Malcolm and Me

How to Use the Baldridge Process to Improve Your Schools

Chapter 1- Bill's Interview: It's All About the People

In Chapter 1, Bill notices a big sign hanging in the hall with the districts mission on it "Every Child Can and Will Learn." Mission statements are often difficult to remember because they are vague and wordy. What do we stand for at Carson Elementary? What values to do we treasure?

Tweet a belief statement or mantra for the students of Carson in 10 words or less. Add #CarsonMission to the end.

Chapter 2- Malcolm's New School: Starting in the Middle

One idea in chapter 2 is about processes, "organized, systemic methods for accomplishing tasks." It goes on to explain the four steps of continuous improvement plan, do, study, act which is a process to evaluate and improve their systems. Consider the belief statement that you tweeted. Do we have "organized, systemic methods" in place to work toward those goals?

Today's Meet is a back channel for providing feedback during meetings. You can create a Today's Meet on the fly to gather thoughts from everyone who has the link. One drawback to using it in the classroom is that there is no way to moderate the comments, so be careful what you ask for. Answer the question above on the Today's Meet. Do we have "organized, systemic methods" in place to work toward our goals?

Chapter 3- The Boss Goes First: Model the Process

The essential question in Chapter 3 is why does the boss go first? One statement in that chapter is, "if the boss does not believe in and model the district commitment to continuous improvement, there is no way any district mission, statement or values will ever be fulfilled. " Take a minute to reflect on that statement. What does it mean for you? How would you apply this line of thinking to your classroom? What types of things do you have to model for your students and parents so that they know you are committed to continues improvement?

Voicethread is a very neat tool that can gather poeple's thoughts about any type of media. You can post a picture, powerpoint, song, video, etc and people can respond to it using text, video, voice and uploads. Click on the link below. Once in voicethread, you will need to click sign in or register. Once you have registered you will need to click on the comment button to add your thoughts. Feel free to respond using any of the options.

Chapter 4- A Plan For Me: Chart the Course

The essential question at the end of this chapter is "If you don't know where you are going, how will you know when you've gotten there? One way to write a goal is by using the S.M.A.R.T. method:

S- Specific





Using our STAAR scores, common assessments or formative data create one SMART goal for next year. Click on the link below and post it on the Padlet.

Chapter 5- In God We Trust: All Others Bring Data

The essential question in Chapter 5: Are there are other measures besides test score data that can be used to measure progress at achieving our goals? We use common assessments to make sure we are headed in the right direction, but what do we use to monitor instruction? Are there things we do to make sure we are teaching the way students learn? What if a child does not learn the way we teach, and how do we know?

Let's look at this 3rd grade math TEK:

  • represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

How do you know if a particular student has mastered this TEK? How will you document this data? What if they haven't mastered the TEK? What will you do next?

Click on the link below. The group code for the Malcolm and Me group is 3cqb7h. Add your thoughts to the Edmodo discussion page.

Chapter 6- Get Out the Map: Understanding the Blue Fields Way

This chapter looked at an A+ approach to student achievement. Look at this list as a checklist for things we are already doing and things we need to implement or improve upon.

The first step is A- Analyze. We already look at common assessment data for gaps in achievement by grade, cohort and individual student. What do we need to do to improve this process? Are you setting common assessment goals in your classroom?

The second step is A- Align. We use our PLC's to focus on curriculum and instruction. One suggestion in the book is the process in which teachers set goals to improve their delivery system for the curriculum. Reflect on this. What type of goal would you write for yourself specifically on delivery?

The third step is A- Act. This step looks at planning different instruction for different learners. This goes along with the workshop model that we will really be focused on this year. How comfortable are you with workshop? What comes to your mind when you see the word?

The fourth step is A- Assess. This is the act of formally or informally assessing students in a process called dip-sticking. These are quick assessments at the end of a lesson or unit that give teachers an idea of how well the students are doing. Are you already doing this in your classroom? What does it look like? How does it work with the workshop model?

The last part of the process is S- Standardize. When goals are met, instructional strategies and curriculum design are standardized. Is there any content area in which we can standardize instruction? Are there teachers at Carson that have things figured out and are meeting goals so that their instructional strategies need to be standardized across the board?

Below is a link to a Google Form with the same questions from above. Click the link and answer the questions.

Chapter 7- Good Enough Never Is

The final essential question: How do we know when the results are good? What percentage of students passing the common assessments is good? What percentage of students passing the dip-stick assessments at the end of each unit is good? What percentage of students passing the STAAR test is good?

Go to Scroll down and watch the Santa Clause video on how to create a morfo. Upload a picture and create a morfo to answer the questions above. Email the video to Mrs. Quarles.

In Summary

Think of an icon that represents your learning from Malcolm and Me. Add your drawing of that icon to the whiteboard on the twiddla link below.