Clark County School District

Goodsprings ES
2021-2022 School Performance Plan:
A Roadmap to Success

Goodsprings ES has established their school improvement roadmap for the 2021-22 school year.  This
school performance plan includes the campus’s goals and process developed during Act 1. This plan will
be revisited at least three times this year during Act 2 to monitor progress and once in Act 3 to assess and
update the goals. Please reach out to Tammy Flanagan for more information.

Principal: Mohammad Hadavi

School Website: goodspringselementary.weebly.com
Email: hadavmt@nv.ccsd.net
Phone: 702-799-0914

School Designations: ■ Title I ❏ CSI ❏ TSI ❏ TSI/ATSI

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School Information
This section provides an at-a-glance view of the school’s enrollment and student performance data. For information about Nevada’s Consolidated
State Plan, see Every Student Succeeds Act (ESSA), and for detailed information about the School and District rating system, see the School Rating
Overview.
Enrollment Data
Am In/ Two or
AK Pacific More
Total Native Asian Hispanic Black White Islander Races IEP EL FRL
School 38 0.0% 7.9% 15.8% 28.9% 28.9% 5.3% 13.2% 0.0% 10.5% 100.0%
District* 323,787 0.34% 6.06% 46.57% 14.72% 23.76% 1.62% 6.93% 12.73% 16.12% 75.54%
State* 496,938 0.82% 5.44% 42.69% 11.45% 31.36% 1.46% 6.78% 12.68% 14.13% 65.8%
*Accountability Year 2019-2020. Source: nevadareportcard.nv.gov

Student Performance Data

Math ELA Science ELPA

Academic School/ Proficiency Growth Growth Proficiency Growth Growth Proficiency Proficiency Growth
Year District (MGP) (AGP) (MGP) (AGP) (AGP)

School N < 10 N < 10 N < 10 N < 10 N < 10 50.0% N < 10

2018
District 36.1%* 50* 38* 47.4%* 51* 50.6* 28.9%* 14.4%** 48.5%*

School N < 10 N < 10 N < 10 N < 10 N < 10 0.0% N < 10

2019
District 36.6%* 49* 38.1* 48.3%* 50* 52.4* 28.9%* 15.5%** 50.6%*

School N/A N/A N/A N/A N/A N/A N/A 0.0% 50.0%
2020
District N/A N/A N/A N/A N/A N/A N/A 14.5%** 45.4%**
*Source: nevadareportcard.nv.gov
**Source: NDE Data File

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 4 Year ACGR School Climate Data
Grad Rate Grad Rate Grad Rate Cultural & Linguistic
2017-2018 2018-2019 2019-2020 Competence Relationships Emotional Safety
School N/A N/A N/A School N/A N/A N/A

District N/A N/A N/A District* 379 368 361

*Source: datatool.nevadaschoolclimate.org; Results Across Topics; retrieved 6.22.2021

School Continuous Improvement (CI) Team

The Continuous Improvement Team is made up of a diverse group of school administrators, teachers, staff, caretakers, and students. This team
meets regularly to develop, monitor, and continually respond to the school’s teaching and learning needs.
Name Role

Mohammad Hadavi Principal(s) (required)

Tammy Flanagan Other School Leader(s)/Administrator(s) (required)

Abbey Crouse, Annemarie Behm Teacher(s) (required)

Jeri Pinkerton Paraprofessional(s) (required)

Belinda Rawlinson Parent(s) (required)

Lisa Calvert, RBG3 Strategist Specialized Instructional Support Personnel (if appropriate)

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School Community Outreach
This section highlights outreach events facilitated by the school to engage students, regarding school partners.
Number in
Outreach Event Date and Time Key Takeaways
Attendance

Lack of parental involvement, there is

August 30, 2021,
Outreach Event 2 4 an appropriate amount of technology
3:30pm to 5:00 pm
and resources for the school

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School Goals
The school goals were developed over a series of five events and included opportunities for teachers, parents, and students to share their
experience and ideas for improvement. The tables on the following pages capture key aspects of the process the CI team engaged in during the
creation of this plan.

Inquiry Area 1 - Student Success

Part A
Student Success

Student Performance Social and Emotional Learning Access to Rigorous Texts and Tasks

Social Worker and counselor classroom

Reach for Reading and enVisions
Data MAP, SBAC, scores lower than district lessons, small class sizes, Tier 2 and Tier
adopted textbooks, MAP Accelerator,
Reviewed and state, Smarty Ants 3 groupings, one on one teaching, Q-TEL
Khan Academy
strategies

Problem
Student proficiency in ELA and Math are lower than the district and state.
Statement

Critical Root
Lack of time to focus on each grade level curriculum when teaching multiple grade levels.
Causes

Part B
Student Success

School Goal: Increase student proficiency in ELA and Math from 0

Aligned to Nevada’s STIP Goal: Goal 3: All students experience
students(ELA) to 3 students(ELA) and 0 students (Math) to 3
continued academic growth.
students(Math), as measured by state summative assessments.

