Franklin Elementary School 420 Tully Road San Jose CA, 95111 (408) 283-6375 Grades K-6 Jose Jacinto, Principal jose.jacinto@fmsd.org franklin.fmsd.org 2015-16 School Accountability Report Card Published During the 2016-17 School Year ---- ---- Franklin-McKinley Elementary School District 645 Wool Creek Drive San Jose CA, 95112 (408) 283-6000 www.fmsd.org District Governing Board John Lindner, Board President George Sanchez, Board Vice President Thanh Tran, Board Clerk Omar Torres, Board Member Rudy Rodriguez, Board Member District Administration Juan Cruz Superintendent Megan Lamken Assistant Superintendent, Business Services Paula Boling Deputy Superintendent, Human Resources Dr. Stella Kemp Assistant Superintendent, Educational Services Dr. Tracy Rohlfing Director, State & Federal Projects & Assessment Karen Allard Director, Curriculum & Instruction Dr. Mariam Galvarin Director, Special Services Hung Nguyen Director, IT Services Principal s Message: Franklin Elementary School is located in the southeast section of San Jose, adjacent to the Santa Clara County Fairgrounds. It is one of 16 schools in the Franklin-McKinley School District and serves approximately 860 students in kindergarten through sixth grade. A strength of Franklin Elementary School is the multicultural and multi ethnic nature of the student population. Franklin students represent 10 different language groups. The two predominant ethnic groups are Hispanic and Vietnamese; 49% of students are Hispanic and 47% are of Asian origin. According to tests mandated by the State of California, 62% of students are designated as English learners. One special education class serves students from Franklin and other Franklin-McKiinley schools. Franklin Elementary School is committed to learning as a lifelong process. Quality education is attainable through the full partnership of parents, staff, students and the community working cooperatively. Franklin staff appreciates that each student is unique and is strengthened through addressing and developing special needs and strengths. Franklin Elementary School is dedicated to building positive core values. Public Internet Access: Internet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents. Franklin Elementary School Vision Statement: Franklin Elementary School is committed to learning as a lifelong process and is committed to the District s goal that every child will perform on grade level or better by the end of the third grade. Franklin Elementary School Mission Statement: Quality education is attainable through the full partnership of staff, students, parents and the community collaborating for the success of our students. Franklin staff appreciates that each student is unique and is strengthened through addressing and developing special needs and strengths. 2015-16 School Accountability Report Card for Franklin Elementary School Page 1 of 15
About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 2015-16 Student Enrollment by Grade Level Grade Level Number of Students Kindergarten 115 Grade 1 94 Grade 2 101 Grade 3 124 Grade 4 120 Grade 5 103 Grade 6 126 Total Enrollment 783 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 1.4 American Indian or Alaska Native 0.3 Asian 44.1 Filipino 2.3 Hispanic or Latino 47.4 Native Hawaiian or Pacific Islander 0 White 2.7 Two or More Races 1.5 Socioeconomically Disadvantaged 85.2 English Learners 49 Students with Disabilities 7.4 Foster Youth 0.4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Franklin Elementary School 14-15 15-16 16-17 With Full Credential 32 31 30 Without Full Credential 0 0 0 Teaching Outside Subject Area of Competence 0 0 0 Franklin-McKinley Elementary School District 14-15 15-16 16-17 With Full Credential 30 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School Franklin Elementary School 14-15 15-16 16-17 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.0 0.0 Districtwide All Schools 100.0 0.0 High-Poverty Schools 100.0 0.0 Low-Poverty Schools 0.0 0.0 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2015-16 School Accountability Report Card for Franklin Elementary School Page 2 of 15
