literature. But in order to enjoy the classics, students need to be scaffolded every step of the way. You don’t hand “Romeo and Juliet” to a struggling reader and expect him or her to “get it.” You teach them how to make the connections, how to read for deeper meaning and how to enjoy the beauty of great writing. But even more importantly, students need to be given time to read books of their choice — whatever they want to read. Now, I’m a reading teacher, so I’m expected to say something like that. But let me put on my coach’s hat for a moment. If I want to become a better free throw shooter, I can read books about free throw shooting, take multiple choice quizzes about free throw shooting, or I can even watch some truly great free throw shooters. But how am I going to become a better free throw shooter? I have to practice shooting free throws. The same goes for reading. In order to become a reader, a student needs to read — not because they have to but because they want to. That means, as teachers and parents, we need to provide every resource for our students to practice reading. A recent study from the group Reading is Fundamental found that most classrooms have fewer than 50 books in them. Choice is the key. So what can we do as parents, teachers and community members? First, classrooms need books. Clean out your closets and bookshelves and donate any age appropriate books to your local school. Secondly, give books as gifts. When my son is invited to a birthday party, a book is always included in the gift we bring. Children need books at home as well as in school. Give books to teachers or schools in your local neighborhood. Give teachers gift cards to bookstores. The more books children have around them, the more likely they are to become readers. Finally, read yourself. Students need to see good reading modeled. Elementary teachers do this every day during silent reading time and read-aloud time. But even junior high and high school teachers need to model good reading. Every once in a while, throw in a picture book that correlates to what you’re studying. I guarantee your older students will enjoy it as well. My job as a teacher is to make my students into lifelong learners. I really feel my job is to make them into lifelong readers. Once the reading is there, the learning follows.

STACEY CALLAWAY

Think. Work. Achieve.

Your turn...

A Field Briefing from a LYS Coach

The following is a letter from the field from LYS Coach, Jeanette Nelson. I think the LYS Nation may find it interesting.

Hello, all...

I saw the great article on the LYS District in North Texas. No mention of Lead Your School, but it certainly appears between the lines.

My school in Washington D.C. is a low-performing high school and we will soon have another HS added to the assignment. It is most interesting! Both working here and living here. In spite of Chancellor Rhee's restructuring and re-alignment, problems abound. I have been privy to the politics from the inside, including working with an instructional coach who knows Rhee, the current mayor and the mayor-to-be personally.

The folks at the school are fabulous...a young mid-30's principal and assistant principal, and an instructional coach about to turn 68 and has the energy of a 30-year-old and the passion as well. The challenges are many, the students range in age from 17-21 and have all been disenfranchised in one way or another. (I learned the other day that one of the boys is only 13 years younger than his biological mother.) They are all impoverished and because many of them, both boys and girls, already have children of their own, are in a prime position to continue the cycle of poverty and reliance upon the welfare system. One would think that they would see the path they are on, but unfortunately, most of them do not and continue to challenge authority and are inarticulate as well as literacy-challenged.

The school is on a 9-week schedule, meaning that students can complete an entire course in 9 weeks, or in the case of some electives, complete a semester course in 4 1/2 weeks. My task is to build rigor in the instruction, as well as getting teachers to use their time in the 2 1/2 hour classes judiciously. The task becomes more difficult considering that many of the students do not really want to be here. But, because all the employers here now require a HS education, they feel they can just do seat time to get a diploma. Some have been in prison (including murder or attempted murder convictions, both boys and girls), some dropped out for a while because they had babies, some could not fit in other more traditional high schools or they were removed and kindly asked not to return because of their behavior.

The DC district has a set of standards, but no curriculum. Teachers must interpret on their own how and what to teach by breaking it down for themselves. Therefore, there is no guarantee that teachers across the district are even teaching the same things. Their state test covering reading and math, given to 10th graders in the spring, is not required for graduation, yet teachers are held responsible for the results on their appraisals. So students don't feel any compulsion to do well on the test, and sometimes end up graduating having never taken the test. My task is to increase the test results by a minimum of 5 percentage points over last year in both reading and math, but the chancellor is requiring an increase of 10 percentage points to maintain safe harbor for the school next year.

So, thank goodness teachers are starting to make some changes in their instruction as well as trusting me and working with me in developing a professional learning community. We still have a long path to travel, one filled with many rewards as well as some pesky challenges.

I miss all of you and hope things are going well. Don't let my Texas schools forget about me before I get back this summer.

Jeanette

Think. Work. Achieve.

Your turn...

Some Game On! Schools Write - Part 1

In response to the newspaper article and video on the Game On! school (11/4/2010), the principals of some other Game On! schools write:

LYS Principal #1:

I just saw the video on Game On! with Wurtz. That is so cool. Congrats to the school and LYS.

