We Are C R A Z Y around here, work faster, faster... Zombies!

In the Schools or Colleges of Education at any University, from time to time, every living breathing human faculty member, in education, becomes CRAZY!  No, we do not have the Zombie Virus, we have Accreditation Preparation.  Ask anyone in higher education and you will be told accreditation is worse than a zombie attack.

How can "preparation for earning accreditation" be worse than brain eating zombies?  Simple.  In some fields of study, like education teacher preparation, the university student can earn a degree and a license for professional practice.

If any university student in any American university wants to work as a physician, dentist, nurse, or teacher, et al, the degree is nearly "worthless" without also getting a license.  (Think university of large mythical birds dies in fire and rises from the ashes, worthless). And, a university or college can only grant a license if the institution is accredited by the state government and national organization.

Who would want a professional degree without a license to practice (sorry you big dying and rising bird, no accreditation for you).  The answer is NO ONE wants a professional degree without a license.  While my School of Education colleagues and I can withstand snow days, absent students, students not following directions, technology disasters, and cold offices, we cannot withstand losing our accreditation to grant state teacher licenses.

Now, our accreditation review is coming; we are all CRAZY with worry (see the title of this post).  We are frantically reviewing all syllabi, all rubrics, all assignments, all standards, all dispositions, all data collection, all data analysis, and all handbooks!!!!  We are working faster, faster.  Oh My God, how long do we have before zombie attack, before accreditation review and accreditation visit?  One week, one month, three months?

Nope, we have until Spring 2020. Yep, that's right...2020 (that is the year, not the name of a TV News Show).  Now in your head please hum the tune of a song of the 60s, "In the Year 25, 25...".  If you do not know the melody, search on iTunes or Google Play.  So, with this truly depressing song from the 60s playing in our heads, the School of Education faculty marches off to prepare for zombies or accreditation.  Nearly every faculty member is hoping (silently and secretly) that the zombies get us first.

We are frantic, we are anxious, we are worried, we are sick, we are crazy, CRAZY!  What if we don't get accredited in 2020?  We will have to get real jobs!  Someone help us.

We are hoping for the zombie attack!  Well, I am creating a new word: "Credi" attack.  That's right we are facing a Credi Attack.  A Credi Attack!  A Credi Attack is worse than a zombie attack. You know I am right because "Credi Attack" has capital letters. Yikes!

To my friends and colleagues in higher education: if you are in the midst of a Credi Attack, breathe slowly, smile, go have some fun, and "Keep Calm and Carry On" or Eat Chocolate.

We are professionals, we use best practices, we care about future teachers, we will flourish.  We will say, "We beat the Credi Attack, bring on the Zombies."

Dr. Robert, Education Pirate Rebel
Author of the words, "Credi Attack"
Oxford English Dictionary, "Call me."

A Re-Run from November 2012: Indiana School Letter Grades

A Blast From the Past: Written and Originally Posted in November 2012
I am sorry to report Indiana's State Testing and School Ranking programs have made no improvement since 2012.  It could be argued that the testing and procedures for School Letter Grades have gotten worse.  Knowledge and understanding are power, be my guest...

School letter grade rankings are now published for Indiana Schools and School Districts.  Our school, Silver Creek Elementary, received a grade of "B".  This grade follows six years of "A" (exemplary academic progress) for our school.

I would like to quickly tell our stakeholders why Silver Creek Elementary dropped from an A grade to a B grade, but I cannot.  The Indiana system of previous school letter grades had a six year history.  In each of those years, I could have quickly explained why we earned an "A".  The new letter grade system is not quick nor easy to understand or explain.  The new system requires several computer logarithms for the computations.

As I have written in the past, all Indiana school rankings are based only upon a few hours of ISTEP testing.  So, the letter grade is not a measure of quality learning; the letter grade is a measure of test performance.  I have earlier blog posts that explain why quality learning  can never be determined by one test.  Quality learning can only be measured by multiple assessment, which are completed by a team of human beings (not by test scoring machines).  You will find those earlier posts on this blog site.

I want to share my background in educational assessment to add validity to my post.  I have served as an Indiana school principal for 37 years and I have worked with educational assessment during each of those years.  I have taught educational assessment at two major universities in Indiana for over 20 years.  I have taught both bachelor degree students and master degree students.  I am still teaching at the universities.

