Blank District Improvement Plan



Tom Bean Middle School

Campus Improvement Plan

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2019-2020

Legal References

Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the student achievement indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations. (Section 11.253 of the Texas Education Code)

Mission Statement

Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee on 10/29/2019.

|Participants in Attendance | |

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|Steve Goodman, Principal |c] |

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|Jean Tykoski, Non-instructional staff member | |

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|Lisa Hope, ELAR & Section 504 Representative | |

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|Kimberly Teague, LEP Representative | |

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|Madonna Richard, Math Representative | |

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|Christy Rhodes, Fine Arts Representative | |

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|Wanda Johnson, Special Education Representative | |

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|Alyssa Mathes, Science & SS Representative | |

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|Bert Townsend, Business & Community Member | |

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|Ryan Dobbs, Business & Community Member | |

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|Angie Howery, Parent Representative | |

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|Aaron Jones, Parent Representative | |

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Comprehensive Needs Assessment

Demographics

Demographics Summary

Tom Bean Middle School is a rural middle school located in North Texas. Among the 168 students enrolled in 2019 – 2020, 50% were classified economically disadvantaged and 55% were classified at-risk students. 10.7% of the students are receiving special education services and 21.4% are receiving Section 504 services. The average student to teacher ratio is 12:1. The average years of teaching experience was 12.9 years of experience. The attendance rate was 95%.

Demographic Strengths

*Student to teacher ratio of 12:1

* Staff with experience in the field of education

Demographic Needs

*High number of students receiving Special Education or Section 504 services

*High number of students meeting eligibility as economically disadvantaged and/or at-risk criteria with minimal opportunities for educational support outside of the school

*Low attendance rate of the students at the campus

Comprehensive Needs Assessment

Student Achievement Summary

All schools in Texas must meet standards set in four state accountability areas. For the 2018-2019 school year, Tom Bean Middle School met these targets for Index 1, but did not meet the targets for index 2 or 3. The campus did not earn any distinctions for the 2018-2019 school year.

STAAR Performance Index Report

|Student Achievement|Academic Growth|Relative |Closing the |

|2018-2019 |2018-2019 |Performance|Gaps |

| | |2018-2019 |2018-2019 |

| % Approaching |78% |77% |71% |

|Standard | | | |

|Reading |All Students |W |ED |

|2018-2019 | | | |

|% Approaching |72% |72% |66% |

|Standard | | | |

|Writing |All Students |W |ED |

|2018-2019 | | | |

|% Approaching |71% |71% |64% |

|Standard | | | |

|Social Studies |All Students |W |ED |

|2018-2019 | | | |

|% Approaching |53% |59% |38% |

|Standard | | | |

|Science |All Students |W |ED |

|2018-2019 | | | |

|% Approaching |63% |62% |52% |

|Standard | | | |

Student Achievement Strengths

TBMS staff work hard to ensure students are successful. Our campus is proud of many different student achievement

strengths, including:

*Processes are in place that encourage frequent and productive collaboration to determine needs and strategies to support student achievement, particularly 504, Special Education and ESL students.

*Power Reading and Power Math classes implemented to work daily with struggling students on targeted process and readiness TEKS; students are separated by area of struggle this school year

*Highly effective teachers work with small groups that target ALL learners from advanced student to struggling learners.

*STAAR Academy started last school year in math; STAAR Academy is expanding to Reading and Math for this school year.

Student Achievement Needs

After considerable analysis of data concerning Tom Bean Middle School, it was determined that there exists a need for improvement in the following areas:

*Reading scores across all grade levels of achievement, Writing scores in grade 7, Math scores across all grades at the Meets and Masters Level of achievement, Science scores of all 8th grade students, Social Studies scores of all 8th grade students

*Applying Critical Thinking Skills across all grade levels, content areas and student populations is a low performing area.

*At-Risk and Economically Disadvantage student performance on State Accountability Tests –campus assessments, and benchmarks/quads is lower than the general school population.

*Student performance on State Accountability Tests, campus assessments, and benchmarks/quads is lower than the general school population for students served in Special Education.

Comprehensive Needs Assessment

School Culture and Climate Summary

As a campus, we are dedicated to building a community of learners, educators and community members that empower each other to realize his or her full personal and academic potential. One strategy in achieving this is through collaborative work among all stakeholders. TBMS takes great pride in fact that visitors to our school feel welcomed by our front office staff. Both students and teachers, alike, are courteous and compassionate to one another and feel safe at school.

