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Viewpoint: Failure is not an option in our schools
Program to help schools meet federal guidelines has raised reading and math scores in districts nationwide
Author Alan M. Blankstein offers six principles that are key to student success.
On Jan. 28, a group of inspiring educators from four diverse school districts across the country came together to take part in a live webcast panel discussion—the first in a 12-part series—to share their views and experiences on how they have turned their underperforming schools around, and the tools they used to succeed.
It’s what I’ve coined as “Failure Is Not an Option,” and for the past several years I’ve been working with these schools and others like them from coast to coast to focus on student success at every level. The program outlines six principles to guide student achievement. (Click here for more about those six principles.)
The webcast connected leaders, practitioners, and innovators within the education community not only here in the U.S., but from around the world to showcase real tangible frameworks for student success in our public schools. The panelists openly shared their own school success stories after implementing the “Failure Is Not an Option” program.
In the Pottstown School District of Pennsylvania, all seven schools made Adequate Yearly Progress (AYP) targets in 2009. This is the first time in district history for this achievement, and Reed Lindley, assistant superintendent, attributes it to the change he’s been able to make in school culture.
Because of the changes he’s implemented, and the way his teachers have embraced the program, Pottstown’s Lincoln Elementary saw close to 30 percent improvements in their students’ math and reading skills.
Even more impressive, Pottstown Middle School saw a 78 percent drop in disruptive classroom behavior, measured by the amount of time-outs between 2008 and 2009. And they’re consistently improving the district’s graduation rate. What was 75 percent in 2006 is now up to 84 percent in 2008.
Simply put, Lindley and his team of educators found a way to help their students connect with the subjects at hand, in turn helping them to succeed in the classroom.
In the Wichita Public School System, Lettishia Freund, a teacher at Payne Elementary School, reported that in 2007-08 school year her school was the lowest performing in the district when it came to reading and math.
After implementing the “Failure Is Not an Option” framework, teachers at her school were able to work together to make data-driven decisions in both subjects and collaborate on best practices for real results.
Freund and her colleagues saw a gain of 10.8 points in math and 14.3 in English during the first year. At the end of the second year, data showed an impressive gain of 17.6 points in math. This has not only helped the students’ success rate but has reinforced the teachers’ confidence in their teaching practices.
8 Responses to Viewpoint: Failure is not an option in our schools
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thekingster
February 10, 2010 at 1:58 pm
I was bothered to read another article that conveniently shifts blame away from students onto teachers/administrators. I do like the genteel way this was done, however. Perhaps I have been plagued to work in schools that have a “culture of blame,” as opposed to a culture of empowerment.
Give me a break.
What’s going on here, really? Is this some more educational psychobabble that someone is using to earn their EdD? I tire of the same eduspeak that, in reality, says nothing.
Want educational reform? Then quit facilitating inability and hold students/parents accountable. For example, “Dear Mr./Mrs. Parent, Your student has failed English 101 since they failed to turn in 40 of 50 assignments. You student will be permitted to retake the course once you have submitted the required fee of $500.
Kindly,
The School”
thekingster
February 10, 2010 at 1:58 pm
I was bothered to read another article that conveniently shifts blame away from students onto teachers/administrators. I do like the genteel way this was done, however. Perhaps I have been plagued to work in schools that have a “culture of blame,” as opposed to a culture of empowerment.
Give me a break.
What’s going on here, really? Is this some more educational psychobabble that someone is using to earn their EdD? I tire of the same eduspeak that, in reality, says nothing.
Want educational reform? Then quit facilitating inability and hold students/parents accountable. For example, “Dear Mr./Mrs. Parent, Your student has failed English 101 since they failed to turn in 40 of 50 assignments. You student will be permitted to retake the course once you have submitted the required fee of $500.
Kindly,
The School”
hhhhh
February 11, 2010 at 6:08 pm
“Failure is not an option in our schools” … Maybe not.
After talking to many teachers and administrators at “Program Improvement” schools, it seems that “Failure is their only option”.
The lowest performing schools are receiving millions of dollars in
extra funding. I asked teachers and administrators, “what would happen if test scores improved?”
Most felt that it would never happen. If a PI school ever improved,
the result would be massive layoffs and increased class sizes.
Teachers who have worked at PI schools for many years feel that
the millions of dollars in extra funding is well worth having to switch
schools every few years because of the “reorganization” option.
New teachers who start raising the achievement level are quickly told
to back down or are disciplined for not following the pacing guide.
The millions of dollars keeps flowing and everyone stays employed.
“Failure is the only option”, for many schools.
hhhhh
February 11, 2010 at 6:08 pm
“Failure is not an option in our schools” … Maybe not.
After talking to many teachers and administrators at “Program Improvement” schools, it seems that “Failure is their only option”.
The lowest performing schools are receiving millions of dollars in
extra funding. I asked teachers and administrators, “what would happen if test scores improved?”
Most felt that it would never happen. If a PI school ever improved,
the result would be massive layoffs and increased class sizes.
Teachers who have worked at PI schools for many years feel that
the millions of dollars in extra funding is well worth having to switch
schools every few years because of the “reorganization” option.
New teachers who start raising the achievement level are quickly told
to back down or are disciplined for not following the pacing guide.
The millions of dollars keeps flowing and everyone stays employed.
“Failure is the only option”, for many schools.
marykb62
February 11, 2010 at 9:44 pm
thekingster-Are you implying that the information in this article is not true? It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed? Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?
I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.
marykb62
February 11, 2010 at 9:44 pm
thekingster-Are you implying that the information in this article is not true? It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed? Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?
I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.
Clarisevv
February 12, 2010 at 7:11 am
I get that you feel blame shifting is the only option according to the article…but alot of times we as teachers forget that we have an “informal” responsibility towards the students, seeing that the education we provide them forms the foundation for any future education….don’t you think is much more important to give everything we have as teachers to ensure that each student learns effectively and that they are recognised by their teachers as an uninque individual who has their own studymethods which works effectively for them? Surely, teaching has never been about the salary at the end of the month but rather about the passion for teaching…
Clarisevv
February 12, 2010 at 7:11 am
I get that you feel blame shifting is the only option according to the article…but alot of times we as teachers forget that we have an “informal” responsibility towards the students, seeing that the education we provide them forms the foundation for any future education….don’t you think is much more important to give everything we have as teachers to ensure that each student learns effectively and that they are recognised by their teachers as an uninque individual who has their own studymethods which works effectively for them? Surely, teaching has never been about the salary at the end of the month but rather about the passion for teaching…
thekingster
February 12, 2010 at 1:20 pm
to: marykb62
Are you implying that the information in this article is not true?
It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed? Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?
I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.
thekingster
February 12, 2010 at 1:20 pm
to: marykb62
Are you implying that the information in this article is not true?
It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed? Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?
I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.
thekingster
February 12, 2010 at 1:30 pm
marykb62 says:
“Are you implying that the information in this article is not true?”
No, I am implying that it’s filled with eduspeak and largely immeasurable.
“It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed?”
I honestly doubt it. When I see students at underperforming schools actually performing – there is one common denominator: parents who are monitoring their children.
“Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?”
I apologize for any negative tone. I think that certain demographics are prone to underperformance as a way of life. Case in point: at my last school district, the BOE made the uncanny decision to bring in a Supt and Asst that were from a high performing district. They rolled in, took two weeks to assess, and then started blasting teachers for “unresearched methods,” and the like. Another wave of balogna. The students were underperformers….and were a whole lot different than the “clients” these two had been used to. Cookie cutter approaches seldom work.
I find it ironic that I am told to come up with “activators” and “summarizers”…to make sure that my guided independent activities are relevant, fun, and educational. Students who need 21st Century Skills need collaboration and integration, I’m told. “Blah, blah, blah.” However, my daughter is finishing her 2nd semester at a UT school. The preponderance of her instruction is “stand and deliver” with the real expectation that if told to read chapters 1-10 by next Tuesday, that the students, will, in fact read them.
The difference: funding…pure and simple. We have to “blame” someone…so why not blame the one earning the check. K-12 milieus invent new things to be concerned about and still pump out hordes of “graduates” that need exorbitant remediation to “make it” in college. I have students who can’t read THREE pages in a textbook.
“I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.”
Then a more complete story of your school is that there has been a radical change of the culture. Every day, I have to tell the same kids: “pull up your pants”. Why? Looking like a gangbanger is cool…but reading is not. I was told the other day, “Mr. Teacher…remember. We don’t talk like you…we don’t speak ‘white’.”
I rest my case.
thekingster
February 12, 2010 at 1:30 pm
marykb62 says:
“Are you implying that the information in this article is not true?”
No, I am implying that it’s filled with eduspeak and largely immeasurable.
“It seems that the schools referred to in the article are seeing positive changes and the students are making academic growth. Could it be because of the implementation of the six focus areas discussed?”
I honestly doubt it. When I see students at underperforming schools actually performing – there is one common denominator: parents who are monitoring their children.
“Are you saying that you don’t believe that these changes can be made and that low performing schools cannot improve? Why are you so negative?”
I apologize for any negative tone. I think that certain demographics are prone to underperformance as a way of life. Case in point: at my last school district, the BOE made the uncanny decision to bring in a Supt and Asst that were from a high performing district. They rolled in, took two weeks to assess, and then started blasting teachers for “unresearched methods,” and the like. Another wave of balogna. The students were underperformers….and were a whole lot different than the “clients” these two had been used to. Cookie cutter approaches seldom work.
