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1. Please document your school’s successful progress and future plans as you develop an exceptional system in the area of a **culture of universal ** **achievement. **


 * John R. Good has gone to great lengths to ensure we are promoting an environment which endorses universal achievement. As part of our efforts to strive for excellence in this area, we have committed time, energy, and resources to the following programs which directly impact student achievement at every level, //every day//: **


 * Kick Off Assembly: ** Beginning of the year assembly to promote universal achievement, college awareness and to facilitate a familial culture.


 * 1st 20 Days: ** JRG implemented the first twenty days of good citizenship and character traits. This program was implemented at the beginning of the year, and teachers have revisited key issues throughout the year based on need.


 * College Adoption: ** Each classroom has adopted a college/university to promote awareness. Each week a different university is highlighted on the school’s announcements.


 * Vertical Teaming: **Collaborative efforts to promote communication among grade levels.


 * Intervention Efforts: ** Program(s) established to give additional instructional support for students who are struggling in core areas.


 * JRG Pledge **: Every morning students and teacher recite the JRG pledge which illustrates character traits students should exemplify in their daily lives.


 * <span style="font-family: 'Verdana','sans-serif';">Quest: **<span style="font-family: 'Verdana','sans-serif';"> After school program that provides enrichment studies for targeted students from 3-5:30. Teachers work with a variety of students based on needs rather than their own grade level or their own classes.


 * <span style="font-family: 'Verdana','sans-serif';">Common assessments: **<span style="font-family: 'Verdana','sans-serif';">developed a unified assessment strategy, which focuses on objective mastery. Information obtained is being used for re-teaching purposes. The graphing of these results is posted to illustrate progression and promote horizontal/vertical dialogue among grade levels.


 * <span style="font-family: 'Verdana','sans-serif';">Student mentoring: **<span style="font-family: 'Verdana','sans-serif';">130 students are mentored by a variety of staff and community members based on social and academic needs.


 * <span style="font-family: 'Verdana','sans-serif';">FFC: **<span style="font-family: 'Verdana','sans-serif';"> The Family Faculty Club encourages the participation from the community coupled with parents from the student body. This auxiliary effort has hosted 10+ events including academic family nights.

<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">2. Please document your school’s successful progress and future plans as you develop an exceptional system in the area of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica-Bold;">collaboration. **

<span style="font-family: 'Verdana','sans-serif';">“It takes a Village to Raise a Child” -African Proverb <span style="font-family: 'Verdana','sans-serif';">John R. Good is a campus that exhibits a culture of commitment as well as a culture of collaboration.


 * <span style="font-family: 'Verdana','sans-serif';">Daily collaboration: **<span style="font-family: 'Verdana','sans-serif';">Teachers work with other stakeholders on a daily basis.


 * <span style="font-family: 'Verdana','sans-serif';">Vertical teams: **<span style="font-family: 'Verdana','sans-serif';">met no less than 4 times a year and conducted vertical observations and we plan to continue.


 * <span style="font-family: 'Verdana','sans-serif';">Collaborative planning **
 * **<span style="font-family: 'Verdana','sans-serif';">Power Hour: **<span style="font-family: 'Verdana','sans-serif';">Grade levels collaborate to group students based upon assessment data for intensive reading, writing and math instruction.
 * **<span style="font-family: 'Verdana','sans-serif';">Working Lunch: **<span style="font-family: 'Verdana','sans-serif';"> Support staff collaborates with grade level teachers to provide math intervention.


 * <span style="font-family: 'Verdana','sans-serif';">Team teaching **<span style="font-family: 'Verdana','sans-serif';">:
 * <span style="font-family: 'Verdana','sans-serif';">K-4 teachers team-teach allowing us to create and adapt more engaging and enhanced lessons which results in increased student and teacher performance.
 * <span style="font-family: 'Verdana','sans-serif';">This also allows us to group kids based on their needs.


 * <span style="font-family: 'Verdana','sans-serif';">Departmentalizing: **
 * <span style="font-family: 'Verdana','sans-serif';">5th grade teachers collaborate to meet student needs overall.
 * <span style="font-family: 'Verdana','sans-serif';">They have also searched for ways to support one another’s curriculum.