In this first "post-letter-grade" blog post, I would like to explain the difference between a criterion-referenced test (CRT) and a norm-referenced-test (NRT).  Comparing a CRT to a NRT is not like comparing apples to oranges.  Comparing CRT t NRT is like comparing apples to elephants.  And, you know what?  One should never confuse an apple with an elephant, and certainly should never confused a CRT with an NRT.  But, in Indiana that is exactly what has happened.  State officials talk about CRT and NRT as the same and that is just wrong.

A Criterion Referenced Test compares the score of an individual to a standard of success.  As an example, if 100 runners were in a 5K race, the standard of success could be set by the coach as a 27:00 minute (or better) finish.  In this scenario, all 100 runners could succeed, could get an A.  The runners know they are running to beat 27:00 (the goal set by the coach).  Some runners may not beat this time, but that is up to their individual performance.

A Norm Referenced Test compares the score on an individual to the performance of other people who took the test.  As an example, if 100 runners were in a 5K race,  the standard of success will be how many runners did you beat.  The time you ran is not scored, only how many runners you beat is scored.  The standard of success could be set by the coach as finish above average in the race.  In this scenario, only 50 runners could succeed, could met the goal, because "average" is the 50th percentile rank.  Any runner, who is 51st place or worse, did not succeed.  The 51-75 runners may have fantastic finish time, under 26:00, but they fail.  The time does not matter; what matters is how many did you beat.

The six years of the old Indiana School Letter Grades were calculated as a CRT.  Each school knew the pass score of the ISTEP and worked to make sure students met or exceeded the score.  At Silver Creek Elementary, our students passed ISTEP in the mid-80 percent range.  We were ranked as "A" for six years.  Under this system, every Indiana school could earn the A rank, 100% could meet the standard.

The new Indiana school ranking grades were calculated as a NRT.  Each school still knows the pass score of the ISTEP, but the new letter grade is based on a student's improvement in ISTEP scores as compared to other Indiana students.  Under this Norm Referenced Growth System, it is impossible for all Indiana schools to succeed.  Under the new NRT letter grades, Indiana has to have failures.  Failing is built into the system by definition.

Specifically, a student in Indiana can achieve Pass+ on the ISTEP but be marked by Indiana as a "loser" in growth.  The passing student is compared to other passing students and some of those students have to be listed as "failures" in growth.  Why?  Because the growth letter grade model is NRT, the state will draw a winners-losers line at some percentage of the students.  The line may be at 50%, or 30%, or 10%; but, it has to be drawn somewhere.  Some percentage of high scoring students have to be ranked as losers because students are being compared to students.  So, some school may have over 85-95% of students pass the ISTEP, but the school may be ranked at C, D, or F.  Local school superintendents know the flaws and are trying to get the system changed.

Every classroom test that you took as a student was CRT.  Every test we give in the classrooms at Silver Creek Elementary are CRT.  We want every single student to have the opportunity to succeed depending on his/her work and performance.  Failure is not built into the student grading system at Silver Creek Elementary.  I wish I could say the same for Indiana, but I cannot.

Looking at CRT versus NRT is only the first stage of understanding the new state system for school letter grades.  My next blog post will cover standard error of measurement.  I will explain why a test score is never the truth, but only a brief snapshot of performance.   Until next time,

Dr. David E. Losey, Ed.D.

They Need to Know More About Me

At the university, Friday was the end of the New Classes - New Students week for winter semester.  I taught my introductory lesson to each class.  My class attendance was perfect.  I was not surprised by the attendance.  I was not even surprised by the student questions.  Regardless of age, students want to see and hear their new teacher, and they want to ask questions, lots of questions.

How about a teacher's reflection on the first classes?  OK, here goes...

I am committed to all students learning.  I hope all students will stop worrying about their grade. I want every student to do their best work.  Student surveys and interviews have indicated that the percent of students who do their best work is the highest in kindergarten.  We have evidence that over 90% of kindergartners do their best work in kindergarten. I find it hard to imagine a kindergartner thinking, "I am only going to put about half an effort into coloring this pumpkin.  I just need to pass this class."

Yes, the vast majority of kindergartners do their best work in class.  However, the percentage of students doing best work drops each year to the lowest level, which occurs in the sophomore year of high school and then stays low.  Between 10-15 of every 100 sophomores say they do their best work.  What happens?  How does the percentage of students doing best work drop from 90% in kindergarten to 10% in high school?  Why does the percentage of student doing their best work on rise slightly in college?

Sir Ken Robinson argued that schools use ranking and sorting to educate creativity and the love of learning out of most students.  When education happens, most students opt out and only work enough to get the course grade they want.  Sometimes they want an A, a B, a C, a D, or even an F (to prove they couldn't do it).

In my first class of any semester, I want to explain what we (students and I) will be learning together.  I review the syllabus; I give a broad explanation of the assignments; I explain how we will communicate throughout the semester.  But, I have a much more important task; I clearly state I expect their best work in my class.  In his book Quality School Teacher, William Glasser stated six conditions are needed for students to choose to complete their best work.  I begin Glasser's first condition in my first class.  His first condition is to change the environment in the classroom.

I begin my journey to build a warm and caring classroom learning environment, which is built upon trust.  Glasser argued students need to know more about their teachers than most teachers divulge.  He concluded students work hard for teachers they know and they like.  Student won't believe I care about them before they know more about me.  My most important task in every first class is to share myself, to tell who I am, to begin the telling of Dr. Robert.  I named sharing myself and gaining student trust as "It's the Relationship Stupid".

My teacher reflection of the week one classes is mixed.  I explained my experiences in teaching/learning.  I demonstrated my love of technology to make learning/teaching more efficient by using the app, Socrative.  The students experienced sharing formative assessment with Socrative versus post-it note formative assessment.

I talked about my spouse, my children, and my grandchildren.  I talked about how to follow me on Twitter and how to use text messages for immediate questions about assignments. I said, "I care about you and I will help you succeed in our class.

My reflection on my teaching is mixed because I did not convince every student.  I could see it in some of their eyes.  Some "eyes" looked back as me and said "sure, sure, we'll see".

Do they all know me well enough to do their best work instead of only enough work to get a grade.  Probably not... yet. Thank goodness we have weeks 2-15.  I Am a Teacher, I Rock!

PS: Are you a teacher who is in the middle of the school year.  Everyday can be the first day.  I encourage you to set about accomplishing Glasser's condition #1,  Start tomorrow.  Begin sharing who you are and what you stand for with students.  Create a warm and caring learning environment built upon trust and acceptance of all, rather than an environment of sorting and classifying students.  You and all your students need the caring, the trust, the acceptance.

Teachers Rock, Dr. Robert

Measure Twice, Cut Once

Today is the first day of second semester (Spring Semester)  and I begin teaching four new classes.  I teach at the university level.  My new students will not be as excited as kindergartners going back to school after winter break.  However, my students will still be excited, because starting a new adventure is always a little bit exciting.  One more thought, we begin "Spring Semester" and the wind chill is now below zero.  The labeling of this semester just seems a little weird.

"Measure twice, cut once", my Dad taught me that rule of LIFE when he taught basic carpentry to me.  Back in the 60s, yes the 1960s, we renovated an old abandoned country farm house. We upgraded the "structure" from a corn storage building to a farm house for a family of six. 

Take a look at our converted home.  And, my Dad always measured twice before he cut once. And, I have found the rule applies to teachers, too.

In teaching the "measuring" is the creation or upgrade of each lesson plan.   The plan should be the absolute best it can be; the plan should create student learning: create knowledge, develop understanding, and improve skills.  Yes, my classes start today - but. for three weeks, I have been measuring my lesson plans twice.

At the university, each syllabus contains 15 lesson plans.  The lesson plan covers a time period of three hours. Fifteen lesson plans times 180 minutes is 2,700 minutes of learning time.  I have reviewed, assessed, and hopefully improved every one of those 2,700 minutes.  

In K-12 schools, the organization of time is different, but the quantity of learning time is nearly the same.  

As I measured my lesson plans twice, I worked hard to make each learning activity valuable for my students.  How many minutes did I spend measuring/planning? Too many to count.  I wanted to make every learning activity better than it was last semester. 

Every effective teacher does the same.  We all work long and hard at lesson planning because we care about our students.  We want each of our students to succeed and so do the other teachers at this university and the dedicated teachers in your child's school.

