A Reader Asks... So Why are We Collecting Data

A recently relocated LYS Teacher asks the following:

SC,

"Are we (the campus) using data to help our students improve or are you (leadership) using students to gather more data for your use?”

Here’s the background to the above question (which I was “smart” enough to say out loud). In a planning meeting with leadership, I suggested that we only select no more than 30 questions for the full length STAAR PRACTICE test we’re about to administer.  After all 30 questions are all that the state is asking this year.

I explained that this would give students a real feel for the work time they will have on the actual STAAR.  Then we could talk to students about their use of the time, including the need to write a rough draft and edit their essays. Better for them to figure that out now than run out of time on test day.

I was quickly shot down. The principal said we needed to give the full release (one more passage to read and twelve more questions to answer) to "get more data."

I pointed out that we do 3-week common assessments and I know exactly where my students are, right now. A new longer test wasn’t going to change that.

His response, “The practice STAAR test isn't about the students getting a feel for the test, it’s about getting good data.”

I get it, I lost the argument. But am I thinking in the right direction or have I completely missed the boat.  Don’t worry, I won’t use your answer with my principal. But I would appreciate your feedback.

SC Response

The more I read your starting statement, the less sure I am about what it is asking.

I think you are asking this

1. Do we collect data to make adjustments and interventions that we hope will make students more successful?

Or,

2. Do we collect data to highlight how things improve when I’m in charge?

In theory, either reason should lead to improved student outcomes.  However, in the real world, Reason 2 usually leads to adult trickery. From game playing to measuring things that really don’t matter to outright cheating. Kids be damned.

Now on to the rest of your letter.

1. You are correct in the belief that if your common assessments are aligned to the rigor and pace of the curriculum, then you have all the data you need.  A big benchmark simply steals instructional time at the time of year when the effective and efficient use of instructional time is most critical.

2. The most polite thing I can say about your principal is that he is misguided.

My advice, smile, teach you students, play his game and look for a more enlightened principal to work with.

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 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations); Texas Elementary Principals and Supervisors Association Conference (Multiple Presentations); LYS / TASSP Advanced Leadership Academy (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A LYS Principal Shares... Our STAAR Results

An old school LYS Principal shares her STAAR results.

SC,

Happy to report that once again, the Foundation Trinity has proven itself to be the Alpha and Omega of school improvement methods.  Check out our results and the results of our two closest peer schools.  And to increase the degree of difficulty (which is how Brezina and Brown trained me) I’m just going to share the results of our low SES students.  After all, they provide the best indication of the health of our instructional machine.

STAAR EOC (Low SES Passing Rate)	Reading	Writing	Algebra 1	Geometry	Biology	World Geography
LYS Campus	78% (1st)	59% (1st)	89% (1st)	100% (1st)	92% (2nd)	89% (1st)
Non-LYS Peer 1	62%	50%	78%	100%	78%	85%
Non-LYS Peer 2	53%	39%	84%	100%	95%	75%

We still have work to do.  But right now I think it is safe to say that our plan is working.

SC Response

We couldn’t be prouder of you and your team.  These scores are the result of a lot of sweat equity. And this was without the Fundamental 5, which as we both know, means that performance was left on the table. With the training and support that your staff will receive this school year, your peers schools will be falling further behind before they even get started.

We can’t wait to begin work with your teachers in August.

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: Livingston ISD Leadership Team Kickoff, Channelview ISD Leadership Team Kickoff, Bushland ISD Staff Kickoff, Canadian ISD Staff Kickoff, Highland Park ISD Staff Kickoff, Sunray ISD Staff Kickoff, Region 10 ESC Fall Leadership Conference (Keynote), Advancing Improvement in Education Conference (Multiple Presentations), American Association of School Administrators Conference
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Top LYS Tweets From the Week of May 20, 2012

I just came across an app that allows the to student alert the teacher if he or she is confused or needs some assistance. Seemingly a great use of bootleg technology and a tool that makes the teacher more efficient. Except that it isn’t.  