Improvement Strategy: Consistent use of ELA adopted textbook, strategists in general education classrooms daily

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Achieve 3000 - level 1

Intended Outcomes: Increase proficiency/growth by 10% on state summative assessments (ELA)

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Action Steps:
● Provide daily teacher schedules to maximize instructional minutes
● Collaborate with all grade level staff regarding Tier 1, 2, & 3 instruction.
● Bridge gaps in learning
● 1 on 1 instruction
● Intensive remediation
● SIPPS

Resources Needed:
● Professional development twice weekly
● Achieve3000, Smarty Ants, Freckle

Challenges to Tackle:
● Multiple grade levels
● Limited time for specialists

Improvement Strategy: Consistent use of Math adopted textbook, strategists in general education classrooms daily

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): enVision Math 2020 - level 3; MAP Accelerator - level 3

Intended Outcomes: Increase proficiency/growth by 10% on state summative assessments (Math)

Action Steps:
● Provide daily teacher schedules to maximize instructional minutes
● Strategists co-teaching, modeling, providing feedback daily using ELA and Math adopted textbooks
● Bridge gaps in learning

Resources Needed:
● Professional development twice weekly
● MAP Accelerator, Khan Academy

Challenges to Tackle:
● Teacher planning and implementing multiple grade level instruction
● Time/Pacing and classroom management
● Teacher learning/understanding the adopted textbook series

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Equity Supports. What, specifically, will we do to support the following student groups around this goal?

English Learners: Q-TEL strategies, ESL coach, small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships
through small class sizes. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and
at-risk students.

Foster/Homeless: Zappos Closet, Title I HOPE, School Bell, retake assessments, flexible due dates, small class sizes, access to social worker and
counselor. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk
students.

Free and Reduced Lunch: Breakfast and Lunch provided free daily. Weighted Funds provide extra-duty pay and prep buy-out for educational
personnel who provide services for EL and at-risk students.

Migrant: small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships through small class sizes, project
based learning. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk
students.

Racial/Ethnic Minorities: Culturally Inclusive professional development. Weighted Funds provide extra-duty pay and prep buy-out for
educational personnel who provide services for EL and at-risk students.

Students with IEPs: Services are provided at the Sandy Valley ES campus. Weighted Funds provide extra-duty pay and prep buy-out for
educational personnel who provide services for EL and at-risk students.

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Inquiry Area 2 - Adult Learning Culture
Part A
Adult Learning Culture

Systems and Structures that Support

Instructional Practice Instructional Leadership
Continuous Improvement

Consistent observations of general One hour everyday for professional

education classrooms, provide twice development, Master Schedule
MAP and SBAC data, reviewed SBAC
weekly professional development that maximizes instructional minutes in ELA,
data individually with each student,
includes vertical Professional Learning Math, and Science, strategists assist
Data strategists in general education
Communities, ANET partnership(rigor, general education teachers daily,
Reviewed classrooms daily modeling, coaching,
summative dissection, instructional core, strategists provide Tier 3 instruction
and providing feedback, mismatch
differentiation, relevance of content, daily, Data folders provided to teachers
grades/assessments
alignment of tasks to standards, data for each student, implement Grading
analysis, RPDP (Math and ELA) Reform

Problem
Based on MAP and SBAC data, student performance decreased. Mismatch of grades compared to assessment results.
Statement

Critical Root
Multiple grade levels
Causes

Part B
Adult Learning Culture

School Goal: Implement professional development sessions from one

STIP Connection: Goal 3: All students experience continued
time per week to twice weekly to improve Tier 1 standards based
academic growth.
instruction.

Improvement Strategy: Participate in professional learning twice weekly.

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Rationale): Build a committed staff through professional development - level 1

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Intended Outcomes: Through professional learning, develop consistency of best practices and Tier 1 standards based instruction

Action Steps:
● Professional learning through ANET/NWEA
● Professional learning on vertical PLCs
● Professional learning on grading reform
● Professional learning on backwards assessment
● Professional learning on differentiation and rigor
● Professional learning on alignment of tasks to standard

Resources Needed:
● ANET/NWEA
● RPDP
● Strategists
● District training
● Adopted Textbook Teacher Manuals
● Fast/reliable internet

Challenges to Tackle:
● Planning for multi level grades
● Grading consistency
● Scaffolding

Improvement Strategy: Participate in professional learning twice weekly.

