John R Good

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

John R. Good Elementary School began shifting from just “Good,” to “The Greater Good '' during the 2018-2019 school year. 

Based on state testing results from the 2017-2018 school year, John R. Good recieved Improvement Required and Comprehensive ratings from the Texas Education Agency. 

As a new leadership team and knowing the campus was "IR" as well as Comprehensive, bottom 5% in the state for closing achievement gaps, we knew the only way to positivley impact student performance was instill the belief that the campus needed function as a professional learning community. 

We relied on working in collaborative teams to begin shifting our focus from teaching to learning. A leadership team of teachers and administrators began by clarifying our mission and vision statements to align with our CIC goal and creating a master schedule that purposefully included grade level and collaborative team times. Our faculty voted to approve both our vision and mission statements to ensure collective commitments and values throughout our campus as we shifted how we approached our goals. Our teachers began focusing on what students were learning through purposefully planned data and learning meetings.  We used the four critical questions of learning to drive our data inquiry conversations,  including SWOT analysis of formative data and intentional planning based on these analysis. 

The Greater Good created a set of schoolwide systems to ensure fidelity and integrity on our followthrough. Our  Systematic Response Calendar (attached) ensures dedicated time for systematic student support during the school day.   By allowing multiple opportunities to demonstrate learning, and dedicated response times calendared within our day, all students who need additional time and support can receive it.  Since 2019 - 2020, our master schedule has denoted all of our Multi-leveled Response to Interventions times, guided reading and small group math times as well as recess and lunch. We created and utilized a Grade level Team Calendar   and  a Campus Data Driven Instruction Team Calendar  (Business Tuesday ) to ensure we continually focus on improving teachers' skill sets with guided reading instruction and math small group support. This is being done  through ongoing coaching, feedback, and professional development.  Our Professional Learning Calendar includes presentations to the entire faculty,  team and co-teaching, individual collaborative team learning, researched-based best practices and technology training as well as focused training based on collaborative results. It is created and driven by collected walkthrough data, teacher submitted surveys, teacher-led and planned sessions, data analysis, creation of assessment & lessons,  and modeling how to implement specific teaching strategies, both instructional and classroom management. 

During “Business Tuesday,”  every other week  teachers, instructional specialists and administrators take time for a deep dive into their data using evidence from formative and summative assessments as their pre-work for their team collaboration time.   When stakeholders meet during collaborative team time, they utilize the disaggregated data to identify strengths using the Bambrick waterfall model as well as what standards students performed well on.  They also identify weaknesses using the same methods.  The teachers then ask for specific learning experiences that will help support growth that aligns with their weaknesses and identify a threat that they can control. These questions provide opportunities with the teachers, support staff, and administration to collaborate and offer ways to support instruction and classroom management techniques.  Teachers get to ask their colleagues different ways to teach standards with lower mastery levels. This includes varying strategies, activities, and tools to improve instruction. Administration sets up professional development opportunities from outside of the campus where needed or requested.  

Our Data Driven Instruction (DDI) meetings are structured around campus formative assessments  to discuss data. using the SWOT model with our four critical questions driving the conversation, review and create common assessments, and learn how to best ensure student learning.  As one of our more recent modifications, all teachers this year will engage in structured DDI meetings that occur twice per month. 

Our campus began using the SWOT model to analyze data in the 2017-2018 school year.  When starting this, both in the beginning and each subsequent  school year, we intentionally guide the discussion of threats to what the teachers can impact in the classroom rather than outside forces that might be frustrating. This has been a true commitment during the pandemic as so many outside forces are competing for our focus. As our district has similarly aligned goals and open communication, we can address larger issues at a district level.  We have grown so that all of our stakeholders now understand that we are focused on student learning based on data and achievement as well as using teaching methods with high efficacy.  While in the past we had focused on coverage of content, we now are driven by demonstrations of proficiency and mastery of essential curriculum and essential skills because our teachers have a  shared knowledge and understanding about essential learning, and support each other with common pacing, open sharing of practices, and collective decision making. The campus has a data tracker folder in Google Drive separated by grade level and then general and teacher specific data.  Our collaborative teams use this digital space to record and track formative assessments such as exit tickets, and team-created common assessments as well as cumulative data such as MAP and Lexile growth. (see attached examples)

