School Performance Plan 2019-2020.pdfAccording to the NSPF, in Mathematics this subgroup has reached 8.9% in 2018 with a target of 14.3%, and 8.3% in 2019 with a target of 18.6%, respectively

School Performance Plan

School NameGuinn, Kenny C MS

Address (City, State, Zip Code, Telephone):4150 S Torrey Pines Dr

Las Vegas, NV 89103-3148, 7027995900

Superintendent/Region Superintendent: Jesus Jara / Debbie Brockett

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: TSI

Grade Level Served: Middle School

Classification: 3 Star

NCCAT-S: Not Required

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionBeth Fisher Parent Kevin Berkshire Teacher - Special EducationRuth Kryk Magnet Theme Coordinator Jack Mainguy Teacher - Science

Christopher Roberts Teacher - Electives Thomas Bates Teacher- Social StudiesHeath Borngesser Teacher- Math Albert Schutzman Teacher- Math

Kelly Goodall Teacher- ELA Stacie Nelson PrincipalBuffy Banks-Grove Assistant Principal Erin Rolfe Assistant Principal

Nevada Department of Education Guinn, Kenny C MS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 Page 1 Nevada Department of Education - June 2017

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)Summative Assessments Placement (Proficiency Levels) Achievement Gap DataCoordination of Services for FRL, ELL, IEP students Achievement Gap Data NANA NA NAOther: Other: Achieve 3000 Other: Moby MaxOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.The Guinn Team worked collaboratively to analyze multiple sources of data from multiple perspectives to determine a data-driven focus. The team utilized data from various levels including student, classroom, grade level and school-wide information to develop a direction for our campus. The data revealed several positive trends based on the Nevada School Performance Framework and the School Growth Summary Reports. Overall proficiency exceeded 55% in English Language Arts, and SBAC trends were 51% to 55% to 55%, from 2016-2019 respectively, exceeding overall District performance by 8% during the 2018-2019 school year. Overall proficiency exceeded 34% in mathematics, and SBAC trends were 23% to 35% to 34%, from 2016-2019 respectively, exceeding overall District performance by 8% during the 2018-2019 school year.2014 respectively, exceeding overall District performance by over 5%. Overall proficiency exceeded 43% in science, and SBAC trends were 23% to 46% to 43%, from 2016-2019 respectively, exceeding overall District performance by 8% during the 2018-2019 school year. According to the 2018-2019 NSPF, Chronic Absenteeism was reduced by 3.7% to 13.9%. This reduction exceeds the district average by 5.4%.

While the Special Education subgroup is outperforming the District, this subgroup is chronically underperforming in ELA and Mathematics, and not meeting the Measures for Interim Progress (MIP) targets designated by the state of Nevada. According to the NSPF, in Mathematics this subgroup has reached 8.9% in 2018 with a target of 14.3%, and 8.3% in 2019 with a target of 18.6%, respectively. According to the NSPF, in ELA this subgroup has reached 10.1% in 2018 with a target of 17.8%, and 13.4% in 2019 with a target of 21.9%, respectively. In addition, according the NSPF, the Economically Disadvantaged subgroup did not meet the mathematics MIP target with a proficiency of 25.8% and a target of 29.2%.



HOPE 2 Intervention

Focus of Intervention:Application for 2019-2020 has been approved. The focus will be on the over representation of ethnic groups and repeat offenders to the dean's office by providing alternative intervention during the school day.

Monitoring Plan:The team will use data from the Dean's office on suspensions, RPCs, teacher referrals and recommendations for expulsion.

Evaluation Plan:The team will use a comparison of 2019-2020 data to three previous documented years.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

Based on the CNA, identify all that apply:☑ General Education ☐ FRL ☐ ELL ☑ IEP ☐ Other

Priority Need/Goal 1:Increase the overall proficiency for all subgroups in reading, with a specific focus on the IEP subgroup. Increase the overall proficiency from 54.7% to 56.4% by 2020 as measured by state summative assessments.

Root Causes:Teachers concluded that the focus of practice must target having the time to develop relationships with students and develop a deep understanding of student needs. Lack of planning time and structures for PLCs prevented staff from having the ability to plan and collaborate as departments and grade levels to develop differentiated units.

Measurable Objective 1:IEP students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.

