Living the Life of an Indie Writer

From my childhood, I always knew I wanted to become a writer.  It has been a dream of mine, yet I knew I would not have the patience or the time to wait for a large publishing company to notice my work.  So, I took the steps to become in Indie Writer.  I have published several children's books, a couple of motivational/inspirational books, and in the process of publishing a series of women's devotional books.  Yes, I still love to write.

Here are some things I have learned from self-publishing:

1. Freedom - I do have freedom of expression; I have some editing, but not extensive editing.  I knew I would not like having all my words changed until my work because unrecognizable, so self-publishing definitely gives me that freedom - good or bad.
2. Expression - I can choose topics that are important to me, like the growing years of my grandson or the devotional look at Biblical women of my choice.  
3. Time-management - I have the ability to set my own deadlines and shuffle projects to when I feel they should be completed. 
4. Cost effective - I don't have to order large quantities of books that may or may not sell.  I can print-on-demand, and that saves me space as well as resources.  
5. Revisions - I can make revisions in real-time and have a new print copy within 24 hours.  

All of these aspects of Indie Writing and Self-publishing are great.  However, I have also noticed a few limitations in self-publishing:

1. Lack of marketing - I am not a great self-marketer.  I don't do well with self-advocation, and it is really tough for me to spend the time, energy and resources in promoting my books.  
2. Limiting market - Because I am not known nationally or internationally (It's more like I'm known in my community, and that's about it.), it's hard to sell large quantities of books.  

Your family and friends can only buy so many books, and that isn't usually enough to support your dreams unless  you have a really large number of family and friends.  

Despite the challenges of self- publishing, I continue to write and self-publish.  It is my dream to one day have the notoriety (hopefully in a good way) that will help me sell more books and get the messages I wish to express out to the world.  Until then, I continue to look for ways to promote my materials beyond my immediate surroundings (e.g. Pinterest, Etsy,  & Amazon). 

Self-publishing is rewarding.  I am proud to be an Indie writer.  I am thankful for the gift of writing, and regardless of how my works are published, I will always do my best to remain true to the passion and love I have for the written word.

SBO

Adversity: Friend or Foe?

Adversity...

Ever had it hit you square between the eyes... or in the pit of your stomach... or stab you in the back... knock the breath out of you? Well, I certainly have. Yesterday seemed especially adverse on several things. I kept getting doors slammed in my face (figuratively); added on burdens to bear; and just a general feeling of "what's gonna hit me next!" By the time I went to bed last night, I was completely mentally exhausted.

And during the night a magical thing happened... WRONG!

No, I got up this morning with the same issues facing me. But what did change during the night was strength to face the challenges again today. I have been virtually coaching several students in a career readiness module today, and I realized that even as teens there are a lot of things already bothering them.

Something in me wants to say, "Hey, you're too young to have all these issues." But in reality, their issues are just as crushing as mine or yours. We all face adversity; most of us on a daily basis. However, just like I keep telling my young friends... We must continue to overcome... one step at a time!

I got this! DO YOU?

A Farmer... A Snail... And A Spelling Bee

Last evening I was a member of an adult spelling bee team… “The Old MacDonald Had a Farm” team… for a local public library to raise funding.  Now, I was not a member of this team because of my stellar spelling capabilities… Actually I was… how do they say it in politics… “You scratch my back, and I’ll scratch yours” into the team.  I asked a favor… I was granted a favor… THEN… I was asked to be on this little team.  You would think I would not be nervous.  But I was as nervous as a cat trying to cross a wooden bridge.  Nevertheless my team and five other teams took to the microphone each time.  We made it through the first round.  No one was eliminated.  By the next couple of rounds we had lost one team… then two… THEN… That slickly, slimy, French word… ESCARGOT… It does have a “t” on the end!  Yes, in our huddle I listened as our fearless leader rehearsed.  My other teammate agreed.  I thought I heard all the letters, so I agreed.  She took to the microphone… OH BUT IN AN INSTANT… She didn’t say the “t”… Dagnabbit! I think that was our official team response from getting eliminated.  

But oh the memories that flooded my mind as I sat in the public library, watching the final three teams battle it out.  I so love books.  It truly saddens my heart to see the printed words becoming less and less important in our technology-driven culture.  I cannot help myself.  I love the feel of a book.  I love the smell of a book - even the old ones.  I realized just how much technology has changed our world last night in the few minutes I sat in the library.  First of all, we asked if we could have a virtual team member, SIRI… We were told “no”.  Then, I noticed that we all felt a little unsure of our abilities because for several years now we  have allowed our “spellcheck” to autocorrect us in our everyday writing and research.  I also noticed that where several bookcases had previously been placed in the library, there was now several rows of computers for Internet research and such in the library.  

In my own business, I have continued to create reading materials in print for my students.  But I still rely heavily on marketing to schools because of the digital component of our modules.  I wonder just how far we humans are willing to automate?  Seems like the things we viewed from Hollywood in science-fiction movies of the past are just commonplace occurrences in our current world.  Who knows how long the “spelling bee” will be relevant?  Will we lose this traditional American school event along with cursive writing?  I hope not.  