 * <span style="font-family: 'Verdana','sans-serif';">One- Way Dual language: **
 * <span style="font-family: 'Verdana','sans-serif';">Our kinder and first grade teachers began the dual language program this year. All subjects are taught in both languages on alternating days.
 * <span style="font-family: 'Verdana','sans-serif';">Daily collaboration is required for effective delivery of instruction.
 * <span style="font-family: 'Verdana','sans-serif';">Each grade level is added as the years progress.
 * <span style="font-family: 'Verdana','sans-serif';">By 2013-2014 all bilingual K-5 students will participate in this program.


 * <span style="font-family: 'Verdana','sans-serif';">Student/ Teacher collaboration: **
 * <span style="font-family: 'Verdana','sans-serif';">Teachers work diligently to assist students in developing individual academic goals and discuss academic progress.


 * <span style="font-family: 'Verdana','sans-serif';">PLC monthly collaboration: **
 * <span style="font-family: 'Verdana','sans-serif';">Teams meet for the purpose of data analysis, instructional goal setting and professional book studies.


 * <span style="font-family: 'Verdana','sans-serif';">Faculty meetings: **
 * <span style="font-family: 'Verdana','sans-serif';">Monthly faculty meetings where administrator share important information as well as staff development opportunities.
 * <span style="font-family: 'Verdana','sans-serif';">Faculty meetings and staff development are at times offered through virtual collaboration.
 * <span style="font-family: 'Verdana','sans-serif';">All meeting agendas and documents are posted on Blackboard.


 * <span style="font-family: 'Verdana','sans-serif';">Grade Level Meetings: **
 * <span style="font-family: 'Verdana','sans-serif';">Each week meetings are held to discuss curriculum objectives, lesson ideas and upcoming important events.


 * <span style="font-family: 'Verdana','sans-serif';">Staffing: **
 * <span style="font-family: 'Verdana','sans-serif';">Administrators, counselors, diagnostician and speech pathologist and classroom teachers meet to brainstorm ways to help students that are struggling academically, emotionally, socially or medically.
 * <span style="font-family: 'Verdana','sans-serif';">The team makes a holistic review of the student to decide best interventions.


 * <span style="font-family: 'Verdana','sans-serif';">Buddy Classes **<span style="font-family: 'Verdana','sans-serif';">:
 * <span style="font-family: 'Verdana','sans-serif';">Different grade level classes partner to develop lessons in which the older students can tutor or mentor younger peers.


 * <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">3. **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;"> Please document your school’s successful progress and future plans as you develop an exceptional system in the area of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica-Bold;">standards alignment. **

<span style="font-family: 'Verdana','sans-serif';">Standards alignment is a priority for the Irving Independent School District as a whole. During curriculum writing, the state standards are unpacked and broken down into their most basic parts so that all teachers have a full understanding of what each standard entails. Also, teachers are given activities and cognitive levels that increase the rigor of the content that is to be learned. Our district is moving away from lesson plans as a piece of documentation and moving towards learning plans that let the teacher map out the path to what successful learning looks like. The teachers at John R. Good will be trained in the newly adopted standards for Reading/Language Arts and how to create learning plans with performance based goals.

At John R. Good Elementary, grade-level teams meet weekly to discuss upcoming objectives, what success looks like and how to most effectively teach them. Informal teacher observations and common objective assessment data are discussed to see if alternative manipulatives, materials, or methods are needed to re-teach an objective to a particular group of students. Often teachers meet with colleagues daily to discuss the finer points of learning plans and what activities might need to be differentiated for the following days.

For the last few years, teams have been meeting vertically to discuss standards. We discuss the objectives with the succeeding grade level teachers to gain a better understanding of what will be expected and agree on what objectives can be introduced a year earlier to better ensure mastery. As a support to these vertical team meetings, we have begun having vertical teacher observations. Teachers visit classrooms in the grade-level below and the grade-level above. Through these observations, personal reflections, and vertical debriefing sessions, teachers gain a better understanding of where their students are coming from and where they are going so instruction is more effective and is constantly moving the skills of our students forward.

