Creative and Fun Diploma Endorsements

Here’s an idea for High School Principals and Superintendents.  With your high school diplomas, create an avenue for students to earn creative and fun endorsements.  (Note: This idea is borrowed from MIT.)

At MIT, when students graduate with their very prestigious degree, in many cases there are additional endorsements stamped on the degree. Examples of this include the ‘Pirate’ and ‘Charm’ endorsements.  To earn the Pirate endorsement, a student must take and pass the PE courses of sailing, fencing, pistol and archery.  To earn the Charm endorsement, students take a number of non-credit courses in elements of social grace (a valuable life skill for the uber-smart).

We could do the same thing in our high schools. Offering afterschool and ‘club’ like courses in any number of subjects.  Imagine students earning endorsements in Charm, Coding, Citizenship, Consumer Engineering, Advanced Languages, Trail Blazer, etc.

We talk about educating the whole child and motivating students, how about putting tangible action to those words.  Plus, these endorsements would look good on a student’s resume and college application. Thus, making our students slightly better candidates than the students from rival high schools. Which is also know as maximizing student opportunity.   

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: American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Top LYS Tweets From the Week of January 10, 2016

If you are not following @LYSNation on Twitter, then you missed the Top 10 LYS Tweets from the week of January 10, 2016 when they were first posted.  And if you are on Twitter, you might want to check out the Tweeters who made this week’s list.

1. "If you cannot win, make the one ahead of you break the record." - Jan McKeithen (By @Msjackson4real)

2. There is no magic formula. If classrooms (teachers) focus on doing the ordinary things extraordinarily well... success will come. (By @blitzkrieg607)

3. It takes a student thirteen 100’s to fully recover from one zero. (By @justintarte)

4. Managers desire authority. Leaders take responsibility. (By @mkaplanPMP)

5. True Science Literacy is less about what you know, and more about how your brain is wired for processing information. (By @neiltyson)

6. Turn and Talk - with a pre-selected question to focus discussion, is the easiest and quickest way to raise student engagement. (By @yankee_todd)

7. "I find it fascinating that most people plan their vacations with better care than they plan their lives.” - Jim Rohn (By @blitzkrieg607)

8. It is hard to "wing it" with purpose and intentionality.

9. All coaches have a powerful ally, but most are afraid to use it... the bench. – John Wooden (By @CoachMotto)

10. At what date will Dippin' Dots no longer be the ice cream of the future? (By @LYSNation)

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: American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Top LYS Tweets From the Week of November 1, 2015

If you are not following @LYSNation on Twitter, then you missed the Top 10 LYS Tweets from the week of November 1, 2015 when they were first posted.  And if you are on Twitter, you might want to check out the Tweeters who made this week’s list.

1. "Grades don't motivate kids. Teachers motivate kids!" (By @edtechkeith)

2. Modeled behavior is repeated behavior. Model what you want to see. (By @clwilkens)

3. The issue isn't that teachers need to stand or sit, more or less, the issue is are we teaching in a way that maximizes student learning? (By @vhsaldana)

4. Effective monitoring of student learning will focus not just on test scores but on the adult practices that led to the test scores. (By @DrKing_BBJH)

5. Socorro ISD - Where they Frame the Lesson, engage in Frequent Purposeful Talk, and Write Critically... during Principals' Meetings!! (By @LYSNation)

6. “The mere imparting of information in no way qualifies as quality education.” (By @DrRichAllen)

7. Remember, a decrease in student engagement correlates to an increase of misbehavior. (By @DrJerryRBurkett)

8. Asking teachers to do more without taking something off their plate, is like asking students to do better without reteaching. (By @vhsaldana)

9. The math on critical writing is overwhelmingly positive. (By @LYSNation)

10. The Texas Senate is once more charged to study a voucher policy they don't want, the people of Texas don't like, and our school children don't need. (By @pastors4txkids)

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: American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

How To Turn "Pencil on Paper" Activities Into Critical Writing

Yesterday, (Post: How Do I Recognize Critical Writing) we discussed the fact that just because the student has “pencil on paper,” does not mean that Critical Writing is occurring. In fact, most likely, it is not.  Here are the writing activities that elevate the writing task to that of Critical Writing:

A. The written identification of similarities and differences.

B. Written summarizations.

C. Note making (not copying).

D. Any other writing activity that meets all elements of the 4-Part Critical Writing Test.

Which begs the question, “What is the 4-Part Critical Writing Test?”