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Textbook and instructional Materials: The local governing board of the Franklin-McKinley School District has certified that each pupil in the District, in kindergarten through eighth grade, has been provided with standards-aligned textbooks and/or instructional materials in each of the following areas: reading/language arts, mathematics, science and history/social studies. Health is included in the science curriculum. All District textbook adoptions are within the scope of the most recent State Board of Education adoptions and comply with California Education Code provisions. In accordance with the California Education Code and the Williams Settlement mandates, procedures, monitoring processes and reporting practices by principals and District departments have ensured that all students have access to the current, standards-based textbooks and instructional materials. In order to comply with the mandates to provide students with the most recent state-approved adoptions in the core areas of Reading/Language Arts, Mathematics, Science and History/Social Studies (Health is included in the Science curriculum), a textbook inventory was conducted at every school by August 2014. Each principal was responsible for ensuring that every student was provided with the necessary textbooks and instructional materials. In addition, the updated inventory count was also verified by each site for every classroom in September 2014. In addition, principals were responsible for the replenishment of needed textbooks at every grade level (K-8). All ordering and delivery materials are through an established set of procedures with the District Service Center. As part of the monitoring of sufficiency of textbooks and instructional materials, principals submit a school wide and an individual classroom report to the Curriculum, Instruction and Assessment Department annually. The Superintendent signs the final verification form for each site. As a result of the inventories, the Franklin-McKinley Board of Education certified that each student in grades K-8, inclusive, including English learners, have been furnished a complete set of core instructional materials and textbooks that meet the requirements of the California Education Code. A public hearing regarding the sufficiency of said materials that are consistent with state-adopted frameworks was held on September 22, 2015. A Resolution on Sufficiency of Materials, according to the Williams Act mandates, was passed at a public hearing on September 22, 2015. Core Curriculum Area Reading/Language Arts Mathematics Textbooks and Instructional Materials Year and month in which data were collected: 6/23/16 Pearson Scott Foresman (K-6) Adopted 2010; National Geographic (4-6) Adopted 2010; Sopris West (K-6) Adopted 2010 Textbooks and Instructional Materials/Year of Adoption The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Engage NY Math (K-5) Adopted 2015; College Preparatory Math (6) Adopted 2014; McGraw Hill (SDC K-8) Adopted 2014 Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% McMillan/McGraw Hill (K-6) Adopted 2008 History-Social Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Pearson Scott Foresman (K-5) Adopted 2007: Glencoe/McGraw-Hill (6) Adopted 2007 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% 2015-16 School Accountability Report Card for Franklin Elementary School Page 3 of 15
School Facility Conditions and Planned Improvements (Most Recent Year) This school has 33 classrooms, a multi -purpose room, a library, computer lab, and an administration building. The main campus was built in 1950. The campus is considered in Fair condition. The site has two 8-hour and one 5.5-hour custodians who clean the site on a daily basis. The morning custodian is on site from 6 a.m. 2 p.m., and the evening custodian s hours are 2 10:30 p.m. and the part time custodian is there from 4-10:30 pm. Bond Measure J was approved by the voters in November 2011 in the amount of $50 million. All funds will be designated to facility needs of District schools. The campus will under go modernization. Construction to begin in 2017 and be complete in 2018. The current administration building will be converted into additional kindergarten rooms. A new administration building will be constructed. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07/19/2016 Repair Status Good Fair Poor X X None Repair Needed and Action Taken or Planned Install ceiling tile to cover hole where light fixture once was in Principal's Room, Assistant Principal's Room. (Complete 08/16) Replace broken/cracked/missing or paint stained ceiling tiles in Assistant Principal's Room, A2, F2, F3, F4, F5, P6A, B5, E4, E3, E2, E1, Electrical Room, Library, D4, Girls' Restroom, C5, and C3.(Complete 08/16) Secure peeling/loose rubber molding in A2. (Complete 08/16) Paint missing formica trim on counter top in F2, P6A, and P11. (Complete 08/16) Repair/replace worn and torn carpet in P6. (Complete 06/17) Secure/replace missing/loose trim at carpet/tile seam in E1. (Complete 08/16) Replace broken toilet seat cover in Men's Restroom. (Complete 08/16) Repair holes in wall in Library and wall/floor tiles in D5 and C4. (Complete 09/16) Remove/paint rust on stall divider in Boys' Restroom. (Complete 08/16) Replace broken sink cabinet handle in C2. (Complete 08/16) Repair torn carpet in B2. (Complete 09/16) 2015-16 School Accountability Report Card for Franklin Elementary School Page 4 of 15