<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">4. Please document your school’s successful progress and future plans as you develop an exceptional system in the area of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica-Bold;">assessment. **
 * <span style="color: #000081; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">John R. Good Assessment Plan 2010-2011 **

<span style="color: black; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">This assessment plan was generated by the John R Good Elementary School Staff. It expresses a collective commitment to participate in specific assessments throughout each school year. The process of generating this plan started with individual commitments by teachers to specific assessments within the classroom. Grade levels later came together to endorse a plan that would address the detailed assessment needs that they have as a team. Finally the Curriculum and Assessment Committee, comprised of teachers, classified staff, and support team members, took a detailed approach to ensure that we as a school participate in assessments that:

<span style="color: red; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">John R. Good's Mission: <span style="color: red; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">We are committed to creating learning opportunities to ensure that all students surpass their unique potential.
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Support with Mission, Shared **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">Commitment and Goal of John R. Good Elementary **

<span style="color: red; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">Our Goal: <span style="color: red; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">All students will be proficient or advanced in reading, language arts, math, science, and social studies <span style="color: blue; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">.


 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Correlate to Academic Success **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Align with State Standards **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Encourage Student Participation **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">Through Individual Goals **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Focus on Assessment “FOR” Learning **
 * <span style="color: #002060; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">• Facilitate Differentiated Instruction **

Math Math Math TELPAS || ** TPRI/Tejas Lee ** || Reading Math Writing MC || Math Math GT Math Math GT Math Math GT Math Math GT Writing MC || Math Math GT Writing MC Math Math GT Writing MC TELPAS || TAKS LAT Math TAKS-M LAT Math TAKS LAT Reading TAKS Math TAKS M reading || Reading Math Math GT Writing MC || Math Math GT Math Math GT Writing MC Social Studies || Reading Math Math GT Math Math GT Writing MC Social Studies || Reading Math Math GT Math Math GT Writing MC Social Studies TAKS Writing TELPAS || TAKS LAT Math TAKS-M LAT Math TAKS LAT Reading TAKS Math TAKS M reading || Reading Math Math GT Social Studies || Math Math GT Math Math GT Social Studies || Reading Math Math GT Writing MC Math Math GT Social Studies || Math Math GT Social Studies TELPAS || TAKS Math TAKS-M Math TAKS Reading TAKS-M Reading TAKS Science TAKS M Science LAT Science LAT TAKS M Science || Reading Math Math GT Writing MC  Social Studies LAT Math LAT TAKS M Math LAT Reading LAT TAKS M ||
 * Grades || September || October || November || December || January || February || March || April || May ||
 * Kindergarten ||  || ** TPRI/Tejas Lee ** ||   ||   || ** TPRI/Tejas Lee **
 * AMI Math ** ||  || TELPAS || ** TPRI/Tejas Lee **
 * AMI Math ** ||  ||
 * First || ** TPRI/Tejas Lee **
 * AMI Math ** ||  ||   ||   || ** TPRI/Tejas Lee **
 * AMI Math ** ||  || TELPAS || ** TPRI/Tejas Lee **
 * AMI Math ** ||  ||
 * Second || ** TPRI/Tejas Lee **
 * AMI Math ** || Reading
 * ITBS/Logramos Grades ** ||  ||   || Reading
 * TPRI/Tejas Lee ** ||  || Reading
 * Third || Reading
 * PASeries Screener **
 * TEKSchecks Reading & Math ** || Reading
 * ITBS/Logramos Grades ** || Reading
 * PASeries Progress Test 1 ** ||  || Reading
 * PASeries Progress Test 2 ** || Reading
 * Fourth || Reading
 * PASeries Screener **
 * TEKSchecks Reading & Math ** || Reading
 * PASeries Progress Test 1 ** ||  || Reading
 * PASeries Progress Test 2 ** || Reading
 * Fifth || Reading
 * PASeries Screener **
 * TEKSchecks Reading & Math ** || Reading
 * PASeries Progress Test 1 ** ||  || Reading
 * PASeries Progress Test 2 ** || Reading
 * K-5 |||||||||||||||| Science Unit Test ||  ||

