Friday, February 22, 2013

Rice Krispies

What was your favorite breakfast cereal as a child?  No, not the one your Mom made you eat – those brands that tasted like soggy cardboard.  Did you go for those super sugary brands like Frosted Flakes, Fruit Loops, Count Chocula, and Capt’ Crunch? For a time, I thought the addition of crunchberries would result in a national holiday.  They were the bomb!  Perhaps you were like “Mikey” and indulged in Life cereal? Yep, don’t admit to that.  How about Sugar Smacks with enough grams of cane sugar to wire you for an hour or so and then caused you to crash like an Iraqui scud missile.  Then, of course, were the cereals with the prizes in the box.  I still have scars from the fist fights over just who was going to claim that useless decoder ring hidden in the mass of grains covered in a non-nutritive cereal varnish (just had to get that Christmas Vacation shot in) .  One cereal that you may have tried is Rice Krispies – you know, the cereal that talks to you?  The brand is represented by three characters:  Snap, Crackle, and Pop; characters with feet disproportionate to their body size.  These animated fellas have sold a whole bunch of cereal based on hearing those three sounds when adding milk to your breakfast bowl.  Do you still lower your ear to hear that sound?  Come on, be honest.   

Schools need to be like Rice Krispies.  Although I eat Grape Nuts most every day, it is a boring experience and one that sounds as though you are chewing gravel.  I would not recommend that we become like Grape Nuts = very pedestrian with little pizazz and not a lot of substance.  Plus, it’s just plain boring!  Walk through our main office when the telephones are ringing off the hook.  Laura and Lynette answer the calls with a snap, their voices crackle with friendliness, and they pop to fulfill the need of the person calling.  They are our first line of customer service and they do a remarkable job. The first impression of our school, either over the phone or at the desk is one of high-quality and excellent service.  Parents enjoy the willingness of our teachers to meet with them; sometimes on multiple occasions to plan together ways to help their/our child. Kids enjoy our adults establishing positive professional relationships with them.  Our kids are drawn to people and not programs. Let’s go deeper -  how does an experience in your classroom look to a student?    Does it invoke a sense of excitement as class begins at the snap of the period or does it routinely lag for the lesson to begin? Does your classroom crackle with excitement because you make it relevant or is it just a presentation of material that has no connection for them?  Do your activity transitions pop as you keep it moving or are they are slow as molasses in January?  As you know, I have recently been advocating during our morning time the teacher skill set of engaging studentsThat’s where the snap, crackle, and pop comes in.  Whether it’s your high energy or high-yield engagement strategy, you’re a Rice Krispie.  Use games that focus on academic content.  Use inconsequential competition.  Manage your questions and response rates.  Use physical movement and appropriate pacing.  Most importantly, demonstrate intensity and enthusiasm for what you are teaching.  The easiest way to get kids excited about learning is to be excited yourselfthat is being a Rice Krispie.  Choose to be a “Snap. Crackle, and Pop” teacher.

Friday, February 15, 2013

Money Ball

Mary and I had the opportunity to watch Money Ball a few weeks ago.  It stars Brad Pitt…pause for the ladies to catch their breath…and centers on the 2002 Oakland Athletics of Major League Baseball.  Pitt plays the role of Billy Beane, the general manager of the A’s, a team that is dismal at best and league doormat at worst  (do not insert Cleveland joke at this time).  The owner has a set budget that he is willing to pay all of the players and it is well below any other team in the big leagues.  Beane’s task is to put a winner on the field for the cheapest payroll possible.  At the end of the season, he is surrounded by his veteran staff of scouts who have canvassed the world looking for the right, and few, high dollar players that they can afford.  These are “baseball men”, guys who had been around a long time and touted their years of experience.  However, they annually failed to produce a winner.  In a nutshell, Beane tells these guys to take a hike and hires a statisitcs guy from Yale who understands just which data to look at.  They are faced with a dismal financial situation and are convinced to buy into the sophisticated “sabermetric” approach (computer-generated analysis) toward scouting and analyzing players.  The big ticket stats like home runs and pitching victories were not so coveted.  The “little stats” such as on base percentage and percentage of walks allowed became much more important.  Why?  Simply put, they found that these seemingly “little stats” actually provided the big difference in the success of their team.  They were right.  The next season, the A’s went to the divisional playoffs.  Seeing the right data made all the difference in putting together a winning team.  Today, this approach is employed by the teams who are consistently at the top (again, refrain from Cleveland jokes).

We just concluded our final set of Acuity testing prior to the first round of ISTEP.  What are you looking for in the data that you get back?  Find the “little things” that will make the big differences.  Use strategies to remediate that have the high effect sizes where you get more bang for your buck.  Time is of the essence and you will have to put your foot on the pedal.  Take those Advisory period ISTEP prep days and solidify them.  Make sure that you are taking that data apart to see where the critical needs areDo not be data rich and information poor.   Our school is no different than others in the sense that we are all doing the “big things”.  We all offer the three R’s, provide lunch, and throw in some extracurricular activities.  That is all well and good, but if you truly want to make a difference, it doesn’t even come closeThe “little things” make the big differences.  It is more than just offering courses and then just presenting information.  It is about engaging students and making it more relevant.  A recent study found that as students make their way from elementary to middle and high school, their levels of engagement drop significantly.  Why is that?  Part of the reason is that kids do not see how what is taught is relevant in their current and future plans.  Hmmm. We have to be reflective (that’s one of those little things) in what we do and look at the formative data that comes back with the best interests of the kids in mind.  We have to engage them not only academically, but behaviorally and emotionally as well. Be on your toes with sharp eyes and ears.  You have to see the right data and use it to build a winner.