As I sat last night and watched the sheer joy on two little girls’ faces whose mom entered with them in the spelling bee, I thought, “This is worth it.”  It’s worth dressing up like a farmer (when no other team got the dress up memo!)… It’s worth spending a little time out of my busy week to meet at the public library… It’s worth standing before a panel of judges to hear them say, “you have just misspelled the word.”  It’s worth seeing the ages range from 4 to 80 in a room… Yes, our ability to learn, think, speak, and write is worth everything!  It separates us from so many other creatures.  So, I proudly display our “spirit award” trophy!  I hope there will be another spelling bee next year at the public library. If so, it will prove that we humans haven’t automated everything… just yet! We will have still clung to our humanity and our desire to learn and to demonstrate our knowledge in the competitive spirit that can be found in the “spelling bee”.

Poverty, Neglect & The Trichotomous Man

I had a little drive yesterday to meet with a few juvenile probation officers.  I had the privilege to share with them my passion and vision for helping kids in all circumstances in life.  On my way to the meeting, some 2 hours away, I got to thinking about what I could say.  What would make an impact?  What would make a difference?  Then a thought ran through my head:  The two critical factors in life that could cause a student to wind up needing a probation officer are: POVERTY and NEGLECT.  In order to fully understand the impact of POVERTY and NEGLECT we must look at mankind as a trichotomous being: Physical Being, Intellectual Being, and Emotional Being.  When we consider these two premises together, we can fully understand how children, and humans in general, find themselves facing the worst days of their lives.  

Let’s take a look at the impact of POVERTY from the trichotomous perspective.  

POVERTY AND THE PHYSICAL BEING

Many children in our country are victims of physical poverty.  Most of our poor are unable to rise above its clutches to prosperity.  I have seen first hand what physical poverty can do to a person.  When a child is continually susceptible to physical poverty, several things can happen: (1) the child eventually accepts he/she will always be poor; (2) the child seeks for help from others to break the bondage of poverty; (3) the child finds the inner strength to work daily until he/she breaks the chains of poverty; or (4) the child resorts to a life of crime in order to free himself/herself from poverty.  

I am often reminded of something that Dr. Claire Ramsey said to me before she died.  She admonished me to provide for others the same opportunities that were provided to me once I had the ability to do so in life.  I was a young mother at the time.  I had recently lost my oldest son in a tragic car accident that forever changed all our lives in my immediate family.  And even though at the time, I didn't have the capacity to give, for I was in that moment a receiver of help from others, I remembered her words.  They are part of what drives my passion to help kids today.

POVERTY AND THE INTELLECTUAL BEING

Poverty doesn’t just come in the form of “lack of money.”  A child can have an impoverished capacity to learn due to lack of resources.  When our children do not have information and the opportunities to process the information needed to compete in our society, both domestic and global, our children are intellectually poor.  Our curriculum must provide the rigor to enable our children to become intellectually rich.  Some children have the privilege of growing in an intellectually rich environment; many simply do not.  

This is the reason I feel it is imperative that all our schools, public, private, and charter, must not stop finding ways to intellectually stimulate our impoverished students.  We cannot afford to accept below average or status quo from our students.  It would be an American death wish to do so.  Our survival in this fragile global economy depends on our students and their ability to be innovative critical thinkers in the present and in the future.  

POVERTY AND THE EMOTIONAL BEING

Perhaps this is the saddest poverty of all.  Our children need emotional support, and they need help in developing a healthy emotional

state of mind.  It is sobering to think of all the children and adolescents in this country who long for someone to care for them.  Children who are emotionally bruised and beaten have difficulties in regaining a healthy and rich emotional existence.  A child can live without the best clothes. A child can survive without knowing Calculus, but can a child survive with no one to love and support him/her?  Perhaps, but think of the path that child might take… And there you can see a clear road to the juvenile detention center as one strong option for that child.

I feel now more than ever our impoverished students need people who will care.  They need people who will invest time, money, and energy in their lives.  We do not need impoverished emotional youth living lives of desperation and hopelessness.  It serves no one for this to happen.  I want youth to know they are not emotionally poor around me.  I care, and I want to help them.  But I am not the only adult that will tackle the monstrous task.  There are many others who believe in the cause.  But we need more… And we need more NOW! We need to invest in our children’s emotional well-being.  

NEGLECT AND THE TRICHOTOMOUS BEING

I think by now we understand the problems with poverty in all areas of our children’s trichotomous being.  Neglect is no different.  Neglect can come in many different ways.  Abuse, abandonment, criticism, apathy, and indifference are a few words that come to my mind at this very moment.  I don’t want to be guilty of neglecting a child, or any human for that matter, in any of the various ways he/she could be affected by my actions, or lack thereof.  

I personally do not have the capacity at this time in my life to be a philanthropist, like Bill Gates or Mark Zuckerberg.  I wish I did.  But I can devote my time, my personal abilities, and my passion to kids.  I can still help them in their own areas of growth in their physical realm of being.  I just need to consider my abilities and options for providing assistance.

I know that I can provide intellectual growth to students.  I create modules for kids to use to help them in career and college readiness.  I am creating more each working day to provide resources for students.  I also provide assistance with professional learning for teachers and administrators.  But I do know that I can do more.  I try to learn something new and fresh daily to share with others.  I have no excuse for not being part of a solution to combat intellectually poverty and neglect.  