<span style="display: block; font-family: 'Verdana','sans-serif'; text-align: center;">Assessment Details Needs for individual students in reading. || Using this data can support appropriate grouping. Teachers can individualize the assessment as they develop meaningful goals for ALL students based on TAKS scores. || instruction and give the teacher one-on-one time and allow him/her to Listen to each student read. || This assessment will determine when they are proficient in the English language. || stages of spelling, gaps within stages i.e.: double consonants, Word endings and stressed/unstressed vowel patterns. || <span style="font-family: 'Verdana','sans-serif';">It provides the teacher with the ability to determinate Needs for individual students in writing. ||
 * <span style="font-family: 'Verdana','sans-serif';">Assessment || <span style="font-family: 'Verdana','sans-serif';">What does this assess? || <span style="font-family: 'Verdana','sans-serif';">How can this assessment be used as an assessment for learning? ||
 * <span style="font-family: 'Verdana','sans-serif';">TPRI/Tejas Lee K-2 || <span style="font-family: 'Verdana','sans-serif';">This assesses letter recognition, fluency, word attack skills and comprehension. || <span style="font-family: 'Verdana','sans-serif';">It provides the teacher with the ability to determinate
 * <span style="font-family: 'Verdana','sans-serif';">AMI Math k-2 || <span style="font-family: 'Verdana','sans-serif';">This assesses the concepts and skills that should be mastered at trimester benchmark. || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">The first three administrations of the test are **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">for **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">learning because the teacher can see where the gaps in learning occur and, in turn, can teach to those gaps. The final administration of this test is **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">learning. ||
 * <span style="font-family: 'Verdana','sans-serif';">EDL/DRA || <span style="font-family: 'Verdana','sans-serif';">This assesses reading level and reading comprehension skills. || <span style="font-family: 'Verdana','sans-serif';">It can be used to pinpoint skills that need further instruction, help create flexible groups and create students goals in reading and comprehension. ||
 * <span style="font-family: 'Verdana','sans-serif';">TAKS || <span style="font-family: 'Verdana','sans-serif';">This assesses math, reading, and writing skills. || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">The teacher can analyze TAKS scores in each subject area to determine skills that are yet to be mastered. They can also use the TAKS score to design instruction.
 * <span style="color: red; font-family: 'Verdana','sans-serif';">Check Points Reading k-5 || <span style="font-family: 'Verdana','sans-serif';">All TEKS checks (TM) reflect instruction from the previous four weeks. || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">We will use this assessment throughout the year to modify our instruction for students who are not on course to meet or exceed grade level standards. ||
 * <span style="color: red; font-family: 'Verdana','sans-serif';">Check Points Math k-5 || <span style="font-family: 'Verdana','sans-serif';">All TEKS checks (TM) reflect instruction from the previous four weeks. || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">We will use this assessment throughout the year to modify our instruction for students who are not on course to meet or exceed grade level standards. ||
 * <span style="color: red; font-family: 'Verdana','sans-serif';">Check Points GT Math k-5 || <span style="font-family: 'Verdana','sans-serif';">All TEKS checks (TM) reflect instruction from the previous four weeks. || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">We will use this assessment throughout the year to modify our instruction for students who are not on course to meet or exceed grade level standards. ||
 * <span style="font-family: 'Verdana','sans-serif';">ITBS/Logramos || ITBS offer educators a diagnostic look at how their students are progressing in key academic areas, and offers diagnostic data that can be used to create intervention groups and to drive curricular decisions./ The Logramos is a Spanish academic achievement test given in the areas of Math, Language, and Reading. Spanish-dominant students in Grade 2 may be given the test to determine their native language proficiency and to guide their instruction.  || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">It can be used to allow a teacher to group according to current level, show the teacher what skills to teach and how to plan individualized
 * <span style="font-family: 'Verdana','sans-serif';">TELPAS k-5 || <span style="color: #231f20; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Minion-Regular;">Assess English language learners annually in listening, speaking, reading, and writing. || <span style="color: #231f20; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Minion-Regular;">Students learning the English language begin participating in **<span style="color: #231f20; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Minion-Bold;">TELPAS **<span style="color: #231f20; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Minion-Regular;">in kindergarten and stop participating when their language proficiency assessment committee (LPAC)
 * <span style="font-family: 'Verdana','sans-serif';">Writing MC || <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">This assesses developmental
 * <span style="font-family: 'Verdana','sans-serif';">PASeries || <span style="font-family: 'Verdana','sans-serif';">PASeries is a set of pre-built, interim assessments for Reading, PASeries Assessments provide multiple measures to monitor growth over time and use scientific scales to measure progress and forecast growth. || <span style="font-family: 'Verdana','sans-serif';">It will be used to pinpoint skills that need further instruction, help create flexible groups and create students goals in reading and comprehension. ||

