Friday, December 21, 2012

Happy Holidays!


There is no question that this has been a difficult and emotionally draining first semester for many of our friends and peers.  Right now, many of us simply hurt and need time to heal. The Christmas Holidays give us that time. This year, more than most, it is important that you take time to rest, enjoy your family, read a book, be thankful for what you have, and remember those in need.

This is the last post of 2012. The blog will resume again on January 7, 2013. So until the New Year, to everyone in the LYS Nation, have a blessed, restful and safe Holiday Season! And I’ll close with a note the esteemed LYSer, The Ol’ Ball Coach, wanted me to share with you.

Merry Christmas to all and enjoy the many blessing the Lord has bestowed on us.

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Thursday, December 20, 2012

Top LYS Tweets From the Week of December 9, 2012


Here are the Top 10 LYS Tweets from the week of December 9, 2012.

1. Bombshell: TEA recommends LOWERING the college readiness standard! (By @txschoolsupe)

2. Showing the subjective (and political) nature of setting cut scores, TEA redefines College Readiness. (By @Clark_Ealy)

3. There is a huge difference between talking "teaching & learning" and supporting "teaching & learning."

4. I really don't care how you used to do it. I care about how you are helping the people currently trying to do it actually get it done.

5. Successful organizations encourage teachers to take healthy risks. Success has never been reached without risk. (By @dsteeber)

6. For a team to pull together, they have to know what they are fighting for. (By @fosterbkay)

7. When things aren't working do you point fingers or bear down and work harder? This is the point where leaders separate themselves from mangers.

8. Obstacles are put in the path to separate the weak and frivolous from the strong and serious.

9. Helpful hint to administrators: Schedule your time or others will schedule it for you! (By @jaredpeters23)

10. Not allowing bootleg technology in classrooms could be a discriminatory practice.

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/Fundamental5
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations)
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Wednesday, December 19, 2012

A Superintendent Shares... Emergency Plans


A LYS Superintendent shares the following:

I had been contemplating writing about the "school to prison" pipeline. Although not unique, I have a collection of experiences that are not common in the field of education. I have served in the military, I was a law enforcement officer, and I am now a school superintendent. Given the recent tragedy and Governor Perry's wise call for schools to review their emergency plans, I decided to delay the "school to prison" pipeline piece and to give my perspectives on school intruder situations.

In law enforcement, these school shootings are generally referred to as "active shooters." The actor is not taking hostages; the actor is intent on murder and is actively carrying out that intent. Law enforcement protocol will be to engage and stop the active shooter. If that is one officer on the scene or fifty, law enforcement will engage and stop an active shooter. I won’t go into the details of law enforcement active shooter methods and tactics for obvious reasons.

In this nightmare situation school's usual response is to go into "lock down" mode. Teachers will lock students into rooms and try to remain out of sight. Going into lock down is a way to be as safe as possible until the cavalry arrives. To say it another way, going into lock down is a way to minimize casualties until law enforcement arrives and stops the active shooter. Notice I used the
word minimize and not stop. Once a person is in your school and actively shooting, you are almost certainly going to take casualties until someone stops the shooter. I see absolutely no way around that fact.

So in the end it comes down to time. Time is equated to lives lost or saved. If you are fortunate enough to have a law enforcement officer on campus, your response time for help will likely be low and the casualties suffered will likely be minimal. If you are relying on off-campus help, your response time will likely be longer, certainly several minutes. Going into lock down can slow the rate of taking casualties, but the casualties are not likely to stop until the active shooter is engaged. When law enforcement arrives, are they going to be familiar enough with the specific building layouts to make it to the right spot? If a shooter is in the band hall, do the responding officers know where the band hall is, or will they have to figure that out once they arrive? That will cost you more time, and casualties.

