The Warrior Round Table

Math Works

If piano or football or language or chemistry or computer languages are good indicators, mastery is a key component of functional success.

 Yes, we speak the obvious.

But, we speak the obvious to make a case for success (mastery) in mathematics.  Without the factual and conceptual foundations of Math 1.0, how can a student move on to build more complex rules and solve more complex problems required for training and careers in science, technology, engineering and math (STEM)?  As for any engineered building, the integrity of the whole depends on the integrity of the parts.  Every layer of math understanding depends on the strength of the prior layer of math understanding.

You and I assume that math mastery is the goal of every school and every grade within every school. Otherwise, what’s the point?

So, let’s (safely) assume that math mastery is a key driver for math success at LRCA. What does that mean for our students?

1. There is no ceiling on how far your son or daughter can advance in math at LRCA. Each student should be functioning in a dynamic “zone of proximal development”where previous mastery shifts into new cognitive challenges. ZPD is a rich topic and can be explored further @ http://en.wikipedia.org/wiki/Zone_of_proximal_development
2. In order to determine best placement, authentic assessment of a student’s mastery is very important. A teacher’s assessment of a student’s math development, combined with other specific measures such as STAR, will give us the guidance we need to make good decisions together.
3. Math homework should pursue mastery. Therefore, repetition of math processes and the facts that feed the process is appropriate.
4. Math homework, however, is not a major part of a student’s grade because the “done” is not a good proof of comprehension, much less mastery.
5. Tests and classroom explanations are preferred measures of mastery.
6. Unless a student’s learning profile indicates otherwise, it is not wise to advance a student to a higher level of math learning at the end of the year without evidence of mastery.
7. Therefore, parent, student and teacher (all three!!) should confer as the year progresses to determine what needs to be done to advance to the next level of math. And, it goes without saying, the parent, student and teacher (all three!!) need to constantly agree on the appropriate math pathway and target for 12^th grade and a strong entry into college.

As partners, we want the best for your sons and daughters. Math frustration is a joy-killer. Math success is a confidence-builder. Let’s work together to take the high road and push deeper, grow stronger and reach higher.

All brain researchers agree. Practice and challenge build neural pathways that last for a lifetime. Here's to the never-ending task of helping our children take it to the next level according to God's design.

Gary B Arnold

 

 

21 Ambitions

I carry a list of 21 ambitions in my wallet.  

I know there are many consultants and CEOs who insist that a list of 21 "anythings" is way too long. I beg too differ. I like a challenge and with 8 direct reports, 17 board members, 80+ churches, 197 staff members, 840 families, and 1,396 students, we have the duty, the privilege and the responsibility to set ambitious goals.

Here are my 21:

• Uphold and protect the school from the ever-present risk of mission drift. 
• Place high-quality, highly effective teachers in every classroom.
• Be extraordinary stewards of our finite resources while fulfilling our mission with skill.
• Be ranked as one of the best Christian schools in the country.
• Upgrade our curriculum through the analysis and recommendation of professional expertise.
• Report superior student achievement scores and college placement records.
• Be in pace with 21^st century digital learning expectations, K-12.
• Generate new revenue streams and maximize occupancy efficiencies.
• Articulate our identity in terms of school culture.
• Evaluate mission-fulfillment via constituent feedback, keeping our focus on “the main thing”: a great education anchored in Jesus Christ.
• Better represent Kingdom diversity on campus.
• Display consistent, healthy, positive ways of living in Christian community in partnership with home and church.
• Have a credible, contemporary, effective plan for telling our story to the community.
• Equip our parents with the parenting capital needed to partner with church and school.
• Better serve the church and community per our mission statement.
• Publicly validate and promote our achievements as a Christian, independent and collegiate school.
• Let people know “the way we do things around here.”
• Strengthen the bonds of the Golden Triangle – home, church and school.
• Reduce short term debt and fortify financial sustainability while being fair to employees and clients.
• Be ready for the next phase of the master plan roll-out based on need and capability.
• Glorify God in our stewardship of His campus and resources.

In order to achieve these lofty goals, we need a plan.