Here is the answer:

Cain’s 4-Part Critical Writing Test 

1. The brain moves the pencil.

2. The prompt forces a connection.

3. The prompt forces cognition.

4. There is at least the illusion of accountability.

What the 4-Part Test illuminates is the fact that the writing we generally observe in classrooms, even ELAR classrooms, is not quite critical writing. The good news is that this fact is not necessarily bad news.  Every teacher knows that the hard part is getting students to actually put their pencil on the paper. The easy part is tweaking the prompt to get true instructional value from the activity.

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: The Fundamental 5 National Summit (Multiple Presentations); American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Pass / Fail - Part 1

In response to the 8/18/15 post, “Pass / Fail,” a LYS Assistant Superintendent (and one of the really big brains in education today) writes:

SC,

Amen and AMEN!! Grading could very well be the greatest obstacle to innovative teaching and deep, meaningful learning.

SC Response

I cannot agree more.  The amazing thing to me is that when pressed, educators will admit the grades:

1. Do not motivate most students.

2. Do not accurately measure the level of student content knowledge.

3. Have no inter-rater reliability.

4. Are more subjective, than objective.

5. Are (much more often than we want to admit) used a weapon.

And on and on.  And the reason we continue to engage in this practice usually falls into three categories:

A. We’ve always done it this way.

B. Parents want it this way.

C. We don’t know what else to do.

I can sum up my feelings about this situation in one word... Sad.

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: Illinois ASCD Fall Conference (Multiple Presentations), Texas Elementary Principals and Supervisors Association Fall AP Conference, The Fundamental 5 National Summit (Multiple Presentations); American Association of School Administrators Conference; National Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Dr. Rich Allen Writes... The Room Set-up Matters

Early in my career I have realized (and experienced) the power on managing environments.  Here is the short version of this understanding: Based on the environment in which you place the learner, you can either accelerate or decelerate learning.  

I loathe leaving performance on the table, so even when I present in conference halls, I do everything I can to tweak the environment in my favor.  Sadly, this is not the case with many educators.  The rooms that many teachers work in actually work against that teacher.  However, point this out at your own peril, because few teacher that are objective on the topic of how they have set up their room.   

One of my friends and mentors, Dr. Rich Allen (one of the really big brains in education) wrote the following for his monthly, Impact Teaching Tip.  For those who don’t receive it, here is the reprint. You can follow Dr. Rich Allen on Twitter (I do): @drrichallen

Room Set-up = Learning Success

 

The physical arrangement of the classroom can support - or undermine – the effectiveness of any lesson.  Make sure you proactively consider how to configure the desks, chairs, or tables in your learning environment to maximize student focus and engagement.

The biggest mistake is only using one room set-up in a classroom.  Students arrive and the furniture is always in the same position.  Instead, consider how to best organize the environment to enhance each element of your lesson, altering its set-up during the course of your teaching as needed.

Here are some possible "room sets" to consider:

Set A.  Single desks, facing the front - when presenting new material.

Set B.  Groups of 4-5 desks facing each other - when students will be interacting with a small group.

Set C.  Desks pushed back, students in chairs only - when facilitating large group discussions.

Set D.  U-shape - when you want students to observe small groups presenting content to the class.

When you want to change your classroom set-up, remember: Always ask your students to change the dynamics of the room!  This serves three purposes simultaneously, it:

1. Saves you time and energy.

2. Provides a state change, giving students an opportunity to move.

3. Gives students ownership of the classroom space.  They arrive, help arrange the room for the lesson, and suddenly - they're ready to listen!

Again, you should follow Dr. Rich Allen on Twitter: @drrichallen

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 Timer (Fundamental 5 Delivery Tool); Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: The Fundamental 5 National Summit (Keynote Presentation) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

The GISD Fundamental 5 Camp - Recognize & Reinforce Tweets

On August 4, my Twitter time line blew up with tweets from the Garland ISD Fundamental 5 Camp.  Today I’m sharing the tweets generated from Rebecca Dickens’ “Recognize & Reinforce” breakout sessions.

