Another Great Review for the Fundamental 5

The good news keeps rolling in for our book, “The Fundamental 5.” Barnes and Noble just picked it up for its online bookstore and the Texas Legal Digest put the book in its Fall Catalog, listed as the best seller at the TASSP Summer Conference!

Then the following review was posted on the Goodreads.com website.

The Fundamental Five - I recommend this for all classroom teachers, new and seasoned. It is another one that I have highlighted up and will be revisiting between now and the beginning of school. Cain and Laird present 5 concepts that are not new to educators, but when used together create a formula that has been proven to increase academic achievement in schools and students.

Then as a bonus, my first book, “Jump Start Your School” received the following review.

Jump Start Your School - Quick read! Great templates to use to kick things off in the area of school improvement. Definitely one that I will be revisiting as the school year starts.

As always, thanks to the reviewer that took her time to acknowledge our work, thanks to everyone who has already read the book and a big thanks to the 50+ schools that have purchased campus sets of the book for their fall book study.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Doc Seabolt Clarifies... (Common Assessment Data Analysis - Part 3)

In response to the 4/22/2011 post, “Common Assessment Data Analysis – Part 2,” Doc Seabolt continues with:

When I say at first let kids choose their level of differentiation, the operative words are "at first." Combined with a concept like Game On, most kids will strive for more. However, if a student is observed consistently choosing below their ability level, the instructor must step in and make better decisions for the student. I recently saw a classroom doing TAKS review problems on fire with competition, and the instructor wasn't even trying to make the kids compete, they did it naturally. The good use of formative assessment and reinforcing effort and success immediately and energetically lit the students on fire. Of course the teacher leading the class is truly extraordinary, but any teacher can learn the techniques.

SC Response

Great clarification. Student failure, often the result of student choice, is the equivalent to the check engine light signal on a dashboard. Something needs attention and adjustment.

Anybody can deliver content. But the artistry in the classroom occurs when every students “chooses” to engage and strives for success. The more at-risk the student, the bigger the role of the teacher in that “choice” equation. Which is why you have to put your absolute best teachers in front of your most difficult students. To not do so places the comfort of adults ahead of the needs of students.

Making that particular staffing decision is one of the first critical steps in the transition from good principal to great principal. Survive it (yes, this does come with some risk) and the discussions and actions of the campus inherently become more student-centric. Avoid it and your campus is always leaving performance on the table. This idea is not unique. It mirrors the exemplar business practice of putting your best people in the areas with the most untapped potential. Which is a very profitable way to operate and continuously grow. If we simply viewed student results as “profits,” then a lot of our decision-making would be more cut and dried.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (The Power of PowerWalks - Part 1)

In response to the 4/21/2011 post, “A Reader Asks... The Power of PowerWalks,” a LYS Principal writes:

What I would tell that principal is if you are frequently visiting classrooms, you don't have to wait for test results. You know what students are learning and the level of success the teacher is having with the instructional strategies she is trying. You validate the conscientious teachers by being knowledgeable about what they are doing. You can coach the teacher that needs coaching. You remediate or remove the teacher that is unwilling to learn and grow.

It is my firm belief that a principal should never be surprised by test results. If you are regularly in classrooms, you know how students perform. We cannot effectively run a school if we are in the dark about what really is occurring on a daily basis.

SC Response

I work with campuses to remove hope and luck out of the performance equation. Execute the Foundation Trinity with increasing speed and fidelity and there is no need for hope and luck. We know what we do well and what we are working on. Execute the Fundamental 5 implicitly and the instructional delivery is optimized. Thus the performance of students become more and more commensurate with the effort we put into instruction.

Teaching is difficult, knowledge based work. If we are to be successful beyond the random classroom then support and administrative staff must significantly change both the way in which they go about their daily tasks and what those tasks are. Observation, analysis, reflection, discussion and adjustment in increasingly rapid cycles are the currency of systemic improvement. And if you aren’t conducting your PowerWalks, you might be busy trying to improve, but you aren’t being efficient and effective in your (and your team’s) efforts.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Top LYS Tweets from the Week of June 26, 2011

The biggest argument I get against the use of bootleg technology in the classroom revolves around students misusing the tools and access.

“What if they cheat?

What if they call, text, IM or e-mail their friends?

What if they view inappropriate material?”

All of these are valid issues and concerns, but they are not reasons to not go forward. Pre-plan for situations you know will occur. For example, I can promise you that some student will cheat (which they already do), some student will call or text a friend (which they already do) and some student will view inappropriate material (which they already do). For each scenario, create a plan of actions, responses and contingencies. Don’t be draconian. Be reasonable and supportive. The bottom line is that our students hold in the palm of their hands an educational resource beyond the collective imagination of any prior generation. Ignore or deny that reality and you do so to the detriment of your campus, staff and most importantly, your students.

A number of you in the LYS Nation are now using bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of June 26, 2011, as tabulated by the accountants at Price Waterhouse.

1. Today we scheduled 61 schools and filled 93% of our 2011/2012 calendar. If you haven't booked your LYS coaching days yet, time is running out.

2. So you want to use bootleg tech in the classroom but fear that poor kids will be left out. You can always let kids share.

3. The person who would never call the head coach to central office during the game, will take a principal off campus numerous times a month. Why?

4. The best TSA guy in the country works at Bush Intercontinental Airport. He tells you what to expect, how to do it, when to do it, that you did it, and he smiles. Great teacher!

5. The best TSA guy works next to typical TSA guy. That guy doesn't smile, doesn't tell you what to do, and is mad because you can't read minds. Bad teacher.

6. Question: You are improving, but doing so at a pace slower than the state and your peers. Is that improvement or regression?

7. Tonight’s Run Thought: There is nothing more frustrating than watching the slow and methodical train wreck that is purposefully bad leadership.

8. Why is it that the educators who are most vocal about the "Evils of Teaching to the Test," always seem to have bad test scores?

9. Tonight’s Run Thought: If there ever was a time that the "Stockdale Paradox" applied to public education, this is it.

10. A Big 12 University just purchased numerous copies of "The Fundamental 5: The Formula for Quality Instruction" Yes, we are excited!

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Jefferson on Education

In honor of the Fourth of July I would like to share a quote concerning education by the man who drafted the Declaration of Independence.

"Educate and inform the whole mass of the people...they are the only sure reliance for the preservation of our liberty."

— Thomas Jefferson

What we do everyday in our public schools is of grave national import. We must not take that responsibility lightly and we must remember those who would dismantle liberty and equality in the pursuit of political favor and profit.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation