A Reader Writes... HS Math Lesson Frames - Part 1

In response to the 2/19/14 post, “HS Math Lesson Frames,” a reader writes

SC,

I was so glad to see this question and response because it is exactly what I want to coach my teachers on, especially the closing question.

Thank you, LYS!

SC Response

Glad to be of assistance.  Framing is a practice that as educators we are all aware of, a few of us do regularly, and a handful of us execute masterfully.  And the critical variable between the levels is purposeful practice.  Like the NIKE ad states, “Just Do It!”

...And insist that your teachers actually read (or better yet, reread) the book, TheFundamental 5. 

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

Student Test Taking Anxiety is 99% on Us

I have heard the horror stories about students freaking out for STAAR.  And I don’t doubt them and here is the reason why. Starting at the beginning of the Spring Semester and continuing until the day of the test, teachers and administrators get more and more stressed out about the test.  The stakes are high, there is too much to teach and we have reams of data showing us that we aren’t anywhere close to having our students ready.  And we transmit and transfer all of that stress straight to our students.  Show me stressed students and I’ll show you adults wound tighter than clocks springs and doing a poor job of hiding it.

That’s the key, we have to mask our stress, stay in positive character and keep the classroom nurturing and rewarding.  I’ll give you two examples of what this looks like in other settings. 

The Disney Cast: At Disneyland, when the cast is in the park, they are always in character. It is the happiest place on Earth.  But behind the scenes, Mickey smokes, Goofy doesn’t like Snow White and Sleeping Beauty is on an improvement plan. And not one guest is aware of any of this. Always stay in positive character while students are in the building.

The Coaching Staff of the Underdog:  The coaches know that they are outmanned, that their team is too small and too slow to compete with the team on the schedule this week. For this coaching staff, a win will be to escape with no injuries.  But that is in the Coaches’ Office.  The players have no idea how dire the situation is.  What they know is that they have a good game plan and if they work hard as a team, execute the plan and don’t turn over the ball they will probably win. Always keep the focus on the positive outcome of executing the plan.

That is our job, stay in character and project confident optimism.  When I hear the test taking anxiety horror stories I think back on a student at an exceedingly high performing Title One school explaining why no one was freaking out about the upcoming state test. “Why should we be worried, we have hope.”

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: TASSP Summer Conference (Multiple Presentations); NEASP National Conference; 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 Superintendent Writes... Instructional Coaching - Part 1

In response to the 12/5/2013 post, “A Reader Asks... Instructional Coaching,” a LYS Superintendent writes:

LYS Nation,

It is interesting that today's blog would be over teacher coaching and evaluations, because I had this same conversation with principals today and commented that I should write up my thoughts and send them to Sean.  

First, I think Lesa is, of course, right on; coaching teachers should be specific and the principal should listen a lot and not say too much.  The coaching session should end with a measurable objective that will be looked for in the weeks that follow.  The more help a teacher needs, the fewer coaching goals should be set, in my opinion.  If you have a teacher who really needs a lot of help, focus on one thing, the deepest hole if you will.  In my opinion you have to channel your inner Schmoker when coaching teachers; if you try to fill in all holes in one coaching session, you fill in nothing.  

When I am coaching my principals, I first observe what they do.  I have noticed a certain confusion among too many principals concerning what is and what is not coaching. Coaching is NOT mentoring.  Having a 45-minute long principal-to-teacher conversation concerning philosophies of education, variations on strategies, and other such things does NOT constitute coaching; that is mentoring.  Now I suppose a principal can mentor a teacher, but I view mentoring something better done from teacher to teacher.  Long meandering conversations can build personal understanding, can build collegiality, and can be down right fun.  But keep in mind that most teachers (and all teachers who are struggling) don't need that.  A principal who engages in such mentoring practices with a struggling teacher is doing them an injustice, in my opinion.   Back away from that practice and engage in brief, specific, measurable coaching goals based upon solid (frequent) classroom observations.  If the teacher needs a mentor, assign them one.  

Principals, be the Principal.

SC Response

Your closing statement reminds me of my first Principals’ meeting with Dr. Rod Paige.  Yes, that Dr. Paige, but at that time he was my Superintendent. He closed the meeting with this:

“What I want you Principals to understand is that we are now operating under the Navy command model. Right now, as we do this Summer work, the ships are all in port.  I am the Admiral and you will follow my orders and protocols.  In September, the ships will all go to sea and as the Captains of your ship, you are responsible for a successful voyage.  I will not second-guess your decisions you make in command of your ship, because you are in command, even if I am visiting you. 

But be successful, because the oldest rule of the Navy is this - If the mission isn’t successful the Captain goes down with his ship.” 

From that point forward, I never worried about what those who I was not responsible for thought about my decisions.  Because they had the luxury of being neither accountable nor responsible. 

Captains, be the Captain. Principals, be the Principal

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

Top LYS Posts From the Week of March 2, 2014

A number of you in the LYS Nation are now Twitter users.  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 2, 2014.

1. If your decisions as a school leader always begin and end with how it impacts student learning you are working in the right direction. (By @blitzkrieg607)

2. Well done is better than well said. (By @CoachKWisdom)

3. Just left the North Dakota ASSP Mid-Winter Conference. Third conference in a row where Sean Cain and The Fundamental 5 (Cain & Laird) were mentioned and highly recommended. (@Paul777Mary)

4. We can eliminate the "dog & pony" show with open classrooms, frequent observations, and continuous feedback.  (By @StapletonEDU)

5. Complaints are avoidance behavior or proof of attempting to improve. Which one depends on how leadership responds. (By @LYSNation)

6. Allowing access to YouTube at school is associated with lower student grades, finds new study. (By @anniemurphypaul)

7. Love The Fundamental 5 (Cain & Laird) and encourage its use. Great Tier One strategies. (By @Snowmanlearning)

8. Finding it hard to concentrate during my planning with multiple announcements on the intercom. I'm sure those teaching aren't amused either. (By @BluntEducator)

9. The two biggest problems with education are: The adults; and the politics. (By @Snowmanlearning)

10. The Fundamental 5 (Cain & Laird) just rocketed past 53,000 copies sold! Thank you, LYS Nation! (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 
• 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: TASSP Summer Conference (Multiple Presentations); NEASP National Conference; 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 Asks... Common Assessments - Part 2

In response to the 8/15/2013 post, “Lesa Cain on Common Assessments,” a reader asks:

SC,

I'm not having success with common assessments that aren't counted as a grade in a high school. Building relationships hasn't been an effective motivator at our school with this piece and I think they kids are rapidly pulling away and guessing to just turn it in. Thoughts?

SC Response

Thoughts? Yes, a lot of them.

First, we have never said that common assessments shouldn’t be counted as grades.  What we teach is that during initial implementation Common Assessments should not be counted as TEST GRADES.  No matter how often and loud we say this, no one seems to hear it.  So why not count them as test grades?  Because when a structured common assessment program is first implemented, the poor performance on the test is primarily due to pacing and instructional delivery issues. These are adult issues inflicted on students, why punish them twice?  The good news is that the adult issue will improve (unless the PLC lacks the will to improve, and at that point is it really a PLC).

In the interim, the common assessments can be counted as participation grades, daily grades, or quiz grades.

Second, what you want from your students is honest effort.  With honest effort you can begin to trust the data (no matter how ugly it looks at first). So how do you get honest effort without test grades? That depends on the teacher. Here are some of the things I did as a teacher and principal:

• Teacher / Student conversations
• Goal setting
• Competition
• Celebration
• Earned privileges
• Self-assessment
• Unapologetic passion for the only subject that matters, (insert your content here)

Just know that when it comes to student motivation, one size does not fit all.  And that includes grades.

Finally, sometimes it just takes time.  The common assessment process is not, “We give a test, and things immediately improve.” 

The common assessment process is, “We give a check point and we identify areas to work on.” 

Based on your question, student motivation is an area for study, reflection and action research on your campus. This is neither good nor bad, it just... is.

Good luck and send me some updates.

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

Your Best STAAR Preparation Plan - Section 2

As we discussed yesterday, schools across the country are entering into Testing Season.  Every teacher wants his or her students to be successful on the big test, whether it is a national test, state test, district test or teacher made final. That is a given.  And here is your best strategy to turn this want into a reality.  Starting today, and everyday until the test, do the following:

1. Tell your students what you are going to teach them during the lesson, in student-friendly, concrete language.  This primes the brain to be receptive to what you are going to teach them.

2. Embed at least one small group purposeful talk activity into the lesson.  This allows the student to begin to process, clarify, comprehend and connect the concept you are teaching.

3. Embed a quick critical writing activity into every lesson.  This allows the student to solidify and think deeper about the concept you are teaching.

4. Reinforce the effort students are putting forth as they talk, write and work. Recognize improved and exemplar thinking and performance.

5. Close the lesson.  This creates an information chunk that the brain can efficiently process, store, recall and connect.

These practices represent the highest yield of the high yield instructional practices.  Use them and you students will perform better.  Choose (and it is your choice) not to use them, and you are a critical limiting factor on your students’ performance.  Choose wisely.

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