Success is doing better today than I did yesterday. (By @LYSNation)

Don't let perfect be the enemy of good. (By @ElredgeWendy)

Tie recognition of the attainment of the learning goal reinforces any growth. (By @Hollnwall)

Recognition and reinforcement turns reluctant participants into enthusiastic volunteers. (By @LYSNation)

Continued effort over time brings success! (By @reberson_jenny)

Recognition should not only happen when the students meet the goal, it occurs with any progression towards where you want students to be. (By @Hollnwall)

Recognizing and reinforcing is not a gamble... It is a sure thing! (By @LYSNation)

It's all about specific reinforcement and recognition with a focus on ACADEMICS! (By @ZabGon)

Recognition - Think the "S.P.A." treatment...Specific, Personal, and Academic! (By @kishaculpepper)

Misconceptions between recognize and reinforce are evident. Let's focus on academic effort. (By @AngleArivera11b)

Defining success is essential when reinforcing effort. (By @ty_nelson22)

Success means your doing better today than yesterday. (By @leescotty)

Why recognize and reinforce?  Up to 30% increase in academic achievement. (By @trisiatatum)

Recognition and reinforcement needs to be specific, personal and academic. (By @leescotty)

Recognize and reinforce builds growth mindset fosters grit! (By @Charboknows)

Recognition & Reinforcement - transforming reluctant volunteers into willing participants. (By @drkim2004)

The key to student achievement is recognizing the efforts of all. It's not always about reaching a standard. Try looking at growth. (By @desstewart)

Recognize and reinforce all student achievement in your class. It's not about meeting a standard, but showing academic growth. (By @desstewart)

Next up... Frequent Small Group Purposeful Talk

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: The Fundamental 5 National Summit (Keynote Presentation) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... The Power of Instructional Coaching - Round 2

With an update to the 1/10/14 post, “The Power of Instructional Coaching – Round 1,” a LYS Assistant Principal continues the conversation.

SC,

Here is the update from the second round (November) of PowerWalks conversations.  For these conversations we used the following questions:

PowerWalk Conversations

Round 2

1. Do you find daily Lesson Framing beneficial in your classroom? Who benefits more the teacher or the student? Explore.

2. In your classroom experiences, does student engagement rise or decline when you are in the Power Zone?  Explore.

3. In your classroom, what factors weigh heavily in to your students being on or off task?

4. How do you use Critical Writing in your classroom now and how can you use it going forward in your classroom?  Do you view using Critical Writing in your classroom favorably or unfavorably?

5. Any other questions the data presents to you?

What has surprised me the most is our teachers’ thoughts on the value of the Lesson Frame.  To a person, our teachers state they believe the Lesson Frame helps them focus their instruction for the day and keeps them on track to provide the essential elements of the lesson. That is a good thing, but their thoughts on how it helps our students has caused me some concern. 

Our teachers feel the students pay no attention to the Lesson Frame whatsoever.  I was surprised by these responses, as I would assume students would want to know the bottom line when they walk in to the classroom each day.  Some of our teachers have their Lesson Frames posted on fancy bulletin boards while others simply just write them on the white board each day.  I provide this information because I feel I can eliminate the presentation of the Lesson Frame as to why students are paying the Lesson Frame no attention.  I have asked students while visiting classrooms each day and rarely when asked “what they are doing today in class” do they reference the Lesson Frame.

I am not sure what to make of this information. While there is no doubting the value of the Lesson Frame when our teachers are lesson planning, which we require our teachers to do, are we asking our teachers to do needless work each day?

It is very possible I am over-thinking this issue, as I am known to do at times.  This consumes my professional thoughts only because we are seeing unprecedented buy-in this school year in the tenets of the Fundamental 5.  I just do not want to undermine the job you did at the beginning of the school year and our subsequent efforts afterwards if we are requiring our teachers to complete a task each day they believe our students find no value in it.  Your thoughts? 

