Yes, the foundation piece for our new system is the No Zero policy, and this book is a "HOW TO" book that will help you get started with a No Zero program that really works.

Power of ICU - Introduction - Page 4

ICU stands for Intensive Care Unit, just like the hospital. ICU is a communication tool, a shared, school-wide document that tracks missing student assignments. The document helps teachers and administrators communicate with each other as well as with the students and their parents. Students learn quickly that if they have one missing assignment, their grade is sick and needs attention.

Pwer of ICU - Introduction - Page 5

As principals, we are both eyewitnesses to dramatic improvements in student attitudes, behavior, and success due to the paradigm shift in grading policies. We are so excited by what we've seen that neither of us can shut up about it.

Power of ICU - Introduction - Page 7

"Why should we let kids have more time?"

Teachers who have put forth the effort to change to the ICU system think these comments are hilarious. When a teacher is able to let go of traditional thinking and totally focus on student learning, it is like a veil being lifted from their eyes.

Power of ICU -It's Not About You - Page 13

One accepted consequence among teachers who deeply believe "everybody needs to stick to these deadlines" is to take off ten points per day for each day the assignment is late. Maybe teachers should forfeit 10% of their pay for every day something is turned in late or inaccurate to the office. Under the present zero systems, we are teaching students how to fail by emphasizing deadlines over learning. Dropout rates are horrendous. By letting students off the hook, we have sent the message for many years that you can do nothing and still be taken care of. Isn't that called Enabling?


Power of ICU - It's Not About You - Page 16

The negative effect of assigning zeros is greatly magnified if combined with the common practice of averaging scores to attain students' overall course grade. A single zero leaves students little chance for success because it drastically skews the average. For instance, imagine a student earned the grades listed below:

85-88-92-83-97-84-88-96-99-93

Without adding them up, just estimate: Is this an A, B, C, D, or F student?

You would probably say this student is a B student or maybe a low A student. The student has a 90.5 average. Now, pretend the student missed a deadline and take out the 84 and replace it with a 0.

85-88-92-83-97-0-88-96-99-93

You would probably still believe that this is an A or B student, or at least agree that the student should receive an A or B based on the impression you get from looking at the grades. On zero, however, dropped this solid B student 8 points to a C. There are two problems with the traditional paradigm. One, the student is not held accountable for learning the material. and secondly, it is mathematically impossible for the student to earn what is truly a reflection of their learning.

Power of ICU - The Lone Zero - Pages 21 & 22

When did grades become more important than learning? When did doing the work and meeting a deadline become more important than learning? This is a huge and very specific shift in emphasis, and teachers can and must stop it. How does this affect apathy? Research shows that learning is motivational for everyone, while grades alone only motivate our top students.

Power of ICU - Cultural Inconsistencies - Page 33

"Oh no, another lazy one!" used to be the way we thought when looking at a new student like Josh. He was overweight, moved slowly, showed little emotion, and apathy defined everything about him. His body language screamed, "Getting work out of me is going to be like pulling teeth!" Our teachers, however, had gained a tremendous amount of confidence in our ICU system. The new learning culture he was entering was different and teachers now believed the system would get him going without draining their batteries.

Power of ICU - How the ICU System Works - Page 52

So what is the problem with teachers shifting to the new system? All teachers are not centered on students. Just ask the students and they will tell you without hesitation which teachers care about them. Have you ever heard the saying, "Students don't care how much you know until they know how much you care"?

Power of ICU - The Teacher - Page 77

When adults need extra time to finish or redo work, they simply stay late or come in early to finish it. Accountants are a very good example because when quarterly reports are due, they come in early, stay late, and work weekends. Adults are able to stay in their work setting where all of their resources are at their fingertips. This is the same pattern of thought educators should use when setting up opportunities for extra time for their students. Kindergarten teachers, and in most of the lower grades, teachers give students extra time, extra help, never give zeros, and they are expected to cover a massive number of curriculum standards. Why should teachers in the upper grades have a totally opposite approach to their students?

Power of ICU - Extra Time & Extra Help - Page 84

So why are teachers resistant to this model when it has a direct correlation to real life? Many of the same teachers who claim the No Zero system will not "prepare them for real life" also refuse to allow students to restudy and retake tests. This is another great example of how difficult it is to see and accept anything outside of our paradigm. Their argument against restudy/retake is "If we allow them to restudy and retake tests, they will stop studying for the test the first time it is given." Newsflash! Many of your students don't study for their test already. Making them restudy and retake will bring about the opposite effect, which is, "I might as well study for it the first time!"

Power of ICU - Restudy/Retake - Page 98

Getting to know the students reduces apathy more than you'd think possible. It builds into the students a desire to please teachers. Why do kindergarten teachers believe it is important to get to know their students while secondary folks think it is optional?

Power of ICU - Everyone Has a Story - Page 108