I am delighted to report that, over the past 12 months, the LRCA board of trust and I prayerfully processed strategies for accomplishing our goals. We call it our "pathway to preeminence," ever mindful that, in order to give God the glory, we need to reflect His preeminence. Focusing on honoring His preeminence leaves no room for our pride to ruin things.

From our strategic planning process, we agreed on 35 action points and created six work groups to focus on six critical components of our future: teacher/curriculum quality, school culture, campus facilities, financial stability, human resources and communication.

As we march forward, we'll be sharing more detail about our strategic plan, always aware that, in reality, the process is the plan.

Gary B. Arnold 

The Inevitable.

Forgive the gap in our Warrior Roundtable communication. It's been dormant for too long. My only excuse is that I've been micro-blogging (tweeting) more these days. In fact, follow @drlrca to capture my (almost) daily Warrior tweet.

Unusual for me, but I've decided to side-step my typical foray into "why we do what we do" and, instead, address a practical topic that looms large for all of us - digital tools in the Warrior learning toolbox.

Let's be clear:

1. Under God, it is our first love to maximize learning. We are a school.  

2. Digital connections will, more and more, define a 21st education.

3. Extremes are not the best refuge. Avoidance of digital learning will be fatal. Rushing into the next best digital toy, I mean tool, can be fatal, too.

4. The safety/security of our children, families and school is paramount and we are especially cautious in the digital world.

In a communication today with a brilliant head of school in Tennessee, he tells me he is in New York researching apps that will transform the curriculum of his school within sixteen months. He concludes by saying, "Crazy how tablets are going to change everything."

So, what are we doing to prepare for the change, yet undefined? What are we going to do about the tablet phenomenon?

Four things:

1. Research. Mr. Robertson, Mrs. Trieshmann and I will be visiting schools  (mostly out of state), to observe successful transitions to digital learning.

2. Budget. The LRCA Finance Committee will be casting a three year strategic financial plan that will give me guidance on how to prudently extend our capacity (and trained skill) in digital teaching and learning.

3. Guard. I note below our current age-appropriate policy safeguards for our elementary, middle and high school.  

4. Pray. We need wisdom and discernment. Since we are all learners, we will invite you into the conversation as we develop, propose and implement good strategies. 

 Policy guidance during our season of research: 

1. “Appliance” is used as a catch-all word to include phones, smart phones, readers, tablets, Neos. We are not including the school's instructional technology infrastructure currently in use.
2. Recognizing the need for family communication and fully acknowledging the future of digital pathways for learning, we have age appropriate (for 2011-12) boundaries for use of personal appliances at school.
   1. Elementary – no use of personal appliances except for approved and designated use of readers and the school's instructional tech tools
   2. Middle school – use is permitted before and after school; use of personal appliances is not permitted during school hours - except for approved and designated use and/or bona fide emergencies.
   3. High school – use is permitted before school, after school and during passing periods. Use of personal appliances is not allowed during class time or organized school gatherings except for approved and designated use and/or bona fide emergencies.
3. Laptops are acceptable tools for the classroom with teacher permission.
4. Our handbook is clear about what is not acceptable territory for our children. Our handbook speaks to consequences of breaching our boundaries.
5. If parent or child chooses to bring a personal appliance to campus, especially one of considerable value, then the responsibility for safeguarding the equipment lies with the child/family. The school does not provide locks for valuable personal property.  Our track record for ethical Christian community is strong and theft is out of the ordinary. But, be warned: bring personal property to school at your own risk. We are not responsible for lost or stolen goods.

Hopefully, this quick, evolving overview clarifies our position more than it confuses you about our position. We need to be consistent; at the same time, we need to stay fluid.

I do not know what the next three years look like in terms of digital learning but I do know that tablets, apps and readers are here to stay and we'll need to have a workable, economical plan to provide a strong education that honors God using 21st century tools.

Gary B. Arnold

 

 

Accountability

The Council for Eduactional Standards and Accountability (CESA, www.cesaschools.org) recently published my thoughts on accountability. A few readers asked if I would post the short commentary on our school blog. Here it is:

 

“We need a culture of accountability in America’s educational system, if we want to be the best in the world.”    -  Arne Duncan, U.S. Secretary of Education

 

Mr. Duncan’s exhortation resonates with me for three reasons.