School Culture and Climate Strengths

*Both students and teachers are supportive and respectful to one another.

*Visitors to our campus feel welcomed by front office staff

*Collegial and collaborative activities take place that promote positive communication and problem solving.

*Staff complete “Welcome Visits” at the home for every incoming 6th grade student

*Telehealth is available to all students.

*Student of the Month Program to recognize students in each grade level

*Kudos program to recognize students demonstrating strong character traits at school

School Culture and Climate Needs

*Improved attendance rate; campus data for the first 9 weeks has improved significantly

*Professional development opportunities and training for new staff members

Comprehensive Needs Assessment

Staff Quality, Recruitment and Retention Summary

The teachers at TBMS are 100% state certified and paraprofessionals are 100% highly qualified. We have a very low staff turnover rate serving as an important factor in promoting student success. New teachers are partnered with experienced teachers in both content and grade level areas to foster success and confidence, once again leading to student success.

Staff Quality, Recruitment and Retention Strengths

*All teachers are state certified.

*All paraprofessionals are highly qualified.

*New and experienced teachers participate in school wide mentoring activities

*Teacher and staff turnover rate is very low with the average teaching experience at 11.3 years of service.

Staff Quality, Recruitment and Retention Needs

*Data shows that professional development opportunities for curriculum management are needed in all core subject areas.

*Data shows that professional development opportunities for instructional practices are needed in all core subject areas.

Comprehensive Needs Assessment

Curriculum, Instruction and Assessment Summary

TBMS uses a teacher-driven curriculum process that allows the teacher to create curriculum tailored to meet the needs of the students. This includes measures and assessment data that drive the curriculum, instruction and assessment. Assessments are developed with the purpose of measuring the impact of curriculum and instruction on student learning. .

Curriculum, Instruction and Assessment Strengths

*Thorough knowledge of curriculum and data tool used by experienced teachers.

*Assessments and instruction are data driven.

*Enrichment and intervention opportunities are provided for to ensure rigor and depth at all learn levels.

Curriculum, Instruction and Assessment Needs

*Training for new teachers is needed on using the curriculum and assessment tool.

*Additional training for all teachers on utilizing the Year at a Glance, Instructional Focus Document, and Assessment Tools with fidelity

*Implementation of consistent instructional strategies with data that indicates the success of all levels of learners.

*Additional training for all teachers on instructional practices

*Additional training for all teachers on using data to drive instruction

Comprehensive Needs Assessment

Family and Community Involvement Summary

TBMS communicates with parents in a variety of ways such as Remind 101, the TBMS webpage, Tom Bean Middle School Facebook page, Tom Bean PTO Facebook Page, monthly PTO meetings, and a quarterly TBMS newsletter. While working to increase parental involvement and engagement, we are continuing to identify and offer activities that will help achieve increase in this area. Family attendance is very high at school wide events involving their children. Our Parent Teacher Organization is extremely active in operating the concession stand for our campus, rewarding our students for perfect attendance, and supporting our teachers and staff. Our area churches and banks donate school supplies and sponsor scholarships for children to participate in field trips or purchase personal items for students in need.

Family and Community Involvement Strengths

*High attendance at school sponsored events

*Community support

*PTO involvement on campus

*Social media use in an effort to provide up-to-date information to parents and community

Family and Community Involvement Needs

*Parent engagement is lacking a true partnership towards student academic growth.

*Better communication is needed with our community stakeholders.

Comprehensive Needs Assessment

School Context and Organization Summary

TBMS is focused on improving student academic achievement by utilizing data to determine needs in all aspects of the campus. Teachers and principal work together to make instructional decisions that support campus goals. When our students are not making progress, we conduct an Early Intervention Team meeting or a Review ARD/504/ESL staffing/meeting to make adjustments.

School Context and Organization Strengths

*Weekly grade level meetings to review student progress and discuss student concerns

*Teacher input into local assessment schedule

School Context and Organization Needs

*Opportunity for PLC Meetings for teachers to dialogue regarding planning, instruction, and assessment data

Comprehensive Needs Assessment

Technology Summary

Each year TBMS completes the Texas Education Agency's School Technology and Readiness (STaR) survey to determine progress toward the state's long-range plan for technology. Teachers and campus leadership are asked to rate four key areas: (1) Use of technology in teaching and learning; (2) Educator preparation and development; (3) Leadership, administration, and instructional support; and (4) Infrastructure for technology. Our campus receives high ratings in all of the four areas.