Emotionally, I can work to “fill every bucket” I see.  I am reminded of Dr. Ann White’s analogy of “bucket filling” and “bucket dipping.”  It works wonderfully here.  People need encouragement every day.  They need someone to give them hope every day.  That’s something we all can do.  Even if my own life may seem emotionally challenged at times, I know I am loved.  I know I have a huge support group of family and friends.  I am truly blessed.  It is my duty as a person who has experienced emotional abundance of support from others to share.  In sharing it will not lessen my own emotional richness; it will only add to it.  

CONCLUSION

I have presented two areas of potentially harming agents in our society today with the capacity to inhibit our kids from thriving.  The challenge for each of us who read these words is to decide what we will personally do to block those inhibitors from destroying our kids.  There are at least three realms that need our assistance: physical, intellectual, and emotional. There must be something that each of us can do to help with at least one realm. What will you do?

Bucket Dippin' or Bucket Fillin'

I'm working on a Classroom Management PLA for a group of teachers in MS. I have started pulling together materials for this workshop. I remembered a book that I got during the 2002 Teacher of the Year banquet in Mobile AL. I had the privilege of representing Lott Middle School that year. Dr. Ann White was the speaker, and the author of the book. I remembered some things from her presentation that I wanted to use in my classroom management PLA. So, while I was going back through book, I ran across one of her chapters entitled "Fill the Bucket of Others." 

Dr. White poses this question:

Are you a BUCKET FILLER, or a BUCKET DIPPER?

I remember my Grandma Bennett's place, and there used to be a water bucket on her front porch. In it was a water dipper. Do you know what a bucket dipper is good for? ALWAYS taking water out of the bucket. 

BUT does anyone ever think about the BUCKET FILLER?

Here's some examples of Bucket Dippers?

1. Taking away people's joy by the words we use.
2. Chipping away people's self esteem by the things we say to them.
3. Always criticizing others on the mistakes they make.

Those things make us BUCKET DIPPERS!

But to be a Bucket Filler...

1. We have to uplift others by saying things that encourage them.
2. Show kindness to others with all we say and do.
3. Always building up and not diminishing others.

Sadly, I admit I have not always been a bucket filler. On more than one occasion I have found myself dipping out of somebody's bucket. While I cannot replace the water I dipped, I can do whatever it takes to stop the dipping and start filling.

What's a Priority School? EVERY SCHOOL

Priority Schools… Have you heard the title?  Then there are also “focus” schools… What does this mean?  I have had the honor of working with these schools for several years.  We have labeled them “school improvement schools,” “failing schools,” and many other terms through the years.  The real truth of the matter is that for the most part they are schools filled with educators doing their best to make a difference every day of the year.  As various gaps continue to exist among our children, educators across America continue to look for solutions.  Educators absorb a large portion of the responsibility for closing the gaps.  They need our help.  By “our help,” I am speaking to those of us who provide services to schools.  

So how can we help them?  First of all, we could leave the evaluations to their leaders.  We can provide unbiased observations and recommendations to them, but they really don’t need our judgment.  They need our coaching, assistance, and sometimes…no… oftentimes, they need us to listen.  When I observe a teacher, especially a young teacher who has just walked out of the postsecondary classroom, I always try to imagine my first year.  I then project the kind of assistance to that teacher that I wished I had during my first years.  What I would have given to have had someone help me understand standards, assessments, and differentiated instruction.  I mean REALLY understand it and how it related to my students.  

Don’t get me wrong; I went to every workshop and training I was allowed to attend.  I loved learning more and bringing fresh ideas to my classroom.  But I would have probably given my right arm to have someone to listen to me… talk with me… help me understand and not make so many mistakes along the way.  I had wonderful administrators, but I didn’t want them to see me as a weak teacher.  So, I didn’t share my insecurities with them.  I wanted to appear to be the “Master Teacher” to them.  

Teachers in our priority schools know the school has issues.  They understand the need to improve, but often they feel they have already exhausted all their resources.  They have used every strategy known to man.  So, unless we can bring them real solutions, I’m sure they would rather we just stay away from them.  Before I can truly provide assistance to a school, I have to know what is really taking place.  An objective needs assessment is critical.  I know it is important to complete a personal evaluation of the situation, but I know when I evaluate myself… I’m biased.  Either I am too hard on myself… or I make excuses for some of my short-comings.  So, a true unbiased needs assessment is a great way to help a priority school find solutions.  

Priority schools need a viable curriculum that is rigorous and relevant.  It must be based on standards that will prepare students for today’s colleges and careers.  We should provide schools and educators with insight on what how curriculum should look, what components are necessary, and most importantly, how we will measure mastery of standards.  Through many observations, I have noticed there seems to be a disconnect when it comes to measuring mastery.  We often find assessments simply measure knowledge of content, whether that content provides an indication of the standards mastery required by the state or not.  

There appears to be a component of education that we have allowed to remain for the most part untapped: student self-reporting.  Even though the research tells us that is it powerful (John Hattie, Visible Learning, 2009), I still find little evidence that it is practiced with rigor and consistency.  So, I’m pushing forward with encouraging teachers to start this practice in their classrooms, and master the art of helping students manage their educational plans.  Students need the practice, and teachers need the reprieve of having some of the burden shifted in education to the greatest stakeholders.  

