• Category 2

    Selected in 2025

  • Grades: pre k - 4
    School Setting: rural
    Town Population: 1
    Student Enrollment: 245
    Student Demographics:

    Black/African American: 0.4%
    White/Caucasian: 75%
    Hispanic: 9%
    Hawaiian/Pacific Islander: 8%
    Asian: 1.6%
    Native American: 6%
    Other: 0%

    Teacher/Student Ratio: 1:13
    % Reduced Lunch: 71%
    % ELL Learners: 7%
    Founded: 1842
  • PRINCIPAL:
    Tyler Gordon
  • CONTACT:
    117 N. School Street
    Goodman, MO 64853
    417-451-8680
    gordontyler@neoshosd.org
Goodman Elementary School
Goodman, MO
1. What key actions or strategies have been most instrumental to your school’s success?
Goodman Elementary’s success came from high-leverage instructional strategies aligned to MAP and iReady gains. The most impactful was consistent phonics planning in K–2, addressing major foundational gaps in phonological awareness, decoding, and fluency. Daily phonics routines, small-group instruction, and RTI led to rapid early-literacy growth and improved MAP ELA scores. Daily intervention blocks in reading and math allowed precise, targeted support, with Tier 2 and Tier 3 students—including many with IEPs—making exceptional progress. Curriculum alignment, especially spiraling geometry and measurement earlier, gave students more practice before MAP, contributing to higher 3rd-grade math proficiency. Weekly PLT meetings strengthened data use, enabling teachers to adjust instruction quickly. Together, these systems created a responsive, cohesive structure that fueled strong academic growth.
2. What significant challenges did your school face during your improvement efforts, and how did you address them?
Goodman Elementary began its improvement work with significant academic gaps: 60–70% of students scored below grade level in reading and math, and early literacy skills in K–2 were well below expectations. Multilingual Learners struggled in vocabulary and comprehension, and economically disadvantaged students lagged in growth. Cohort trends showed regression, including double-digit MAP declines in 2023–24. Goodman responded with targeted interventions, expanded early-literacy supports, and sheltered strategies for MLLs. Curriculum pacing was realigned to ensure essential standards were taught before spring. The school also built consistent progress-monitoring systems using classroom assessments, iReady diagnostics, Learning Cycle Assessments, and semester benchmarks. These actions stabilized performance and reversed negative trends.
3. How did professional development contribute to your school’s improvement efforts?
Professional development accelerated improvement by strengthening teacher expertise, consistency, and data fluency. K–2 teachers received training in systematic phonics and explicit instruction, directly addressing early literacy gaps identified in iReady diagnostics. This contributed to improved phonics and comprehension outcomes. Math PD emphasized conceptual understanding in geometry, number sense, and problem solving—areas previously tied to underperformance—leading to stronger MAP results, especially in 3rd-grade geometry and measurement. Data-literacy PD equipped teachers to use iReady domain reports, growth data, and classroom assessments to plan targeted instruction. Coaching cycles in RTI small-group instruction ensured PD translated into daily practice. Together, these efforts built a cohesive instructional approach that raised instructional quality and student achievement.
4. In what ways did family and/or community partnerships support your school’s success?
Family and community engagement strengthened improvement by supporting academic expectations, interventions, and school culture. Family literacy and math nights helped caregivers understand iReady data, MAP benchmarks, and grade-level expectations, increasing home practice in reading and math. Regular communication—newsletters, progress reports, and iReady updates—kept families connected to student progress. Community partners supported attendance efforts and provided incentives for academic growth, motivating students to reach iReady and MAP goals. These partnerships created a network of support and accountability aligned with school priorities, contributing to strong gains across assessments.
5. How has ESEA funding (e.g., Title I, II, III) been strategically used to support student achievement?
Goodman Elementary used ESEA funds strategically to support instruction, intervention, and equitable access. Title I funded intervention staff who provided small-group reading and math instruction and helped supply iReady licenses and tutoring—key drivers of growth for struggling learners. Title II supported professional development in phonics, small-group instruction, and coaching cycles, directly contributing to MAP and iReady gains. Title III funding enhanced services for MLLs through bilingual resources, vocabulary support, and PD in sheltered instruction. These targeted, research-based investments led to strong growth for MLL students and improved outcomes schoolwide.
6. What advice would you give to a school just beginning its improvement journey?
Schools beginning improvement should prioritize foundational skills, build strong instructional systems, and rely on data-driven decision-making. Early literacy—phonics, decoding, and fluency—must be a top focus, as gains in these areas drive later success. Structured small-group instruction should be implemented early to ensure differentiated support for all learners. PD must strengthen teacher practice and align to urgent needs such as phonics, math discourse, or MLL strategies. Curriculum pacing should match state priorities, introducing high-impact standards early. Strong family and community relationships extend learning beyond school. A simple, consistent data cycle using iReady, fluency checks, and student work helps teachers adjust instruction quickly. Improvement comes from clarity, consistency, and a relentless focus on what matters for students.
Stats
  • Category 2

    Selected in 2025

  • Grades: pre k - 4
    School Setting: rural
    Town Population: 1
    Student Enrollment: 245
    Student Demographics:

    Black/African American: 0.4%
    White/Caucasian: 75%
    Hispanic: 9%
    Hawaiian/Pacific Islander: 8%
    Asian: 1.6%
    Native American: 6%
    Other: 0%

    Teacher/Student Ratio: 1:13
    % Reduced Lunch: 71%
    % ELL Learners: 7%
    Founded: 1842
  • PRINCIPAL:
    Tyler Gordon
  • CONTACT:
    117 N. School Street
    Goodman, MO 64853
    417-451-8680
    gordontyler@neoshosd.org