One, it’s true. Every presidential administration in our lifetime has said the same thing. Despite political mudslinging, the essence of No Child Left Behind remains intact three years into the new administration. When the longstanding Elementary and Secondary Education Act is reauthorized in 2011 or 2012, the thrust of the mandate will remain the same: public schools must be accountable for their mission, promises, student outcomes and public funding through a rigorous set of standards and benchmarks.

Two, of all our nation’s schools, religious and independent schools are the most accountable. If we do not fulfill our mission and promises, if we do not produce competitive outcomes, our ability to fulfill our raison d’etre will quickly atrophy. The paying public can quickly decide to direct their voluntary funding elsewhere. As schools of choice, we have the present opportunity and advantage to lead the charge of accountability and prove to a skeptical public that educational excellence is not only possible - it is verifiable.

Finally, like you, I long for American education to regain international stature – “to be the best in the world,” as Mr. Duncan exhorts. More and more, Americans speak with civic chagrin. Our exceptional economic and educational leadership has been snake-bitten. But , Mr. Duncan identifies the antidote - authentic accountability. Politics aside, what if it’s that simple?

For thirty years, the span of my career in educational leadership, we have played tug of war with the mantra of accountability. We’ve talked the talk. But, if we’re honest, in the self-righteous guise of ministry, we may have balked. Deflecting accountability for fear of governmental intrusion, we may have lost our voice in the public debate about how to be the best schools in the world. Too often, we follow and do not lead. And, the path we follow is too often a path of false humility. For fear of pride, we are reticent to aspire to be the best, to give a truthful account of excellence. In so doing, we handicap our advantage. May I suggest three sources of bona fide accountability for every Christian school?

First, we are accountable to truth. Taking Jesus at his word, there is no argument - the Word of God is truth. Our accountability is first and foremost to God.

Second, we are accountable to the marketplace.  Keeping promises is a mark of integrity. When we enroll a student, we are responsible to provide a competitive, virtuous education that will prepare a child for a competitive marketplace in need of virtue. The church’s mandate is to make disciples; it is a school’s mandate to educate; it is the Christian school’s mandate to educate in the name and truth of Jesus Christ.

Third, we are accountable to one another. If we do not hold each other accountable for our results, we will lose our way and public opinion of our school will spiral into a deeper cynicism than currently exists. There must be trustworthy benchmarks for earnest Christian schools to measure, compare and discern what is BEST in order to fulfill their commitment to moms and dads.

CESA espouses a unique fraternity of like-minded schools that understand accountability to God, the marketplace and each other. I yearn for this vision because I yearn for accountability to the best. Sobering and humbling as it is, I want to learn from exceptional schools that are not satisfied; I want to learn from schools that have set a high bar. I want to learn from men and women who want to “run with horses.”  (Jeremiah 12:5) For three decades, my career motto has been:  “Let faith and intellect excel - at the same time, in the same place.” CESA, thanks be to God, wants to hold me to account for these easy words.

Bring it on.

Gary B. Arnold

Author: the White House (whose children attend private school) or the NEA?

EXECUTIVE OFFICE OF THE PRESIDENT OFFICE OF MANAGEMENT AND BUDGET WASHINGTON, D.C. 20503 March 29, 2011 (House Rules) STATEMENT OF ADMINISTRATION POLICY H.R. 471 – Scholarships for Opportunity and Results Act (Rep. Boehner, R-Ohio, and 50 cosponsors) While the Administration appreciates that H.R. 471 would provide Federal support for improving public schools in the District of Columbia (D.C.), including expanding and improving high-quality D.C. public charter schools, the Administration opposes the creation or expansion of private school voucher programs that are authorized by this bill. The Federal Government should focus its attention and available resources on improving the quality of public schools for all students. Private school vouchers are not an effective way to improve student achievement. The Administration strongly opposes expanding the D.C. Opportunity Scholarship Program and opening it to new students. Rigorous evaluation over several years demonstrates that the D.C. program has not yielded improved student achievement by its scholarship recipients compared to other students in D.C. While the President's FY 2012 Budget requests funding to improve D.C. public schools and expand high-quality public charter schools, the Administration opposes targeting resources to help a small number of individuals attend private schools rather than creating access to great public schools for every child.