The power of bootleg technology isn’t its ability to replace good teaching practice (the teacher in the Power Zone, making micro-adjustments to instruction based on real-time formative assessment).  The power of bootleg technology is that it places the depth and breadth of human knowledge in the palm of your student’s hand.  Beware of the app and the degradation of teacher practice that makes your live classrooms more like an impersonal virtual classroom.  

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 May 20, 2012.

1. The change in adult practice is the leading indicator. The change in student performance is the lagging indicator.

2. The deeper the deficits in student knowledge, motivation, and courage, the longer they have to be exposed to better instruction to improve.

3. Let me sum up your STAAR data analysis: "We know we have a lot a work to do. Now let's do it."

4. Remember, until we see disaggregated statewide data, your STAAR test results are just raw info. Good and bad are relative terms.

5. $30 million to administer the STAAR? What budget crisis? (By @cheadhorn)

6. And now the uncomfortable reality of sole teacher accountability for test results begins to set in.

7. THE critical factor in the pursuit of greatness is pain threshold. Good rarely hurts.

8. Life is a contact sport. Buckle your chinstrap and have fun!

9. Before you debate the merits of a student dress code, ask if the adults are willing to model the code. If the answer is "No," drop the issue.

10. Bigger classes, lower-paid teachers, public money diverted to private schools, $1 billion to Pearson. If you aren’t standing up now, when will you? (By @johnkuhntx)

Vote. Vote. Vote.

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
• 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)
• Confirmed 2012 Presentations: TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)

Top LYS Tweets from the Week of March 18, 2012

You may have missed it last week but the Encyclopedia Britannica is going all digital from this point forward. Let’s all stop and think about that for a minute.

The Brit was a good friend of mine in elementary school. Somewhere around the middle of second grade my teacher figured out that the best way to manage my behavior was to let me read the encyclopedia while I waited for the rest of my classmates to finish their work. She evidently passed that bit of knowledge on, because all the rest of my elementary teachers had the encyclopedias waiting for me on the first day of class. My third grade teacher even gave me the ‘C’ volume at the end of the school year with a note of encouragement. Which surprised me, because most of our interactions revolved around the words, “Stop, Quit, Sit down, Be quiet, They don’t need your help,” and the like.

My point? Now my teachers would have said, “Get out your I-pod, log on to the encyclopedia and read about something you want to teach me.”

Now instead of being limited to the “Gi – He,” volume, the world would be my oyster. Plus, no need for a library pass. Like it our not, our students now have the ability to hold the world in the palm of their hand. The question is will we let them do that from 8:00am to 3:00pm, when we can be a part of that? Or will we limit that access to after 3:00 in the afternoon where their learning journey will, for us, be out of sight and out of mind?

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 March 18, 2012, as tabulated by the accountants at Price Waterhouse.

1. New Code: "Parents should be more responsible" = "I don't want my tax dollars funding 'those' kids. (By @DrJerryRBurkett)

2. Texas subsidizes drilling while cutting funds for education, seems fair? (By @RYHTexas)

3. Vouchers will likely make our problems worse. As Sean Cain says, vouchers are tax breaks for wealthy at expense of the poor. (By @txschoolsupe)

4. The STAAR Test - The genius of our current politicians. Increase accountability. Decrease funding and instruction.

5. Gifted and talented in elementary? Seems contrary to modern neuroscience. (By @txschoolsupe)

6. How can a professional educator not agree with the Fundamental 5? These are the basic keys to excellent classrooms. (By @Lanthony79)

7. It doesn't matter how long you have taught. If you haven't read Marzano, you don't get to debate the attributes of Marzano.

8. Vocabulary in Isolation (definition) - A waste of student time and effort masquerading as an instructional activity.

9. Nothing disappoints me more than purposefully lazy practice.

10. There is a world of difference between observing 'Nothing Bad' and observing 'Nothing Good'.

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
• 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)
• Confirmed 2012 Presentations: NASB Conference; TASSP Conference (multiple sessions); Region 10 ESC Fall Leadership Conference (Keynote)

A LYS Principal Submits... A Waste of Instructional Time

A frustrated LYS Principal submits the following:

One of the many things I learned from E. Don Brown is that there is a simple litmus test for every decision you make as an instructional leader.

