Benjamin Franklin Elementary School
School Accountability Report Card
Reported Using Data from the 2014-15 School Year
Published During 2015-16
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 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.
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, the county, and the state. 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.
About This School
Contact Information (Most Recent Year)
School Contact Information
School Name-------
Benjamin Franklin Elementary School
Street-------
521 W. Water Street
City, State, Zip-------
Anaheim, CA 92805
Phone Number------- (714) 517-8905
Principal-------
Greg Smet
E-mail Address------- [email protected]
Web Site-------
http://franklin.acsd.us/
Grades Served
K-6
CDS Code
30-66423-6027262
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 1 of 13
District Contact Information
District Name-------
Anaheim City School District
Phone Number------- (714) 517-7500
Superintendent------ Dr. Linda Wagner
-E-mail Address------- [email protected]
Web Site-------
www.acsd.k12.ca.us
School Description and Mission Statement (Most Recent Year)
Mission: Franklin School is a unique school with many characteristics that point toward success for all of our students. We specifically
strive for excellence with a laser focus on teaching and learning. This means that a great deal of time is spent in setting high standards,
planning rigorous activities that will result in higher level thinking and learning experiences, working continuously to improve
instruction, and regularly evaluating the quality of our efforts. Franklin’s Vision for Student Success: The Benjamin Franklin School
community is committed to providing innovative and high quality instruction in a safe, positive environment conducive to academic
learning and personal growth. To achieve this vision, Franklin School is committed to provide: differentiated instruction to ensure that
the needs of all students are being met; standards based instruction by setting high expectations for all students in a focused
standards-based environment; research driven practices enabling all stakeholders to be life-long learners seeking new challenges and
professional growth opportunities; and collaboration by encouraging an educational partnership with students, teachers, and parents
working together to achieve a common goal. Support Services: Franklin Elementary prides itself on providing services that support the
whole child. To support varying student’s academic needs within the school day, Franklin provides the following services: Gifted and
Talented Educational Program - Identified GATE students are given the opportunity to participate in the District’s GATE program
located on our campus. In addition, those students identified, but not placed in the GATE program have an Individualized Learning
Plan designed specifically for their needs by their classroom teacher. Special Education Program – Students within these classrooms
have an Individualized Education Program designed for their needs by the special education support staff and the regular education
teacher. The student to teacher ratio is kept minimal to support individualized learning. Reading Support Specialist Program
(RSP)/Speech Program – Students who have been identified with a learning and/or speech disability receive additional small group
instruction from a qualified, certificated teacher. Individualized Education Program Plans are developed in conjunction with the
teacher and parent to ensure incremental growth monitored and learning goals are achieved. English Language Development
Instruction - fifty-five percent of our students are English learners (ELs) whose instructional program is consistently monitored by the
classroom teacher. All of the staff have obtained CLAD or BCLAD certification, enabling them to provide appropriate instruction to
these EL students. Newcomers Club – Students who have been in the country less than a year are provided with additional language
support by a certificated teacher. Extended Learning Opportunities - To maximize student’s opportunity to learn and experience
academic success. Franklin provides intervention programs outside the school day that focus on strengthening students reading, math
and social development needs. Read 180 – Students in grades 4-6 receive an additional hour of small group reading instruction three
days a week for an 8-12 week period. Primary Grade Intervention - Students not at grade level proficiency in grades 1-3 receive
additional reading support five days a week. Anaheim Achieves Program – A YMCA partnership collaborates with the school to provide
supplemental activities in the area of language arts and math to support the daily program. Kindergarten Intervention – students
needing additional reading and math support are provided with additional small group instruction. Enrichment Opportunities:
Partnership with the North Orange County Community College School District and their "Kids to College" Program has enabled Franklin
to provide families with on site opportunities that focus on technology, the sciences, and music. Franklin also partners with the OC Big
Brothers/Big Sisters Organization bringing valuable opportunities to many of our students. A partnership also exists with ACSD
Orchestra Program providing after school music classes to our 4th, 5th, and 6th grade students who wish to learn how to play one of
seven different instruments.
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 2 of 13
Student Enrollment by Grade Level (School Year 2014-15)
Grade
Level
Number of
Students
Kindergarten
136
Grade 1
113
Grade 2
135
Grade 3
133
Grade 4
132
Grade 5
130
Grade 6
129
Total Enrollment
908
Student Enrollment by Group (School Year 2014-15)
Student
Group
Percent of
Total Enrollment
Black or African American
0.8
Asian
1.7
Filipino
1.8
Hispanic or Latino
90.5
Native Hawaiian or Pacific Islander
0.4
White
4.2
Two or More Races
0.3
Socioeconomically Disadvantaged
87.9
English Learners
54.3
Students with Disabilities
11.5
Foster Youth
0.9
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
Teachers
School
District
2013-14
2014-15
2015-16
2015-16
With Full Credential
32
33
33
729
Without Full Credential
0
0
0
0
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
0
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 3 of 13
Teacher Misassignments and Vacant Teacher Positions
Indicator
2013-14
2014-15
2015-16
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments *
0
0
0
Vacant Teacher Positions
0
0
0
Note: “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 (School Year 2014-15)
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
This School
100.0
0.0
All Schools in District
100.0
0.0
High-Poverty Schools in District
100.0
0.0
Low-Poverty Schools in District
0.0
0.0
Note: 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.