System Inspected Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07/19/2016 Repair Status Good Fair Poor X Repair Needed and Action Taken or Planned Remove multi-stacked objects above six feet in P3, P9, C3, C2, B1, B2, and B3 (Complete 01/17) Repair floor tile with hole in Multipurpose Room. (Complete 08/16) Remove urine smell in Men's Restroom. (Complete by 01/17) Spray for cockroaches in Multi-purpose Room and Staff Room. (Completed 08/16) Remove of gophers in Play Fields. (Complete 09/16) Electrical: Electrical X Remove/replace loose/broken light diffuser/panel that is being held up by paper clip in A1, F2, two missing and one loose in P6A (Complete 01/17) Replace missing electrical cover in F2, F5, and P2. (Complete 09/16) Repair outlet with no power in F3. (Complete 08/16) Repair non-working exhaust fan in Boys' Restroom, Staff Unisex Restroom, and Girls' Restroom. (Complete 08/16) Secure loose ethernet/phone box on wall in F4 and P10. (Complete 09/16) Repair/replace two ballasts in P6A, one in E5, one in E4, one in E2, and one in E1. (Complete 08/16) Secure loose outlet and ethernet/phone jacks in E5 and E2. (Complete 09/16) Properly secure phone cord duct taped to wall in E1. (Complete 08/16) Clear blocked access to electrical panels in Storage Room. (Complete 09/16) 2015-16 School Accountability Report Card for Franklin Elementary School Page 5 of 15
Restrooms/Fountains: Restrooms, Sinks/ Fountains System Inspected School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07/19/2016 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned X Adjust low flow faucet in A2, C5, C4, C3, C2; no flow in Girls' Restroom by E-wing, E1, Boys and Girls' Restrooms by D-wing; and high flow in E2. (Complete 09/16) Replace missing exterior faucet handle for A2. (Complete 09/16) Repair two urinals flushing incorrectly in Boys' Restroom by F-wing. (Complete 09/16) Repair leaks covering floor around toilet in Staff Unisex Restroom by F-wing. (Complete 08/16) Adjust no flow drinking fountain in E5, E4, C1, and low flow in C2. (Complete 09/16) Repair constant drip from exterior water spigot by Girls' Restroom in E-wing. (Complete 09/16) Secure loose/broken toilet seat in Boys' Restrooms by D & E-wing. (Complete 09/16) Safety: Fire Safety, Hazardous Materials X Remove improperly stored cleaning supplies in A1, P6A, D4, and C3. (Complete 01/17) Clear blocked access to Restroom in A1. (Complete 09/16) Repaint peeling ceiling paint in A2; peeling paint on gutter for F1; peeling paint on eaves for P6A and Girls' Restroom by E-wing; chipping paint on door frame for E5, E3, E2, E1, Library, D5, D4, C3; peeling paint on door in Library; and chipping paint on base of door for B2. (Complete 9/16) Repaint chipping paint on base of exterior wall for Girls' Restroom by C-wing. (Complete 09/16) Structural: Structural Damage, Roofs X Repair large crack in ceiling in Assistant Principal's Office. (Complete 10/16) Repair dry rot on siding of F1. (Complete 07/17) Treat/replace rusted holes at base of ramp railing support beams for F1. (Complete 07/17) 2015-16 School Accountability Report Card for Franklin Elementary School Page 6 of 15
System Inspected External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07/19/2016 Repair Status Good Fair Poor X Repair Needed and Action Taken or Planned Repair/remove trip hazard on walkway at ashpalt/cement seam for A3, at entry for F1, and at cement/ramp seam for F5. (Complete 09/16) Treat/replace rusted holes at base of door for A3, dry rot door for F5. (Complete 09/16) Window screen missing will not be replaced for F2, F5, P1, P2, P3, P4, P5, P6, P6A, P7, P8, P10, and P11. These classrooms will be removed and students placed in a new building for 2017/18 school year. (Complete 08/17) Repair peeling skid paint on ramp for P1. (Complete 09/16) Replace two missing ramp-securing brackets at door frame for P3. (Complete 09/16) Replace missing threshold in Electrical Room by E-wing. (Complete 09/16) Repair non-working lock for Women's Restroom by E-wing. (Complete 08/16) Repair/treat chipping door frame for D5. (Complete 10/16) Replace one missing trapeze ring at entry from play structure's platform. (Complete 11/16) Overall Rating Exemplary Good Fair Poor ---------- X 2015-16 School Accountability Report Card for Franklin Elementary School Page 7 of 15