If it's good for adults, look carefully, because it is probably bad for kids.

As you know, last week, classroom instruction in our entire school district was put on hold for four days in order to give a released TAKS benchmark. The reason given for this suspension of what's good for kids, instruction, was that we needed to some valid "data.” How they are aligning TAKS to the unseen STAAR is evidently above my pay grade. Of course, we already have plenty of available data from the common assessments we have administered throughout the year. But for the Mensa candidates at the white house, this data isn’t valid. It seems that non-teaching adults need a never ending flow of more test data so they could show other non-teaching adults how successful we are as a district at collecting "data."

Good for adults (who don’t interact with students) but bad for kids!

We have approximately 135 instructional days from the beginning of school to STAAR time. We just wasted four days that my students and teachers can’t get back. Don't get me wrong! I know that we need to collect data in order to make good decisions and to correct our course of action on the fly. But every time you weigh the herd, you have to skip feeding the herd. If we keep weighing the herd at the exclusion of feeding the herd, we're going to have some pretty skinny cows!

SC Response

Skinny cows? Is that where we get lean beef?

I feel your pain. Frequent benchmark testing is simply superstitious behavior that adds no value to the quality of instruction. Just today, I was explaining to a large audience the value of short-term assessment over benchmarking. I shared that two benchmarks a year are all that is needed. One in January and one at the end of the year (in Texas, TAKS is the end of the year benchmark). For the rest of the year, teach, assess, adjust, repeat. The first question I got was, “How do you know if the students are making adequate progress.”

I said, “Teach, assess, adjust, repeat.”

She wasn’t convinced. So I left her with this to think about. I have yet to come across the district that has tested its way out of the ditch. But I can show you scores of them that have taught themselves out of the ditch and then on to greater success.

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
• 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)
• Confirmed 2012 Presentations: NASSP Conference; NASB Conference; Region 10 ESC Fall Leadership Conference (Keynote)

Confirmed 2012 Presentations:

A LYS Superintendent Asks... Hot Water?

A LYS Superintendent asks the following:

SC,

Do you think Commissioner Scott will be in hot water for his Mid-Winter testing remarks?

SC Response

Here is my analysis of the situation. It is pure conjecture and opinion.

I don’t think that there is any hot water. In fact, I think that the comments were a calculated move that were designed to help the Governor. Remember, Scott and Perry are tight. Though there is no question that Scott is brilliant and would be a success in almost any arena, he owes his job and stature to Perry. He understands, better than any prior Commissioner, that his job is to further the education agenda of his boss. Which means that I believe that his comments had a political purpose. The question is what purpose?

Perry based his run for the president by embracing the agenda of the far right. In the math of getting the next job, proving your conservative chops by gutting public education is worth it... if you can get elected as either President or Vice President. Obviously, he miscalculated and that ship has sailed. But now, Perry has a problem. His policies and leadership (or lack thereof) has united educators of all ranks (board to teacher) against him. The last Governor to face this was Mark White. And we know that White did not do well in his next (and last) election.

Perry does not need the educator vote to win, but typical educator indifference during the election makes his job easier. So look at the audience at Mid-Winter. It was made up of Superintendents and Assistant Superintendents, overall a politically conservative group. But this group also believes that the pendulum of accountability and belt tightening has gone to far. When Scott throws them a bone, like he did, maybe in the voting booth they hold their nose and pull the lever for Perry again, instead of his opponent.

In summary, it is my belief that Scott did not go off the reservation. His comments simply confuse those that would be tempted to support Perry’s opponent, which for Perry, equals a win. But overall, nothing has changed. STAAR is still coming and funding is still going away. That, like Scott’s comment, is by design.

