A Reader Writes... Does the Passing Standard Matter - Part 1

In response to the 1/29/15 post, “Does the Passing Standard Matter,” a LYS Central Office Administrator writes:

SC,

I am a proponent of having a minimum performance expectation of a Checkpoint (common assessment) at 70%. 70% is the passing standard for classroom assignments. We all know the passing standard for the STAAR is different for almost every subject and every grade level. We can find comfort later in knowing the real number of students who will pass the state level passing standard will be higher than our Checkpoint scores reflect. 

However, I never want to lower the classroom expectation that all of our students meet the district’s passing standard.

SC Response

Well stated.  We are almost in complete agreement.  We differ only on the performance expectation.  I set the target at 80%.  I want my campus(es) work to get everyone over the 80% mark.  70% leaves too much to chance.  And no one can argue the fact that 70% is much closer to failing than to mastery. 

Set your internal and short-term standards high.  Work your tail off to meet them. Let the state standards take care of themselves.  Celebrate big at the end of the year when your students make huge performance leaps and outperform the neighboring schools.

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: TMSA Winter Conference; ASCD Annual Conference; TASSP Summer Conference (Multiple Presentations); TEPSA Summer Conference (Multiple Presentations); NAESP National Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Asks... Does the Passing Standard Matter

A LYS Central Office Administrator asks the following:

SC,

Quick question. When the state doesn’t require 70% of the EOC (End of Course Exam) questions to be answered correctly to meet the state’s standard - why are requiring 70% proficiency on our checkpoints?

We realize we need to get to this 70% level for the state some day, but that is still a couple of years in the future.

What if we lower our common assessment standard to something closer to the current state requirement? Wouldn’t this be more realistic and even motivating for our staff? 

Your thoughts?

SC Response

Not exactly a quick question.  But that’s OK. I have a not exactly quick answer.

 

1. It doesn’t matter that the passing standard on the state assessment is currently lower than your in district standard.  In fact, it is good thing.  

A. The state standard is a minimum standard.  I have to assume the minimum is not acceptable for the students attending your schools. 

B. You want to “practice” harder than the “game.” It's the best insurance/assurance of success when it actually matters.

2. Hard truth time. In all likelihood your district developed common assessment questions are easier than the STAAR questions, so it is best to err on the side of caution.

3. The common assessment is over what was supposed to be taught and mastered in a specific window of time. If it was a teacher made test covering a specific window of time, the teacher would not accept a grade lower than a 70 as acceptable. We should not expect less from the common assessment.

4. Winners don't lower their standards because the task is hard. Winners work hard to elevate their game to eventually accomplish the task.  Which means that winners don’t always win in the short run, but they always work towards eventual victory.

5. The decision to lower district standards boils down to this: Is the district working towards being "not bad" or is the district working to be exceptional.  Whichever one you choose, your students and staff will work to meet that expectation.  Hence the value and importance of leadership. 

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: TMSA Winter Conference; ASCD Annual Conference; TASSP Summer Conference (Multiple Presentations); TEPSA Summer Conference (Multiple Presentations); NAESP National Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... (First, Fix the Obvious)

In response to the post, “First, Fix the Obvious,” a reader writes.

"I have seen the following at the host of highly dysfunctional secondary schools that I have turned around:

1. One fourth of the school missing class to help with Special Olympics, in the days preceding TAKS. This was tough to address because I am a big proponent of Special Olympics.

2. Benchmark tests that attempt (without success) to simulate TAKS.

3. Continuous pull outs of teachers to give them professional development with NO monitoring to verify they implement the training.

4. Bad weather surplus days and local holidays scheduled immediately preceding TAKS.

In all too many schools there is NO sense of urgency. As Cain says, the people yawn and play their fiddles as Rome burns."

SC Response
First, I would love to give credit to whomever I stole this idea from, but at this point I no longer remember. I visited a campus in the late 1990’s that awarded varsity jackets to their high school Special Olympians. As soon as I got back to my district, we began doing the same thing. That act may be in the top three things that I have ever done for my student body. Whatever the cost, make it happen. That being said, if you aren’t cutting it academically, you don’t need to be pulled out of the classroom for any reason (the volunteer, not the athlete).

Second, in general, benchmarks are a waste of time. The frequent, short-term common assessment that is aligned to a valid scope and sequence is the tool that teachers need to make informed adjustments to their delivery. Hit your short-term targets and the big picture takes care of itself.

Third, as you allude to, training isn’t the issue. Ineffective training delivery and non-existent implementation is the problem. And teachers can’t fix this. Training delivery is the responsibility of the trainers and implementation is the responsibility of leadership. When we blame teachers after we train them ineffectively and withhold timely support, how are we any different than the teacher who blames his students for not learning after he has presented the content?

Fourth, again, we build schedules based on adult convenience and tradition instead of effective practice. I visited a campus this year that held open house during the same week as TAKS. Not because it was postponed from an earlier date, but because that was the way they had always done it. When I suggested that they stop, they looked at me like I suggested that they quit breathing. And again, not a teacher issue, a leadership issue.

Finally, I believe that the lack of urgency is because too many of us don’t believe that we can make a difference. If you can’t make a difference, why try? Anyone of us in the system can make a difference greater than our position. If I didn’t believe that with all of my heart, I wouldn’t get out of bed in the morning.

Think. Work. Achieve.

Your turn...

Great Advice - Patton Wisdom

In honor of the Memorial Day Weekend, a quote from “Patton on Leadership,” by Alan Axlerod, that resonated with me early in my career as a principal.

The essence of the quote was, “Victory is achieved when you declare it.”

The school year is a marathon. If we don’t announce and celebrate our short-term victories, we will do one of two things. We will wear our staff (and/or students) down because they will see no progress, or we will demoralize them as they begin to believe that their effort does not matter.

Set meaningful short-term goals and make it a big deal when the campus (or your class) meets them. Patton used this leadership tool to beat the Nazi’s. We can use the same tool to improve graduation rates and state accountability tests results. And the tests are not trying to shoot us.

Think. Work. Achieve.

Your turn...