The Warrior Round Table

Uh-oh!

Yesterday, my wife held up a page from the Arkansas Democrat-Gazette and said, "You need to read this."

Uh-oh, I thought.

Then, she elaborated.

"This is why you guys (that's Chicago-speak for y'all) teach biblical worldview!"

I read the ADG column in question - a piece written by David Brooks of the the New York Times -and I quickly agreed, "Yes, this IS a BIG reason why we invest so much time and dialogue into a sound biblical worldview."

If our partnership of home, church and school does not fill the moral-thinking vacuum, who will? What will?

I urge you to visit the column and consider the same data that caught Brooks' attention. It's an eye-opener. At first, it's depressing. As Brooks notes, "What's disheartening is how bad they are at thinking and talking about morality." What's encouraging is that the void is not caused by rebellion as much as ignorance. Ignorance is something we can fix.

 http://www.nytimes.com/2011/09/13/opinion/if-it-feels-right.html?_r=1&ref=davidbrooks

Unsettling? Yes, but balance that feeling with the assurance that 1,390 students are being taught something different at LRCA. Every day, 1,390 young human beings are being trained to discern right from wrong. Every day, 1,390 children are being coached how to intelligently talk about "moral dilemmas and the meaning of life." Ultimately, every day 1,390 souls are guided in the way in which they should go.

Thanks, Mom and Dad; thanks, local church; thanks, LRCA.

Pray with me that truth will prevail and that each child will come to love and follow Him. 

 Gary B Arnold 

 

 

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