I would encourage each of us to think of how to minimize the rate of casualties and how to decrease response time at each of our campuses. Every campus is unique. If you are a large district with a police department you have options. But how many school districts with their own police departments put an officer at each elementary campus? If you are in a rural area with law enforcement perhaps 10 minutes away, you may want to think outside the box. Many lives can be lost in 10 minutes of active shooting. I learned this week that some districts authorize certain school personnel to carry weapons on campus. In light of using all available resources, I could make the argument that this is a prudent decision. If you have a principal who has a background in law enforcement, why wait for a 10-minute response when you can have a response in a minute? Do you have a coach on campus who was in the military? In the days of diminishing resources and increasing needs, it may be prudent for each district to exam some of these out of the box options. I know as a veteran of the military and law enforcement it would sicken me to wait minutes for help, help that I have been well trained to provide, knowing that every tick of the clock is a potential life lost.

SC Response
I’m not an advocate for putting more arms on our campuses.  There are just too many “if’s” involved. As a gun owner, I am well aware that the simple fact that having a gun in my house increases the risk of injury in my house.  The clinical logic of your post is compelling (a result of your training and expertise), but as you point out you are unique in our field.  In the review of our emergency and response plans I agree that we should explore every prudent action to secure our campuses. However, I would postpone any decision to arm staff members until our collective raw emotions, anger and fear have been checked.   

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Tuesday, December 18, 2012

Campus Security Checklist


Over the upcoming days, weeks and months there will be considerable hand wringing, finger pointing and second guessing when it comes to analyzing the tragedy of last week. There is little positive to come from this.  The school was attacked by an irrational actor with a mission and no exit strategy.  A perfect storm of unmitigated evil.

In my education leadership career, I do have some unique experience and expertise in school security.  Here are some things that I recommend you should do to review your campus security procedures and practices, today.  This checklist is quick, practical, reasonable and actionable.

1. Keep your exterior doors and windows secured at all times. This may mean that locks need to be replaced and keys need to be inventoried and redistributed.  This should have been done before, do it now.  Stop the practice of people propping doors open when they go outside.  Remind staff and students constantly the seriousness of exterior door safety. Be diligent in modeling and monitoring this practice and dealing with those that forget and break protocol. 

2. Review and practice alert, evacuation, and shelter-in-place procedures, regularly (and not just on the last day of the month). Immediately stop the practice of warning staff when there is going to be a drill.  It defeats the purpose of the drill and creates the learned behavior of “checking to see if it is a real emergency.” Also, there should be drills conducted on days when campus leadership is not available.  Emergencies can occur at any time.  Practice accordingly.

3. Keep your head on a swivel.  Stay alert.  When it comes to their surroundings, most adults operate in a fog throughout the day. This is where you can actually use students to help with security.  They are much more alert than we give them credit for.  Teach them to monitor our shared surroundings (visitor badges, unlocked doors, open windows, damaged equipment, unsafe conditions, etc.) and quietly report to their teacher. Make it a game.

4. When something seems off, listen to your gut.  If you gut is wrong, all you did was take an extra precaution.  If your gut is right, you prevented or reduced the severity of a difficult situation.

5. Plan for the worst. Pray for the best. We should not turn our campuses into armed camps and we cannot live in fear.  But we should be prudent and take reasonable precautions. 

This is a sad time to be an educator.  But this is also a proud time.  Without a moments hesitation our peers paid the ultimate price to protect our children. We will not forget that. And in the face of fear and uncertainty, the rest of us manned our posts yesterday because the job is important and it is what we do.  We Are Teachers.    

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Monday, December 17, 2012

Friday, December 14, 2012

Your 6-step STAAR Preparation Strategy


Drill and kill was very effective as a preparation strategy for TAAS. Even though it was a less effective strategy for TAKS, educators were unwilling to let it go.  For STAAR the strategy will simply ensure that students will fail, en masse.  Yet sadly, at campus after campus I visit, test remediation is the same as it ever was. Which begs the question, “What should we be doing for STAAR preparation?”

I’m glad you asked.  If it were my campus and my students I would start with the following 6-step plan.