SC Response

This is the fun part, tackling the issues hidden behind the issue.  And I have to commend your staff’s use of probing and reflective questions during individual instructional coaching sessions. Without being there to observe what is occurring here are some issues that could be driving the lack of student response to Lesson Framing.

1. Lack of Understanding. If the teacher has neither shared with students the purpose of a Lesson Frame nor referred back to Lesson Frame during the lesson, then a Lesson Frame is just one more thing on the board.

2. New to Using. If the students have been informed / taught what the purpose of a Lesson Frame is, and the teacher refers back to it during the lesson (and this rarely is the case), then students simply may require more exposure to the practice.

3. Not Using the Appropriate Format. If the teacher is not using the “I will… We will…” format, then students may not be cueing to it.

3. Too Broad. If the Objective is so general that it could relate to anything taught in the course, then many students, rightfully, ignore the Lesson Frame.  It the Closing Question is really just the stuff that the student will complete during the class, then again, it is usually ignored by the student. 

4. Teachers not opening. If teachers do not verbally open the lesson by referencing the Lesson Frame, then students will be unaware of its usefulness.

5. Teachers not closing. If teachers do not close the lesson by having the students discuss or write the answer to the Closing Question, then the Lesson Frame is of little importance. I would suggest that less that 3% of the time is a lesson closed correctly on your campus.  Nationally, an appropriate lesson closure occurs less than 1% of the time.

6. Leading versus Lagging Indicator.  If none of issue above seems to be the cause, then your students just need more time.  The change in teacher practice is the leading indicator.  The lagging indicator is the change in student performance.  The older the child and the more haphazard the change in teacher practice, the longer it takes to notice the change in students.

Don’t quit.  The Lesson Frame is a critical high-yield practice.  There is a reason why the book wasn’t called “The Fundamental 4.”

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: NASSP National Conference; The 21^st Century High School Conference  
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Top LYS Tweets From the Week of October 7, 2012

The great thing about my job is that I get to visit all types of schools in every imaginable setting, day after day.  The frustrating thing about my job is that over 95% of the schools I visit are actively discouraging the use of bootleg technology by students. Sad, just sad...

However, I understand why this is the case. Bootleg technology has now evolved beyond traditional school policy.  The ban on electronics begins in the age of the transistor radio.  My father’s favorite school story (that he is willing to share with his children) is how he would sneak a pocket-sized transistor radio and earpiece into class so he could listen to the World Series.  This was obviously a case of technology representing an instructional distraction, hence the need to ban the electronics. 

The next big leap in portable technology was the pager.  These started showing up in the mid 80’s.  There were almost no legitimate reasons for a student to be in possession of a pager during school hours.  So the technology ban remained in effect.

Then the next big leap in portable technology was the cellular phone.  These started showing up in mass in the mid 90’s.  There were almost no legitimate reasons for a student to be in possession of a cellular phone during school hours.  So the technology ban remained in effect.

Then, the next big leap in portable technology was portable gaming systems and MP3 players.  These started showing up in the early 2000’s.  There were almost no legitimate instructional reasons for a student to be in possession of a game player or MP3 player during school hours.  So the technology ban remained in effect.

But in 2007, the world of portable technology changed.  The smart phone arrived.  Now student began to arrive in class with portable, connected, high-speed computers in their pockets.  If we can learn to ignore our educators’ bias against radios, phones and games there are legitimate instructional reasons for students to use these tools in class.  Now, after over 60 years of “No,” it is time to revisit our institutional ban against personal technology.  

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 7, 2012.

1. If campus leadership isn't organized and on the ball, the teaching staff has next to no chance for real success.

2. However, a well-run campus can overcome district incompetence almost indefinitely.

3. Okay I'm throwing it out there... Policies written for the worst teachers only monkey with the best. The worst still don't care. (By @Shakespeare72)

4. If your STAAR remediation strategy is for students to work problems from the TAKS practice book, you've already lost, and its only October.

5. Expertise changes the brain: People who are experts on automobiles actually see cars differently from the rest of us. (By @anniemurphypaul)

6. The best self-control is setting up a situation where you don’t need to exercise self-control. (By @anniemurphypaul)

7. As a Principal, here was my focus for school discipline. Remove the chance to make a bad choice and the right choice is the default action.

8. Only half of poor preschoolers have alphabet books, compared to 97% of children whose parents are professionals. (By @anniemurphypaul)

9. Our schools and roads may not be in great shape, but our political attack ads are the envy of the world. (By @BorowitzReport)

10. If you think putting 39 students in the science lab is a good idea, you must be a Texas Senate or House member.

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), Advancing Improvement in Education Conference (Multiple Presentations), 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

Top LYS Tweets from the Week of January 22, 2012

A LYS Superintendent shares the new Bootleg Technology initiative in his district (the 31^st poorest in Texas).

DATELINE: SPLENDORA ISD

Many of our students are digital natives—meaning they have never known a life without technology. Our students live in a world of Google, Apple, and Yahoo. But too often the only place they are not free to use their natural skills in technology is in the classroom. If we as educators truly believe Splendora ISD is preparing our students to be productive in the 21st century workplace, we must open up more opportunities for our students to be exposed to technology on a daily basis in our classrooms.

Splendora ISD began this journey three years ago with the implementation of a one-to-one laptop program for all students in our college programs (Early College, Dual Credit, and CTE). The following year all certified staff were provided with a laptop. The idea being that our staff would be expected to use and be role models for our students and bring more technology into the everyday classroom.

Our next phase will begin in January 2012. A pilot program for sixth graders will be implemented that allows students to use a district-provided smart tablet. The tablets will be used for 21^st century learning opportunities. We recognize that mobile devices today play a significant role in our students’ lives. We want to incorporate these devices into our classrooms, change the way our teachers teach, and give our students the opportunity to explore, collaborate, and develop skills that are necessary to succeed beyond the classroom.

By August 2012, we will expand the pilot program and allow 7^th-12^th graders to bring and use their own devices (laptop, netbook, cell phone, tablet, etc.). With fewer resources and dwindling budgets, and by allowing students and staff to bring their own devices, the district leverages its technology in a cost-effective manner.

Additionally in the 2012-2013 school year, Splendora ISD will offer a filtered wireless network (Wi-Fi) on all campuses. Students will be expected to connect to the filtered Splendora ISD public Wi-Fi for educational purposes and exhibit digital responsibility. Learning about and being held accountable for the responsible use of either district-owned or personally owned electronic devices is an important part in preparing students to be successful in the future. We also plan to convert our libraries to electronic checkout by August 2012. In other words, we will allow our students and community members to checkout books electronically using our e-readers or their own.

Technology is integral to student achievement. It is time to embrace what you, as parents, may have already provided for your children, and by the District providing a filtered Wi-Fi network, the District can partner with you to provide students with the best academic resources available. Splendora ISD will always strive to provide the best learning environment for our students and staff. Initiatives such as Bring Your Own Technology and electronic libraries are only the first step in our journey to continuously provide opportunities for digital natives (students) to compete and succeed once they graduate from Splendora High School.

When the 31^st poorest school district in Texas embraces Bootleg Technology, what exactly are you waiting for?

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 22, 2012, as tabulated by the accountants at Price Waterhouse.

1. Tablet and e-book ownership nearly doubled during holiday season. (By @PrincipalDiff)

2. I’m visiting classrooms now. The improvement in engagement when the teacher is in the Power Zone is astounding!

3. The Closing Product is not the lesson activity. It is formative proof of learning.

4. BRILLIANT: One stereotype we have not been able to break in the United States is that ‘faster is smarter’. (By @anniemurphypaul)

5. Without deliberate practice, even the most talented individuals will reach a plateau and stay there. (By @anniemurphypaul)

6. In my experience, those who hate failure generally beat those who love success.

7. "Where we say something is as important as what we say". Wisdom from Sean Cain of Lead Your School about being in the Power Zone. (By @principalschu)

8. Just finished a promo video for my ESC 16 Leadership Conference keynote presentation. Can't wait to meet with the LYSers in the Panhandle!

9. Senator puts teachers, police officers, and fire fighters in the 1 percent. (By @eschoolnews)

10. Vouchers are education welfare for millionaires. (By @johnkuhntx)

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
• Upcoming 2012 Presentations: Oklahoma Association of Middle School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference