School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Franklin Elementary
District Name
Bakersfield City Elementary
Principal
Lesley Luning
Superintendent
Dr. Jean Fuller
Street
2400 Truxtun Ave.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93301-3405
Bakersfield, CA 93305-4326
Phone Number
661.631.5270
661.631.4600
FAX Number
661.631.3210
661.326.1485
Web Site
www.bcsd.com/franklin
www.bcsd.com
Email Address
luningl@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6008932
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
This is the fifteenth year of the School Accountability Report Card that was established by Proposition 98, an initiative passed by California voters. As you read the Report Card, you will gain a better understanding of Franklin as a school with a record for improvement, a faculty that is professionally skilled and personally committed to meeting the learning needs of students and a student body which is enthusiastic and motivated to perform well.
Our mission is to provide a firm foundation upon which students can grow academically, socially, and personally to become productive members of today’s diverse and increasingly technological society. With parents and community support, we strive to nurture, challenge, and encourage all students to achieve their maximum potential. Our motto is Learning Together—Reading, Responsibility and Accountability.
The Board Goals and Mission Statement is to maintain teaching and learning to enhance the academic achievement of all students to improve staff, parent and community participation in the educational process to maintain school environments that are safe, secure and attractive, and to value individuals and recognize their contributions.
Franklin Elementary School, located on 8.5 acres in downtown Bakersfield, serves a diverse economic and ethnic population of students in kindergarten through grade six. Three-fourths of Franklin students are bussed to accommodate the large attendance area. We encourage parent involvement in all school activities and consequently honor over 100 parents and community leaders at the End of-the-Year Volunteer Breakfast.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
We actively seek and support increasing parent and community involvement at Franklin School. Parents are active as classroom volunteers, media center volunteers, School Site Council members, Booster Club members, and Community Readers. The Franklin Booster Club meets monthly with school staff to plan school-wide activities. In addition to raising funds to purchase new playground equipment, the Franklin Booster Club has organized an Alumni Association which has made a generous donation to our media center. Parents are encouraged to support their children’s learning in the home by monitoring homework completed, reading to or with their children nightly, and by attending parent orientation, Back To School Night, Family Math Night, and Family Reading Night.
In addition to parents, the community at large is encouraged to become involved at Franklin. Franklin School’s community partnerships include Community Readers from Jim Burke Ford Company and the Bakersfield Californian, tutors from Bakersfield High School’s I TEACH Program, and student teachers from Bakersfield College, California State University, Bakersfield, University of La Verne, National University, and Point Loma University. Franklin School partners with The Boys and Girls Club to provide the grant-funded After School Program that provides 125 students in grades 1-6 with extended learning and enrichment activities until 5:45 p.m., Monday – Friday, at no charge to their parents.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
69
Grade 9
0
Grade 1
86
Grade 10
Grade 2
73
Grade 11
Grade 3
66
Grade 12
Grade 4
60
Ungraded Secondary
Grade 5
74
Grade 6
Grade 7
5
Grade 8
8
Ungraded Elementary
Total Enrollment
515
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
57
11.1
Hispanic or Latino
199
38.6
American Indian or Alaska Native
9
1.7
Pacific Islander
3
0.6
Asian
19
3.7
White (Not Hispanic)
223
43.3
Filipino
1.0
Multiple or No Response
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
5/15/03
Date Last Discussed with Staff
Franklin established its Comprehensive School Safety Plan in 1998. A law enforcement officer specializing in safety provided direction in the establishment of the School Safety Plan. Franklin’s School Safety Plan is current and is updated annually. Key elements of Franklin’s School Safety Plan include the following: (a) routine and emergency disaster procedures; (b) suspension, and expulsion procedures; (c) teacher notification of pupils with a specific discipline history; (d) child abuse reporting procedures, (e) the district’s sexual harassment policy; (f) school crime data; (g) the student dress code; (h) safe entrance and exit procedures; (i) the civil defense and disaster plan; and (j) discipline rules and procedures. Our overall goal is to maintain a safe and orderly school environment conducive to learning.
School Programs and Practices that Promote a Positive Learning Environment
One of the strengths of Franklin School is that the staff works tirelessly to make sure that all students are properly placed in the programs that best meet their academic needs so that every child will work toward meeting the state standards.
The Student Intervention Team, consisting of the principal, general education teachers, special education teachers, and the Miller Unruh reading teacher, meets at least weekly to address the needs of students in a collaborative setting with parents. As needed, the Student Intervention Team includes representatives from mental health and/or social services agencies. The part-time school counselor works with students in social skills groups to decrease disruptive behavior and to promote student behavior that supports learning in the classroom. In addition to the school counselor, Child Guidance Clinic comes on campus to provide ongoing individual and group therapy to qualifying students.
Each teacher implements a classroom-based incentive system to promote attendance. Monthly attendance reports are generated and posted in the cafeteria so that students can monitor their class’ attendance. Classes that meet the District goal of 97% attendance for the month are awarded $75.00 to purchase materials at G.W. School Supply. Students with perfect attendance are honored at the quarterly awards ceremonies and at the end of the year.
The Miller Unruh Reading teacher provides intervention services on a pull-out basis to struggling learners in the primary grades, focusing on alleviating reading problems at the earliest possible point in a student’s academic career. The academic coach supports improved instruction by providing and facilitating professional development, demonstration lessons, and organizing instructional materials for teachers.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
11
59
3127
3319
9451
Rate of Suspensions
1%
2%
11%
12%
34%
Number of Expulsions
1
2
127
140
136
Rate of Expulsions
0%
School Facilities
Franklin School was built in 1947 and modernized in 1992. It sits on 5.1 acres of which 2.66 acres is playground. This school has 24 classrooms, a multi-purpose facility, library, computer lab and instructional materials center. The campus has a staff lounge.
The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms, the cafeteria and kitchen areas.
The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenance emergencies are addressed immediately. District personnel maintain the grounds at least once every two weeks.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
24
34
16
20
30
32
35
Not Tested
7
6
Mathematics
28
39
31
---
Science
27
History/Social Science
14
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
23
46
54
44
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
29
10
37
41
33
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
48
42
26
45
43
38
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
40
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
49
15
47
56
61
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
7.2
3.4
10.0
16.0
15.1
17.0
23.1
24.5
21.7
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
98
99
100
API Base Score
636
658
664
API Growth Score
655
708
Growth Target
Actual Growth
22
-3
Statewide Rank
4
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
654
558
596
593
570
670
-26
695
698
710
717
761
51
API Subgroups - Socioeconomically Disadvantaged
634
633
621
675
-13
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
12
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
7.0
28.6
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
16.25
17.75
20.67
18.00
19.33
23.67
17.33
19.00
21.50
18.50
26.67
29.50
27.50
30.50
29.00
27.00
26.50
K-3
17.00
20.50
4-8
26.00
28.00
Average Teaching Load and Teaching Load Distribution Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
25
Teachers with Full Credential (full credential and teaching in subject area)
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other status are evaluated annually. The criteria for evaluation is developed collaboratively between the school principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs improvement, and unsatisfactory.
Substitute Teachers
The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified support personnel at our own school are available to substitute.
VII. Curriculum and Instruction School Instruction and Leadership
Franklin School is lead by Mrs. Lesley Luning, an experienced principal who has been at Franklin for 5 years. Mrs. Luning has a B.A. degree in Economics and Latin American Studies from Stanford University and a Masters degree in Educational Administration from California State University, Bakersfield. She possesses a Multiple Subjects Teaching Credential, a Bilingual-Crosscultural Language Acquisition Development certificate, and an Administrative Credential. She has 18 years of experience with the Bakersfield City School District, having held the positions of classroom teacher, program facilitator, Title I Program Consultant, vice principal, and principal. Mrs. Luning is bilingual in Spanish/English and has served in the Bakersfield City School District at the central office, junior high, and elementary levels. During the 2002-2003 school year, Mrs. Luning completed the 80 hours required for the AB75 principal training program.
The school leadership team, consisting of teacher representatives from each grade level and a representative from special education, meets throughout the school year to develop, monitor, and revise the school plan, select instructional materials, plan instruction and school wide activities, and then liaison back with their grade level colleagues at twice-monthly grade level meetings.
The instructional focus for all students and the core of teacher professional development is Explicit Direct Instruction as the medium to deliver standards-based instruction, particularly in reading and mathematics, so that every student will meet the state standards.
GATE students are provided with enrichment activities on Tuesdays at the one-day GATE program at Owens School. Another source of enrichment and challenge is through participation in the Accelerated Reader Program that promotes reading comprehension while it rewards students for reading good children’s literature.
English Learner students are provided with daily English Language Development for 30-45 minutes per day provided by CLAD-certified teachers at their grade levels. In addition, ELAP funds are utilized to provide supplemental ELD services to identified English Learners in grades 4-6 after school 3 days per week.
Teachers utilize in-class peer tutoring, cross-age tutoring, pair-share and other active participation techniques to support all students in mastering the standards.
After school tutoring is funded through the Instructional Tutoring for Student Achievement (ITSA) program. Currently, 7 Franklin teachers from various grade levels are working in the ITSA tutoring program Monday through Thursday to provide remediation and reteaching services to students to help them to master the state standards.
The Before and After School Safe Neighborhoods grant allows Franklin to operate an after school program in partnership with the Boys and Girls Club. The After School Program serves up to 125 students, 5 days a week, from 2:58 – 5:45 PM. Participating students are provided with homework help, tutoring, enrichment activities such as arts and crafts, music, sports and fitness activities, and social skills practice. In addition to the 5 activity leaders, tutoring in the After School Program is provided by Americorp tutors from Bakersfield College and student teachers from local universities.
The SAFTI system results are utilized by the principal and the teachers to monitor student progress and performance. Teachers review student performance with parents at parent teacher conferences each November.
Professional Development
Professional Development Days are designed to provide continuous learning opportunities for administrators, teachers, and classified personnel. These days affirm the basic philosophy of education that learning is a lifelong process that contributes to the well being of the students, teachers, administrators, and community.
Three Professional Development Days for certificated staff were scheduled during the 2003-2004 school year. All of the days were planned by the school sites to meet their individual needs. The days were scheduled prior to the opening of school, during the fall and winter. All professional development days were scheduled outside of the regular school calendar.
Through reading, math and technology grants awarded by the state, the district has been able to provide extensive training throughout the school year. Each of these sessions were held during the afternoon and on Saturdays, to support teachers in their implementation of a balanced reading/language arts, the integration of technology and mathematics intervention strategies.
New teachers received professional development through the Beginning Teacher Support and Assessment (BTSA) program. The focus of training was in the California Formative Assessment and Support System for Teachers (CFASST), California Standards for the Teaching Profession (CSTP) and the California Academic Content Standards. In addition, professional development was provided to meet induction requirements of SB 2042 leading to the California Clear Teaching Credential. Each beginning teacher was assigned a veteran teacher who served as a support provider. The support providers received on-going professional development in CFASST, coaching strategies, and instructional techniques. Professional development was provided through individual mentor, monthly meetings, and after-school or weekend workshops.
Pre-Intern and Intern teachers received professional development at monthly meetings focusing on the initial teaching skills of the CSTP including classroom management, lesson planning, assessment, and establishing a climate that is conducive to student achievement. Forty hours of professional development, entitled Initial Teaching Training, was made available to Pre-intern and Intern teachers prior to the beginning of the school session. Each Pre-intern and Intern was assigned a coach that provided day-to-day support in these areas as well as advisement toward meeting credential requirements.
Counseling, mentoring, and videotaping was provided on an individual basis to teachers seeking certification through the National Board for Professional Teaching Standards (NBPTS). NBPTS candidates met weekly with previous certified teachers who supported the new applicants in the application process.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks and instructional materials provided by the district are aligned with the California State Frameworks and State Academic Content Standards. Districtwide committees of teachers, principals, and parents under the direction of the Director of Curriculum and Standards evaluate and select materials from the state list of approved materials. These identified materials meet the rigor of the California Academic Content Standards.
The following instructional materials are standards-based and adopted from the state list:
Content Area
Level
Publisher
Textbook
Adoption
Year
K-6
Harcourt Brace
Houghton Mifflin
Glencoe/McGraw-Hill
Harcourt Social Science
Across the Centuries
The American Journey
1999-2000
K-5
6-8
Holt, Rinehart and Winston
Harcourt Science
Holt Science and Technology
2000-2001
8*
McDougal Littell
Glencoe
Houghton Mifflin Mathematics and Matematicas (Spanish)
Mathematics Concepts and Skills and Algebra 1 Concepts and Skills
Mathematics Applications and Connections 3
2001-2002
Reading/
Language Arts
Holt Rinehart Winston
Reading California
Lectura (Spanish)
Holt Literature and Language Arts
2002-2003
* The Glencoe Mathematics Program used by some 8th graders is not on the current adoption list but on the AB 2519 list. These materials are used to assist students in preparation for the high school exit exam and Algebra I.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
41,760
36,000
52,740
50,400
56,340
54,000
Total Number of Minimum Days
There are a total of eight minimum days during the school year. The minimum days are scheduled to allow time for parent conferences and other duties.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
34836
37036
Mid-Range Teacher Salary
52518
60113
Highest Teacher Salary
67712
74006
Average Principal Salary (Elementary)
88952
89875
Average Principal Salary (Middle)
93958
Average Principal Salary (High)
Superintendent Salary
148394
138150
Percent of Budget for Teacher Salaries
43.81
45.72
Percent of Budget for Administrative Salaries
3.92
5.57
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$191071558
$7030
$6444
$6719