As an educational consultant and a student consultant, I want my work to provide meaningful assistance to schools.  Papa Johns Pizza uses the slogan “Better Ingredients, Better Pizza, Papa Johns.”  John Schnatter used two words to describe his vision: quality and excellence.  He found that if he could create quality pizzas and deliver with excellent service, he would fulfill his dream.  I would have to say I think he nailed it.  His story inspires me to make sure I deliver better information, better services, and better guidance to the schools who trust me to help them.  I’m not talking about better than others necessarily… I’m talking about better than we’ve ever seen before: real solutions, real answers, and results that are evident.  

All schools are a priority.  They all deserve the best assistance.  Our children are our present and our future.  It is with deep conviction that I join all the educational services and consultants throughout our country as we embark on keeping America great!  Let’s do this BETTER!  

Why I Love America & Her Children

I have been blessed in my life. My baby sister reminded me of this today. Even though she is about 3 yrs younger, there are times I still need to listen to her. Today was one of those days. Amanda and I have a story that mirrors so many American children, and because of our connection with others through experience, we both decided to pursue career fields to help those in need. I chose education; she chose the medical field. We have enjoyed success because of the help of others, and now we devote our time and energies in sharing what we have learned and what we know to improve the human condition for those we meet.

Amanda and I were raised in a rural community in the South. Our father died tragically when I was almost 5 and she was about 18 months old. Amanda has no memories of our father; I have only vague memories. We were stricken with poverty. We were sometimes ashamed of it, but we learned to deal with the issues of life we experienced. If there is one thing I do know poverty DID for both of us, I know it put a fire in our souls to BEAT it and its effects on our lives. We were both very determined to rise above its clutches and show others there is a better way to live in our great nation.

Our mother always provided for us, and she worked every single day of her life to do so. She was a manual laborer, and she provided for our little family the best she could. She also taught her girls how to work. I may have a PhD, and my sister may have a CNP, and soon have a PhD, BUT we know and respect the value of manual labor. We still use our hands often in tasks that some may have thought we would have abandoned. As a matter of a fact, there are days I help my husband in the hay field, drive the tractor, and get a little hot and dusty. I sometimes grow weary of the work routine at my office desk, pouring over research and books as I plan for training to help educators. When I do, I look for a diversion.

Here's the thing I absolutely LOVE about America! I CAN DO BOTH! I have the freedom to work with my mind and/or my hands. I never want to take this freedom for granted. I also want to help others know they CAN DO BOTH! I want to see a light of passion in the eyes of students. It's the dream inside of a student that I want to see released. I am so thankful we live in a land where dreams really can become a reality.

Every time I visit a school campus, I look into the eyes of students, wondering where they will be in 1 yr, 5 yrs, 10 yrs, or even 20 yrs. Every day that I write, I do so with the intention of helping students realize their dreams. We live in a great country. We have numerous opportunities that come our way while we live. In spite of all the difficulties we may encounter, we still have unlimited resources if we find ways to access them. What a great land in which to live!

As we celebrate our liberty and freedom, I want to remind all of us there is still much work to be done. There are souls to liberate from the clutches of poverty. There are ways we can improve our great nation. I never intend to stop doing what I can to keep America the great nation she is for all her children. Who's with me?

5 Essential Steps to School Improvement: Raising the Bar on Student Learning

I recently was a guest on a webinar hosted by JK Thomas & Associates. First of all, I want to thank all the participants who attended the webinar. The topic was school improvement. I have been involved in school improvement efforts for several years in various capacities. I have taught in a school in improvement; I have assisted with improvement efforts as a Title I facilitator; I have led efforts of improvement as a school improvement specialist; and I have consulted with many schools working through various stages of improvement and sustainability. I have seen first hand the types of struggles administrators face as they attempt to bring their schools above baselines and make adequate yearly progress (AYP). While terms may be changing, the essence of school improvement hasn't changed. Here are five fundamental steps administrators should consider should they find their schools in need of improvement: (But then we all should be improving, right?)

1. Leadership

Leadership is so important. It should be developed at every level within the educational hierarchy: Superintendents, Directors, Administrators, Educators, and Pupils. I like what John Maxwell has to say about “pinnacle leadership.” (2013) People follow pinnacle leaders because of what they accomplish and what they represent. When working in schools, I try my best to lead by example, not by force or by position. I like the terminology of a quadrant four leader “collaborator”, who is high on task and high on relationships with others. It is this type of leadership that is needed to make sure true improvement efforts are taking place.

It takes pinnacle leadership for true professional learning communities to become established and effective. Professional learning communities (PLCs) should become clearly focused on standards of learning, correlation of standards and assessments, effective lesson development, but perhaps most importantly, individuals (including students and educators).

In science, we talk in terms of momentum. One occurrence that causes an object to lose momentum is ‘friction.’ (Don’t you just love the term ‘coefficient of friction’?) If I might ask, “what would be the friction causing a PLC to become less effective, or lose momentum?” Leaders must seek out the ‘friction’ causing agents and eliminate them quickly. We must never allow the ‘friction’ of mediocrity to creep in our PLC meetings.

2. Curriculum

I like Larry Ainsworth’s definition of curriculum - “the high-quality system for ensuring that all students achieve the desired end - the attainment of their designated grade - or course-specific standards.” (2010) Having a rigorous and relevant curriculum framework is an excellent place to start achieving the desired end (Daggett, 2005). Daggett supports a ‘thinking continuum’ and an ‘action continuum’. While our students must acquire knowledge, they also must learn to apply the knowledge in real-life situations, even those that are unpredictable.