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Middle School Principal’s Mid-Winter Conference; NASSP Conference; NASB Conference

Top LYS Tweets from the Week of January 29, 2012

Every time I think we are making progress on the understanding of how critical it is to embrace the power and potential of Bootleg Technology (see the post from 1/22/2012), I will see something that reminds me how far we still have to go. I’ll give you two quick examples. Recently, I was visiting a campus were staff were on a hunt for student cell phones. When they found a student with a phone, they would confiscate it. Afterwards the staff joked about practice, calling it “fund raising.” It seems that the fines paid by parents to get the phone returned had turned into a steady revenue stream. That visit was followed by a visit to another campus where there was an enforced “no cell phone” policy for students. Yet teachers had no problem leaving the ringers on their personal phones and indiscriminately using the phones for numerous personal tasks at any time during the day. I keep forgetting that for most adults, the "Golden Rule" is actually "Do as I say, not as I do."

Right now, in the pockets of our students is more computing speed and power than any hardware owned by the campus. At their fingers, available in mere seconds, is access to the depth and breadth of human knowledge. For the life of me, I can’t figure out why the majority of educators make the use of this tool a criminal (from a discipline code standpoint) activity. It makes as much sense as outlawing the use of books in the classroom. Which considering how little I observe students reading in class, may already be the case.

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 January 29, 2012, as tabulated by the accountants at Price Waterhouse.

1. I don't plan on waiting for the bureaucrats to fix public education. We have 'pockets' of innovation NOW... We will grow those. (By @tlonganecker)

2. I actually had to explain to a House candidate that there were school funding lawsuits. She said she would look into the issue. (By @DrJerryRBurkett)

3. Why are you buying a "STAAR Aligned Assessment" when no one had seen the STAAR? Save your money. Teach and assess the TEKS at the appropriate rigor.

4. Even in adversity there is possibility.

5. In practical terms, the only way to ensure that high instructional rigor is the norm is to embed critical writing in every class, every day.

6. If the angry adult is making the student discipline decision, your discipline program is built on a foundation of revenge.

7. If you think the use of extrinsic rewards for students is wrong, then give up your paycheck for a week and then check your motivation.

8. Good data is like looking in the mirror. If you aren't happy with what you see, do something different to change the image.

9. "Filtered wireless"... where we need to be headed. (By @tlonganecker)

10. Check out the promo video for the LYS keynote presentation at the Region 16 Leadership Conference http://tinyurl.com/82pvqa6

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Middle School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

STAAR, EOC and Final Grades - Part 2

In response to the 1/10/2012 post, “A Reader Asks... STAAR, EOC and Final Grades,” A LYSer answered:

SC,

This is a complicated issue with no simple answer. When I say no simple answer, I mean every solution has a potential trap. Remember back in 2008-2009 when TEA tried to come up with a standardized GPA system for the state? Districts howled and went to the attorney general, who ruled TEA had no authority to mingle into the affairs of GPA. Now the legislature has put their feet into the GPA quicksand, but offered no guidance in statute. And guess what, TEA is also silent on the issue. Given their 2008 experience with the GPA and grading, I can't say I blame them.

There are two basic questions you have to ask. First, how will we include the 15% EOC scores into the final grade? You have two starting points: an average, or a "bin" approach.

The average is simply taking an EOC raw score and converting it to a percentage. For example, if the EOC test has 50 questions and the student gets 25 questions right, that could be considered a 50, a failing score. Of course the EOC is a standardized test, so 25 questions may be deemed passing by TEA, yet you just assigned a failing score. Of course you could always normalize or "curve" the scores in some fashion, but that brings it's own new level of complexity. If you use the average method with or without any type of curve, understand that the TEA passing standards are likely to change for years to come, meaning you will have to continuously adjust your calculation system. Not fun, in my opinion.

The next approach is a "bin" approach. TEA will assign three broad classifications to the EOC: Advanced Academic Performance, Satisfactory Academic Performance, and Unsatisfactory Academic Performance. For all students earning Advanced, a score of 100 is entered as the EOC grade and that becomes 15% of the final course grade. Satisfactory may be a 90, and Unsatisfactory could be assigned a 69. The actual numbers here are just examples, the idea is a single score is assigned based on the level of performance, not a calculated percentage. This method is immune to changing state standards. The down side is, if a student gets 100% of all questions right yet another student misses 1 question, these students are assigned the same grade as they both scored Advanced. This is not a problem for me, but some kids, and parents, play the GPA game to the hilt. We will address that in a moment.