I find it ironic that I am told to come up with “activators” and “summarizers”…to make sure that my guided independent activities are relevant, fun, and educational. Students who need 21st Century Skills need collaboration and integration, I’m told. “Blah, blah, blah.” However, my daughter is finishing her 2nd semester at a UT school. The preponderance of her instruction is “stand and deliver” with the real expectation that if told to read chapters 1-10 by next Tuesday, that the students, will, in fact read them.
The difference: funding…pure and simple. We have to “blame” someone…so why not blame the one earning the check. K-12 milieus invent new things to be concerned about and still pump out hordes of “graduates” that need exorbitant remediation to “make it” in college. I have students who can’t read THREE pages in a textbook.
“I am a believer because I teach in a high school that has seen this kind of positive change. I know that there are students who don’t do their work, I have some in my classes. But, if we keep on doing what we have always done, then we will keep on getting what we always got.”
Then a more complete story of your school is that there has been a radical change of the culture. Every day, I have to tell the same kids: “pull up your pants”. Why? Looking like a gangbanger is cool…but reading is not. I was told the other day, “Mr. Teacher…remember. We don’t talk like you…we don’t speak ‘white’.”
I rest my case.
thekingster
February 12, 2010 at 1:34 pm
Clarisevv says:
“I get that you feel blame shifting is the only option according to the article…but alot of times we as teachers forget that we have an “informal” responsibility towards the students, seeing that the education we provide them forms the foundation for any future education….don’t you think is much more important to give everything we have as teachers to ensure that each student learns effectively and that they are recognised by their teachers as an uninque individual who has their own studymethods which works effectively for them?”
Yes…but I also think that teaching is akin to a bilateral contract. Where is a student every held accountable? In the districts I’ve been in, administrators are too afraid of lawsuits from a litigious society that empowers mediocrity and entitlement.
“Surely, teaching has never been about the salary at the end of the month but rather about the passion for teaching…”
That sounds good…but I know of no teachers who are willing to take, let’s say, a $10,000/year pay cut. Teaching is a passion…and probably more aimed at being a calling. I get it…otherwise I wouldn’t be in the business. I tired of the pure unadulterated crap that is propagated as “fixes” for education. The only reform will come when America wakes up and determines that we have let the rabbit go too far down the hole and seek to get it back.
thekingster
February 12, 2010 at 1:34 pm
Clarisevv says:
“I get that you feel blame shifting is the only option according to the article…but alot of times we as teachers forget that we have an “informal” responsibility towards the students, seeing that the education we provide them forms the foundation for any future education….don’t you think is much more important to give everything we have as teachers to ensure that each student learns effectively and that they are recognised by their teachers as an uninque individual who has their own studymethods which works effectively for them?”
Yes…but I also think that teaching is akin to a bilateral contract. Where is a student every held accountable? In the districts I’ve been in, administrators are too afraid of lawsuits from a litigious society that empowers mediocrity and entitlement.
“Surely, teaching has never been about the salary at the end of the month but rather about the passion for teaching…”
That sounds good…but I know of no teachers who are willing to take, let’s say, a $10,000/year pay cut. Teaching is a passion…and probably more aimed at being a calling. I get it…otherwise I wouldn’t be in the business. I tired of the pure unadulterated crap that is propagated as “fixes” for education. The only reform will come when America wakes up and determines that we have let the rabbit go too far down the hole and seek to get it back.
mstock1
February 17, 2010 at 9:35 pm
The blame game never benefits anyone. As a third grade teacher and a 6th grade teacher and later an administrator at every level, I always felt like my role was to take students where they were – and move them along as effectively as I could. Schools should always be on the search for the most effective and effecient ways of doing this.
Spending too much energy worrying about things we cannot control is not a very productive use of time or energy. The parents send us the best they have at the time. It would certainly be “handy” and if schools were like many businesses and could control the products that they begin production with.
But these children are wonderful human beings in all their strengths and weaknesses and we should appreciate them for what they bring to us. It is our job to deliver the best system possible to help them.
Creating courageous leaders among teachers and administrators is very important. If schools don’t create cultures of continous improvement we are in danger of losing our mandate for public education. I think the HOPE Foundation and Alan are key players in creating this type of organization.
mstock1
February 17, 2010 at 9:35 pm
The blame game never benefits anyone. As a third grade teacher and a 6th grade teacher and later an administrator at every level, I always felt like my role was to take students where they were – and move them along as effectively as I could. Schools should always be on the search for the most effective and effecient ways of doing this.
Spending too much energy worrying about things we cannot control is not a very productive use of time or energy. The parents send us the best they have at the time. It would certainly be “handy” and if schools were like many businesses and could control the products that they begin production with.
But these children are wonderful human beings in all their strengths and weaknesses and we should appreciate them for what they bring to us. It is our job to deliver the best system possible to help them.
Creating courageous leaders among teachers and administrators is very important. If schools don’t create cultures of continous improvement we are in danger of losing our mandate for public education. I think the HOPE Foundation and Alan are key players in creating this type of organization.