As of the 2021-2022 school year, 100% of our teachers participate in structured weekly collaborative team time on Thursdays that allows grade level teams with other stakeholders to utilize a backwards design model for instruction. Resulting feedback is provided along the way.  During these collaborative team times, stakeholders create and analyze frequent formative assessments to identify students who need additional time and support as well as to inform and motivate students.  These meetings are used to discuss data and upcoming instructional content.  The groups discuss how to ‘tweak’ pacing according to data.We have shifted from having instructional specialists help develop team assessments to a teacher-led, engaged dialogue that leads to a deeper understanding of the taught curriculum and its effectiveness as measured by formative assessments monitoring student progress.

1. Monitoring student learning on a timely basis.

John R. Good experienced an increased performance in all content areas and all grade levels K-5 as measured through state assessments and through the District's Universal Screener. Good's overall TEA Rating increased from a 55 to an 83, improving from a "D" rating to a "B" rating in year. John R. Good also improved performance in all Accountability Domains: Increase in Domain I from a 57 to 61 Increase in Domain II from a 60 to 86 Increase in Domain III from a 43 to 77 Good also increased in both MAP Reading and Math Growth Targets for all grade levels. In addition,  we had an overall K-5 campus increase in growth targets met for Reading at 11% and Math at 11%. John R. Good Elementary also received a Distinction in Top 25 Percent: Comparative Academic Growth.




2. Creating systems of intervention to provide students with additional time and support for learning.

Master Schedule now denotes all Response to Intervention times, Guided Reading/Small group math times, and collaborative team times.  Our first grade team started off the year by data tracking and small group interventions based in DRA EDL.  Our staff and support staff work together to translate materials, so students can rigorously learn in Language 1 and Language 2 without waiting for district support.  Due to this threat to opportunity transition, our campus is moving from “early exit” to “dual language”.  

Ongoing and as needed, we provide opportunities for grade levels to observe each others' collaborative team time. Giving them the opportunity to learn from each other and to be informed on vertical alignment. We also schedule Learning Walks during planning time to see teacher modeling for this alignment and demonstrations of  small groups / guided reading / guided math roll-outs. 


3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

In the Fall of 2017, our Guiding Coalition created our Professional Promises. These clarified our purpose, vision, values, and goals. Every year, our staff and faculty evaluate and recommit to our Professional Promises to emphasize the correct task. We also utilize this as part of our interview process to ensure that we hire people who believe in and support our mission. Our Professional Promises also assist us in holding one other mutually accountable for excellent levels of student learning.  

John R. Good Elementary Professional Promises

Campus Mission: At John R. Good Elementary our mission is to create a community that is Prepared, Respectful, demonstrates Integrity and Diligence, and strives for Excellence.

Vision Statement:

Working interdependently within a safe learning environment to ensure growth for 

every child.



Snapshot of a TRUE campus PLC…

1. A emphasis on learning for the benefit of all

2. A culture where teachers and students work together to ensure that all students succeed.

3. Examining the best practices and current reality as a group

4. Orientation through action: active learning

5. Defining the essential knowledge that each student must acquire

6. Responding consistently when students do and do not learn

7. An unwavering dedication to improvement


Valued characteristics of a Canyon Pointe Collaborator:

  • Collaboration: Active listener, shares information, keeps team accountable for all kids' progress, fulfills collective commitments, provides value to good culture, follows through on expectations, maintains a problem-solving attitude.
  • Instructing: A thorough understanding and knowledge of TEKS allows teachers to identify and unpack essential learning targets, differentiate instruction to meet the academic needs of all students, align resources, develop common formative assessments, and use data to drive reflective teaching practices.
  •  Conduct Governance: Understanding and compassionate, consistent in standards, tough but caring, specific education in social skills, fosters empathy and collaboration in students, and provides a classroom climate and culture in which all kids feel valued.
  • Professional Behaviors: Prepared and ready to go the extra mile for students, dependable and trustworthy, compassionate and loyal. Maintains a professional manner and attitude, receives and responds to feedback properly, and treats all stakeholders with decency and respect.
  • Professional Beliefs: Having a growth mindset means believing that all kids can achieve high levels of achievement, valuing open communication, working together as a team, and having a servant's heart and a focus on the needs of the students.

