BYNUM SCHOOL

...celebrating success

Midland, TX   |  www.bynumschool.org

Mission

With God's grace, Bynum School, remaining committed to the ideals of dignity and respect, will provide personalized educational programs to meet the academic, behavioral, and vocational needs of individuals of all ages who have special needs.

Notes from the nonprofit

Bynum School's accreditation report affirms that Bynum School provides effective programs for children and adults who have special needs. The report is based upon extensive documentation to AdvancED and a site review. Bynum School relocated to a new facility in August, 2018. Construction was totally funded by a successful capital campaign. Approximately $20,000,000 of reported assets include pledges and pledges paid for the capital campaign. As has been the case in past years, the audit for FY 2018 was completed with "... an unmodified opinion..." and confirms that Bynum School complies with general accounting principles.

Ruling year info

1984

Executive Director

Dr. William Maurer

Head of School for Student Programs and Services

Mrs. Keri St. John

Main address

P. O. Box 80175

Midland, TX 79708 USA

Show more contact info

EIN

75-1932925

NTEE code info

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

Elementary, Secondary Ed (B20)

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Mission
With God's grace, Bynum School, remaining committed to the ideals of dignity and respect, will provide personalized educational programs to meet the academic, behavioral, and vocational needs of individuals of all ages who have special needs.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Adult Day Program

The Adult Day Program targets adults over the age of 18, especially adults who attended Bynum School in elementary and high school programs in order to provide continuity and consistency. The schedule provides services from 8:00 a.m until 4:00 p.m. for 12 months, excluding designated holidays. The Adult Day Program utilizes Functional Academic Curriculum for Exceptional Students (F.A.C.E.S.). Each client who is enrolled in the Adult Day Program has an Individualized Program Plan that identifies specific goals and objectives that are reviewed and modified to maintain proficiency and enhance skill levels. Adults engage in productive and meaningful activities in work skills preparation, personal and oral hygiene, recreational and leisure time, home industry/housekeeping, and in the computer lab. During the regular school calendar, adult clients participate in programs provided by the Vocational Department and in school-wide activities, such as holiday celebrations and birthday parties. Community-based activities include working at the Food Bank and job coach sites, participating in Bowling and recreational activities at the YMCA and shopping for school supplies. In summer months adults enjoy aquatics and community orientation trips. The Adult Day Program is not a day care program, but a program that engages adults in meaningful learning activities, service activities, and community based activities.

Population(s) Served

PRESCHOOL
Admission to Preschool is open to children with and without disabilities beginning at age 3. The preschool program focuses on phonological awareness, letter recognition and mathematics concepts; understanding and using complex and varied vocabulary; developing and demonstrating concepts about print and appreciation for books; and using language to communicate for a variety of purposes.


ELEMENTARY
The Elementary program at Bynum School focuses on academics, social skills and communication. The core curriculum includes reading, mathematics, science and social studies. Receptive and expressive communication skills in reading and language are strengthened through verbalization, sign language, visuals and/or communication devices. Students work on self-discipline and independent life skills. Community-based activities reinforce classroom objectives and focus on teaching students’ skills across different environments. Bynum School accommodates a primary elementary class for students in grades one, two, and three and an intermediate class for students in grades four, five, and six.


JUNIOR HIGH SCHOOL
The Junior High School program focuses on core academic areas: reading, language arts, and mathematics, and utilizes a variety of curriculum and materials. This program also incorporates technology lessons using iPads and workstations. Prevocational life skills for independent living are included in the curricula. Community-based instruction includes bowling, delivery of meals on wheels, and visiting nursing homes.


SENIOR HIGH SCHOOL
High School students continue to develop skills that are identified in Individual Program Plans (IPP) and to work to meet requirements for graduation and transition. The High School program designates a day each week for philanthropy which includes visiting a nursing home, packing weekend lunches for children in the community, delivering meals on wheels and volunteering in the development office on campus.

Population(s) Served

The Vocational program at Bynum School focuses on creating positive changes in the lives of young adults who need specialized educational and independent life skills training. Functional reading and math skills are developed and maintained through daily lessons to support employability. Job coaches help students through all phases of the job search process then train each student at the employment setting. A wide range of skills are taught in order for students to actively participate and function in various community settings. Students train at the West Texas Food Bank, work in the garden on campus and participate in recreation at the bowling alley and the YMCA. The vocational program also employs students on campus where they are able to work and earn a paycheck in the horticulture program and in the ceramics program.

Population(s) Served

Where we work

Accreditations

Southern Association of Colleges and Schools 1999

Southern Association of Colleges and Schools 2014

AdvancED Southern Association of Colleges and Schools 2019

Affiliations & memberships

Texas Association of Nonprofit Organizations 2016

Association of Fundraising Professionals - Member 2016

Non Profit Management Center of the Permian Basin 2018

West Texans Serving Individuals with Disabilities 2019

United Way of Midland Community Partner 2018

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of Individualized Education Programs (IEPs) developed

This metric is no longer tracked.
Totals By Year
Related Program

Early Childhood, Elementary, Intermediate, High School

Type of Metric

Other - describing something else

Direction of Success

Increasing

Context Notes

Teachers prepare an Individual Program Plan for each student who enrolls at Bynum School. Assessments include Brigance, FACES, observations, and historical data provided by outside assessments.