Step 1: Start now! What the heck are you waiting for? The longer you wait the more accurately I can predict the STAAR results for your campus, and the prediction isn’t comforting.

Step 2: Tackle the deepest holes first!  You can’t fix everything, for everyone.  So you have to be strategic.  Work to fill the two deepest holes in student understanding.  When a hole is filled, move to the next deepest hole.  The beauty of this step is that less deep holes are often filled in the process without devoting time and energy towards them.

Step 3: Focus on fluency! Don’t kill your students by having them do practice problem after practice problem.  Instead do fewer problems during a short time period. Assessment stamina is not the skill set you are trying to build.  You want to build assessment fluency.  You want your students to: 
A. Quickly identify the pertinent information in a problem. 
B. Quickly decide which strategy to use to solve the problem. 
C. Answer quickly, with confidence. 
D. Move to the next problem

Step 4: Use process questions. The only “facts in isolation” tests that students take are teacher made.  Our accountability tests are rigorous and process driven.  Remediation must reflect this reality. 

Step 5: Force cognition.  Remediation sessions should be heavily skewed towards hands on activities (application), discussion and critical writing (analysis, synthesis and evaluation). Knowledge and comprehension based activities, even in content, only give the illusion of teaching to a standard. Avoid the trap of wasting the effort of teachers and students.   

Step 6: Harness the power of teamwork. Let students work in small teams on their remediation assignments. The results will astonish you.  Here are some reasons why this works.
1. The students all have deficits, but not the same deficit. When students work together, they fill in each other’s gaps in knowledge faster than we can identify them.
2. It forces the students to engage in academic conversations, which lend themselves to deeper understandings.
3. It’s more difficult to quit on your partner than on yourself.  Which means that the power of sweat equity actually comes into play. 
4. Every time I help my partner solve something, I become a little more confident and feel a little smarter.

Now all you have to do is remember this, “A poor plan executed with conviction will always be better that a perfect plan never executed.”

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations)
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Thursday, December 13, 2012

A Superintendent Responds... Pretty Lies and Powerful Truths - Part 7


In response to the 10/31/2012 post, “Pretty Lies and Powerful Truths – Part 3,” a reader writes:

SC,

Certainly Milton Friedman is a brilliant economist.  I would point out two things in regard to Friedman:  one, being brilliant does not automatically equate to being right.  Two, it is quite possible Friedman's ideas have been hijacked and twisted by a far right agenda. 

I am not necessarily anti-voucher, but I think we need a true discussion of the intended and unintended outcomes.  I for one am tired of the legislature passing bills to see what is in them.  Bill Hammond recently stated that if public dollars in the form of vouchers go to private schools then the private schools should be held to state accountability standards.  Of course one could see that one coming from a mile a way.  So what is the effect? 

Well, one could argue that private schools would begin to operate much like public schools do today, with a much increased emphasis on high stakes testing.  Indeed the introduction of the voucher into the private education setting acts like an infectious disease, altering the function and structure of private education.  Interestingly in such a scenario the introduction of the voucher then ultimately limits choice as government restrictions and bureaucracy forces private education into a mirror image of public education.  Interesting ideas discussed here: http://www.cato.org/pubs/pas/pa-269.html years ago.

As to higher education, we should contrast some similarities and differences with K-12 education.  One, we have no constitutional right to a higher education.  Two, choice cuts both ways in higher education: students pick their school, but more importantly institutions of higher education get to pick their students. Three, we should look real carefully at government money and its effect on higher education.  For example, what has the infusion of Pell Grants accomplished in higher education?  Certainly the cost has not gone down.  Universities simply raised tuition knowing full well that students could afford it because they had "free" money.  The government's response has been to raise Pell Grant amounts.  The universities’ response: raise tuition even more. 

In this way grants and vouchers are similar: if vouchers can be used in private schools, does anyone really believe the private schools won't raise tuition?  After all it is simple supply and demand: if demand goes up because people have a voucher in their hands seemingly putting private education within their reach, that does not change the fact that there are only so many seats in private schools, therefore tuition goes up.

