Friday, November 2, 2012

A LYSer Writes... Accountability, A Reasonable Plan - Part 1


In response to the 8/31/2012 post, “Accountability – A Reasonable Plan,” an old school LYSer writes:

As with any plan, the devil is in the details, which are not discussed in the Cain Plan.  Nonetheless, some initial observations.

1. That is still a lot of testing.  In fact, there is no significant difference in your testing strategy than the one the State already uses.  The current State testing protocol destroys 45 days of instruction. I do not consider 45 days of testing in the school year as "reasonable" or anywhere in the vicinity of reasonable.  The days of testing required for the amount of tests in your plan do not include the "mandatory" field tests, i.e., the process where our children provide free labor to Pearson.  Nor do the days include ACT, SAT, AP, ASVAB, summer retests, or any other test commonly given.

2. The Cain Plan still tests a high school curriculum that is largely irrelevant to the majority of children.  There is no reason on Earth for every child (or even the majority of children) to learn advanced algebra, advanced physics, and advanced chemistry concepts.  Of course the Cain Plan does use the phrase "teach the appropriate content," so maybe the content is flexible?

3. Although not stated, the Cain Plan implies that the once a year test will remain the standard by which schools are measured.  This ignores the fact that the child may indeed pass the exam on the very next administration.  The Cain Plan takes the poor design of teacher grades discussed in literature (and indeed, Cain himself discusses it), and assigns the poor design to the accountability plan proposed.  Rating schools on one test at the end of the school is a grade on how fast the children learn, not what they learn.  Granted, schools can't take years to get children through each grade, so there has to be some standard of time, but the "on a given day" premise is not reasonable.

4. I have no particular issue with the 2% number given, although it seems arbitrary.  I suppose it comes from a Gaussian distribution where basically ~98% of students are encompassed within two standard deviations to the left (or right) of the mean?   

5. The Cain Plan has high standards indeed.  The Acceptable rating requires performance that very few high schools ever accomplished under TAKS, much less STAAR.  I remember counting the number of Exemplary high schools in the state several years ago.  Of the traditional public, open enrollment, non-magnet high schools in the state, there were fewer than 10.  The Cain Plan also has a standard of 70%.  Now I know for a fact Sean is well versed in mathematics.  To get 70% of the questions correct on a standardized test is indeed a high standard.  Since standardized test are by definition "standardized", meaning the distribution is analyzed and adjusted, sticking to the arbitrary tried and true 70% does not seem reasonable.  We will need some other testing design.  Pearson will love it. Not reasonable.

6. Finally, although not stated, it is certainly implied in Cain's Plan that school's ratings would remain 100% determined by a single day test score AND the school can not be rated any higher than the lowest performing sub-population.  Again, that is not significantly different (indeed it is no different) than what we already have, and I don't find it reasonable. This design leads to a severely skewed school rating, which gives parents and the general public a confusing, non-useful metric of schools.

SC Response
This was an awesome, reasoned response.  Let me address your issues, point by point.

Point 1 – Too Much Testing: Agreed, we spend entirely too much time testing, to the detriment of teaching (note: we also self-inflict a lot of other activities to the detriment of teaching). The current testing calendar in Texas is a joke.  In other states, the summative test is administered at the beginning of the year.  I have no idea how that was ever decided on. I'm a proponent of end of the course, summative assessment.  I believe that most of these tests could be scheduled during a two-week window in May.   At the HS level, if electronic testing would be adopted, you could test at the end of the course, at any time (trimester or semester).

Point 2 – An Irrelevant Curriculum: If the state mandates the course and articulates the standard, we are accountable to teaching it.  If the state believes that an adequate education can be provided without teaching Algebra II, advanced science, etc., my personal opinion on the matter is irrelevant.

Point 3 – The One-Shot, High Stakes Test: One thing that Texas did correctly (early on, since abandoned), was allowing elementary students two chances to pass the reading test and the math test, without penalty. I believe the retest option is critical and schools and students should get full credit for a second attempt pass.  This would go a long way in reducing some of the pressure that students and adults have to deal with in the current, one shot for all the marbles testing environment. It would give credence to the fact that the speed of learning is less important than actually learning.

