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Leadership Achievement Lab
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  1. Our Leadership Achievement Lab is designed to enhance students’ overall development in the classroom, during physical fitness, and away from school, regardless of one’s background. In order to assess the efficacy of our Leadership Achievement Lab goals, we measure three key student performance indicators for achievement: Attendance, Behavior, and Course Performance.
    1. Attendance

To prevent or minimize student disenchantment and promote a student’s desire to participate, we focus on improving and maintaining student attendance and student motivating to learn. Our strategy to reduce absenteeism is a three-fold approach. First, we take a comprehensive approach to attendance with activities that involve students, families, and the local community. Secondly, we use more positive involvement activities than negative or punishing activities. Lastly, we sustain a focus on improving attendance over time.


Our strategy is to initiate a school-family-community connection to help with improving student attendance. Our plan will include five attendance indicators, which are parenting, communicating, volunteering, learning at home, and decision-making. Parents/Guardians of students in the program play a vital role in the success of our plan. The role for a parent/guardian in our program is as follows: 1.) Share in educational goals of their children 2.) Participate in collaborative interventions, and 3.) Provide mutual support in our program.


Our attendance incentive will be part of creating a school-wide culture and emphasis on attendance. This approach will be accompanied by a deep commitment to ensuring students are engaged in the classroom once they show up. Perfect attendance is a traditional method to awarding and recognizing students, but we will reward based on improved attendance and not just perfect records. Improving student attendance and decreasing truancy is our biggest challenge, but it is not the only area that we will focus on to ensure the students in our program remain on track. In our pursuit of creating a system around our expectations, we will next discuss our second indicator for improving student achievement, behavior.


  1. Behavior

Successful behavior plans require the student to become motivated. Our plan to improve behavior exposes our students to our Domination Matrix Methodology. Our Domination Matrix Methodology is a strategy framework that describes and identifies nine schools of practice that supports Generational Excellence. These practices are associated with a series of steps designed to progressively move an individual from their current behavioral performance levels to greater ones in the future. Each component of the matrix provides a useful lens to examine and execute ways in which to think and create optimize performance value. This framework will consist of the following nine schools:


  • Focus – A school of practice designed to develop an individual’s ability to concentrate on a distinct vision.
  • Excel – A school of practice designed to motivate an individual to surpass distinguishably in accomplishments.
  • Achieve – A school of practice designed to assist an individual to form a mindset to successfully attain a desired result.
  • Direction – A school of practice designed to provide guidance for channeling an individual’s actions.
  • Development – A school of practice designed to provide an individual with guidance to progressively attain effectiveness.
  • Discipline – A school of practice designed to provide an individual training that shapes an acceptable pattern of behavior.
  • Balance – A school of practice designed to assist an individual exercise mental and emotional steadiness.
  • Execution – A school of practice designed to help individuals perform activities skillfully.
  • Success – A school of practice designed to motivate and individual to attain a measurable goal.

Each school of practice is uniquely developed to serve as an individual intervention tool that will empower a student in many ways. Content emphasizes rewards and penalties an individual could potentially encounter based on the decisions that they make. Additionally, a student is tasked with setting goals that assist with overcoming life’s obstacles.

Understanding each student’s strengths and interests provides us with a wealth of information for developing and motivating learning activities. Having a student participate in our assessment will communicate to them that they are cared for and valued. Using a strengths-based approach to planning is essential for improving a student’s behavior. Our intent is to highlight their strengths and interests as well as work on learning new skills in areas that may be challenging, instead of focusing on what they cannot do and inappropriate behaviors. It is our belief that this strategy will create a high-performing culture with more students believing in themselves.

  1. Course Performance

Mentoring and tutoring are important elements for supporting at-risk students. To achieve academic success with our program members, we need parents/guardians and school personnel to take a vested interest in the performance of each student. By tracking a student’s performance offers a solid way to know if a student is learning and making progress towards their goals in our program. Tracking allows us to clearly organize student results in order to quickly analyze data, adjust instructional choices, and motivate students to work hard by showing them their progress and what they can do to improve.


By implementing academic development teams and customized instruction through technology, it is our expectation that we will transfer learning to positive behavior; see improved course grades, and a decrease in student absences and truancy. This approach positions our students for a successful education experience through the dedication of teachers and staff who provide students with ongoing feedback.

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