Standards-based instruction should be the center of our curriculum for all courses/subjects or grade levels. In order to develop a true standards-based curriculum, educators must become highly trained on the standards that will be used to measure student mastery of learning. I fear there is a great misunderstanding that continues to surface with curriculum. I do promote the Ainsworth Model for developing a rigorous and relevant curriculum, where it must all begin with standards… not a textbook.

3. Individualized Educational Plans (IEPs)

IEPs have been developed for several years for special education students. However, I contend that all students would benefit from IEPs. Multiple intelligence and individual learning styles should not be negated from our educational process of developing instruction. Students are individuals with thinking processes as unique as the fingerprint or DNA sequencing of an individual.

John Hattie (2008) reported that self-reporting of students has a 1.44 effect size contributing influence of student learning. Personal self-regulation should be an integral component of self-reporting and the individualized educational plan. There isn’t a single factor with a greater effect size for contributing to student achievement than self-reporting according to Hattie’s research. Self-reporting seems like a worthwhile concept to pursue to me.

4. Assessment

There are volumes of books written on assessment. I do believe James Popham is perhaps my favorite author on the subject. I recommend his book, Transformative Assessment (2008). Popham defines formative assessment as “a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.”

Before the lesson is ever taught, assessments should be developed in order for educators to know what students must be able to show through mastery of a skill. Then, as soon as the skill is presented, a formative assessment should be administered (a variety of methods can be used) to determine if learning is happening with all students. Once the educator has evidence the instructional procedures are working, a summative should be given as a final end to a particular unit. Ainsworth promotes the unit-based curriculum design in his book, Rigorous Curriculum Design (2010).

5. Data-Driven Instruction

Ah… Data! Numbers! Patterns! What do they tell us? What do we do with the information? There are certain reports I like to view on assessments. First of all, I like to look at the frequency distribution of an assessment. If I am giving a pre and post, I like to look for the L-to-J pattern. It makes sense that if I give a pre-test, my students will likely score below average on new material, presenting a typical L-shape in the frequency distribution. If I have taught for mastery, given appropriate formatives, and redirected my instruction based on the formative data, when I present a post-test to my students, I should expect a J-shape in the frequency distribution with most students showing mastery of instruction.

I also like to use a standards mastery and item analysis by standard report. There are many testing software applications that will provide you with this information on a test. These reports allow teachers to quickly determine mastery percentages of a single standard. Response to Intervention (RTI) tiers become easy to identify based on the standards mastery report. Data is then truly used to drive instruction when used in this fashion.

Conclusion

Improvement should take place in every school. We all need to continually strive to move forward from our last point of reference no matter how high it may have been. Education is a continuum with no end as more information is gathered daily. The list of essentials I provide here is simple, only 5 essentials listed. However, the reality is that improvement is often difficult to achieve with so many moving variables in schools. My goal as a consultant is to help schools take actions that will help them achieve their goals and set new ones. Change is inevitable, but it always needs to be in the right direction.

ADHD and How It Affects Our Kids!

Attention Deficit Hyperactivity Disorder, otherwise known as ADHD… How many times have we heard this term in the past 25 years?  When I was a child, you really didn’t hear the term at all.  The medication for the disorder was likely some form of punishment for misbehavior, and you often heard the term “just concentrate.”  Now I’ve never been formally tested for ADHD, but I can tell you right now that I suffer from it.  One minute in my mind would confirm my self-diagnosis.  If I could capture all the ideas and thoughts that constantly bombard my brain, I could accomplish so much in my life. 

For the most part, I assume I have learned to cope with my problem with concentration.  Many of our students do have ADHD, and it is causing havoc in their lives every day.  I recently worked with a bright young man, and I know is he capable of being successful in school.  His mother is a “SUPER MOM,” and she does everything within her power to make sure her child is coping with his disorder.  As I observed the struggles he faces even in a one-on-one session, I wonder how does he keep up in the regular classroom with many more distractions.  The thought is sobering for the student and the teacher who has the task of making sure he is learning and mastering standards.  

I cannot tell you how many times I have answered the phone with my sister on the other end of it, saying at the top of her vocal registry,  “You have got to DO something with your nephew RIGHT NOW!” Like I was supposed to magically “FIX” him.  I would talk to him, and then we would set off to accomplish what he had “forgotten” to tell his mom.  I will say we completed the research for a science fair project in one night using all our random Facebook friends, and he won 1st place in the district.  So, even though my sister almost had a nervous breakdown, we did it!  It’s not that my nephew doesn’t want to do well in school, he simply lost track of the fact he had a project due.  

My son grew up in a small town and went to a rural high school.  He always waited until the last minute, but he managed to pull off making the grades I expected “most of the time.”  However, when he arrived at the University of Alabama, his disorder kicked in full speed ahead.  He found himself struggling for the first time.  He was also diagnosed with ADHD. It has been a challenge for him to concentrate and stay focused on “mundane” materials.  This is definitely a challenge in college where the material is often difficult to understand.  My son’s favorite coping strategy was to “drop the class” and “take it again later.” Costly strategy, I must say.  