B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study Subject 2015-16 CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State 14-15 15-16 14-15 15-16 14-15 15-16 ELA 51 53 41 48 44 48 Math 47 47 37 41 34 36 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 Science 56 45 54 53 52 51 60 56 54 * Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Grade Level 2015-16 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 18.3 12.5 11.5 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Group 2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Number of Students Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 104 104 100.0 53.9 Male 51 51 100.0 52.9 Female 53 53 100.0 54.7 Asian 49 49 100.0 75.5 Hispanic or Latino 48 48 100.0 33.3 Socioeconomically Disadvantaged 91 91 100.0 50.6 English Learners 27 27 100.0 18.5 Students with Disabilities 12 12 100.0 66.7 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 2015-16 School Accountability Report Card for Franklin Elementary School Page 8 of 15
All Students Male Female Student Group Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino White Two or More Races School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 125 121 96.8 54.5 4 121 120 99.2 54.2 5 104 104 100.0 53.9 6 129 129 100.0 50.0 3 69 66 95.7 57.6 4 64 64 100.0 51.6 5 51 51 100.0 41.2 6 69 69 100.0 47.1 3 56 55 98.2 50.9 4 57 56 98.3 57.1 5 53 53 100.0 66.0 6 60 60 100.0 53.3 3 50 47 94.0 70.2 4 51 51 100.0 80.4 5 49 49 100.0 79.6 6 63 63 100.0 71.4 3 63 62 98.4 40.3 4 63 62 98.4 33.9 5 48 48 100.0 25.0 6 54 54 100.0 30.2 2015-16 School Accountability Report Card for Franklin Elementary School Page 9 of 15
Student Group Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 100 98 98.0 48.0 4 109 108 99.1 52.8 5 91 91 100.0 51.6 6 115 115 100.0 47.4 3 51 48 94.1 29.2 4 46 45 97.8 31.1 5 27 27 100.0 14.8 6 36 36 100.0 11.1 3 13 12 92.3 25.0 5 12 12 100.0 ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Student Group All Students Male Female School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 125 123 98.4 62.3 4 121 121 100.0 47.9 5 104 104 100.0 36.5 6 130 130 100.0 41.9 3 69 67 97.1 65.2 4 64 64 100.0 53.1 5 51 51 100.0 35.3 6 70 70 100.0 44.9 3 56 56 100.0 58.9 4 57 57 100.0 42.1 5 53 53 100.0 37.7 6 60 60 100.0 38.3 2015-16 School Accountability Report Card for Franklin Elementary School Page 10 of 15
Student Group Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 50 49 98.0 77.1 4 51 51 100.0 76.5 5 49 49 100.0 61.2 6 63 63 100.0 65.1 3 63 62 98.4 48.4 4 63 63 100.0 25.4 5 48 48 100.0 8.3 6 55 55 100.0 22.2 3 100 99 99.0 59.6 4 109 109 100.0 46.8 5 91 91 100.0 34.1 6 116 116 100.0 41.7 3 51 50 98.0 40.8 4 46 46 100.0 26.1 5 27 27 100.0 7.4 6 37 37 100.0 8.1 3 13 12 92.3 33.3 5 12 12 100.0 2015-16 School Accountability Report Card for Franklin Elementary School Page 11 of 15
Foster Youth Student Group School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Franklin s School Site Council (SSC) and Bilingual Advisory Council involves parents and staff in working together for the school and to comply with state and federal regulations. Representatives attend the District English Learner Advisory Committee. Parents are invited to attend Student Study Team meetings as necessary to identify ways to support their children. Parents attend school parent workshops and multi -ethnic concerts and accompany classes on field trips. Parents also serve as classroom volunteers in supporting teachers. Students in grades 2-6 have school planners used for daily communication between parents and teachers. Spanish and Vietnamese translators are available for all parents at most meetings, and are provided as necessary for parent conferences. The office staff publishes a monthly calendar informing parents of special events, programs, holidays and general school business. All school notices and forms are translated into Spanish and Vietnamese. District liaisons are available to assist parents who speak Spanish, Vietnamese or Khmer. Parents attend Literacy Nights and receive information about how to improve children s reading skills. Parents also attend a Science Night and learn about supporting children in producing a science fair exhibit and also receive free materials to construct the display. In addition, Franklin offers a GATE night to inform parents about the afterschool classes offered to GATE students and to discuss ways parents can become involved in the GATE program. For more information on how to be involved at the school, please contact Jose Jacinto, Principal, at (408) 283-6375. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan All schools in the Franklin-McKinley School District are constructed to meet California earthquake codes and each school has a Safety Plan in place. The School Safety Plan as reviewed, updated, and discussed with the school faculty and approved by the Board of Trustees each year before March 1. Our first priority is to provide a safe, orderly and clean environment for students and staff. Fire, Disaster, and Shelter-In-Place drills, and other safety routines for staff and students, are conducted on a regular basis according to the California Ed. Codes. Visitors to the campus are required to check in at the office. Each classroom has directions for evacuation posted. Red emergency backpacks are in each classroom and fire extinguishers are in place. Security persons, administrators and custodians are equipped with two-way radios for emergency communications. In an emergency, students must remain at the school site until a designated person (parent, guardian or emergency contact) signs for their release. Crisis response boxes have been created for each site. The crisis response box includes information regarding students, staff, schedules, and building details that may be helpful to fire and police officials in the event of an emergency. The school administration is responsible for training of students, staff and parents and the training is conducted annually. 2015-16 School Accountability Report Card for Franklin Elementary School Page 12 of 15
Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 4.1 2.8 1.7 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 3.5 2.1 2.1 Expulsions Rate 0.1 0.0 0.1 State 2013-14 2014-15 2015-16 Suspensions Rate 4.4 3.8 3.7 Expulsions Rate 0.1 0.1 0.1 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2016-17 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2013-2014 2004-2005 Year in Program Improvement Year 1 Year 3 Number of Schools Currently in Program Improvement 12 Percent of Schools Currently in Program Improvement 54.5 Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0.00 Counselor (Social/Behavioral or Career Development) 0.00 Library Media Teacher (Librarian) 0.00 Library Media Services Staff (Paraprofessional).750 Psychologist-------.50 Social Worker------- 0.00 Nurse-------.125 Speech/Language/Hearing Specialist 1.00 Resource Specialist------- 1.00 Other------- 1.00 Average Number of Students per Staff Member Academic Counselor------- * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Average Class Size and Class Size Distribution (Elementary) Number of Classrooms* Average Class Size Grade 1-20 21-32 33+ 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 K 22 21 21 1 1 1 4 4 4 1 24 24 24 5 4 4 2 23 23 23 5 5 5 3 26 23 23 4 5 5 4 27 31 31 1 4 3 3 5 32 32 32 4 4 4 6 26 28 28 1 1 1 4 4 4 Other 10 10 1 1 2016-17 School Accountability Report Card for Franklin Elementary School Page 13 of 15
Professional Development provided for Teachers Our professional development consists of a variety of opportunities for teachers and administrators to deepen their understanding of best practices and build capacity to meet the needs of our students. We provide these opportunities in the context of job embedded learning experiences, usually with colleagues, coupled with support for implementation. This model is consistent with Professional Learning Communities (PLCs), which maximizes opportunities for collaboration with a focus on student learning. As part of the growth process, opportunities for training and staff development are provided at the district and individual school sites to administrators, teachers, and classified staff. After analyzing district data, it was evident that FMSD students were struggling in reading. Many students were not proficient in reading by the end of third grade, and middle school adolescents were struggling to comprehend and analyze text. Throughout the school year, our Curriculum Support Specialists (CSS) led ongoing presentations based on best reading practices and instructional approaches. Topics included close reading, reciprocal teaching, higher level questioning and collaborative conversations. After workshops, CSSs helped teachers implement the taught content by planning lessons, modeling strategies and providing feedback. Several FMSD campuses also worked with Partners in School Innovation, (PSI) a non-profit organization that accelerates, strengthens and sustains improved teaching, learning and achievement in public schools and districts. Working side-by-side, schools developed best practices, systems