Measurable Objective 2:Increase the overall proficiency from 54.7% to 56.4% by 2020 as measured by state summative assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per box)

Resources and Amount

Needed for

Implementation(people, time, materials,

funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

1.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators:



Weekly grade level PLCs to develop strategies in using content rich informational text, NWEA partnership to develop PLC process, utilizing new MAPS data and goal setting to target instruction, bimonthly interdisciplinary grade level collaboration through SBCT to support NACS; cross curriculum and grade level collaboration; Real-time coaching provided by learning strategist; class size reduction; tutoring; credit retrieval.

Learning Strategist, NWEA Partnership (no cost to school) Funding Resources: General Budget ($604,871)

Lesson plans, PLC agendas / minutes / evaluations, common assessments, MAPS data

Weekly grade level PLC, bimonthly interdisciplinary level collaboration through SBCT, cross curriculum and grade level collaboration beginning November 2019 ending May 2020; monitoring will be monthly/bimonthly by department chairpersons and learning strategist, NWEA leadership team, administration.

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp.

iPad purchase, extra duty pay, and materials for camp Funding Source: General Budget ($604,871)

Evaluations, surveys, sign-in logs and agendas.

6th grade transition May 2020, counselors and administration. Parent iPad night training beginning September 2019 ending May 2020; monitoring quarterly by SPP leadership team and administration.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Prep buyouts in ELA, before and after school tutoring, transition programs, and MAPS assessments. Unwrapping standards, site visits to other middle schools, unit planning, Curriculum utilizing instructional software for 1:1 devices in reading and writing; reduction in classroom size; credit retrieval for credit deficient students.

Achieve 3000, APEX ($2,600), Brain Pop (Science - $2,690), tutoring (before and after school prep buyouts), iPads and laptops (expanding to 1:1 in classrooms) Funding resources: Title I ($23,979), Title III ($12,870 total- Achieve 3000- $850, prep buyout for class size reduction) and General Budget ($604,871); Title I ($298,650); SB178 ($291,600); Hope 2 ($30,000)

District assessments / State assessments and common reading assessments.

Tutoring beginning September 2019 ending May 2020. 6th grade transition May 2020 and Fall 2020. Prep buyout September 2019 ending May 2020. Monitored monthly by department chairpersons and administration.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:



N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☐ FRL ☐ ELL ☑ IEP ☑ Other

Priority Need/Goal 2:Increase the overall proficiency for all subgroups in mathematics, with a specific focus on the Economically Disadvantaged and IEP subgroups. Proficiency in mathematics will increase from 34.3% to 37.9% by 2020 as measured by state summative assessments.

Root Causes:Teachers concluded that the focus of practice must target having the time to develop relationships with students and develop a deep understanding of student needs. Lack of planning time and structures for PLCs prevented staff from having the ability to plan and collaborate as departments and grade levels to develop differentiated units.

Measurable Objective 1:Economically Disadvantaged students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.

Measurable Objective 2:IEP students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.

Measurable Objective 3:Proficiency in mathematics will increase from 34.3% to 37.9% by 2020 as measured by state summative assessments.

Monitoring Status

N/A



Resources and Amount

Needed for

Implementation(people, time, materials,

funding sources)


Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:




Learning Strategist, NWEA Partnership (no cost to school) Funding Resources: General Budget ($604,871)

Lesson plans, PLC agendas / minutes / evaluations, common assessments, and improvement on Spring state assessment 2020.

Weekly grade level PLC, bimonthly interdisciplinary level collaboration through SBCT, cross curriculum and grade level collaboration beginning November 2019 ending May 2020; monitoring will be monthly/bimonthly by department chairpersons and learning strategist, NWEA leadership team, administration.

N/A

Comments:PLC-Professional Learning Community

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:


Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp.

iPad purchase, extra duty pay, and materials for camp Funding Source: General Budget ($604,871)

Evaluations, surveys, sign-in logs, agendas, Infinite Campus parent notifications.

6th grade transition May 2020, counselors and administration. Parent iPad night training beginning September 2019 ending May 2020; monitoring quarterly by SPP leadership team and administration.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Before and after school tutoring, transition programs, and MAPS assessments. Unwrapping standards, site visits to other middle schools, unit planning, Curriculum utilizing instructional software for 1:1 devices in reading and writing; Prep buyout for reduction in classroom size; credit retrieval for credit deficient students.