Point 4 – An Arbitrary Exemption: Agreed, 2% is an arbitrary cutoff. But as you point out, 2% fits into a reasonable distribution pattern.  I can live with 4%. But what I cannot condone is testing a student who is multiple standard deviations from the mean.  This borders on cruel and it is certainly unreasonable.

Point 5 – The Standardized Test: There's the rub, I'm not advocating a "Standardized" test. The using of a “standardized” test for accountability purposes is inherently unfair.  As those who work in the most adverse of education settings can attest. What I'm advocate for is an assessment that is based entirely on the content that was supposed to have been taught. Essentially, a final exam composed of valid assessment items.  If we teach the content we are suppose to teach and students cannot get 70% of the answers correct, then we have either a teaching or learning issue occurring in the classroom, that must be addressed. As a professional educator, all I'm searching for is an indicator of instructional quality and concept mastery.

Point 6 – You are Only as Good as Your Weakest Link: I also struggle with the reality of this.  The one low performing sub-pop rubric is tough.  But you and I both know that when a sub-pop doesn't count, those students are consistently underserved and not one adult loses a wink of sleep.  On the other hand, I've yet to see an accountability system that pushes an affluent schools to step up its game.  What I want is a system that pushes everyone to get to strive for the highest accountability levels.  

Notice that we haven't even begun to address equitable funding, the effect of "cherry-picking" enrollment practices, alternative schools, and other attempts to game the system. That's when the discussion really begins to sting.

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: Region 10 ESC Fall Leadership Conference (Keynote), 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, November 1, 2012

A LYS Teacher Writes... Sharing the Word


A LYS teacher writes:

SC,

I often share your the blog posts.  You worked with us when we had a different principal and I found the things you showed us to be valid and useful.  I have even de-nested as much as I could tolerate.  I stay on my feet and in the mix about 85% of a class period…making progress I guess you could say. Still have a long way to go.  I forward many of the LYS posts to my current principal.  He is a very data-driven guy who cares about the students first and the teachers second, just as he should, but he does genuinely care about all of us.  He works to help make us successful at making kids successful.  I will continue to send him your posts, especially the ones regarding using bootleg technology, dress code, etc.  You guys are doing such great things…keep it up!

P.S.

I just printed the list of folks who gutted education funding in Texas to take with me when I go vote.  

Thanks!

SC Response 
Thank you!!!

I am glad that you find the blog useful.  We know that the norm is for teachers and campuses to work in isolation. Trying to solve every problem on your own. Even when you are fortunate enough to receive some useful external support, that support invariably too little and too late.  So we use our books, blog, twitter feed and conference presentations to help those who are forced to be self-sufficient but understand that accessing a network of similar minder educators is the difference between debilitating frustration and incremental improvement.  It is much easier to maintain an effective classroom environment, implement the Fundamental 5, and introduce bootleg technology to your class when you know that you aren’t alone in these endeavors.
  
Thank you for reading and your daily service to students!

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: Region 10 ESC Fall Leadership Conference (Keynote), 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

Wednesday, October 31, 2012

A Superintendent Writes... Pretty Lies and Powerful Truths - Part 3


In response to the 9/25/12 post, "Pretty Lies and Powerful Truths (A)," a LYS Superintendent writes:

SC,

As you know I follow the LYS blog almost daily. The monthly diatribes against school choice, vouchers, and charter schools, however, are the weakest part of the blog.

A case in point: to casually lump Milton Friedman in with his “tax break for the wealthy” comments is a disservice to a brilliant, thoughtful economist. Friedman would argue that internal change is difficult in a large, entrenched system like public education. What people want is choice – it is why our higher education program is the best in the world.

The argument that the rich want to dismantle public schools (“...the true intention is to achieve voucher tax breaks for the wealthy...”) so that they can get a little more in tax breaks is ridiculous.
  
BR

SC Response
This is why I love the LYS Nation.  When you gather a group of smart, driven educators that seek out the toughest of instructional settings and then give them a forum, the arena of their ideas force us consider and re-consider our positions, almost daily.  Vouchers represent a significant change in the public school environment, something we need to discuss. But you are right, if the only views that are expressed on the topic belong to just one person, then we don’t have a forum, we have an echo chamber.  So I would welcome the pro-voucher side of the argument.