Teach Your Children

"Only be careful, and watch yourselves closely so that you do not forget the things your eyes have seen or let them slip from your heart as long as you live. Teach them to your children and to their children after them. 

Moses (Deuteronomy 4;9)

 "Assemble the people before me to hear my words so that they may learn to revere me as long as they live in the land and may teach them to their children."

Moses (Deuteronomy 4;10)

"You were shown these things so that you might know that the Lord is God; besides him there is no other."

Moses (Deuteronomy 4:35)

"Impress [these commandments] on your children." 

Moses (Deuteronomy 6:7)

 

"Wisdom is proved right by her children."

Jesus (Luke 7:35)

 

The three-part harmony of Crosby, Stills and Young singing "Teach Your Children" is universally known. You may be humming it now.  But, I just revisited the lyrics and they come nowhere close to the original text of Moses.

Ms. Chami, our lower school principal, and I were recently reflecting on our life's work and we spoke of families we know asking the question: when our children are three, four or five, with whom should we partner in the work of shaping hearts, minds and lives?

We gently and humbly respond  ...

• How important is the God story to your family? (See Deuteronomy 4:9)
• Does reverence for God and His word come naturally or is it taught? (Answer: Deuteronomy 4:10)
• How important is congruence and harmony between your core beliefs and what your children are taught? (See Deuteronomy 4:35)
• In 21st century America, what or who makes the biggest impression on children? (i.e., where do they spend their time and with whom fills that time and with what objective in mind? (See Deuteronomy 6: 7)
• How important is the spiritual dimension of an education or a school? (See Lk 7:35) 

 As you prayerfully think about these things, the Lord will direct your path as you continue to train up your child in the way s/he should go. (Proverb 22:6) 

Our first passion is parent choice. Parents should have the freedom to select the best education for their children - an education that fits the fabric of the family. The more options a family is provided, the better. Home education, church-sponsored, independent, independent-Christian, religious, government-sponsored, progressive, traditional, virtual, government charter - these options create the diversity that makes America strong.

From that palette, we encourage Christ-followers to listen to the wisdom of Moses: teach your children; impress upon them the beauty of truth and a God-centered life. 

We're here to serve as your partner in that challenge.

Shalom!

Gary B Arnold

 

 

 

 

 

 

 

Every Picture Tells a Story

 

What story does this picture tell?

 

 

Government School and the Public Good

In the last blog entry, I noted LRCA is NOT a non-public school. Odd thing to say since one of our three accrediting bodies is the Arkansas Non-public School Accrediting Association.

What, then, do I mean when I say we are not a non-public school?

Simple.

In our mind, we are more "non-government" than "non-public."  Our very mission statement captures our public-minded purpose: "to serve families, churches and the community." Our school families are tax-paying, public citizens.  On top of that, we serve the public good by reducing the public expense of education and the tax burden of government schools. And, on top of that, we strengthen the public good by educating high-quality citizens.

Paying taxes, providing fiscal assistance, building citizenship, serving families, partnering with churches, strengthening the community - that's pretty public-minded. 

Granted, our school parents opt out of the "public" education system to choose an independent system. But, keep in mind what the "public" educational system really is.  "Public" schools are essentially government schools and there's the rub. There's the impetus to opt out.

Government schools tell parents what is best for their children. Independent schools, including faith-based school,  acknowledge that parents know what is best for their children. Parents have the freedom to choose the school that is best for their children. Government schools do not like that freedom; government schools do not like parent empowerment.  Truth is: government schools are scared of it.

Case in point: a local government school leader told us this week that he/she will no longer be filling out the student recommendation forms required for admission to LRCA. 

Why is that?

The administrator feels that, by recommending a student for admission to an independent school, she/he is assisting a student transfer out of the district. And, that assistance would be wrong - for the district.

Even if the student is better-suited for a different school, what matters to the government school is the district head count, not the family's need.

Now that's serving the public.

By the way, speaking of serving the common good, aren't you impressed by the service and good will the public is receiving from the government schools in Wisconsin?!