Achievement Data Files

Additional Achievement Data

Our culture of continuous improvement is evident in our collaborative team meetings.  Last year, specifically in Kindergarten, we had to revisit the purpose of working as a collaborative team and collective learn, understand, and refocus our efforts to better meet the needs of our students.  With support from our campus instructional leaders, we helped to reframe their collaborative time to be more data-driven and learner focused.  

Another example is our second-grade team.  When planning as a grade level, they look at the math common formative assessments, analyze the data during the following planning meeting, and as a team, we look at specific TEKS from the assessment that aligns with the instructional plans for the teacher to implement immediately with the students to cover TEKS they struggled with.  Before teachers give the assessment, we look at the questions to make sure the tier one instruction will cover how the questions are asked on the assessment. 

John R. Good is facilitating a culture of continuous improvement not only on our campus but in our district as well. Our guiding coalition is derived from a representative from each grade level, SPED, specials, counselor, and all of the instructional support team. This group meets every six weeks to discuss the needs of their teams. Campus leadership utilizes this information to drive campus-level decisions

Our guiding coalition focuses on the SWOT results from our collaborative team meetings.  During the monthly data talks, all involved offer instructional support and mentoring targeted to specific students on identified needs.  This also includes celebrations!  The Greater Good celebrates growth in these data talks.  Our guiding coalition team members follow up with teachers in areas of opportunities as well.  All  teachers have paras and support staff personnel support with instruction – small group push-in and pull-out.  These groups are created using formative and summative data to meet the students where they are – whether for the intervention or enrichment.  The focus is on all students’ and teachers’ growth. First-year teachers are provided mentors to support them with both curricular and SEL support. Teachers get to observe colleagues better themselves with instructional and classroom management needs. We all work together for the Greater Good!  Specific Professional Development opportunities that teachers attended or were provided as a result of collaborative team decisions include small group reading, Foundational Literacy skills including a scope and sequence for phonics instruction  (English and Spanish), data collection, and creating instructional plans based on specific data. 

For the 2021 - 2022 school year, our school district has moved away from campuses following the district-created lesson plan to a more autonomous approach,  allowing our campus to determine whether teachers should create their own lessons or follow district-created material.  Now the responsibility for creating and the assessment of the effectiveness of the lesson will rest solely on the campus.  Our teachers are ready due to the work we have done within our collaborative team time and the shared commitment to results for the Greater Good. 


Systems used in place.

-          Essential standards – presentation and doc used by teachers

-          SWOT (strengths, weakness, opportunities, threats matrix)

-          Pacing Guides

-          Campus Professional development

-          Weekly planning meeting agendas created by grade-level teams

-          Data trackers

-          Teacher created Common formative assessments

-          Intervention schedules based off data from common assessments 



There are 6728 elementary schools

We were in the bottom 5%  - that is in the 336 lowest schools in TX!

Due to Closing the Gaps Domain III 

We were on track to get ourselves out this past year, however, COVID 19 disrupted all state testing. We were poised to no longer have that label, and be very close to an “A” rating, however with no testing, we have to keep the same status from the year before -

From Improvement Required to Recognized and received a Distinction in Growth within one school year! 

STAAR isn’t our only measure of success.  

Over 80% of our Tigers improved in their reading levels.

The Percentage of Tigers meeting their growth targets in MAP (universal screener) improved in every grade level for all contents!


Work interdependently as collaborative teams

Be accountable to yourself and your team

Be self-reflective 

Ensure GROWTH for every child

Let’s Have fun!