Technology Strengths

*2 computer labs

*IPADs available for use

*3 Chromebook carts available for use

*School wide WiFi access

*Experienced teachers using data, assessment results, and instructional software (TRS) to drive instruction

*English Discoveries Instructional software for students with limited English proficiency

*IXL instructional software for all students designed to close the specific academic gap for each student

*Discovery Ed Instructional Software Resources

*Improved Wifi Access and network stability

Technology Needs

*More student access to technology resources

*More professional development opportunities on technology resources

*Additional Wifi Hubs added to ensure connectivity across the campus

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goals

Campus goals

Current and/or prior year(s) campus and/or district improvement plans

Campus and/or district planning and decision making committee(s) meeting data

State and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) data

System Safeguards and Texas Accountability Intervention System (TAIS) data

Critical Success Factor(s) data

Accountability Distinction Designations

Federal Report Card Data

PBMAS data

Community and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)

State of Texas Assessments of Academic Readiness (STAAR)

TELPAS Assessment

Quads and Benchmark assessments

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups

Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc

Economically Disadvantaged / Non-economically disadvantaged performance and participation data

Male / Female performance and participation data

Special education population, including performance, discipline, attendance, and mobility

At-Risk population, including performance, discipline, attendance and mobility

Section 504 data

Gifted and talented data

Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance data

Mobility rate, including longitudinal data

Discipline records

Class size averages by grade and subject

Employee Data

Staff surveys and/or other feedback

Highly effective staff data

Teacher/Student Ratio

Campus leadership data

Campus department and/or faculty meeting discussions and data

Professional development needs assessment data

T-TESS

Parent/Community Data

Parent surveys and/or other feedback

Parent Involvement Rate

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementation

Communications data

Budgets/entitlements and expenditures data

Study of best practices

Compensatory Education

This District has written policies and procedures to identify the following:

• Students who are at risk of dropping out of school under state criteria

• Students who are at risk of dropping out of school under local criteria

• How students are entered into the SCE program

• How students are exited from the SCE program

• The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio

This This

Total SCE funds allotted to this Campus:

Total FTEs funded through SCE at this Campus:

The process we use to identify students at risk is:

• Did not perform satisfactorily on STAAR in the previous grade level

• Was not advanced from one grade level to the next for one or more school years

• Is a student of limited English proficiency

• Is homeless or in the custody of CPS

Students are exited from the SCE program when they no longer meet the criteria listed above.

State Compensatory Education

State of Texas Student Eligibility Criteria:

A student under 21 years of age and who:

1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.

2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years (students in pre-k and k that are retained at parent request are not considered at-risk).

4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent

6. Has been placed in an AEP during the preceding or current school year

7. Has been expelled during the preceding or current school year

8. Is currently on parole, probation, deferred prosecution, or other conditional release

9. Was previously reported through PEIMS to have dropped out of school

10. Is a student of limited English proficiency

11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS

12. Is homeless

13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

Campus FTEs

|Name |Campus |Position |Program |FTE |

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|Campus |Middle School |Tutorials |SCE |.1787 |

|Position |Middle School |Tutorials |SCE |.0614 |

|Program |Middle School |Tutorials |SCE |.0625 |

|FTE |Middle School |Intervention Teacher/Tutorials |SCE |.3733 |

| |Middle School |Tutorials |SCE |.0625 |

|Karen Clay |Middle School |Intervention Teacher/Tutorials |SCE |.1785 |

|Rebecca Gomez |Middle School |Intervention Teacher/Tutorials |SCE |.4141 |

|Lisa Hope |Middle School |Intervention Teacher/Tutorials |SCE |.1779 |

|Jeannie LeDane | | | | |

|Alyssa Mathes | | | | |

|Christy Rhodes | |SCE | | |

|Madonna Richard | |SCE | | |

|Kim Teague | |SCE | | |

| | |SCE | | |

|Middle School | |SCE | | |

|Middle School | |SCE | | |

|Middle School | |SCE | | |

|Middle School | |SCE | | |

|Middle School | | | | |

|Middle School | | | | |

|Middle School | | | | |

|Middle School | | | | |

| | |.1787 | | |

| | |.0614 | | |

| | |.0625 | | |

|Tutorials | |.3733 | | |

|Tutorials | |.0625 | | |

|Tutorials | |.1785 | | |

|Intervention Teacher/Tutorials | |.4141 | | |

|Tutorials | |.1779 | | |

|Intervention Teacher/Tutorials | | | | |

|Intervention Teacher/Tutorials | | | | |

|Intervention Teacher/Tutorials | | | | |

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|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

