ࡱ> U bjbjnn ;baau%] 8 <ޗ"2""T"T"T"%%%]______$r4%Z%^%%%T"T"***%HRT"T"]*%]**Cf"T"KP7'|JI0ޗ9|'Tvy %%*%%%%%(6%%%ޗ%%%%%%%%%%%%% B :  Tom Bean Middle School Campus Improvement Plan  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 Steve Goodman, Principal SHAPE \* MERGEFORMAT  Jean Tykoski, Non-instructional staff member Lisa Hope, ELAR & Section 504 Representative Kimberly Teague, LEP Representative Madonna Richard, Math Representative Christy Rhodes, Fine Arts Representative Wanda Johnson, Special Education Representative Alyssa Mathes, Science & SS Representative Bert Townsend, Business & Community Member Ryan Dobbs, Business & Community Member Angie Howery, Parent Representative Aaron Jones, Parent Representative 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 2018-2019Academic Growth 2018-2019 Relative Performance 2018-2019Closing the Gaps 2018-2019 System Safeguard 2018-2019 TBMSTargetTBMSTargetTBMSTargetTBMSTargetPerformance Rates100%7270+26670-45970-116170-9Participation Rates100% These scores resulted in TBMS receiving a 2019 Texas Accountability Rating of a 69, which is a D. This rating will result in Tom Bean Middle School being a campus designated for Targeted Improvement. A Targeted Improvement Plan will be written and attached to the Campus Improvement Plan. On the 2019 STAAR Test, the following scores by grade levels show the percentage at approaches grade level, meets grade level, and masters grade level. All Students Grades 6-8 STAARMath 2018-2019 % Met StandardReading 2018-2019 % Met StandardWriting 2018-2019 % Met StandardScience 2018-2019 % Met StandardSocial Studies 2018-2019 % Met StandardApproachesMeetsMastersApproachesMeetsMastersApproachesMeetsMastersApproachesMeetsMastersApproachesMeetsMasters6th Grade86391263 3320NANANANANANANANANA7th Grade6226269 321471349NANANANANANA8th Grade85541383 4419NANANA63318532720 One focus for TBMS is to look at the variance between the scores among student groups. When looking at this variance, it is important to remember that the student groups vary in size. To address the variance, the campus has analyzed scores for each individual student and by each standard. Individual students will be targeted for intervention and acceleration. It is a priority of the campus to close the gaps between all student groups with a special emphasis on the Economically Disadvantaged student group and the Special Education student group. Math 2018-2019 All StudentsWED % Approaching Standard78%77%71% Reading 2018-2019 All StudentsWED% Approaching Standard72%72%66% Writing 2018-2019All StudentsWED% Approaching Standard71%71%64% Social Studies 2018-2019 All StudentsWED% Approaching Standard53%59%38% Science 2018-2019 All StudentsWED% Approaching Standard63%62%52% 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: Is in prekindergarten grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year. 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. 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). 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 Is pregnant or is a parent Has been placed in an AEP during the preceding or current school year Has been expelled during the preceding or current school year Is currently on parole, probation, deferred prosecution, or other conditional release Was previously reported through PEIMS to have dropped out of school Is a student of limited English proficiency Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 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 NameCampusPositionProgramFTE Campus Position Program FTE Karen Clay Rebecca Gomez Lisa Hope Jeannie LeDane Alyssa Mathes Christy Rhodes Madonna Richard Kim Teague Middle School Middle School Middle School Middle School Middle School Middle School Middle School Middle School Tutorials Tutorials Tutorials Intervention Teacher/Tutorials Tutorials Intervention Teacher/Tutorials Intervention Teacher/Tutorials Intervention Teacher/Tutorials SCE SCE SCE SCE SCE SCE SCE SCE .1787 .0614 .0625 .3733 .0625 .1785 .4141 .1779  Middle School Middle School Middle School Middle School Middle School Middle School Middle School Middle School  Tutorials Tutorials Tutorials Intervention Teacher/Tutorials Tutorials Intervention Teacher/Tutorials Intervention Teacher/Tutorials Intervention Teacher/Tutorials SCE SCE SCE SCE SCE SCE SCE SCE .1787 .0614 .0625 .3733 .0625 .1785 .4141 .1779  SCE SCE SCE SCE SCE SCE SCE SCE  .1787 .0614 .0625 .3733 .0625 .1785 .4141 .1779  State Comp EdBudget for Middle School Campus Improvement Plan:Account Function Account ObjectBudget 11-Instruction 6100 Salaries$41,851 6300 Supplies$ 100 6600 Capital Outlay$ 50 Program 24, 26, 28, 29$42,001   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 2018-2019All StudentsAAHWATwo +SPEDEDELL% Met Standard71%29%74%71%*67%26%64%46% Activity/StrategyPerson(s) ResponsibleTimelineResources Formative EvaluationAddress relevancy of information taught and insure both vertically and horizontally aligned curriculum emphasizing Critical Thinking Skills Applications using vertical alignment meetings, grade level meetings, and data disaggregation to evaluate effective instructional strategies.Campus Site Based Decision Making Team, Principal, Curriculum Director October February May Local & State funds, SCE Improved nine weeks grades, Improved STAAR scores, Reduced failure rate Provide intervention for at-risk students to ensure academic success through extended learning opportunities such as Power classes, STAAR Academy, tutoring, individualized /small group learning sessions and appropriate modifications/accommodations for daily 504/SpEd/ESL curriculum activitiesPrincipal, SpEd/ESL Teacher, STAAR teacherOctober December March May Local & funds, SCE Improved nine weeks grades, Improved STAAR scores, Reduced failure rate, Reduced Sp. Ed. referrals; Progress Monitoring data on campus assessmentsProvide teachers the opportunity to create campus assessments, teacher observations, performance assessments and benchmarks to monitor student progress on TEKS/STAAR objectives targeting Core subjectsClassroom teachers, PrincipalOctober December March May State & Local funds Improved nine weeks grades, improved STAAR, Reduced failure rateProvide opportunities for participation in teacher trainings and workshops in both on site and off site settings targeting core subjects, data analysis and assessment tools Classroom teachers, Principal, Curriculum DirectorAugust - JulyLocal & State funds, Region 10 ESC, Title II Part A Improved instructional strategies and student successProvide supplemental programs for students identified as dyslexic incorporating appropriate modifications for curriculum activities (Wilson Reading)Dyslexia teacher, PrincipalOctober December March May Local & State funds, SCEImproved nine weeks grades, Improved STAAR scores, Reduced failure rateProvide enrichment activities for students identified as gifted and talented and accomplished that provide real world connections and enrichment activitiesClassroom teachers, PrincipalSeptember February MayLocal & State fundsImproved STAAR scores, Increased Accomplished performance on STAARProvide campus assessments for grades 6-8 to determine reading and math readiness and growth (teacher created quads assessments, Released state assessments, campus curriculum/TRS assessments)Classroom teachers, PrincipalSeptember January MayLocal & State funds, SCEImproved middle of the year and end of the year reading and math readiness and growth scoresProvide extended year services during Summer School for struggling studentsSummer School teachers, PrincipalSeptember February MayLocal & State funds, SCE, SSIReduced failure rate, better performance during following school yearProvide inclusion services to help Special Education students achieve at grade level with the use of interactive classroom technologiesSpEd. and Classroom teachers, Inclusion Specialist, Principal September February MayLocal & State Funds, SpEd. Funds Improved nine weeks grades, Improved STAAR scores Ensure 97% student attendance rate by all student groups, targeting at-risk and economically disadvantaged groups in all grade levels, through teacher/administrator attendance tracking methods, school/parent communication, special student recognitions/celebrations, student raffle prizes at the end of the year Classroom Teachers, Parents, School Secretary, Principal MonthlyLocal & State funds, SCE Improved nine weeks grades, Improved STAAR scores, reduced failure rate, improved attendance rateStudents will increase Meets and Masters grade level scores on STAAR in Reading, Math, Writing, Science & Social Studies by 10%, including all economically disadvantaged students provided through a rich curriculum that includes real world connections and enrichment activities and assessments through TEKS Resource System, Unit Tests/ Assessments/Campus AssessmentsClassroom