LYS Principal #2

OMG - I am soooo excited. I am going to get the teachers to show this to all of our kids this so that they can see how HAIRGROVE STUDENTS changed another school all the way in Dallas. It will be a great motivator for them, too. The school and LYS should be so proud!!!

LYS Principal #3

Very cool! It is exciting to see Game On! taking off across the country. I can't wait for you come out again to see what we are doing at Rennell. Game On! is alive and well in Cypress-Fairbanks!

Think. Work. Achieve.

Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 8)

In response to the post, “Yes, I Know the Hours are Long,” a Principal writes:

Amen to "Yes, I Know the Hours are Long!" I am a principal at a small school. This is my second year, and I have struggled with my teachers to make changes in what they have traditionally done--which is NOT best practice.

You would think I have asked them to sacrifice their first born. Some complain about having to move from one room to the other or about having so many subjects to be responsible for, or having to work long hours, but there is no option. I think many teachers come to false pretense that they cannot be more productive. That is NOT true.

I am pushing them to change. Extend and enrich the curriculum. Get out of the box! Raise the level of expectations. Be teachers and not just facilitators and paper-pushers. It's like pushing a brick wall up hill, but I AM making progress. I am seeing more innovation from some of them. Keep up the good work LYS!

SC Response

Here is what I know. The job that teachers are expected to do now is nothing like the job teachers were expected to do ten years ago. But the tools available to teachers now were unimaginable ten years ago. If teachers are to:

1. Meet the new requirements of the job (which were not invented by Principals or LYS);

2. Implement the new instructional tools that will make them more effective in the classroom;

They have to (even if it is grudgingly) embrace the concept of continuous learning (change).

But as a sought after change agent, I can tell you that the only organizations that willingly embrace meaningful change are the ones that have a history of successfully embracing change. With every other organization, it is an arduous process that fails as often as it succeeds. And in most every case it is the perseverance of leadership (both formal and informal) that is the deciding factor.

Celebrate your progress and keep your shoulder to that brick wall.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 7)

In response to the post, “Yes, I Know the Hours are Long,” an old school LYS Principal writes:

Yes, the hours are long. I would suggest you start thinking about subtraction. In order to get the job of teaching effectively accomplished, we have to spend more time on instruction than we ever have before. Time, effort, and energy are a zero sum game. Once time, energy, and effort are exhausted they cannot be replenished.

Why do teachers do fundraising for student activities, such as prom? Why do we strong-arm teachers to participate after hours “community” events, such as “Heart Runs.” As we add more instructional responsibilities, we have to examine what we do and subtract something. I encourage the LYS nation to start subtracting.

SC Response

Absolutely! As you well know, our niche is optimizing and subtracting. The problem is that non-instructional activities are like politicians, “All of them are bad, except mine.”

That is why we begin with a focus on the foundations of instructional infrastructure and the fundamentals of quality instruction. As you embrace those, you will begin to self-identify the non-essentials to let go of. As you do this, things begin to improve rapidly. It’s just hard for most people to let go. Just remember, the “Do Not Do” list is one of the key elements that separate the great ones from the masses.

Think. Work. Achieve.

Your turn...

Make Better Use of the Time before Thanksgiving, Christmas and Spring Break

There is no question that the days immediately prior to Thanksgiving, Christmas and Spring Break can be some of the most difficult for educators. To be effective at these times requires all of us to be at the top of our game. But many campuses just resign themselves to the fact that nothing productive will occur during those times, which leads to LITTLE TO NOTHING PRODUCTIVE OCCURING.

But not at one LYS campus. On that campus, the staff has figured out how to bring their “A” game to the classroom and make it count for something. On this campus, PDAS (summative evaluation) observations are scheduled during these periods. They are scheduled well in advance, so teachers have time to plan so they can really shine. The effect of top tier lessons and increased administrator time in the classroom, when both are needed most, has made a dramatic effect on the campus. And though it is not the only reason, since implementing this strategy, the campus has enjoyed dramatic improvements in student performance.

Think. Work. Achieve.

Your turn...

A "Thank You," some quick "Amen's," a "Hallelujah," and a new Two Minute Drill

There have been some strong feelings expressed on the blog over the past week (and they will continue for a number of days). I couldn’t be more pleased, for two reasons. First, strong feelings are an indicator of strong passion. I would rather lose a passionate debate than live with milquetoast agreement. Second, no one has unsubscribed from the blog. It used to be when the blog discussed a controversial topic, two or three readers would just quit the discussion. Not this time. The LYS Nation is following Brezina’s reminder, “We can disagree, as long as we disagree agreeably.”

That is a tough rule and we seem to be following it. For that I say “thank you.”

In response to the post, “Common Assessments – Campus vs. District (10/29/10),” a LYS Central Office Curriculum Director writes:

AMEN!

In response to the post, “Question What You Do (11/2/10),” a LYS Principal writes:

Amen!