Friday, February 8, 2013

Running in Every Lane

In my freshmen year of high school, I was fortunate to get cut from the basketball team.  What?  Did he just write, “fortunate” to not make the team?  Yes, I did.  You see, that disappointment on a Thursday (still remember the day of the week) turned into a great opportunity on Friday.  On that day, I met with the Head Track & Field Coach, and asked him if I could run with the winter squad. “You bet ya” was his reply. This man instilled a love for the sport in me and taught me that the fastest way to success was to train hard and listen to what the coaches taught.  I bought this hook, line, and sinker.  That year, I earned my first varsity letter and finished sixth at the conference finals in what then was the 220 yard dash.  I made a goal that day in May of 1973 that I would strive to be the conference champion the next year.  Sadly, my coach left that summer to become the Head Coach at Purdue University.  I met my new coach, Jim Steed, early in my sophomore year as I was in his class.  This man remains to this day the finest teacher that I have ever seen.  He taught me a great deal about technique and how to get the most out of every training session.  He told me that if I wanted to achieve my goal I would have to follow the training plan to a “t”.  Equally important was that I would have to “see that victory in my head” with every conceivable roadblock a thousand times before race day and that I should “practice winning” from every lane on the track because I would not know my assigned lane until race day.  I believed every word he told me. After supper (that’s what we called it in the 70’s), I would sneak back to the track and hop over the locked gate and starting from lane 1, would run through an imaginary conference championship race until I had run in every single lane. This was done day after day rain or shine. Mom thought I was going to study at a friend’s house. I think Dad knew, but pretended to be oblivious. The big day came and I lined up to run a race that I had already seen at least 1,000 times in my mind, in an absolute downpour, with the advice followed to the letter from the greatest teacher ever,  I …

Be the teacher that many would call the greatest teacher ever.  Be the teacher that can pinpoint struggling areas for kids and help them shore those up.  Be the teacher that finds ways to make it all work for each of your kids.  that relates to the different ways in which kids learn.  Be the teacher that sees potential roadblocks and either cut them off at the pass or find a way to compensate for them.  Often, you will have to show them versions of “running in every lane” as there will always be multiple ways to accomplish the tasks before us despite things that get in the way.  Be the teacher that gladly hops over the fence and works through time restrictions creatively to help kids grow.  Be the teacher who is visionary and passes his/her visions to their students.  Be the teacher who helps kids set goals and the one that shows them just how to achieve them.  Be the teacher to show them that one failure does not necessarily lead to a life filled with failures.  Setting goals with your students and having them track their progress has a very high effect size.  As you have them set individual ISTEP goals, make certain that you have them practicing in every lane while you differentiate your instruction.  The constant here is the finish line – let’s be ready for it.  Practice winning by running in every lane.

Friday, February 1, 2013

Your Super Goal

On Sunday, the San Francisco 49’ers and the Baltimore Ravens will face each other in Super Bowl XLVII. Along with Super Bowls come “Super Goals”. The boys in my family (ages 13-77) will meet in a testosterone heavy atmosphere at my little brother’s house complete with manly talk about chainsaws and having dental work without novocaine.  The ladies will go their separate way (I think my wife enjoys that) and talk about just how silly it is to put so much emphasis on a stupid football game. For the past two weeks, coaching staffs on both sides have spent a great deal of time breaking down game films of the opposition.  Why?  In short, they want to find tendencies in the offensive strategy of their opponent and defensive schemes against offensive sets as well as special teams coverage and alignments. These films will have been viewed, analyzed, viewed again, and then discussed for hours on end. Data will be collected and adjustments will be made relative to this data. In all of this, they hope to find the strengths and weaknesses of the opponent.  The key is to find matchups that can be exploited. For example, a 6’6” wide receiver typically wins against a 5’9” cornerback.  I know this because it happens every week in Cleveland.   The weaker players will be attacked. I know this as well because it happens every week in Cleveland. The stronger players will hopefully be marginalized. There may be a little trickery inserted into the plan. Each team will take what it does best and use it to reach the goal while along the way disrupting the way the other team wants to play. The coaching staff is trying to put together a winning game plan; a plan that gives them the best chance of winningThat’s what great coaches do.

As you plan for your students to achieve and improve, think in terms of putting together a winning game plan.  Make a plan that gives your kids the best chance to demonstrate what they have learned.  In your Super Goal, called the ISTEP, we are not matching up against a visible opponent. Each student is trying to improve their score from last year and show growth accordingly as evidenced by their individual goals. We are not attempting to exploit weaknesses; we are trying to accentuate strengths. We are not attacking the weaker players; we are supporting them.  Our goal is for each student to improve from the previous year and to get more kids to achieve at higher levels than in the past. That is what those individual goal conferences are about. The culture that we have created is one of continuous improvement.  Our strategy is to maximize opportunities through relevant, purposeful, and deliberate instructional practice.  We want to minimize errors by working through student misconceptions on concepts.  You are like the Head Coaches of the Niners and Ratbirds (sorry, not high on a Browns’ fan list of teams to love) and you are formulating the game plan.  You are using informal and formative assessments to plan your instruction.  You are analyzing data to find out if what you are doing is working and then making adjustments.  So, what is your game plan to reach your individual, team, and school goals?  Finish the preparation in a purposeful way.  Make sure that your plan will be the one that gives your kids the best chance of winningThat’s what great teachers do.


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So, who wins the big game?  A.  Niners      B. Ravens        C. Indigestion