Teachers, STAAR teachers, SpEd Teacher, Inclusion teachers, Curriculum Director, PrincipalOctober December March May Local & State funds, SCE, Region 10 ESCObservations, Walk-throughs, Student feedback, Quad assessments Data analysis, STAAR scores  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. Data 2017-2018% Classes taught by State Certified Teachers% State Certified Teachers% Highly Qualified Paraprofessionals100%100%100% Activity/Strategy Person(s) Responsible TimelineResources Formative EvaluationMonitor the effectiveness of teachers with regular classroom observations and frequent walk-throughs and provide teachers with instructional feedbackPrincipalSeptember - AprilLocal & State fundsSchool Objects T-TESS data that indicates high-level of hyper monitoring and data, fostering student success.Provide meaningful, scientific, research-based professional development for all teachers and paraprofessionalsPrincipal, Curriculum DirectorAugust - MayLocal & State funds, Region 10 ESCIncreased student performance on campus assessments & state assessments, Effective staff development with teacher input based on survey responses Provide meaningful, scientific, research-based professional development for new teachers on curriculum and assessment tools, processes and proceduresPrincipal, Curriculum DirectorAugust - May Local & State funds, Region 10 ESC, Title II Part AIncreased student performance on campus assessments & state assessments Actively recruit state certified teachers, professionals and highly qualified paraprofessionals through advertising on our district website, physical postings and the Region 10 ESC Teacher Job NetworkPrincipalAugust - MayLocal & State funds, Region 10 ECS100% core academic classes taught by state certified teachers, 100% highly qualified Paraprofessionals meeting ESSA requirementsDevelop and implement highly effective strategies/activities to maintain highly effective staff, including mentoring teachers, grade level planning sessions, vertical alignment planning sessions Principal, TeachersAugust - MayLocal & State Funds, Region 10 ESC100% core academic classes taught by state certified teachers, 100% highly qualified paraprofessionals meet ESSA requirementsPromote a climate and working environment that maintains high employee morale.Principal, Teachers, StaffAugust - MayLocal Funds, Activity accountLow mobility rate among staff, Faculty survey 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 2018-2019All StudentsDiscipline/Incidents <2%  Activity/Strategy Person(s) ResponsibleTimelineResources Formative EvaluationProvide bully prevention training for all staff membersPrincipal CounselorOctober December March May Local Law Enforcement, Region 10 ESCReduction in the number of bullying incidents and office referrals, Parent/Student surveyProvide anti-bullying information to students Counselor, StudentsOngoing throughout school yearLocal and State fundingReduction in PEIMS discipline referrals, Reduction in the number of bullying incidents and office referrals, Parent/Student surveyPartnership with Childrens Medical Center to use a health diagnostic tool, Telehealth to diagnose common illnesses of our studentsSchool NurseAugust - MayNo funding requiredImproved nine weeks grades, Improved STAAR scores & Primary Readiness scores, Reduced failure rate, Improved attendance rate Coordinate school health program as to consistently communicate health messages to our studentsPrincipal, Counselor, P.E. teacher, School Nurse, Classroom teachers, SHACAugust - May Local and State fundingReduction in PEIMS discipline referrals, High student achievement on Fitnessgram AssessmentStrive to teach our students healthy behaviors for a lifetime and recognize that health and learning go hand in hand.Principal, Counselor, School Nurse, Classroom teachers, SHACAugust - MayLocal and State fundingReduction in PEIMS discipline referrals, High student achievement on Fitnessgram assessment, Telehealth usage logProvide Crisis Prevention Intervention (CPI) training, Texas Behavior Support Initiative (TBSI), CPR, First Aid, First Responder, Blood Borne Pathogens, Community flu shot clinic, child abuse recognition and reporting for all teachers and paraprofessionalPrincipal, Counselor, P.E. teacher, School Nurse, Classroom teachers, Instructional aidesAugust - MayLocal and State fundingImproved health and safety monitoring abilities, Telehealth usage logMaintain a safe and