Keep in mind that whether using the average or the bin approach, you have to determine if you will use partial credit. That is, if a student passes semester 1 with an 80, but fails semester two with a 50, do you give 1/2 credit? If you do, this will effect how you calculate the final course grade. Remember the law says the EOC must count 15% of the FINAL course grade. The law is silent on the issue of semester grades. I intend to use partial credit, so each semester grade will stand alone, and then a final grade will be calculated, using the bin approach for me. In my method credit will be awarded by semester, so the final grade has NO impact on credit. You will need to look at policy EI (LOCAL) to make sure it is consistent with partial credit practices.

Second, once you determine how you will deal with the 15% issue, you have to address the issue of GPA. This one is simple: Yes or No. That is, will you include the EOC score in the GPA calculation, Yes, or No. I have contacted several attorneys who have all assured me there is no requirement in law to include EOC scores in GPA. TEA says EOC "should" be reflected in GPA, but again, the attorneys have assured me TEA has no authority on the issue, which seems consistent with the 2008 GPA debacle, which is why I brought it up. I am going with NO, EOC will not be used in GPA calculations. Saying no gets around the problem I mentioned using the bin approach where two students get a different number of test questions correct yet are assigned the same grade. Parent squabble averted.

So for me, I am using a bin approach with scores of 100, 90 and 69 assigned for the three levels. Credit and GPA will be calculated based upon semester grades, not the final course grade. Using this method the final course grade is of no meaning or consequence and only the semester grades have any impact on the student at all. It fits the letter of the law, if not the intent.

Keep in mind you will need to look at EIC (LOCAL) and EI (LOCAL). You don't have to mention the details of how credit and GPA are calculated in policy. Policy can just flesh out the general idea and refer the public to the student handbook in order to find the details of calculation. This has obvious advantages.

I chose the method of bin and No to GPA because I truly see a no win in this for schools. Parents are going to soon figure out that the GPA and credit situation is inconsistent across the state. Literally millions of dollars ride on these issues in college admission and scholarships, and I am quite sure this EOC/GPA scenario has the potential to explode in the State’s face. Giving a monkey a hand grenade is not good for the monkey and will probably not be good for anyone in the vicinity. Not that I am drawing any similarities between the legislature and monkeys. I like monkeys.

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Elementary School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

Readers Write... STAAR, EOC and Final Grades - Part 1

In response to the 1/10/2012 post, “A Reader Asks... STAAR, EOC and Final Grades,” LYSers answered:

SC,

Regarding EOC & 15%, be sure to check your local policy EIA.

And

SC,

Perhaps you've seen this? It’s ESC 10’s, SYNTHESIS OF FOCUS GROUP DISCUSSIONS RELATED TO 15% REQUIREMENT

http://portal.esc20.net/portal/page/portal/doclibraryroot/publicpages/STAAR/STAAR%20Administrators/B023F1FFAD2FB5EFE040640A06874CEC

After reading your last post, I thought it might be useful to the LYS Nation.

SC Response

Thanks, and way to step up!

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Elementary School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

A Reader Asks... STAAR, EOC, Finals and Grades

A LYS Assistant Principal asks:

SC,

With the new EOC format and state-required 15% of final grade weighted into averages, we are unsure on how to address the awarding of credits at mid-term in the core classes when no score is yet available.

If students fail enough in the Fall where they are not able to make up ground in the Spring (especially depending on the EOC which would have to be weighted differently than 15% to compensate) then the chances are they will just give up and thus make dropout rates even a bigger issue.

How are LYS schools addressing these issues and what strategies are they employing in managing this dilemma with the current Freshman class?

SC Response

Those are some great questions. Instead of weighing in with my opinion, let’s toss this to the LYS Nation. Steve, Mike, John, Mike, Brandy, Trig, Jill, Bobby and all the rest of the LYS Texas High School crew, what are your answers?

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Elementary School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference