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Principal Hallman outlines 'teaming' approach, cites improved safety and fewer referrals at Franklin Middle School
Summary
Principal Hallman told the Franklin Community School Corp board that reinstating a teaming model—daily team meetings, embedded special-education staff and looping administrators—has improved student connection and behavior, citing internal survey 'percent of change' gains and a drop in office referrals from about 2,600 to 926.
Principal Hallman led a presentation and tour focused on Franklin Middle School’s return to a 'teaming' structure, arguing the model supports student connection, consistent interventions and teacher collaboration.
Hallman described teaming as the building’s core identity and said the model includes colocated teams, daily team meeting time with minutes, an assistant principal and counselor assigned to each grade-loop, and a full-time special-education teacher embedded on every team. She summarized the program’s goals as “connection, character and growth” and said staff use weekly team meetings to identify students of concern, coordinate interventions and communicate directly with administration.
Citing internal surveys taken since reinstating teaming, Hallman presented percent-of-change metrics—she said “I like coming to school each day” rose by about 25% and “I feel safe at school” rose by about 20%—and she reported reductions in office referrals from roughly 2,600 (a prior reference year) to about 926 so far this year. Hallman asked the board to support the work financially, noting that teaming “is more expensive than not teaming” because it requires scheduling changes and staffing resources.
Hallman also highlighted student opportunities and extracurriculars that support engagement: a student-produced Comm News Network, an award-winning student journal (the Pawpaw/Pawpost) led by Katie Hollis, band and choir growth, the spring musical (performances tonight and across the weekend), an upcoming art show, and recurring trips such as Sierra Land and a parent-funded Washington, D.C. trip. She emphasized that many of these activities are student driven and supported by fundraising.
When a board member asked how the board could help, Hallman asked for continued financial and structural support tied to the district’s strategic plan and noted that sustaining and expanding teaming may require added staff and resources. The transcript records descriptive data and teacher/principal observations but does not include district-level budget commitments or an independent audit of the presented metrics.