Today and for the next three days, I will make the first "cuts"; I will teach; I will make the first invitations to learn.  I hope my new students are ready for the learning journey and I already believe they are.  

"Measure twice, cut once", I love my Dad and I love teaching.  Teachers Rock!

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Teacher reflection journal: My goal: I will post one or two reflections on my teaching, on student learning, or on the current conditions of education every week.  On a good week, maybe I can post three reflections.  I hope you will follow my blog. Click follow this site on the homepage.  I will do my best to make the weekly reflections informative and entertaining.  

Dr. Robert, Educational Pirate

Leaving Oklahoma

I began my day at the MARC in Moore, Oklahoma.  I worked until lunch on my last day in Oklahoma with Red Cross.  I got the chance to say goodbye to people I worked with for two weeks.  I was a little sad as we shared hugs and good wishes.  Three special people will be in my memories for a long time.

Wendy, one of the ARC shelter managers, was a hard worker who never lost her sense of humor or humanity.  She brought order from chaos.  Bob H., the ARC disaster mental health site supervisor, was kind, patient, and when I didn't know - he taught me.  Jim H., the ARC disaster mental health specialist from Tulsa.  Jim was a friend and the funniest worker in MARC #4 (Moore).  He always asked me, "Why are you always humming?  There is no humming in mental health."  Of course he was teasing and I liked it.

I am a little guilty about leaving with work yet to be completed.  The American Red Cross tells me that feeling is quite normal.  I am to remind myself that I helped and now someone will take my place.  I know that is true.  It just doesn't feel true.  Yet!  In a few days, I will be OK.

I am posting a picture of cutie #5 and cutie #6. These were the last two people that I helped in Moore, Oklahoma in the name of the American Red Cross.  They and their mother were a wonderful closing case.

If you have any desire to help in disasters whether locally or nationally, contact the American Red Cross.  Find out about the needs of the organization, you will be able to help in some role. And, when you help the Red Cross, you are helping folks who really and truly need our help.  Do it; you will be glad that you did.  May God bless you and keep you safe.

David

Sorrow Has Many Faces

Most activity at the Red Cross MARC had a feeling of optimism today.  The number of new folks waiting to register was less than at any time in the past two weeks.  The lines for all of the 19 organizations in the MARC were shorter.  As I previously noted, Scooby Doo and Tony Tiger were here and the children waiting with their parents loved those two characters.

However, it only takes one personal interaction to bring the starkness of the tragedy rushing back.  Another volunteer asked me step over to a table and talk with the man who was quietly sitting there.  As we talked, I discovered that his sister was killed in the May 20th E-5 tornado.  He apologized for needing to come in for help.  He told me that he was sure other people needed it more than he did.

As I looked at this face, I could see the sorrow in his eyes.  He had experienced a horrific loss in his life. Yet, he did not want to be "pushy".   I would guess his age to be around 45 and he rented a room in his sister's house.  He talked about how much he liked living there and being a part of his sister's family.  He played with his nieces and nephews.  He went to and worked at his job every day.

When the tornado struck, he was at work.  He told me that he could handle death in his life.  He went on to say that he just wanted to know his sister's body could be found and that she had not suffered.  He paused before he said that both of his wishes had come true.  The first responders found her and the responders showed him a picture that convinced him, she had not suffered.

Did we help him at the MARC?  I believe we did.  Many caring people helped him with immediate needs and long term plans.  Will I know for sure that he got the help he needed?  No.  But, I do trust in the Red Cross staff and in the local Oklahoma care givers.  I trust that his load is now and will continue to be - lightened.  I trust his eyes will come back from the sorrow I saw in them today.  God bless us all; I have no doubts that Humanity is awesome.

- - - - -
I will leave you with a little of my joy today.  This is Cutie #4.  I talked with him and his mother through a translator.  Trust me, I smiled at him the whole time.

We Are Making Progress in Oklahoma

We are making progress in helping victims of the tornadoes and flash floods in Oklahoma.  The waiting lines for each organization at the Red Cross MARC are shorter today.  I see more smiles on faces.  Folks are talking more while they wait.

The best evidence we are making progress is the arrival of Scooby Doo and Tony the Tiger at the MARC.  Smiles all around ...