Interesting discussions.  One thing I love about the LYS Nation is that it keeps forces me to think and rethink.

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Wednesday, December 12, 2012

A LYS Principal Asks... Clarify Your Testing and Homework Comments


A LYS Principal asks,

SC,

I need some clarification on one of your recent tweets, you wrote, “Want a quick way to make your school effective?  Implement a content-based testing and homework schedule.” 

Ok, how?

SC Response
Here is what I meant, you should set up your campus’ testing and schedule in advance.  For example:

Any Middle School Testing Schedule

Monday: Social Studies
Tuesday: English / Reading
Wednesday: Science
Thursday: Math
Friday: Other Subjects

Then do the same for homework.  Same example school:

Any Middle School Homework Schedule

Monday: Science
Tuesday: Math
Wednesday: Other Subjects
Thursday: Social Studies
Friday: English / Reading

Now, overlay these two schedules and here is what you get.

Day
Homework Subject
Test or Quiz Subject
Monday
Science
Social Studies
Tuesday
Math
English / Reading
Wednesday
Other Subjects
Science
Thursday
Social Studies
Math
Friday
English / Reading
Other Subjects

With a set schedule, students (and parents) know in advance what to expect on any given day.  And students are not overwhelmed with both homework and studying. Now, for the first time in their academic career, their workload is realistic, predictable and manageable.

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations)
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Tuesday, December 11, 2012

Readers Write... The Hidden Agenda of Choice - Part 4


In response to the post, “The Hidden Agenda of Choice – Part 1” a number of LYS readers have responded, here is a small sampling:

Good points! Thank you.


Thanks for helping me flesh out my arguments as we get ready for the legislative season.  Protecting our schools will mean keeping our communities informed.


The election is over.... Can we go back to the posts that will help with student achievement?

SC Response
1. You’re welcome.
2. Glad you found this helpful and I agree
3. Yes and no.

I don’t think we’ll be able to put the issue of vouchers to bed until the legislate goes back home in May.  But I agree, a little voucher discussion goes along way. So I will close with this.  A friend, who is an elected official, recently met with our new pro-voucher Education Commissioner.  My friend asked the Commissioner what he thought about our public schools, to which he answered, “Our public schools do a fantastic job.”

Which produced the follow-up question, “Then why the do we need vouchers?”

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals Conference (Multiple Presentations)

Monday, December 10, 2012

Top LYS Tweets From the Week of December 2, 2012


A recent survey reports what is becoming increasingly obvious; students are using bootleg technology as they work on their homework. Away from school, the use of smart phones and tablets is encroaching on the use of laptop and desktop computers. 

Not surprisingly, students reported that they were more likely to use their bootleg technology to complete their academic tasks at home than they were at school.  That’s on us, the educator.  Older generations are much slower to adapt new tools than younger generations, so as school leaders we must keep encouraging our staff and peers to adapt and grow. 

Buried in the report was an interesting finding, which I believe has practical and powerful implications.  Hispanic and African American students report higher usage of bootleg technology to complete their schoolwork than white students.  White students rely more on laptop and desktop computers.  So what does this mean? Two things:

1.     Bootleg technology availability is less a factor of SES status than any of us (middle class educators) believe.
2.     As computing becomes increasingly app based, bootleg technology may become a primary tool in decreasing achievement gaps.  In fact, those students who traditionally have less may be able to navigate faster and more successfully on bootleg devices than the traditional “haves” due to greater exposure and familiarity. 

This means that the wholesale practices of disallowing and discouraging the use of bootleg technology in classrooms could very well be a real, yet inadvertent, discriminatory practice. Since this is not the intent of any educator that I know, let’s fix this.    

A number of you in the LYS Nation are now using your own 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 December 2, 2012.