In fact, when it comes to the LYS Nation, we are better off when we follow the lead of President Reagan.  To paraphrase his philosophy, “The LYS Nation doesn’t need 100% agreement. If we agree 70% of the time, we can work together and we change the World.”

Note: BR signed his letter, but in the sprit of friendly discourse, I chose to use initials instead of names. 

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: Region 10 ESC Fall Leadership Conference (Keynote), 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

Tuesday, October 30, 2012

A Superintendent Writes... Paying It Forward


A LYS Superintendent share the following:

SC,

I know how busy your schedule is and I want to thank you for personally training my staff (and yes, I know that you are not the best trainer on the LYS Coaching Staff).  I am one of your biggest fans and have carried lots of water for you with my staff in what is now, multiple districts.

As I sat in the training sessions yesterday, I had to laugh at you joke about superintendents.  It made me think back on our long history.  Yes, I brought some skills to the principalship but you were the one who "raised me" in an accountability/results mode.

Thank you for lifting me up and training me in a "more excellent way." I am paying this forward by providing my administrators with the same opportunity.

For the kids!

SC Response
First of all, that is high praise.  I am humbled by your confidence me.  Know that our esteem for each other is mutual.

Here is what is interesting with the "old-timers" like you and me.  When we talk, our words are concise, but the meaning and understanding of those words are dense.  For example, we say "Foundation Trinity" and we know exactly what we are talking about.  But for someone new to the conversation, to just explain what the Foundation Trinity is requires a minimum three-hour conversation.  And then they still don't get it until they live it.  When we say "Transparency," we are talking about information, shared discovery and a constant search for better solutions.  Those new to the conversation hear "risk, evaluation, embarrassment and/or punishment."

Which is why you sitting in and participating in the training with your principals, central office administrators and campus leaders was real leadership in action.  Like all Superintendents, you have said the words and set new things in motion.  And like all staff, your people have been trying to figure out the boss', "secret meanings and secret agenda."   Your actions (always more powerful than words) reiterated that your agenda is improved student performance, better tools for staff and coaching people to new levels of success. Nothing more and nothing hidden.

Yes, we go back a long ways, but when I think of all the things we have learned, my only regret is that we didn't start earlier. 

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: Region 10 ESC Fall Leadership Conference (Keynote), 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

Monday, October 29, 2012

Top Tweets From the Week of October 21, 2012


If you find that your campus is a bootleg technology desert, take a step back and watch the staff.  Poor attitudes and a lack of competency by the right (wrong) staff members will kill a technology initiative before it even gets started.

Here are the red flags.

1. Teachers and administrators that cannot navigate standard software programs. 

2. Teachers and administrators that only use their PC as a post-it note display stand.

3. Teachers and administrators that have not upgraded their cell phones to smart phones.

If you notice the above red flags are all over your campus, at best you are facing an uphill climb when it comes to bootleg technology implementation.  How do you change this situation (long term)? I would add a new question in the interview process, “Tell us how you typically use your cell phone during the week.”

At the very least I would want to hear, “E-mail, web-searching and texting.”

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 October 21, 2012.

1. Congratulations to LYSer, Ben Carson! He is the new Superintendent in Liberty-Eylau ISD. Who will be next?

2. Murdoch: Since 1940 when we started tracking, education is the single best predictor of socioeconomic outcome. (By @EquityCenter)

3. The state is trying force schools to testify they are successful. If so, they don't need funds. If not, they are inept. (By @TeachFangs)

4. If students can show they understand at the end, then why do we penalize for the previous assessments? (By @dmiller212001)

5. Pearson has $500,000,000 contract with Texas for standardized testing Meanwhile, we're fighting for adequate education funding. (By @tra_hall)

6. On a struggling campus where the Principal is spending the entire day jumping thru Central Office hoops that have nothing to do with his school. Priorities?

7. The problem with making "The main thing... the main thing" is that the Central Office "Main Thing" always trumps the campus "Main Thing."

8. Success on any level requires one thing... Discipline. Be willing to put in the daily work to make it happen. (By @TheRock)

9. You can stomp your feet and get mad, but that won't change the fact that ineffective practice + an excuse = ineffective practice.

10. Educators, do us all a favor. If you are voting for the people responsible for the cuts in education funding, OK, but quit complaining about the effects.

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: Region 10 ESC Fall Leadership Conference (Keynote), 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