In response to the post, “A Reader Submits… Instructional Strategies (10/19/2010),” a LYS Assistant Superintendent writes:

Hallelujah :-)))

SC Response
Another, “thank you,” for the kind words and for the record, “Common Assessments – Campus vs. District” posted on October 29, 2010 is now the most popular LYS post ever (based on circulation). “A Reader Submits… Instructional Strategies,” posted on October 19, 2010 is the second most popular. Check them both it out if you missed them.

Finally, I have posted another installment of the LYS Two Minute Drill on YouTube. Here is the link: http://www.youtube.com/watch?v=1AadNdpe21g

Think. Work. Achieve.

Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 6)

In response to the post, “Yes, I Know the Hours are Long,” an assistant principal writes:

This is interesting. The teachers’ reactions do not surprise me. According to my principal, people typically resist change. I agree.

What you should do is create some kind of chaos, like distracting them or redirecting them, then make the changes you want. Then you can recognize their hard work and soothe their ego's. You will soon see some great ideas at work!

SC Response

There will be many that will see your comment as a primer on how to manipulate people. But actually it is not. One of the secrets to managing change is to focus on small improvements and then celebrate the quick victories. This in turn builds confidence in the staff to try new things.

There is a campus that I am working with right now. The campus was supposed to be remodeled over the summer. The work is still not finished. Classrooms assignments and schedules have already been changed a number of times as the teachers and students move to avoid the construction. However, morale is through the roof. As the staff solves new and novel problems everyday, they get more excited.

Why? Because, in the grand scheme of things, how tough is it to get your grades in on time, when you have already moved your classroom three times in two months. A little chaos can be a good thing. As the saying goes, “Necessity is the mother of invention.”

Think. Work. Achieve.

Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 5)

In response to the post, “Yes, I Know the Hours are Long,” a teacher writes:

I could not disagree with your philosophy more. Try adding about 20 hours to the amounts you have stated above and you might reach the number of hours a teacher puts in of his or her own time. I love my job, my avocation, but the truth is this: I am contracted by my district to work a certain number of hours and I go way over that amount already at no additional pay.

My family does come first, and we are being "prepped and paper-worked" to death this year by new arbitrary concepts, philosophies, etc. that take away from our planning hours and time we need to prepare lessons and be effective teachers. We are being pulled out of class for meetings during the day (sub days), which are detrimental to our students. All in the name of what?

Please do not insult us and tell us how many hours we work and what should come first in our lives. We are actually in the classroom right now, and we are better judges of that than you are.

SC Response

Again, I in no way was attempting to make the claim that teachers only work 60 hours a week. I was pointing out that as a rule, effective teachers work at least 60 hours a week, and attempted to show how those hours are allocated. But let’s be reasonable, 80 hours a week would require over 11 hours of work a day, 7 days a week. This does not happen on a continuous basis. But I think we both agree that there are a lot of hours involved.

I will argue that if you are a professional, on salary, that you are not contracted for a specific number of hours a day. You are contracted to do the work as assigned. I know that is not warm and fuzzy, but it is the truth.

I cannot address the specifics of what is occurring on your campus. I would just hope that the concepts and philosophies that are being introduced on your campus are directly related to improving student performance.

I apologize for insulting you, for that was not my intent. My intent was to validate that teaching is a time intensive endeavor. My intent was to point out that there are ways we can work more efficiently, which at the very least reduces stress. And my intent was to point out that if you don’t love this job, I don’t know if the renumeration justifies the time that you will spend on it.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Yes, I Know the Hours are Long - Part 4)

In response to the post, “Yes, I Know the Hours are Long,” a teacher writes:

I do not mind giving my time because it is the right thing to do. But I feel demanding hours without paying people is unjust. How will we ever get the bright and the best to teach? Is satisfaction from helping children enough to let your own families suffer? I want it all the best of everything.

SC Response
Good comment. I do recognize that the discussion of hours is more personal to teachers than other professionals in our field. Additionally, there is no question that teachers do the majority of the heavy lifting in education. I will not say that they are the lowest paid, because that is not always the case. As a young AP, there were a number of teachers on my campus that were paid more than me. As a young principal, there were teachers and AP’s that made more than me.

But, as professional educators, we are not hourly employees. We essentially agree that for a set amount of money, we will complete a job to the satisfaction of those paying us. Unfortunately, there are two external factors that make this arrangement feel more and more unfair.

1. Teachers are paid essentially the same. Yet all teachers do not work in equally difficult settings and all teachers are not equally effective.

2. We continue to vote for politicians that demand increased services from schools without making corresponding investments in those same schools.

If you are one of the best and the brightest, at some level, you recognize this and you make one of two decisions. Either avoid the profession, or assign significant value to the intrinsic rewards the profession provides.

As an advocate for public education, I work everyday to improve what we do. I work to make systems more efficient and people more effective and I vote for those who are willing to invest in schools (a difficult task this past election). By doing so, I hope make the profession more appealing and rewarding.

Think. Work. Achieve.

Your turn...