So, what does a regular teacher do when there are ADHD students in the classroom?  After all, not all parents can afford a private tutor and someone to follow the ADHD student throughout the day (my sister excluded).  Many parents feel so frustrated with the struggles their children face daily at school as a result of their struggles with ADHD.  Teachers feel they cannot cope with all of the accommodations needed for students with ADHD to be successful.  Here are some strategies I believe have helped some of the students I know who struggle with ADHD (myself included).

• A daily planner and time for the student to make a written daily plan of objectives and assignments that must be completed.
• A syllabus for the parent with due dates clearly indicated for major projects.
• A peer assigned to help the student with reading, math, and other subjects when needed.  
• Accommodations and alternative assignment choices that best exemplify the student’s cognitive strengths.  
• A well-planned intervention system when the student needs just a little extra help in learning the required standards or completing the required assignments, including assessments.

None of the strategies listed should be excluded from all students, but the strategies are very important for the student who is struggling with ADHD.  I actually used all these strategies in my regular science classroom for years.  The strategies worked for my inclusion students as well as my regular students.  When we can do more for our students to help them cope with all the various problems they bring to our classroom, we help them be successful.  In doing so, we also become more effective as educators.  ADHD is a diagnosis for a disorder, but it does not have to define our students.  

Individualized Education Plans for ALL

For years “Individualized Educational Plan” (IEP) has been a term that was used almost exclusively for Special Education students.  However, in light of the difficulties educators continue to face as they attempt to bring the masses to a point of adequate mastery, it makes sense to extend the use of an IEP to all students. Hattie’s research in Visible Learning For Teachers (2012) makes a case for this, especially in his writing on “Self Goals.”  

I can vividly remember when I was asked, as a science teacher of middle school students, if I would work collaboratively with an inclusion special education teacher.  I know I may be different, and I am certainly weird at times, but my initial response was “OF COURSE!”  I mean, are you kidding me!  Two adults in the room with over 30 middle school students instead of one.  Who in his/her right mind would say, “No!” to that offer! 

Shannan Hembree was my inclusion teacher, and she taught me so much!  I realized quickly that not only did her strategies work for the special needs inclusion students, they also worked for my regular education students.  I really changed a lot of what I thought about education and teaching after working collaboratively with her.  I realized perhaps for the first time that not all students processed information the same, and they certainly did not all think like I thought.

Today, I firmly believe ALL students need individualized education plans.  I actually started a primitive form of this when I taught  middle school through the use of student academic contracts.  I realized not every student is genetically cut from the same pattern, and as a result, I shouldn’t expect every student to respond to learning the same way.  My student contracts worked well for my students and me.  This was one instructional practice that I know was effective.  

Another great friend of mine, Dr. Branton Shearer, promotes using Multiple Intelligence (MI) as a method for identifying the best methods to help students reach their fullest potential.  I have used his student inventory, MIDAS, with some of my clients in the past, and I continue to promote his inventory as a critical piece of a full instructional audit.  When students identify how they perceive they learn best, it offers the educator a window into the cognitive souls of the students.  This information is priceless to the educator who wants to be effective.

At the end of the day, or year… It’s really not about how well we “used data” or “used instructional practices,” or even how well we developed “professional learning communities.”  Everything hinges on how well we use all the tools we have in our professional toolboxes to reach ALL of our students and help them master their standards and become productive, happy citizens.  So, let’s not negate or neglect the need for “INDIVIDUALIZED” attention for all students!  Go ahead… Find a great template for an academic student plan for this coming school year.  Spend some time planning ahead in your lessons to encourage individuality and discover how your students best learn.  I challenge you! It will make the “BIGGEST” difference!

Sarah B. Odom, PhD

Vann-Ray (www.vannray.com)

What to Expect in 2013-2014

Many schools are moving forward with the implementation of CCSS.  I wonder how well the transitions will take place.  In my mind I can't help but anticipate a lot of frustration among educators.  They will likely be required to "start over", but will it really happen?  I hope educators realize that the new CCSS for ELA and Math are simply "standards."  By now most educators should have been trained on the deconstruction of standards.  So, my advice would be to begin by doing just that very thing with the new standards.  Find out exactly what each one measures, or is supposed to measure.  Since the new standards are condensed, it would probably be a good idea to keep a set of the old standards nearby with the crosswalks to make sure under the new standards, all subskills are being addressed.

After studying the new standards for several years now, I do feel they have a consistency to offer that will enable many schools to measure themselves with peers for a more accurate portrayal of how well they are on a normative scale.  My fear is that consortia participants and those who have bowed out will not keep a consistency that would be needed for comparisons in subsequent years.  It is truly a shame that our states could not all agree on what should our students should know leaving our K-12 environments of learning.  But at least many have held on to the belief this could be achieved.  I fear many of us still believe these standards are the curriculum instead of the framework.  There is still much work to be done.  We are offering our services for the 2013 - 2014 school year for schools who need help in CCSS.  While it is not my desire to travel extensively, I am considering some engagements.  But more importantly, we are building a network through our Vann-Ray Student Portal for educators.  We currently have some pilot teachers involved in our discussions.

It is our desire to create a resource that is valuable to educators wherever they may be.  Educators need a resource on which they can depend to provide them with valuable information and expertise.  Vann-Ray commits to become that resource.  Great things are ahead for our projects.  We cannot wait to engage with our teachers and administrators in the coming months.