<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">5. Please document your school’s successful progress and future plans as you develop an exceptional system in the area of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica-Bold;">data analysis **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">. <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; mso-bidi-font-family: Arial;">We have worked to create a culture of data-driven discussion in our school this year. As a staff we use data as a foundation for talking about students' needs and opportunities in a more rigorous way. These discussions take place in a variety of settings including:
 * Within our classrooms as teachers and students conference individually to discuss achievements, graph progress, and set goals.
 * At weekly grade-level meetings to discuss the results of common assessments that guide our instruction.
 * In individual and grade-level data-talks with our administration reviewing district and state testing data to set goals and plan interventions for more successful student instruction.

Our data is collected from a variety of sources to ensure validity and reliability of our statistics; this includes, but is not limited to:
 * State Assessments (TAKS, ITBS)
 * District Assessments (TEKS-Checks, PASeries, TPRI/Tejas Lee)
 * School Assessments (Checkpoints)
 * Classroom Assessments (teacher created, anecdotal records)

Data-driven discussion leads to data-based decision making. Based on the discussions taking place we use the data to plan well-informed instruction for our students. This process assists us in forming flexible groupings of students based on academic needs within the major content areas. We are able to assess what specific instructional areas we should target for academic interventions, as well as how successful our intervention programs are for our students. Analyzing data on this level also helps identify our strengths and weaknesses as teachers, giving us an opportunity to continue to grow and develop our own skills as professionals.

As a school using data-driven discussion and data-based decision making has helped us focus on setting ambitious goals for growth and continuously monitoring progress toward those goals for the ultimate goal of ensuring the success of each student in our school.

<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica;">

6. Please document your school’s successful progress and future plans as you develop an exceptional system in the area of **<span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Helvetica-Bold;">academic and social interventions. ** <span style="font-family: 'Verdana','sans-serif';"> JR Good has a long and rich history of providing academic and social interventions that support the students and family of our community. A snap-shop view of JR Good reveals 99% of our student population living mutely-family housing. This fact truly impacts their lives in many ways. Our academic and social interventions are targeted to address many needs that arise from our populations living conditions.