Achieve 3000, APEX ($2,600), Brain Pop ($2,690), tutoring (before and after school prep buyouts), iPads and laptops (expanding to 1:1 in classrooms) Funding resources: Title I ($23,979), Title III ($12,870 total- Achieve 3000- $850, prep buyout for class size reduction) and General Budget ($604,871); Title I ($298,650); SB178 ($291,600); Hope 2 ($30,000)

District assessments / state assessments and common math assessments

Tutoring beginning October 2019 ending May 2020. 6th grade transition May 2020 and Fall 2020. Prep buyout September 2019 ending May 2020. Monitored monthly by department chairpersons and administration.

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:



N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☑ Other

Priority Need/Goal 3:Increase the Tier I implementation of Positive Behavior Interventions and Supports (PBIS). Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.

Root Causes:School-wide systems for addressing student behavior do not exist. There exists a lack of student expectations and positive reinforcement to support students proactively. District-wide MTSS discipline standards are implemented to discipline.

Measurable Objective 1:Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)


Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

3.1 Professional Development (Required)Continuation From Last Year:


Professional development on PBIS Tier I structures will be provided to lead teachers; Staff training will be delivered by lead teachers; Weekly meetings will be held throughout the year to develop the Guinn systems of expectations (PACT), discipline flow chart, positive reinforcement systems for students and staff, data tracking systems, and professional development for staff.

Training and planning; substitute release time for lead team planning; Reinforcements for staff and students (incentive programs) Funding Source: General Budget ($604,871)

Sign-in sheets/agendas/Tiered Fidelity Inventories

Monitored by the PBIS Leadership Team and administration, Beginning September 2019 ending May 2020.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to Priority

Need/Goal

Amount Received for this School

Year

Purposes for which funds are used (include targeted audience, specific

activities, intended outcomes, etc.)Applicable Goal(s)

General Budget $604,871 Supplies, 1:1 Technology, Planning time for staff, Professional Development Goals 1, 2 and 3Hope 2 $30,000 Prep buyouts and supplies Goals 1 and 2Title I $298,650.00 Teaching positions and general supplies Goals 1 and 2Title III $12,870 Prep buyout and tutoring Goals 1 and 2SB 178 $291,600 Teaching positions, prep buyouts, and general supplies Goals 1 and 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.At Kenny C. Guinn Middle School the staff is involved in the hiring process, provide mentoring for new teachers and/or new to the building teachers, and in the selection of professional development opportunities. An environment of learning is maintained for both teachers and students.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.Kenny C. Guinn Middle School will provide information through Infinite Campus, teacher phone calls/emails, parent conferences, the school website, and parent night for transition; use of technology, and transition/information meetings (i.e. 5th to 6th and 8th to 9th). Parents will also receive special invitations and phone calls to attend open house, student recognition activities, and events, and to participate/present in school academic units.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).Kenny C. Guinn Middle School will provide a program for transition from elementary to middle school, parent night, school visits, staff collaboration. Students will receive services for transition from middle to high school, HS counselor visitation, parent/student registration night, and 8th grade high school/college prep. School counselors provide academic planning and transcript review.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The Kenny C. Guinn Middle School instructional staff meet weekly by department/grade level and bimonthly by department to review data and common assessments (i.e., unit exams, district/state assessments) in order to target areas for remediation, design units/assessments, and to identify students requiring additional assistance.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAt Kenny C. Guinn Middle School assessment results are analyzed to determine areas of need in order to plan expenditure of the general budget. Special projects through grants and Title I funds will provide professional development for staff, support parent engagement activities, and student programs to meet the school wide goals for students' academic success. Assurance is documented through reports, agendas, sign in logs, and evaluations.



Plan for improving the school climate

Goal:Increase the percentage of students who feel happy and safe at school through the implementation of Positive Behavior Interventions and Supports. Monitoring of Goal 3: Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.

Action Plan: How will this plan improve the school climate?Positive behavior interventions and supports (PBIS) help create a positive school climate that promotes student achievement and well-being. PBIS supports positive behavioral change through a three-tiered, systems level framework that focuses on teaching and reinforcing desired behaviors rather than simply punishing negative behaviors. Successful implementation results in significant reductions in office discipline referrals and suspensions as well as other problem behaviors, such as emotional dysregulation, concentration problems, bullying, and peer rejection. PBIS can also foster improvements in students’ prosocial behaviors and academic achievement, in teacher self-efficacy, and in students’ perception of a positive school climate (Bradshaw, 2013; Sawka-Miller & Miller, 2007). Implementation of Goal 3- Professional development on PBIS Tier I structures will be provided to lead teachers; Staff training will be delivered by lead teachers; Weekly meetings will be held throughout the year to develop the Guinn systems of expectations (PACT), discipline flow chart, positive reinforcement systems for students and staff, data tracking systems, and professional development for staff.