for professional learning, and focused on improving their core instructional program. PSI intensively supported schools and helped plan and implement productive Instructional Leadership Teams (ILTs) where teacher-leaders and site administrator's set goals for student learning and collaborated regularly to close the achievement gap at their sites. Several principals, curriculum support specialists and ILT members also had the opportunity to work one-on-one with a National consultant from the International Center for Leadership Education (ICLE). Four times a year, the consultant worked with schools to improve classroom instruction. Using the ICLE Collaborative Instructional Review rubric, walkthrough teams visited classrooms and gathered concrete data focused on rigorous, relevant and student engagement. Results were shared and discussed with staff members and as a result positive academic changes took place in classrooms. To align systems at the school and district level, district administrators also participated in site walkthrough visits. Once a week, district leaders visited school sites and provided feedback to ILT teams. Through this process, a culture of collaboration developed and follow-up conversations focused on what high-quality instruction looks like in a 21st century classroom. This approach created a shared practice and understanding of observing, discussing and analyzing learning and teaching. Our Curriculum Support Specialists continued to attend quality professional development sessions focused on based on coaching. CSSs attended Cognitive Coaching, Facilitating Professional Learning Communities and the Art of Coaching workshops. These workshops helped our CSSs To promote 21st Century Teaching and Learning FMSD envisions an active learning environment where technology supports students in their preparation for an increasingly connected and digital world. To support this vision, several teachers attended a variety if hands-on professional development workshops including Project Based Learning, ipad integration, teaching apps, MacBook training, Google Classroom and personalized learning. These trainings have helped teachers create innovative opportunities for students to create, think critically, communicate, collaborate and ultimately prepare them to become lifelong, global learners. FMSD Curriculum Support Specialists support professional development sessions. They attend and lead multiple trainings throughout the school year. To support implementation, they coach and support their colleagues in and outside the classroom and have full coaching cycles that guide their work. To ensure our CSSs are using the best research based coaching strategies, they have attending The Art of Coaching, Cognitive Coaching and PLC Facilitation workshops. Finally, professional development opportunities do no stop when school ends. Throughout the summer and during school breaks teachers had the opportunity to attend a variety of professional development sessions that aligned to district initiatives. These trainings provided additional professional growth and supported teachers as they continued to close the achievement gap in Franklin McKinley. 2016-17 School Accountability Report Card for Franklin Elementary School Page 14 of 15
FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $47,266 $44,573 Mid-Range Teacher Salary $81,708 $72,868 Highest Teacher Salary $95,546 $92,972 Average Principal Salary (ES) $111,353 $116,229 Average Principal Salary (MS) $121,952 $119,596 Average Principal Salary (HS) $121,883 Superintendent Salary $216,000 $201,784 Percent of District Budget Teacher Salaries 40% 39% Administrative Salaries 6% 5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $4,847 $959 $3,888 $72,822 District------ $5,154 $80,675 State------- $5,677 $75,137 Percent Difference: School Site/District -24.6-6.5 Percent Difference: School Site/ State -27.3-0.2 * Cells with do not require data. Types of Services Funded The following is a list of Federal and State funded programs that are provided to students at Franklin-McKinley School District: Title I (Basic Grant) Title II (Teacher & Principal Training and Recruiting) Title III (for Limited English Proficient Students) After School Education and Safety Program (ASES) Beginning Teacher Support and Assessment (BTSA) Hourly Programs (extended day/year education) Local Control Funding Formula (LCFF) Special Education Starting Smart and Strong Grant National School Lunch Program DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. 2015-16 School Accountability Report Card for Franklin Elementary School Page 15 of 15