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Build a committed staff through professional development -
level 1

Intended Outcomes: Through professional learning, develop consistency of best practices and Tier 1 standards based instruction

Action Steps:
● Professional learning through ANET/NWEA
● Professional learning on vertical PLCs
● Professional learning on grading reform
● Professional learning on backwards assessment

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 ● Professional learning on differentiation and rigor
● Professional learning on alignment of tasks to standard

Resources Needed:
● ANET/NWEA
● RPDP
● Strategists
● District training
● Adopted Textbook Teacher Manuals
● Fast/reliable internet

Challenges to Tackle:
● Planning for multi level grades

Equity Supports. What, specifically, will we do to support the following student groups around this goal?

English Learners: Q-TEL strategies, ESL coach, small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships
through small class sizes. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and
at-risk students.

Foster/Homeless: Zappos Closet, Title I HOPE, School Bell, retake assessments, flexible due dates, small class sizes, access to social worker
and counselor. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk
students.

Free and Reduced Lunch: Breakfast and Lunch provided free daily. Weighted Funds provide extra-duty pay and prep buy-out for educational
personnel who provide services for EL and at-risk students.

Migrant: small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships through small class sizes, project
based learning. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk
students.

Racial/Ethnic Minorities: Early childhood program (PreK), Culturally Inclusive professional development. Weighted Funds provide extra-duty
pay and prep buy-out for educational personnel who provide services for EL and at-risk students.

Students with IEPs: Services are provided at the Sandy Valley ES campus. Weighted Funds provide extra-duty pay and prep buy-out for
educational personnel who provide services for EL and at-risk students.

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Inquiry Area 3 - Connectedness
Part A
Connectedness

Student Staff Family & Community Engagement

School website, SOT, Open House,

Canvas, Parentlink, Winter Assembly,,
Data Personal connections, small class sizes, Personal connections, small class sizes,
Fire Prevention classes from Fire
Reviewed student surveys, one on one tutoring student surveys, one on one tutoring
Department, daily communication with
families

Problem
Lack of family and community engagement
Statement

Critical Root
Lack of flexibility of times activities take place, daily communication with families
Causes

Part B
Connectedness

School Goal: Increase participation of families and community to be

involved in school activities through communication from once per week STIP Connection: Goal 3: All students experience continued
to twice per week and offering new activities from one activity per year to academic growth.
three activities per year.

Improvement Strategy: Plan communication to families ahead of time, provide virtual sessions for activities, as well as, offer the same activity
multiple times.

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Creating a positive school climate and culture - level 3

Intended Outcomes: More participation from families and community in evening activities

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Action Steps:
● Updated website
● Parentlink messages
● Daily communication with parents

Resources Needed:
● Dedicated staff to update website and send Parentlink messages

Challenges to Tackle:
● Need other sources of communication
● Families do not have internet or technology

Improvement Strategy: More participation from families and community in evening activities

Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Creating a positive school climate and culture - level 3

Intended Outcomes: More participation from families and community in evening activities

Action Steps:
● Updated website
● Parentlink messages
● Daily communication with parents

Resources Needed:
● Dedicated staff to update website and send Parentlink messages

Challenges to Tackle:
● Need other sources of communication
● Families do not have internet or technology

Equity Supports. What, specifically, will we do to support the following student groups around this goal?

English Learners: Q-TEL strategies, ESL coach, small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships
through small class sizes. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and
at-risk students.

Foster/Homeless: Zappos Closet, Title I HOPE, School Bell, retake assessments, flexible due dates, small class sizes, access to social worker and

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 counselor. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk students.

Free and Reduced Lunch: Breakfast and Lunch provided free daily.
Migrant: small group instruction, visual vocabulary, wait time, teach in multiple ways, build relationships through small class sizes, project
based learning. Weighted Funds provide extra-duty pay and prep buy-out for educational personnel who provide services for EL and at-risk
students.

Racial/Ethnic Minorities: Culturally Inclusive professional development. Weighted Funds provide extra-duty pay and prep buy-out for
educational personnel who provide services for EL and at-risk students.

Students with IEPs: Services are provided at the Sandy Valley ES campus. Weighted Funds provide extra-duty pay and prep buy-out for
educational personnel who provide services for EL and at-risk students.

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS

Amount Received for Current Purpose(s) for which funds are
Funding Source Applicable Goal(s)
School Year used

Student Success
General Fund $832,246.96 Staffing, supplies, technology Adult Learning Culture
Connectedness

Student Success
Read by Grade 3 $91,267.00 Strategist
Adult Learning Culture

Title I $4,150.00 Instructional assistant Student Success

At Risk $5,583.00 1 prep buyout, supplies Student Success

ELL $5,583.00 Extra duty pay, supplies Student Success

GATE $8,067.00 GATE specialist Student Success

ESSER III Funds $1,246.00 Incentives for licensed educators Student Success

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