Number of students enrolled

This metric is no longer tracked.
Totals By Year
Related Program

Early Childhood, Elementary, Intermediate, High School

Type of Metric

Other - describing something else

Direction of Success

Increasing

Context Notes

Number of students enrolled reflects all enrollees including students who may have withdrawn during the year.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Bynum School Board of Directors adopted a new Strategic Plan, 2017-2020, on September 11, 2017. Members of the Board of Directors, parents, administrators, and staff collaborated to prepare the plan. The process began with a thorough needs assessment. The strategic plan was written using an outcome-based model. Strategic drivers that were identified by the Strategic Plan Committee include:

* Provide Excellent Programs
* Implement Effective Human Resource Practices
* Improve Efficiency/Effectiveness of the Board of Directors
* Manage Fundraising to Meet Program Requirements and Budget Goals
* Market Bynum School and Develop Public Relations throughout West Texas
* Increase Parent and Community Involvement
* Transition to the New Building
* Manage Finances to Ensure Sustainability

The strategic plan is both a business plan and an education plan designed to assure success and to provide parents in the Permian Basin a choice for meeting the needs of their children.

Bynum School has evolved into a year-round private option for special needs children and adults, providing comprehensive, individualized and personalized educational, behavioral, and vocational programs. Programs and services are integrated into an educational experience for each student, and may include interactive day camps, family and sibling support projects, speech therapy, behavior therapy, physical therapy, music therapy and mneme (art) therapy.

Bynum School exists to give each student and adult purpose in life by providing effective, quality programs and services. Parents are consulted. Each student is assessed to prepare an Individualized Program Plan (IPP) that identifies goals and specific objectives and guides each student's program to differentiate instruction, to target each student's specific needs and to actively engage each student in learning activities. Supplemental services that are incorporated at all levels include music therapy, speech therapy and Mneme (art) therapy. Bynum School contracts with local agencies to provide recreation, occupational therapy, and physical therapy. Programs at Bynum School also incorporate strategies to develop each student's self-esteem and include skills to promote independent living. Community-based instruction offers opportunities for inclusion at different venues. Vocational students work at various job sites. Students access technology using Smart Boards or Smart Table, iPads, and computers.

Placement of students depends upon needs of students, as determined by comprehensive assessments, and age. Bynum School offers seven classes or programs: pre-school, primary elementary, intermediate elementary, junior high school, high school, vocational, and adult, Bynum School staff annually review and update programs. Bynum School does not accept federal nor state funding. A student's program can be modified expeditiously and without delays that are inherent in special education procedures.

The Strategic Planning Committee completed a thorough needs assessment. The process began by identifying and analyzing strengths or capabilities, listed below.

STRENGTHS
Public/Community
Positive perceptions
Support for families and friends
Continues to thrive (successful) through challenges
Community partners for vocational programs

Programs
Low student-teacher ratio
Individual Program Plans (IPP's) for each student
Pre-K – Adult
Comprehensive, multidisciplinary – therapies, vocational, academic
Year round
Community Based Instruction (CBI)
Vocational – job training
Accredited by Southern Association of Colleges and Schools
Vision, mission, values guide programs

Parents
Active parent organization
Parent support for programs and staff
Provides parent option

Media
Midland Reporter Telegram coverage

Climate
Faith-based principles
Nurturing
Child, student - centered

Staff
Dedicated
Highly qualified to individualize instruction
Heart felt commitment
Nurse – full time R.N.
Full time Director of Development and Assistant
Nurturing, welcoming

Volunteers
Board members committed to Bynum School
Board has created an effective organizational structure
Effective, productive fundraisers
Board members possess diverse skill sets including law, finance, philanthropy, etc.

Budget
Financially sound

Administration
Effective organizational structure
Cohesive, collaborative, productive relationships
Experience in special education
Leadership skills
Focused on students
Monitors daily
Accessible
Organized
Committed to Bynum School's success

As mentioned above, Bynum School measures progress using various types of indicators. Measuring progress focuses on each student's growth and development using frequent, benchmarks and annual assessments. The most recent student progress report was prepared in March, 2014 by compiling three years of data that displayed percents of objectives mastered and not mastered. All students displayed progress although all students did not master all objectives in their Individual Program Plans. Bynum School also measures progress in terms of student retention; that is, the percent of students who re-enroll each year. Also, in May, 2013 6 seniors graduated and were awarded diplomas by meeting GED requirements or by meeting requirements of individual graduation plans. Bynum School graduated 3 seniors in 2016.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    SMS text surveys, Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Constituent (client or resident, etc.) advisory committees, Suggestion box/email, Communication Committee, Association of Families and Teachers,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve,

  • What significant change resulted from feedback?

    Bynum School hired part time and contract therapists to offer therapies on campus. Health services were expanded by hiring a full-time LVN to assist the RN. Vocational programs extended to junior high school and high school by providing pre-vocational training and job site training.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, It is difficult to get honest feedback from the people we serve,

Financials

BYNUM SCHOOL
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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BYNUM SCHOOL

Board of directors
as of 9/22/2020
SOURCE: Self-reported by organization
Board co-chair

Mrs. Diana Blake

Community Volunteer

Term: 2019 - 2020


Board co-chair

Mr. Hunter Hall

Trey Santa Maria

Ryan Anwar

Danie Corrales

Travis Counts

Hunter Hall

Megan Hays

Wintson Kelly

Allyse Horton

Mary Lien

Millie Mertz

Dr. Barbara Wood

Robert Horton

Alicia Hudson

Liz Hutt

Kyle Schuler

Cody Allen

Dianna Blake

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 09/22/2020

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

The organization's co-leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female
Sexual orientation
Heterosexual or Straight
Disability status
Decline to state

Race & ethnicity

No data

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 03/23/2020

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.