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Franklin School Plan 2006/07Franklin Elementary School was a K-5 school with an enrollment of 285 in 2006/07. 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 ComponentsWhat Did You Learn from 2006/07 Cycle of Inquiry?
With the exception of African American and Hispanic students, all groups decreased in ELA scores and did not meet our Measurable Goals (In 2005-2006, 84.3 of students were proficient, but in 2006-2007, only 80.2% of students tested as such.)However, all students either met or exceeded the Measurable Goal in Math. Our ELL and SED Focus Groups did not improve in ELA, but good progress was made in Math. The SED goal was for a 6 point growth in ELA; there was a decrease of 6.9 points. Our ELL goal was also a 6 point growth, but a 20.4 decrease occurred. In Math, our ELL group increased 9 points and our SED group increased 18.9 points. In ELA, African American children increased scores by 9.1 and Hispanic children progressed 13.5 points while White students decreased their scores by 3.4 points. In Math, all groups progressed, with the exception of our Asian group, which stayed the same. In ELA it appears that the gap is closing for African American and Hispanic students at Franklin School. In Math it appears the gap is closing for all subgroups. Data from walk-throughs indicates teachers are implementing Step Up to Writing as well as other instructional strategies to improve the writing quality of our low-performing students. Teachers struggled to find appropriate grade level rubrics for writing. Teacher self-assessments indicate that students did improve conceptual understanding of math through focused work on math vocabulary. Franklin School still needs to find a way to provide additional writing support for ELL students. Overall, when looking at a three year comparison beginning in 2004-2005, on the CST of AMO scores, there has been an increase of performance in both ELA and Math: SED ELA: 3.6 increase SED Math: 34.9 increase Teachers would like to continue to target our SED population for ELA improvement although there has been overall growth over the last three years. Teachers would also like to include our ELL populations as well, as our data indicates that they struggle with reading comprehension and writing. proficiency.Fall 2007
Problem Statements Student Achievement Problems Franklin’s Spring 2007 California Standards test in English Language Arts still indicates a discrepancy between Socio-economically disadvantaged(SED 53.6) and Non-SED students.(85.7) Franklin’s Spring 2007 CST in ELA still indicates a huge discrepancy between English Language Learners, (47.60 and Non-EL (85.7) achievement. Furthermore, 85.4% of non-EL students are proficient or advance in writing strategies compared to 41.7% of EL students.Franklin’s 2007 CST indicates, that with the exception of African American and Hispanic Students, the performance levels decreased for all groups in ELA and did not meet goals. SED -7 points, ELs -21 points and non-ELs -3.6 points. Teacher Practice Problems Franklin teachers are using a variety of instructional strategies including small group, direct instruction, and cooperative learning and programs including Step Up To Writing to improve organizational skills and writing quality for identified low- performing students. Teachers need grade level rubrics for assessing writing. The district is working to develop these rubrics. Franklin School will provide additional writing support for ELL students by building background knowledge and vocabulary development and through hands on learning. Student Achievement Questions To what degree are non-proficient writers improving their writing strategies? Teacher Practice Questions How consistently are teachers using a variety of instructional practices for writing? How will teachers collaborate on a schoolwide basis to devise strategies for schoolwide instruction? How will teachers build the use of technology into the curriculum to address the needs of low-performing students? Franklin’s Socio-Economically Disadvantaged students will increase English Language Arts scores on the CST by 4 points to meet our Annual Measurable Objective target. Franklin’s EL students will increase ELA scores by 4 points to meet our Annual Measurable Objective target. Teachers will use direct instruction to teach writing 2-3 times weekly. Teachers will collaborate to identify key reading comprehension strategies and will pre-teach, reinforce and review schoolwide vocabulary using a variety of methods. Franklin 2006/07 Single School Plan Franklin 2005/06 Single School Plan Franklin 2004/05 Single School Plan Franklin 2003/04 Single School Plan Franklin
4 Year District API Base DataDefinitions 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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