Baldridge Category: Process Management
STUDENT AND
STAKEHOLDER FOCUS
As a result of root cause analysis of our
student data, we determined that our
instructional focus will be for all
teachers to provide learning activities
that will engage all students daily
through instruction that is:
1. culturally relevant;
2. differentiated to meet various
student needs, and;
3. embedded with explicit
instruction of thinking and
academic success skills.
FACULTY AND STAFF FOCUS
In order to enhance student engagement, we
determined that professional development for all staff
will focus on building capacity in the following areas
supported by the following structures:

Culturally relevant instruction through
o
Study circles
o
Book studies

Differentiated instruction
o
Training on how to use/collect
data from multiple sources
o
Analyze student work and results
o
Planning for differentiated small
group for reading and math for all
students (below, on and above
grade level)

Implementation of Thinking and Academic
Success Skills
o
How to incorporate TASS skills
into lessons
o
Articulating TASS to students
o
How to monitor progress of TASS
We will gauge the effectiveness of the professional
development through observations, evaluations from
participants, and analysis of student outcomes.
LEADERSHIP
Georgian Forest Elementary School is a collaborative community committed to ensuring
that every student masters grade level skills or above through high quality teaching and
learning, and strong positive relationships, regardless of students’ previous academic
performance, special needs, family background, socioeconomic status, race, or gender.
We communicate our shared vision/mission to all stakeholders through

ORGANIZATIONAL
PERFORMANCE RESULTS
See attached MSA trend data with
customized AMO targets by subgroup.
Newsletters, website, daily actions, ongoing communications with parents, community
involvement/partnerships, PTA, study circles, shared decision making forums (leadership
team, parent involvement committee), Linkages to Learning, Kennedy Cluster Project.
STRATEGIC PLANNING
To increase math performance on the MSA of our lowest performing group of
students, special education, as they contributed to the largest gap. To increase the
math special education proficiency rate from 46.2% (2013 result) to 67.9% (2014
AMO); and all students from 77.1% (2013 result) to 83.5% (2014 AMO) (student
outcome data)
To increase the student engagement grandmean (4.34) on the 2013 Gallup Student
Poll (perceptual data).
To see evidence of culturally relevant instruction, differentiation, and TASS in
planning and instruction daily (implementation data).
PROCESS MANAGEMENT
The following structures are implemented and monitored to meet the students’
needs:
Master schedule provides common planning time, paras attend planning and PD
meetings, monthly TLC’s, peer observations, walk throughs, informal observations,
coaching conversations with SDT and RS, documentation of interventions, SLO’s,
parental involvement committee, study circles, Linkages to Learning, math and
reading night (parent instruction, bilingual parent sheets), intervention programs
targeting underperforming students for extended day clubs, creating a progress
monitoring plan, effective monitoring of instruction.
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MEASUREMENT, ANALYSIS,
AND KNOWLEDGE
MANAGEMENT
These data points are connected to the following
elements of our instructional focus:
1= culturally relevant instruction
2= differentiated instruction
3= TASS

Running records – 2

MAP – 2

Math formatives – 2

Student, staff, parent surveys – 1, 2, 3

Anecdotal notes – 2, 3

Walkthroughs, observations – 1, 2, 3

Exit cards – 2, 3

Class Meetings – 1, 3

DOI – 2

Monthly leadership meetings – 1, 2, 3

Data chats – 1, 2, 3

Team meetings – 1, 2, 3

IEP Meetings – 1, 2, 3

Report cards – 1, 2, 3

SLO’s - 2

PBIS data – 1, 2
Baldridge Category: Process Management
Attachment
AMO’s by Subgroup
MSA Proficiency Trend Data by Percent
All
Asian
Black
Hispanic
White
FARMS
SPED
LEP
Reading
2012 2013
85.4 87.6
>95 >95
80.2 85.3
88.1 86.2
91.7 93.3
82.6 88.7
61.9 69.2
87.7 88.6
Math
2012 2013
81.1 77.1
>95
87.5
72.8 69.5
79.1 78.2
>95
>95
77.3 74.8
38.1 46.2
75.4 70.0
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