As the story goes, Principal Dr. Jayson Nave attended a Middle Grades Summit in Nashville, in 2007. When he saw a presentation entitled “Power of ICU” with a standing room only crowd, he almost left but didn’t. He decided to stay and saw an educator who felt the same way he felt about students. That person was Danny Hill, a veteran teacher, coach, and principal. Needless to say, Nave went on to implement and champion ICU; joined forces with Danny; and, ultimately, co-authored a book with him: Power of ICU: The End of Student Apathy…Reviving Engagement and Responsibility.

I recently had a similar reaction upon hearing Danny Hill speak for the first time in November. Of the Power of ICU, one teacher observed, "I really believe this is the answer to fixing public education […]." After hearing Danny Hill, reading Power of ICU, reflecting on past and present practices, and beginning to implement some of it myself, I do, too.

Imagine a system that ensures all students learn. Imagine a system that by its very design gives students enough time, help, and reminders that they not only complete every assignment but, ultimately, complete every assignment with some level of success. Imagine a system where failure is not an option, and poor quality work is unacceptable. Learning is paramount to grading and the quality of grades is valued more than the quantity of grades and reflect true learning—that is, how well a student has actually learned a skill or mastered a standard—thereby promoting students who earn their own way to the next level. Imagine a system that uses a real life model of restudy/retake in testing; a system that creates higher expectations, encourages greater accountability, and instills a strong work ethic, which, in turn, decreases disruptive behavior and increases the graduation rate. Is there any wonder why educators would not want to unite and embrace such a system? If you are seeking a better way to reach more students and truly help them learn and achieve success, then you have come to the right place! What I have just described to you is ICU. ICU, which stands for Intensive Care Unit, is “a communication tool, a shared, school-wide document that tracks missing student assignments,” and has proven to end student apathy and revive student engagement and responsibility.

When I informed Danny that I would be introducing Jayson and him, all he asked was that the spotlight be on the students and learning. That is exactly what ICU does. It puts students center stage, in the spotlight (in the hot seat, so to speak) by holding them accountable, tracking their progress all the while. As a former performer, I know all too well what being in the spotlight is like: It can be hot and uncomfortable; it can also be rewarding, as it illuminates talents that might otherwise go unnoticed had that performer—or, in our case, student—not been given the opportunity to learn, to perform, to shine.

Equipping administrators, faculty, and staff with “four powerful questions”: 1) Who do you owe? 2) What do you owe? 3) What do you need? and 4) How may I help you? the power of ICU is that it leaves no child behind. I cannot think of a better, more appropriate opening keynote presentation for the 2011 National Conference on Alternative Education. There is not a teacher out there, or, in the spirit of Danny Hill, Dr. Jayson Nave, and ICU, there is not a student out there who would not benefit from his or her teacher hearing this presentation and/or reading the book and putting the Power of ICU into practice! So, without further ado, I give you Danny Hill and Dr. Jayson Nave.

Laura Schlesinger
SmyrnaWest Alternative School
Keynote Introduction at the National Alternative Education Conference in Nashville

The kids are buzzing about not wanting to be on the ICU list. The funnies thing has been that one of our laziest students is attempting to circulate a petition to "Get Rid of this ICU." He says we are taking away his rights because he should be able to get a zero if he wants it. A student even got up in a pep rally and mentioned that "the teachers have gone crazy with the ICU." Thank you for all the help and inspiration. We are going to make a difference in these students lives!!

Ginny

I would like to thank you for opening my eyes. I have been teaching for 23 years. I thought I was being a "good teacher" and teaching responsibility, but now I see all the damage I have been doing. When I read your book you were writing to me! When I heard you speak it changed my philosophy and now I am convincing others to get on board.

Lisa Choate
Math Teacherg
Cannon County High School

Whew-talk about changing the kids "paradigm"...in an effort to move toward higher thinking I am really working on pre-post assessment....and all I keep hearing the kids say is "is this a grade".....everyday I am responding with "what are you learning, what are you learning" these poor kids have been brainwashed with grades.....Thank you!

Erica Pearson
5th Grade Reading
Rutland Elementary

The I.C.U. is the first book I have read read cover to cover and believed in during my professional career.  This common sense approach to education should not be missed.  Being a former coach, players practiced continually until the skill or play was mastered.  Why not use this approach in education?

Jeremy Qualls
Assistant Principal
Milan Elementary

I read the book and this method is a great idea. After reading half of the book I liked it so well I implemented a suggestion from it into my classes. Everyone should read this. It really would be a great way to work together to help our kids get better grades and make them accountable for each assignment.