Happy Summer to all!

Sarah B. Odom, PhD

Moving forward in 2013 with Vann-Ray

This has been a rushed first and second month for Vann-Ray.  We have been completing ACT Prep in local schools.  The response among teenagers has been phenomenal.  Students do care about their scores and learning.  You just have to find a way to tap into what motivates them.  Here are some comments from a recent engagement:

ACT Responses from Students when Asked about ACT Prep Provided by Vann-Ray, LLC

I learned to be a good reader and to use hinge words and underline everything that is important.  I also learned several things in math like how to solve problems with circles.  

TLC, 11th 

This ACT Prep class has helped me in many ways these past five days.  I learned simple things like writing on the test is permitted and which passages you should just “skim through first.”  The reading prep class is what truly stood out to me.  I feel like everything I learned this week will help me better my score, not only this weekend, but also during other tests I’ll take in school, college, and future ACT tests other than this weekend.  Mrs. Sarah Odom taught me plenty to take with me to college, and she is such a friendly person.  She made a great atmosphere in the classroom, and I never had a boring moment. 

AD, 11th 

I have learned a lot being in here.  And she helped me out in the English part a lot because there was some stuff I didn’t know.  But I really do believe when I take the test again, I will do a lot better.  But I do thank her for coming and making our life better and hopefully she will continue to come and help again next year.  And I do want to say thanks again.

TK, 12th

This ACT Training has helped me in many ways.  I now know how to annotate.  I can also comprehend and write a lot better.  The training also helped with math and English.

TK, 12th

Being in an ACT Prep was extremely helpful.  I learned annotation and using hinge words.  I learned that summarizing or scanning a passage is better than fully reading it in some occasions.  Also, knowing that I can write on the booklet is a big help.  ACT Prep is something that was helpful for me, and I highly recommend that other schools try the program. 

JDC, 12th

This class has given me a better understanding of what is on the ACT and has helped me figure out the best answer to ACT questions.  The reading portion of this practice taught me about annotation and outlining to find the answer faster.  The writing gave me a better understanding of how to write a well-structured essay.  Math was just impossible math. I believe this class overall has really helped me.  I am now more confident about the ACT.

KR , 12th

The ACT Prep class is a definite must for one who wishes to improve his score.  This class includes 5 (4-hour) days; each consisting of a different subject.  Mrs. Sara took us step-by-step each day giving us more knowledge and examples for things to watch out for on the actual ACT.  We also took actual practice test on each subject, giving us a sense of what it will really be like. I learned many new facts and techniques I will use and remember for the ACT.  YEs, the hours are long, and it’s a lot of information, but it’s necessary and helpful to yourself, during and even after the ACT.

EO, 12th

During this program I experienced a lot of learning.  Mrs. Sarah Odom has taught me what I needed to know about this ACT.  I must say ACT Prep class has helped me a lot this week.  I’m looking forward to taking this test Saturday.  I basically learned how to do more and more in each section of the test.  Reading, I will scan over the passage before answer this test.  Science, I will actually read it.  A lot of things this special lady has taught us since this program has come to my school.  I will be looking for good test scores.  Thank you.

JC, 11th

With the ACT Prep class coming to my school, I expected to learn quite a bit of new tips to help me improve my ACT composite score, and that is exactly what happened.  Now, with the new strategies I’ve learned from this class, I am confident that I will improve my score.  I have learned what I expected to and so much more. 

KN, 11th

The training really helped me.  It raised my composite score by 4 points on my practice tests.  It increased every individual score also, on my practice tests.  It really helped me understand the different types of questions.  It really helped me in math and science.

CJP, 9th

I think the ACT Prep Program helped me in more ways than one.  Especially in reading, because I’m not good at all with reading.  I get going on the passage, and I’ll just get lost in the passage because it’s too long or boring.  And the way she showed us, to skim though underlining and go read the questions, then go back to what you underlined, based on important things that stick out and hinge words in the passage helped. 

GLRU, 11th

I feel that this class has helped me learn how to pace myself and prepare on how to comprehend stuff.  I also feel that I learned how to break things down.  While taking the ACT, I plan to use these methods that I  feel have helped me.

JH, 12th

This training session was amazing.  This training has boosted my confidence on taking the ACT.  On each portion of the test, I learned multiple ways to answer each question.  I learned to find the trick answers.  This ACT Prep has been an eye-opening experience that I fully suggest other students to take.

CAR, 12th

This has ben a great week of learning for me.  Ms. Odom has taught me many new strategies so I can achieve my ACT score goal.  After all this, I’m very confident that my ACT score will rise.

AW, 10th

The ACT training really helped me.  It gave me much needed practice and helpful skills in taking the ACT.

JRH, 11th

I learned a whole bunch of different strategies and test-taking tips for the ACT.  I am highly confident that my ACT scores will be much higher than the last time.  Thank you Mrs. Sara.

MA, 11th

The training has really helped me with the reading part.  Using hinge words was one thing I learned about the training.  You should underline main things you know.  The training also helped me a lot with English.  I learned a lot more about English that I didn’t know that will help a lil’ bit on the test. 

MT, 12th

I had a good learning experience by taking this class.  I learned a lot of helpful tips that I think will help better my score.  I’m glad I took this class.  I know everything I learned will help me in the future.

