Franklin School Plan 2004/05

Franklin Elementary School was a K-5 school with an enrollment of 262 in 2004/05. To review Franklin's state Academic Performance Index scores since 2000 click here.

Disclaimer: Single School Plan were hand typed and transcribed from source documents. Please pardon the typos as the webmaster is a poor typist. While an effort was made to spell acronyms, here is a reference guide for those acronyms.

Single School Plan Components

Fall 2004

1. What are your problem statements?

Student Achievement Problem Statements

• Franklin's Spring 2004 California Standards Test data in English Language Arts still indicates a performance discrepancy between various sub-groups. The school-wide average was 55% proficient, but our socio-disadvantaged (SED) population only had 35% proficient or advanced.

In terms of ethnicity subgroups, our highest achieving students are our Asian and White populations, with 56% and 70% of these students scoring proficient or advanced respectively. The lowest performing students are African American (6%) and Hispanic students (20%). Note: While the number of students in these subgroups is not "statistically significant," the percentage gap is still profound as well as reflective of the greater district trend.

Teacher Practice Problem Statements

• We have adopted the new Houghton Mifflin Reading series that is aligned to state standards. To develop program consistency and continuity, teachers need to learn how to use HMR program materials, as well as program assessments on other formative data, to differtiate their language arts instruction, for identifed low-performing students.
2. What are your inquiry questions?

Student Achievement Questions

• What do formative assessments (HMR assessments, SME data, Teachers quizzes and tests, and Student work) tell us about our students' performance in language arts? What patterns occur that relate to strengths or weaknesses in our curricular program?

Teacher Practice Questions

• What are teachers doing with assessment data (as measured by teacher collaboration and lesson plans, flexible grouping schedules and plans, teacher observations) to target their instruction in language arts? What high leverage teaching strategies/practices can we implement schoolwide? How do we differentiate instruction to successfully meet our targetd low-performing students needs?
3. What are your measurable goals?

Student Achievement Goals

• Franklin's socio-economically disadvantaged students will increase English Arts score by 7 points to meet our Annual Yearly Progress growth target.

Teacher Practice Goals

• Teachers will use formative assessment, including HMR tests and SME data, to target their instruction for identified "strategic" and "intervention" students during differentiated "Universal Access" time. Formative classroom data also be used by teachers to tailor their instruction to improve identified curricular problems areas.
4. What are your major strategies?
1. Provide training, coaching, peer observation and collaboration time for improving HMR materials and assessments.
2. Continue SME program for targeted students and use SME data to help teachers differentiate their instruction for identified needs.
3. Target supllemental support services for identified low-performing students such as SME, "I Can Read" volunteers, After-school Phonics Intervention (Gr. K-2) and Read Naturally (Gr. 3-5).
4. Teacher differentiation using flexible grouping to meet student's identified areas of need/
5. Continue to use Integrated Thematic Instruction and brain-compatible teaching techniques to help all students, especially struggling and reluctant learners. Continue Lifeskill learning.

Franklin 2003/04 Single School Plan

Single School Plan Home

3 Year District API Base Data

Definitions

School Mobility Percent - Represents the percentage of students attending the school for the first time.

Parent Education Average - The average of all responses where "1" represents "Not a high school graduate", "2" represents "High School Graduate", "3" represents "Some College", "4" represents "College Graduate" and "5" represents "Graduate School".

School Classification Index - A mathematically computed index using other non academic API components to create indicator of similar demographics and school environment to be used for similar school rankings.

Disclaimer: All data has been hand created. If there are questions about the validity of the data, please contact the webmaster.

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Last modified: February 8, 2005

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.