Monitoring Plan: How will you track the implementation of this plan?Monitored by the PBIS Leadership Team and administration, Beginning September 2019 ending May 2020.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Monitoring of Goal 3: Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.



APPENDIX A - Professional Development Plan

1.1Weekly grade level PLCs to develop strategies in using content rich informational text, NWEA partnership to develop PLC process, utilizing new MAPS data and goal setting to target instruction, bimonthly interdisciplinary grade level collaboration through SBCT to support NACS; cross curriculum and grade level collaboration; Real-time coaching provided by learning strategist; class size reduction; tutoring; credit retrieval.

Goal 1 Additional PD Action Step (Optional)

2.1Weekly grade level PLCs to develop strategies in using content rich informational text, NWEA partnership to develop PLC process, utilizing new MAPS data and goal setting to target instruction, bimonthly interdisciplinary grade level collaboration through SBCT to support NACS; cross curriculum and grade level collaboration; Real-time coaching provided by learning strategist; class size reduction; tutoring; credit retrieval.


3.1Professional development on PBIS Tier I structures will be provided to lead teachers; Staff training will be delivered by lead teachers; Weekly meetings will be held throughout the year to develop the Guinn systems of expectations (PACT), discipline flow chart, positive reinforcement systems for students and staff, data tracking systems, and professional development for staff.




APPENDIX B - Family Engagement Plan

1.2Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the overall proficiency for all subgroups in reading, with a specific focus on the IEP subgroup. Increase the overall proficiency from 54.7% to 56.4% by 2020 as measured by state summative assessments.

Measurable Objective(s):

IEP students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.Increase the overall proficiency from 54.7% to 56.4% by 2020 as measured by state summative assessments.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1


N/A

Progress

Barriers

Next Steps

1.2 Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp. N/A

Progress



Barriers

Next Steps

1.3Prep buyouts in ELA, before and after school tutoring, transition programs, and MAPS assessments. Unwrapping standards, site visits to other middle schools, unit planning, Curriculum utilizing instructional software for 1:1 devices in reading and writing; reduction in classroom size; credit retrieval for credit deficient students.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the overall proficiency for all subgroups in mathematics, with a specific focus on the Economically Disadvantaged and IEP subgroups. Proficiency in mathematics will increase from 34.3% to 37.9% by 2020 as measured by state summative assessments.


Economically Disadvantaged students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.IEP students will demonstrate a 10% reduction in non-proficiency as measured by state summative assessments.Proficiency in mathematics will increase from 34.3% to 37.9% by 2020 as measured by state summative assessments.

StatusN/A

Comments:

2.1 Professional Development: PLC-Professional Learning Community2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1


N/A

Progress

Barriers

Next Steps

2.2 Parent training to support increased student achievement in reading and writing: utilizing technology (appropriate iPad apps) developing social/safety skills in the use of technology, transition and Infinite Campus; Open House; iPad Night; 6th grade camp. N/A



Progress

BarriersNext Steps

2.3Before and after school tutoring, transition programs, and MAPS assessments. Unwrapping standards, site visits to other middle schools, unit planning, Curriculum utilizing instructional software for 1:1 devices in reading and writing; Prep buyout for reduction in classroom size; credit retrieval for credit deficient students.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the Tier I implementation of Positive Behavior Interventions and Supports (PBIS). Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.


Increase the percentage of Tier I implementation of Positive Behavior Interventions and Supports from 30% to 50% as measured by Tiered Fidelity Inventories.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1Professional development on PBIS Tier I structures will be provided to lead teachers; Staff training will be delivered by lead teachers; Weekly meetings will be held throughout the year to develop the Guinn systems of expectations (PACT), discipline flow chart, positive reinforcement systems for students and staff, data tracking systems, and professional development for staff.

N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan 2019-2020.pdfAccording to the NSPF, in Mathematics this subgroup has reached 8.9% in 2018 with a target of 14.3%, and 8.3% in 2019 with a target of 18.6%, respectively