 * <span style="font-family: 'Verdana','sans-serif';">Quest after School Program Sponsored By 21st Century Grant— **<span style="font-family: 'Verdana','sans-serif';">approximately 350 students have been a part of Quest during this school year. Quest provides academic tutoring and a wide range of enrichment classes.
 * <span style="font-family: 'Verdana','sans-serif';">Mentoring-- **<span style="font-family: 'Verdana','sans-serif';">is provided for students in a variety of ways at Good. A select group of 25 teachers volunteered at the beginning of the school year to work with one student on a weekly basis to help encourage academic growth through positive interaction and relationship building.
 * <span style="font-family: 'Verdana','sans-serif';">African American mentoring— **<span style="font-family: 'Verdana','sans-serif';">Four adult mentors come weekly to work with a select group of 10-15 students who benefit from this positive one on one interaction. This program is also known as Boys to Men
 * <span style="font-family: 'Verdana','sans-serif';">Working lunch- A **<span style="font-family: 'Verdana','sans-serif';"> select group of teachers and students are working to give students tiered academic instruction and focus as well as positive social interaction.
 * <span style="font-family: 'Verdana','sans-serif';">V math- **<span style="font-family: 'Verdana','sans-serif';">A research based math invention program that helps fill in academic “gaps.” (Need more)
 * <span style="font-family: 'Verdana','sans-serif';">Reading ****<span style="font-family: 'Verdana','sans-serif';"> 2 together- **<span style="font-family: 'Verdana','sans-serif';">A research based reading program that trains and matches 2nd graders and 4th graders that have been identified as struggling in reading.
 * <span style="font-family: 'Verdana','sans-serif';">Saturday science club- **<span style="font-family: 'Verdana','sans-serif';">Each Saturday 20 students attend engaging science classes at school for 2 hours.
 * <span style="font-family: 'Verdana','sans-serif';">Highland ****<span style="font-family: 'Verdana','sans-serif';"> Girls- **<span style="font-family: 'Verdana','sans-serif';">A group of 20 high school girls come weekly to mentor and read with 40 or so 2nd graders after school.
 * <span style="font-family: 'Verdana','sans-serif';">Strong Fathers- **<span style="font-family: 'Verdana','sans-serif';">helps with Family Nights with a focus on Math and Science. These programs are open to all grade levels.
 * <span style="font-family: 'Verdana','sans-serif';">Garden- **<span style="font-family: 'Verdana','sans-serif';">The JR Good garden has provided countless learning opportunities with flowers, plants, insects, reptiles and, many other living things that our population may never have the chance to experience. The garden is tended by students in the Enrichment Program as well as individual classes.
 * <span style="font-family: 'Verdana','sans-serif';">FFC— **<span style="font-family: 'Verdana','sans-serif';">Family Faculty Club as been at John R. Good for over 25 years. An innovation of a former parent, this association replaced PTA and directs all funds back into the school for a wide range of needs. FFC also provides financial assistance for families and faculty members when a need arises.
 * <span style="font-family: 'Verdana','sans-serif';">Families in need— **<span style="font-family: 'Verdana','sans-serif';">approximately 100 families have benefited from clothing, shoes, coats, food and other services as needed.
 * <span style="font-family: 'Verdana','sans-serif';">Family nights **<span style="font-family: 'Verdana','sans-serif';">-hundreds attend various activities ranging from Movie Nite to the Friendship Dance and Bingo!
 * <span style="font-family: 'Verdana','sans-serif';">Food for Kids— **<span style="font-family: 'Verdana','sans-serif';">60-65 students take food home each Friday that can be shared with their family members.
 * <span style="font-family: 'Verdana','sans-serif';">Breakfast in the Classroom— **<span style="font-family: 'Verdana','sans-serif';">all John R. Good students and teachers receive a free breakfast each day
 * <span style="font-family: 'Verdana','sans-serif';">7:00am— **<span style="font-family: 'Verdana','sans-serif';">Students are welcomed into the school at this time and many teachers take advantage of this extra time for mentoring and tutoring.

These academic and social interventions provide numerous opportunities for our students and their families to learn and gain life experience they may otherwise not have due to their social and economic status. These programs are vital to our continued success as a school and community.


 * 7. College Symbolism**

JR Good started the year out with the kick off assembly where our principal Mrs. Oliveras spoke to the students about the importance of going to college. With that the school has immersed itself in college symbolism in order to keep this goal insight. In the entrance of the school one wall has miniature pendants from colleges that teachers went to and it says “Where our college experience begins”. The JR Good website lists the teachers and the colleges they graduated from and the degree or degrees they earned.

The main hall and the five branching hallways of JR Good are full of “powerful college readiness symbolism”. Each classroom has adopted a college and has displayed the college pendant or other college symbol outside of its classroom. A wonderful example is outside of one of the fifth grade classrooms. Mrs. Shaw has created two yellow busses and put a picture of each student in the windows of the busses. In large letters the statement is “ We’re college bound”. The entrance to each hallway has the date the grade level in that hallway will graduate from college. The main hallway has a poster titled “Growing Graduates” and it lists the honor roll students for each 6 week period.

Every Monday is college shirt day. The teachers and students can choose to wear a t-shirt from their adopted college. Students may also wear their college shirt on report card days. The students identify their class by the mascot for their adopted college. Each day during announcements a college fight song is played.

Our fifth grade class will be going on a field trip to the University of North Texas for a college tour and our 4th grade class will be going on a field trip to North Lake College.

JR Good will be having a career day and a college day. On career day students will listen to people from across the work force talk about their careers. On college day students will visit different stations that will represent different colleges. They will find out about those colleges and fifth graders will even fill out a mini application for the college they would like to attend.