Gary B. Arnold

Final and critical note: I am a product of yesteryear's government school and my dear mother was a public servant in the government system. I am not taking aim at our public servants (except those in Wisconsin); I am taking aim at the system. There is a big difference.

 

Who we're not ... who we are.

Every day we have a grand opportunity to display who we are.

The most entertaining and satisfying aspect of showing people who we are is witnessing the surprise of many inquirers when they pleasantly discover who we are NOT.

We ARE NOT:

• perfect  
• a church
• a greenhouse
• a shelter from the real world
• denominational
• separatist
• fundamentalist
• legalistic
• shallow
• simplistic
• elitist
• unaffordable
• easy
• a sign-up school
• small
• white flight
• non-public
• super-spiritual

 

Rather, we ARE:

• Christian - anchored in the truth of Scripture as devoted followers of Jesus.
• independent - over 80 churches are represented in our school community.
• collegiate - we labor and serve with the end in mind - college.
• mission-driven - first and foremost, we are a school in the business of providing a great education.
• different - over 34 years, we have matured into more than the stereotypical Christian school.
• accountable - three accreditations (state, regional, national).
• large - the largest private school in Arkansas.
• complex - meeting the needs of 750 families / 1382 students. 
• competitive - the record tells the story in academics, arts and athletics (e.g., over $8,000,000 in college scholarships offered to Class of 2010).
• generous - $500,000 granted in tuition assistance each year. 
• diverse - serving evangelical families from across the spectrum of socio-economic background and color.
• challenging - recipient of ACT College Readiness award (2010, 2011).
• real - our families live in your neighborhood and experience the same challenges and disappointments of life. 
• free to think and question - "seek and you will find."
• selective - why do you think LRCA is the best place for your family?
• an investment - building a Christian framework for thinking and living takes more time and practice than children have at home or church.
• 16,000 hours of formation - the time we invest in each child over 13 years in order to be prepared for the rigors of college as a follower of Christ.

But, don't just take our word for it, we invite you to come and see for yourself.

 

Gary B Arnold

Bestowing Honor

Honor.

How often do we find ourselves using the word, "honor," these days?

Honor guard. Honor roll. Honors class. Cum Laude. Your Honor!

That's a good start but the word is richer than that.

The holiday film, "The King's Speech," surprised Hollywood and the nation with a forgotten story of nobility, duty and - most of all - honor. The film's reception and staying power seem to validate a hunger in our nation's soul for honor.  We cheered for Lionel and Bertie not only for their unlikely alliance and strong-willed friendship but because, at the heart of their relationship, we sensed a deep reservoir of mutual honor.

In an era of short sentences (or less), we are starving for the elegant phrases and pregnant pauses of the screenplay. Flooded by the staccato noise of Facebook and Twitter, we are longing for more time to think and speak ... as if words and meaning deserve a longer lifespan than the next tweet or "like."

Just as much, we long for simple acts of honor. In our rush, we often forget to think about the other person. In its most distilled state, honor is merely thinking about the other person and acting in their interest.

Reflecting Jesus, Paul asked us to count others more significant than ourselves. (Phil 2:3) Peter is more succinct. "Honor everyone." (I Peter 2:17) 

So, given all that, how are we doing at LRCA in the honor department?

A high school teacher recently sent me the following note. For me, it is an honor-sighting worthy of re-telling:

Our Jostens yearbook representative, Natasha Durham, visited our class today and shared a sweet story about one of the reasons she “loves coming to this school.”  Natasha was entering the building just as the first bell rung at 8:05 a.m. She noticed a young lady running toward the building trying not to be tardy to class. The young woman got to the door before Natasha, paused and then patiently held the door open for Natasha. Natasha thanked her for her sacrifice (noting that she realized the girl was trying not to be tardy to class). The girl smiled and ran on to class. Natasha noted that she could not think of another school she visits (and she has about 100 school clients in Arkansas) where a student would have sacrificed getting to class on time in order to hold the door open for her.  

Let me repeat that last sentence: "Natasha noted that she could not think of another school she visits (and she has about 100 school clients in Arkansas) where a student would have sacrificed getting to class on time in order to hold the door open for her."  

How about you? Can you think of another place?

We're honored.

Gary B Arnold