1. Congratulations to LYSer, Raul Nuques. He is the new Director of Special Education in Austin ISD! Who will be next?

2. In an elementary class, kid pukes, wipes his mouth and keeps working. Not hygienic but I admire his focus.

3. You've got to write a lot to learn how, but many kids are not writing more than a paragraph of text in school. (By @anniemurphypaul)

4. Education needs to become a priority in Texas again. We need to grow business but not at the expense of schools, roads, and health care. (By @DrJerryRBurkett)

5. Was at Rutherford this morning and saw excellent examples of framing the lesson. Teacher said it helped her and students to stay focused. (By @LindaHenrie1)

6. Teachers at Sanger MS will receive copies of Fun 5 tomorrow. Excited to see increased time in the "Power Zone." (By @dsteeber)

7. 4th graders show up to flag football Super Bowl in limos... How many of those parents will send them to school in limos on the day of the STAAR test? (By @ cheadhorn)

8. Politicians and pundits can save themselves a lot of time trying to identify problem with education by just looking in the mirror. (By @ cheadhorn)

9. Texas ranks 48th among all states in public education spending, spending on average $8,654 per pupil--Thank you Mississippi and Louisiana! (By @tgrierhisd)

10. Expert testifies that Texas underpays teachers & that is impacting teacher quality. In other breaking news, water is wet.

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations), Texas Association of Secondary School Principals (Multiple Presentations)
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Friday, December 7, 2012

A Reader Writes... The Common Assessment Process - Part 2


In response to the 11/9/2012 post, "The Common Assessment Process," a reader writes:

Your approach brings back memories of what I was taught in my industrial engineering class - i.e. random process sampling. Have you considered the possibility that the job of schools is not to "manufacture" students?

I recommend viewing the following video of presentation given by Sir Ken Robinson

http://www.youtube.com/watch?v=zDZFcDGpL4U

SC Response
Loved the video! Everyone in educator should listen to Sir Ken Robinson every chance they get. I put him on the same tier as Michael Fullan.

I don’t disagree that the common assessment process has considerable similarities to random process sampling.  But you missed the purpose of the sampling.  My goal is not to “manufacture students.” My goal is to optimize systems to produce increasing numbers of critical thinkers and complex problem solvers. Which means that the schools we work with aren’t getting bogged down in segregating students into groups of “can do’s and can’t do’s.”  The schools we work with are attempting to identify the mix of teacher practices that maximize student success.  You see, here is the dirty little secret in education, the quality of delivered instruction across instructional settings is uniform. Unfortunately, it is uniformly mediocre (and for those out there who don’t believe this, I’ll match our 300,000+ classroom observations against anyone’s opinion).

The result of this uniformity is this: Mediocre instruction with groups of mid to high SES students produces acceptable scores on accountability tests.  This same level of instruction with low SES students produces unacceptable scores on accountability tests.  However, when you look at schools that significantly and consistently outperform their peers (a rare occurrence) you generally find functioning components of The Foundation Trinity and/or atypical instructional practices.   Which means that there are two significant factors that dictate student performance.

1. SES status, which we cannot control.   

2. Adult practice, of which we have near complete control.

Hence, if there is anything that I want to manufacture, it is a cadre of exemplar teachers and exemplar school leaders. I already know what the ranks of the ordinary can do.

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/Fundamental5 
  • Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
  • Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
  • Upcoming Presentations: North Dakota Principals Association Conference (Keynote Speaker), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Thursday, December 6, 2012

A Superintendent Writes... The Hidden Agenda of Choice - Part 3


In response to the 10/25/2012 post, “The Hidden Agenda of Choice” a reader writes:

SC,

I do find the logic in this post below the blog’s typically high standards.

On the other hand, thanks for encouraging everyone to vote out those who put our school funding in the toilet. It won’t immediately change anything, I know, but we keep pounding on the rock. 

Here is my critique of the post:

The authors of “The Hidden Agenda of Choice” cannot go unchallenged for their fuzzy logic, outrageous statements, or blatant attacks on fellow public schools, namely charter schools.