|SCE | | | | |

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|.1787 | | | | |

|.0614 | | | | |

|.0625 | | | | |

|.3733 | | | | |

|.0625 | | | | |

|.1785 | | | | |

|.4141 | | | | |

|.1779 | | | | |

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|State Comp Ed |Budget for Middle School Campus Improvement Plan: | |

|Account Function | Account Object |Budget |

| | 6100 Salaries |$41,851 |

|11-Instruction | | |

| | 6300 Supplies |$ 100 |

| | 6600 Capital Outlay |$ 50 |

| | Program 24, 26, 28, 29 |$42,001 |

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Goal 1: Tom Bean Middle School will work to maintain a Met Standard and a Rating with Academic Distinctions in Science, Math, Reading/ELA and Student Progress by improving overall student scores for 2019-2020.

Objective 1: By May 2020, a 5% increase will occur in the academic performance and scores on all STAAR Tests among all students and performance groups.

Summative Evaluation: 5% increase of all students passing all portions of the state tests, meet ARD expectations, and the Campus will meet AYP. Additionally, 10% increase of 6th, 7th and 8th grade economically disadvantaged students in Approaches Grade Level, Meets Grade Level and Masters Grade Level Standards.

|All Subjects |All Students |AA |H |W |

|2018-2019 | | | | |

|Address relevancy of information taught and insure both |Campus Site Based | October |Local & State funds, |Improved nine weeks grades, Improved STAAR scores, Reduced |

|vertically and horizontally aligned curriculum emphasizing |Decision Making Team, |February |SCE |failure rate |

|Critical Thinking Skills Applications using vertical alignment |Principal, |May | | |

|meetings, grade level meetings, and data disaggregation to |Curriculum Director | | | |

|evaluate effective instructional strategies. | | | | |

| Provide intervention for at-risk students to ensure academic |Principal, |October |Local & funds, |Improved nine weeks grades, Improved STAAR scores, Reduced |

|success through extended learning opportunities such as Power |SpEd/ESL Teacher, STAAR |December |SCE |failure rate, Reduced Sp. Ed. referrals; Progress |

|classes, STAAR Academy, tutoring, individualized /small group |teacher |March | |Monitoring data on campus assessments |

|learning sessions and appropriate modifications/accommodations | |May | | |

|for daily 504/SpEd/ESL curriculum activities | | | | |

|Provide teachers the opportunity to create campus assessments, |Classroom teachers, |October |State & Local funds |Improved nine weeks grades, improved STAAR, Reduced failure|

|teacher observations, performance assessments and benchmarks to|Principal |December | |rate |

|monitor student progress on TEKS/STAAR objectives targeting Core| |March | | |

|subjects | |May | | |

|Provide opportunities for participation in teacher trainings and|Classroom teachers, |August |Local & State funds, |Improved instructional strategies and student success |

|workshops in both on site and off site settings targeting core |Principal, |- |Region 10 ESC, Title | |

|subjects, data analysis and assessment tools |Curriculum Director |July |II Part A | |

|Provide supplemental programs for students identified as |Dyslexia teacher, |October |Local & State funds, |Improved nine weeks grades, Improved STAAR scores, Reduced |

|dyslexic incorporating appropriate modifications for curriculum |Principal |December |SCE |failure rate |

|activities (Wilson Reading) | |March | | |

| | |May | | |

|Provide enrichment activities for students identified as gifted |Classroom teachers, |September |Local & State funds |Improved STAAR scores, Increased Accomplished performance |

|and talented and accomplished that provide real world |Principal |February | |on STAAR |

|connections and enrichment activities | |May | | |

|Provide campus assessments for grades 6-8 to determine reading |Classroom teachers, |September |Local & State funds, |Improved middle of the year and end of the year reading and|

|and math readiness and growth (teacher created quads |Principal |January |SCE |math readiness and growth scores |

|assessments, Released state assessments, campus curriculum/TRS | |May | | |

|assessments) | | | | |

|Provide extended year services during Summer School for |Summer School teachers, |September |Local & State funds, |Reduced failure rate, better performance during following |

|struggling students |Principal |February |SCE, |school year |

| | |May |SSI | |

|Provide inclusion services to help Special Education students |SpEd. and Classroom |September |Local & State Funds, |Improved nine weeks grades, Improved STAAR scores |

