The latest roadblocks I have heard in regards to the use of bootleg technology in classrooms are variations of, “Well, not every student has a device,” and “We don’t want to be unfair or make kids feel bad.” When I hear comments like that, I know why the school is struggling. Those comments are indicators of no problem solving desire and no courage to separate from the herd. Not every student has a graphing calculator, but schools compensate. Not every student can afford lunch, but schools compensate. Not every student has a private ride to school, but schools compensate. And not every student has an involved parent, but schools compensate. The whole idea behind the use of bootleg technology is to better adapt and compensate. Every student does not have a device? You let students share and collaborate. Every student does not have a device? You let the students who have their own device use it and let the students who do not use the school equipment. Every student does not have a device? You purchase a few and let students check them out for longer projects. We issue textbooks and let students check out books from the library (many of which are now more expensive than bootleg technology) but somehow we think a technology device is different? As with any implementation of new practice, there are roadblocks to overcome. But in the case of bootleg technology, 98% of the roadblocks are of our own making. A number of you in the LYS Nation are now using your own bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of October 9, 2011, as tabulated by the accountants at Price Waterhouse. 1. @LYSNation, First campus conversation over Fundamental 5 today. Encouraged by feedback. Know there is some reluctance among teachers. (By – @Blitzkrieg607) 2. @blitzkrieg607, You can get through that by setting a reasonable implementation expectation and then monitor and support. What also helps, use PowerWalks and you can create campus, team and individual Fundamental 5 reports. 3. @blitzkrieg607, Don’t forget that teachers still have to follow the scope & sequence. Teaching the wrong thing better doesn’t improve student performance. 4. Improvement initiatives without goals and timelines allow “hard” work by adults to be the rubric of success. Not an optimal solution for kids. 5. A redesign plan that requires AUTOMATIC removal of campus staff should also include removal of central office staff. Leadership does matter. 6. Run Thought: The solutions developed for early adopters are rarely appreciated by the laggards. 7. The idea that you need to have “buy in” to improve a school means that under serving students is an acceptable course of action. 8. If more than 50% of a group earns the “merit” bonus, it sounds like merely meeting expectations is meritorious. 9. Did you register to vote in the November election? As a reminder, every republican in Austin voted against education. 10. My 76-year old mother-in-law just sent me an article on bootleg technology. By regular mail. Think. Work. Achieve. Your turn… Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on! Attend the LYS presentations at the Texas School Improvement Conference on 10/27/11

  • Improve Now – 8:00am
  • The Fundamental Five – 9:45am
  • You Can’t Fix What You Can’t See – 10:15am

Follow Sean Cain and LYS on Confirmed 2012 Presentations: NASSP Conference; NASB Conference