CJA, 12th

This ACT prep class has definitely helped prepare me and make me feel more confident for the ACT this Saturday, February 9, 2013.  The tips I learned for the reading part, like annotations, were MAJOR.  My practice score went up by 5 points!! Also, I learned how to better comprehend and read the charts and graphs for the science section.  Overall my experience with Vann-Ray, LLC has been nothing less than great.  I feel 100% more confident going in to take this test, and I’m SURE of my test scores improving majorly.  

JP, 12th

During this ACT Prep class, I’ve learned many techniques that I can use to improve my score.  The practice portion Mrs. Sara has given us shows this improvement.  My score will go up if (and I plan on) I use the techniques given to us.

CCD, 11th

This ACT prep course has helped me in all my main studies.

HSG,12th

This ACT prep class has helped me very much.  The reading has helped me a lot.  Learning that I could write on the test was very helpful.  I recommend that students take this class. 

KAE, 12th

The ACT prep has helped me in many ways than one.  The reading helped me by: underlining, the hinge words, annotating.  The English helped me by understanding who, what, and when.  The math helped me by writing down the formulas first before you take the test.  The prep has helped me. 

APD, 12th

It's TRULY all about the KIDS!

The Beginnings of Vann-Ray, LLC

A Vision for Our Future

GenY and NexGens

Most of my adult life has been spent working in the field of education. I taught Children's Church, Sunday school, and  piano lessons even as a teenager.  I spent a year working in a Christian school before I had my own children.  Then I became a young mother at age 19.  I didn't start teaching until 1996.  I was still very young, but I thought I was ready.  I drove 100 miles one-way, twice a day for my first full-time teaching job.  Mae Eanes Middle School in Mobile County, Alabama was the first school that I taught.  I left there in 1997 to go to Citronelle Middle School, also in Mobile County,  to begin my second year (only 50 miles one way from my home!)  Eventually Citronelle Middle School changed locations, and we became Lott Middle School.  I remained there until 2005.  Then I left and went to Choctaw County, Alabama as a school improvement specialist for almost 2 years. 

In 2006, I decided to go to the corporate world as an Assessment Specialist for STI.  Six months later, I launched a brand new division, STIAchievement Services. For the next 5 1/2 (almost 6 years) I have worked in numerous schools in several states, helping teachers with school improvement efforts.  Two years ago, 2010, I began studying the CCSS (most of this done on my own time, I might add!).  I designed and developed several presentations, and presented them in several states.  I wanted to be an expert in CCSS, and I worked extremely hard to make this happen.  Finally, in 2011, my colleague (Judith Valos) and I developed a workbook for CCSS.  We used this workbook in our CCSS Institute in Indianapolis and in other districts.  I continued to work and develop a plan for implementing CCSS in schools.  But then something changed for me.  There were many internal and external factors that led to my decision to completely change my life, and ultimately I decided it was time for me to exit STIAchievement Services as their Chief Academic Officer. 

So, I left STI and all that I had developed for so many hours, days, months, and even years to start over completely!  As I have struggled to deterine exactly what it was that I should do to rebuild my life truly from Ground Zero once again, the one prevailing thought that keeps running through my mind is "It's all about the Kids!"  I have worked relentlessly over the past 6 years to help the educators and administrators with their needs.  I miss the kids.  I work with a group of College and Career Kids at our local church, ICC.  I love their energy, their enthusiasm, and their willingness to try new things.  Several months ago an OLD, and I mean OLD... (not really!) friend called me up.  He had no idea the inner struggles I was having at the time with my current position.  He had a vision for a movement called Generations.  We started some initial plans.  I gave him some free advice and consultations a few times.  But I was so busy with my CAO travels, that I really had little time to devote to the Generations' Dream.

Monday I went to the STI office one final time to turn in equipment and clean out my office.  I left there feeling just a little discouraged.  I won't lie about that.  Of course I had my doubts, but all in all, I knew I had made the right decision.  I just didn't know what the next decision needed to be.  Chris Farley (pastor of The River and founder of Generations) had his executive assistant contact me a few days earlier to go to a Generations meeting in Mobile Monday afternoon.  I was in Oklahoma when I got the call, and although I intended to go, I really didn't know if I would make it due to the extenuating circumstances.  I went ahead and told my husband, Ray, about the meeting and asked if he wanted to come.  He agreed that he would go with me, so off we went.

At this point, I still did not know what I wanted to do exactly.  I knew what I was equipped to do.  I knew some of the challenges that I would face if I pursued a direction doing what I was equipped to do.  But I really didn't know for sure.  Then at the Generations meeting, I met some remarkable people.  One person in particular really gave me some great fatherly-coach advice.  Coach Mike Gottfried (founder of Team Focus) prayed with me and told me to simply put a notebook in every room in my home.  He told me as I walked through those rooms, to stop and write down what my thoughts were and simply pray over them.  Suddenly over the next day it started coming together for me.  "It's all about the KIDS Sarah!"  It's always been about the kids.

And now... the VISION is becoming increasingly clear!  So stay tuned!  There will be much more to come, and it will be all about our future!  Our GenY and NexGens!

And, once again, I am motivated, inspired, and ready to FLY, JUMP, or CLIMB!

S. B. Odom, PhD