|achieve at grade level with the use of interactive classroom |teachers, Inclusion |February |SpEd. Funds | |

|technologies |Specialist, |May | | |

| |Principal | | | |

|Ensure 97% student attendance rate by all student groups, |Classroom Teachers, |Monthly |Local & State funds, |Improved nine weeks grades, Improved STAAR scores, reduced |

|targeting at-risk and economically disadvantaged groups in all |Parents, | |SCE |failure rate, improved attendance rate |

|grade levels, through teacher/administrator attendance tracking |School Secretary, | | | |

|methods, school/parent communication, special student |Principal | | | |

|recognitions/celebrations, student raffle prizes at the end of | | | | |

|the year | | | | |

|Students will increase Meets and Masters grade level scores on |Classroom Teachers, |October |Local & State funds, |Observations, |

|STAAR in Reading, Math, Writing, Science & Social Studies by |STAAR teachers, |December |SCE, |Walk-throughs, |

|10%, including all economically disadvantaged students provided |SpEd Teacher, |March |Region 10 ESC |Student feedback, |

|through a rich curriculum that includes real world connections |Inclusion teachers, |May | |Quad assessments |

|and enrichment activities and assessments through TEKS Resource |Curriculum Director, | | |Data analysis, |

|System, Unit Tests/ Assessments/Campus Assessments |Principal | | |STAAR scores |

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Goal 2: In Tom Bean Middle School 100% of core academic classes will be taught by state certified teachers and 100% highly effective staff will be maintained.

Objective 1: 100% of core academic classes will be taught by state certified teachers and 100% of paraprofessionals with instructional duties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers.

Summative Evaluation: 100% of core academic classes will be taught by state certified teachers and 100% highly effective staff will be maintained.

| |% Classes taught by |% State Certified |% Highly Qualified |

|Data 2017-2018 |State Certified Teachers |Teachers |Paraprofessionals |

| |100% |100% |100% |

|Activity/Strategy |Person(s) Responsible | |Resources |Formative Evaluation |

| | |Timeline | | |

|Monitor the effectiveness of teachers with regular |Principal |September |Local & State funds |School Objects T-TESS data that indicates |

|classroom observations and frequent walk-throughs | |- | |high-level of hyper monitoring and data, |

|and provide teachers with instructional feedback | |April | |fostering student success. |

|Provide meaningful, scientific, research-based |Principal, Curriculum Director |August |Local & State funds, |Increased student performance on campus |

|professional development for all teachers and | |- |Region 10 ESC |assessments & state assessments, Effective staff|

|paraprofessionals | |May | |development with teacher input based on survey |

| | | | |responses |

|Provide meaningful, scientific, research-based |Principal, Curriculum Director |August | Local & State funds, Region|Increased student performance on campus |

|professional development for new teachers on | |- |10 ESC, Title II Part A |assessments & state assessments |

|curriculum and assessment tools, processes and | |May | | |

|procedures | | | | |

|Actively recruit state certified teachers, |Principal |August |Local & State funds, |100% core academic classes taught by state |

|professionals and highly qualified | |- |Region 10 ECS |certified teachers, |

|paraprofessionals through advertising on our | |May | |100% highly qualified Paraprofessionals meeting |

|district website, physical postings and the Region | | | |ESSA requirements |

|10 ESC Teacher Job Network | | | | |

|Develop and implement highly effective |Principal, Teachers |August |Local & State Funds, Region |100% core academic classes taught by state |

|strategies/activities to maintain highly effective | |- |10 ESC |certified teachers, 100% highly qualified |

|staff, including | |May | |paraprofessionals meet ESSA requirements |

|mentoring teachers, grade level planning sessions, | | | | |

|vertical alignment planning | | | | |

|sessions | | | | |

|Promote a climate and working environment that |Principal, Teachers, Staff |August |Local Funds, Activity |Low mobility rate among staff, |

|maintains high employee morale. | |- |account |Faculty survey |

| | |May | | |

Goal 3: All students in Tom Bean Middle School will be educated in learning environments that are safe, drug free, and conducive to learning.

Objective 1:   By May 2019 the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug use, will be reduced to 0% as measured by PEIMS and number of discipline referrals.

Summative Evaluation: There is a reduction in both incidents noted and discipline referrals by the amount stated.

|Data |All Students |

|2018-2019 | |

|Discipline/Incidents | ................
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