Fallacy #1: Since when is KIPP (or any other school) maintaining “soft (but real) requirements of continued attendance of the child” deemed unconstitutional? Every school should require student attendance and ask for regular parent participation.

Fallacy #2: Anyone who believes that charter schools operate “outside the bureaucratic entanglement of government bodies” has never worked in a charter school. The Texas bureaucratic entanglements for all public schools (including charters) include PBMAS, AEIS, FIRST (financial monitoring), Data Validation Monitoring, PAR Monitoring, State Accountability Monitoring, Federal Accountability Monitoring, State Performance Plan Monitoring, Residential Facility Monitoring, Data Validation and Verification Monitoring, special education requirements, ESL, 504, and the list goes on and on. Just which outside “entanglements” is the author referring to?

Fallacy #3: The author’s leap from operating outside “bureaucratic entanglements” to sidestepping civil and constitutional rights is incomprehensible. To coin a legal phrase, civil and constitutional rights do not disappear at the charter schoolhouse door. And those “pesky civil and constitutional rights”are never sidestepped.

Fallacy #4: And now, as if throwing charters under the constitutional bus wasn’t enough, we jump into the author’s favorite (and always under the surface) agenda – vouchers. If you can’t fight charters as public school competition, then let’s throw in vouchers and attack private and parochial schools, too.

Fallacy #5: It has been argued before in this blog that the rich are proposing vouchers to save money. Incredibly, the author would have us believe that the wealthy would destroy public education as we know it (italics mine but intent his) for a $5,000 “tax break to the wealthy” (see 9/25 post). The theory goes: 1) Make the state accountability tests harder; 2) Claim schools are failing; 3) Keep the conspiracy alive (e.g. OMG: they killed TPM because it looked like schools were doing OK!); 4) Therefore, failing schools need to rescued by “school choice” and “vouchers”. What an amazing conspiracy theory, and all so the rich can save more money!

Fallacy #6: The author then proposes his own school choice plan – basically the “So you want school choice? I’ll give you school choice!” program that says let parents demand anything they want from a school. You don’t like testing after 8th grade? Done. You want your kid to take English on-line? Done. You want to set your own accountability standards for your child (no, really, I’m not making this up – see the 9/26 blog “Pretty Lies and Powerful Truth (Part B). Done. Imagine the nightmare, the frustration of teachers and administrators, trying to implement this outrageous proposal. Imagine this free-for-all parental system and the demands it would make as it ruined any ability to run any schools.

Now, to put my cards on the table, I run a charter school system and am very pro public schools. The dollars we get to run our schools are the same tax dollars that any other child gets. And I’m proud that charter schools in Texas have given thousands of students (mostly low income) a public school choice, and, I believe, a better education. But let me say a few words in defense of Milton Friedman who proposed vouchers over 50 years ago as a way to get government out of helping the “producers” of education (namely, schools) and into helping the “consumers” of education (namely, parents). He felt this was government at its best. And as to providing vouchers to parents to attend any school, well, here are his own words:

“As to the benefits of universal vouchers, empowering parents would generate a competitive education market, which would lead to a burst of innovation and improvement, as competition has done in so many other areas. There's nothing that would do so much to avoid the danger of a two-tiered society, of a class-based society. And there's nothing that would do so much to ensure a skilled and educated work force.” (Reason.com Dec. 2005 interview).

Now, I am not a voucher proponent. But the difference between Milton Friedman’s purpose for proposing vouchers (to equalize and improve the school system, especially on behalf of the poor) and the reasoning on vouchers by the author of these posts (to benefit the wealthy) is vast and ironic. I think I’ll side with the Nobel Prize winner on this one. And whenever I hear someone like the author of these LYS posts argue so vehemently and irrationally against choice (on which our very economic system was founded), it makes me wonder what interests they really have at heart – our children or our status quo school system? As for me, I say let our schools be rich, competitive marketplaces of ideas and practice and then let the parents decide what is best for their children. We will all – students, parents, teachers, administrators, the rich, the poor, and society as a whole – be better off.

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