orderly parking lot student drop-off and pick-up procedure, as well as safe bus riding guidelines Principal, Entire school staff, Transportation CoordinatorAugust - MayLocal funding, PTOSafe parking lots, Fewer bus rider discipline referralsProvide educational needs for qualifying homeless students including transportation, school supplies, field trips Superintendent, Federal Programs Director, Principal, Counselor, Transportation Coordinator August - MayTitle I Part A funds PTO, Area Churches Parent participation logs, Parent correspondence, Student achievement results  Goal 4: Parents and Community will be partners in the education of students at Tom Bean Middle School. Objective 1: By May 2019, at least 90% of all students parents and/or family members will participate in at least one school sponsored academic activity for/with their child(ren). Summative Evaluation: School records indicate that at least 90% of students parents/family members participated in partnership in education opportunities. Activity/Strategy Person(s) ResponsibleTimelineResources Formative EvaluationProvide State assessment results to parents in a language they can understand Principal Within 10 days of receipt of reportsLocal and State fundingParents receive reports of assessment results Provide teacher training in the area social media technology in an effort to maximize school to home communications.Principal, Campus Technology CoordinatorJune - MayTitle II Part A funds, State and local funds, Web based resources, Community agenciesDocumentation of usage logsParents will participate in ARD meetings and Section 504 meetingsTeachers, Principal, Parents OngoingLocal and State fundsParent participation Parent correspondence, Parent Teacher Organization formed and utilized to promote parent/community involvement in school/community activitiesPrincipal, Staff, PTOAugust - MayState and Local fund, PTODocumentation of parent/community participationParent/Teacher Conference Day and conferences scheduled as neededPrincipal, Classroom TeachersAugust - OctoberState and Local funds, Documentation of parent/community participationEncourage parent/community involvement in campus activities through Parental Involvement Policy, Parent information meetings, and Parent involvement opportunities throughout the school yearPrincipal, Assistant Principal, Counselor, Staff, PTOAugust - MayState and Local funds, PTODocumentation of parent/community participation Goal 5: Tom Bean Middle School strives to prepare students for the 21st century through integrated technology. Objective: By May, 2019, Tom Bean Middle School will increase campus technology utilization in order to raise student achievement. Summative Evaluation: TAPR, AYP, & PBMAS reports will indicate an increase in student achievement. Activity/StrategyPerson(s) ResponsibleTimelineResources Formative EvaluationProvide active learning environment and rich curriculum, including computer assisted learning/technology hardware and software to enhance learning for all school populations, targeting Special Education, At-Risk and Economically Disadvantaged and Accomplished populations emphasizing Critical Thinking Skills Applications, real world connections Classroom Teachers, Principal, Curriculum Director, District Technology Director October December March May Local and State funds, SCEImproved performance on local Quad/benchmark tests, Improved nine weeks grades, Improved STAAR score Progress Monitoring dataProvide professional development for staff members to enhance instructional delivery methods for all hardware and software utilized in classrooms and learning labs supporting Sp. Ed., At-Risk and Economically Disadvantaged students, and all student groups. Curriculum Director, Principal, Instructional Staff, District Technology DirectorOctober December March May Local and State funds, Title II Part A Improved performance on local Quad/benchmark tests, Improved nine weeks grades, Improved STAAR scores, Progress Monitoring data, Frequent walk-throughs, Teacher observations     PAGE  PAGE 1 The Mission of Tom Bean Middle School through its commitment to Achieving Excellence is to promote individual student success within a cooperative, supportive and safe environment. It is our belief that all students can and will learn at high levels of academic performance fostering our commitment to Achieving ExcellenceTogether!  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