Teacher from South Dakota

What can I say?  Today was better than I expected, more than we deserved, and all I could have hoped for.  Your passion, dedication, and love of students were so evident and so amazing!   If our faculty was not moved, they are brain/and/or/heart dead.  I am excited about starting the year and implementing the program.  I envision a school where students are nurtured, supported and encouraged to fulfill their potential.   I feel refreshed, energized, and blessed with a new focus and enthusiasm.>

Assistant Director of schools (TN)
Response after presentation this summer to her district

Myself and a teacher team attended HSTW in Louisville.  My teachers are so excited about implementing ICU in the upcoming year.  We read the book aloud on the trip back home!  I am on board.  My teachers said your presentation is powerful.  We are always looking for ways to get better and this is it!  I am convinced.>

Tennessee principal after the SREB conference this summer

Having spent 33 years as a classroom teacher, at every grade level from 7th to senior, I have witnessed the "greatest thing to ever come about in education" more times than I can count.  Each new idea was ushered in with trumpets blaring and shouts of "Hooray" and "At last, we are saved" with all of the passionate fervor of a tent revival in the hot summer sun.  Experts were brought forth, at great expense, from far away places like North Carolina Illinois, and even OrleansIndiana to explain their brainchild down to the minute details.  Don't misunderstand me.  Some of these were truly great ideas and were, indeed, successful at various schools.  They actually could have been the savior of the U.S. educational system.  Programs like Tech Prep, portfolios, Teacher Advisement, open concept buildings, block scheduling, modified block scheduling, independent study groups, and flex scheduling all have their merits and are, no doubt, probably being successfully employed somewhere in the nation today. However, I don't think any of them have lived up to their glorious expectations of being the tool of true reform.

I tell you all of this so that you know from whence I come as I give my impressions of the book, “The Power Of  ICU” and No-Zero grading.   Being the bottom line type of guy that I am, let me get to the point and dilly-dally no longer.  I like the concept and the program and would feel that it is something that I could get behind.  My main reason for saying this is that, as I looked back over those 33 years, I realized that, more often than not, when I was asked why a student failed my class with an almost inconceivably low percentage, my response was, “He didn’t care and didn’t do the work or study for the tests.”  Apathy, as I have come to realize, is one of the biggest problems, if not the biggest, that we have to eradicate if we are to succeed.  In fact, and I hate to admit it, but their “I don’t care” attitude was causing me to become apathetic about their apathy!  I think that the ICU program just may be a tool we can use to fight the good fight against it.

Having given my support to the ICU idea, I must add a disclaimer, however.  It will not work if we don’t all get behind it and I don’t mean 90% behind it.  It won’t be easy and it should not be something that we enter into before we know what we are doing.  We can’t change the thinking of an entire faculty and student population in such a drastic way only to come back two years later and say, in the words of Saturday Night Live’s Emily Litella, “Never mind.”  Let’s not go the way of the open-concept school building idea.  It looked good on paper, but within a few years they had to come back in and build some walls. I, for one, plan to use some of the basic parts of the ICU this year, but I believe that school-wide, we should take our time before we jump into the pool without first filling it with water.  Let’s have some meaningful dialogue and hash out our objections to it before we employ it.

Seasoned veteran teacher who just read the book and has seen it all!

Yesterday, I was just about to give up on teaching due to our lack of success and frustrations, but after hearing you and hearing about the ICU I am refreshed and ready to take on another year.  You have my given me hope again.

Teacher from Alabama

Calera Middle has ordered this book and is now applying it. So far, we are knocking down walls immediately with our students. No more waiting for them to dig a hole!

Jennifer Nabors
Calera Middle School

We will use the book as a guide this year to prepare our entire staff for the move to mastery learning. The book is so easy to read, easy to understand, and powerfully motivational. I can see my own students in the stories and anecdotes and I am convinced we can have the same success.

Robbie Binnicker
Principal
Wren High School
South Carolina

I think that as educators, we often know in our hearts what we need to do forkids, but we lack the courage and tenacity to get itdone. Your book has a great kick-in-the-pants approach that saysto the reader, 'You can do this, and you have a moral obligation to get started!'

Tim Gaddis
Director
Tennessee Academy for School Leaders

Using the Power of ICU was the catalyst to begin extinguishing student apathy at our school. Teachers are finally united under a common goal to help students be the best that they can be! It is a no excuse approach to helping students succeed where other systems have failed them in the past.

Donna Parker
Middle School Principal

This is an exciting book written by principals, for fellow educators. Danny Hill and Jayson Nave have revolutionalized the grading practices in their schools. When you walk in their schools or talk to either of them, you quickly sense their passion for learning and their love for children. High expectations are the norm. Teachers are proud, students 'get it', and parents are appreciative that their school has figuredd out how to get their children to work hard at something and stick with it. Grades reflect real learning and accomplishment. Their students know that they must work hard and that their first effort is not, and should never be their last. The style is easy-going, like you are there listening in person and hearing their struggles, the passion, and the pride in work well done. You will not be able to put it down and it will leave you yearning for more.

Toni Eubanks
Regional Director for Southern Regional Educational Board

Power of the ICU is one of the best programs we have implemented. Our students are more diligent about doing assignments. Our teachers are really thinking about the quiality of their assignments. Everything is working much better than ever before.

Nancy Hutchinson
Middle School Assistant Principal

Our teachers and staff are now able to closely monitor student class work. Students are held accountable for every assignment resulting in much improved student effort and success.

Mike Brawner
Middle School Principal

We appreciate the new program so much. This year has been tremendously better. My son is not the most organized and he would forget assignments constantly. The program teaches him that he cannot just take a zero and get out of doing the assignment.

Parent

I really enjoyed the enthusiasm and dedication to your students. It was so refreshing to see administrators who were not negative about new standards and unfunded mandates. Instead we heard "you can make this work" and you made things so clear how a "no zero" or "every child does every assignment" can work.

Dr. Larry Miller
Principal
Forrest School