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)
Year and month in which data were collected: 09/09/2015
Instructional Materials Resolution adopted on 09/09/15. The Anaheim City School District follows the State’s curriculum cycle to
adopt updated, high quality textbooks and related materials. Students are provided with an adequate supply of Board-approved
textbooks for all subject areas that are aligned with District and State content standards
Core Curriculum Area
Textbooks and Instructional Materials/
Year of Adoption
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
Reading/Language Arts
2001-02 Houghton Mifflin Reading c2003
Yes
0%
Mathematics
Scott Foresman - Addison Wesley enVisionMath
California, c2009 (K-2nd),McGraw-Hill MyMath,
c2010 (3rd-5th), McGraw-Hill California Math, c2010
(6th)
Yes
0%
Science
Houghton Mifflin Science c2007
Yes
0%
History-Social Science
2006-07 California Vistas Macmillan/McGraw-Hill
c2006
Yes
0%
School Facility Conditions and Planned Improvements (Most Recent Year)
Inspection Date: 11/17/15
Average Percentage of 15 categories evaluated: 100.00% Overall rating: EXEMPLARY
General
The District takes great effort to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility
survey instrument developed by the State of California Office of Public School Construction. Safety inspections take place on a
quarterly basis at all sites.
Maintenance and Repair
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 4 of 13
District maintenance staff ensures that repairs necessary to keep the school maintained and in working order are completed in a timely
manner. An electronic work order process is used to ensure timely and efficient service. Emergency repairs have highest priority. A
maintenance worker is assigned to the site, and is usually on campus once every week. No emergency repair needs exist at this site.
Cleaning Process and Schedule
The District has standard cleaning procedures and guidelines used at each school site. Cleaning schedules are developed jointly
between the principal and custodial staff to ensure a clean and safe school. Since January of 2006, the District has implemented the
“General Deep Cleaning” crew procedure. On average, once every 10 months all schools are being deep cleaned on a rotation schedule.
The District’s completed deferred maintenance plan is available at the Operations Center at 1411 S. Anaheim Blvd. Anaheim, CA 92805.
School Facility Good Repair Status (Most Recent Year)
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 11/17/2015
Repair Status
System Inspected
Good
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
X
Interior: Interior Surfaces
X
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
X
Electrical: Electrical
X
Restrooms/Fountains: Restrooms, Sinks/
Fountains
X
Safety: Fire Safety, Hazardous Materials
X
Structural: Structural Damage, Roofs
X
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
X
Fair
Poor
Repair Needed and
Action Taken or Planned
Overall Facility Rating (Most Recent Year)
Year and month in which data were collected: 11/17/2015
Overall Rating
Exemplary
Good
Fair
Poor
X
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], Science California Standards
Tests); and
• The percentage of pupils 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
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 5 of 13
California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
School
District
State
English Language Arts/Literacy
31
24
44
Mathematics
25
20
33
Note: 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.
CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)
Number of Students
Student Group
All Students
Male
Female
Black or African American
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific
Islander
Grade
Percent of Students
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
137
135
98.5
45
27
18
9
4
138
138
100.0
56
19
13
12
5
130
130
100.0
39
26
22
12
6
130
124
95.4
25
36
31
7
3
68
49.6
43
26
19
10
4
76
55.1
67
13
14
5
5
67
51.5
46
28
19
6
6
58
44.6
28
41
28
3
3
67
48.9
48
28
16
7
4
62
44.9
42
26
11
21
5
63
48.5
32
24
25
19
6
66
50.8
23
32
35
11
3
1
0.7
--
--
--
--
4
1
0.7
--
--
--
--
5
1
0.8
--
--
--
--
6
2
1.5
--
--
--
--
3
1
0.7
--
--
--
--
4
5
3.6
--
--
--
--
5
1
0.8
--
--
--
--
3
3
2.2
--
--
--
--
4
2
1.4
--
--
--
--
5
2
1.5
--
--
--
--
6
4
3.1
--
--
--
--
3
125
91.2
46
27
18
8
4
123
89.1
58
18
13
11
5
116
89.2
38
27
22
13
6
110
84.6
21
38
34
7
4
2
1.4
--
--
--
--
6
1
0.8
--
--
--
--
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 6 of 13
Number of Students
Student Group
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
5
3.6
--
--
--
--
4
4
2.9
--
--
--
--
5
10
7.7
--
--
--
--
6
7
5.4
--
--
--
--
Two or More Races
4
1
0.7
--
--
--
--
Socioeconomically Disadvantaged
3
116
84.7
47
27
16
9
4
124
89.9
58
17
13
12
5
115
88.5
38
28
22
12
6
108
83.1
23
36
33
7
3
67
48.9
66
31
1
0
4
60
43.5
85
13
2
0
5
37
28.5
73
24
3
0
6
24
18.5
50
38
13
0
3
17
12.4
76
6
12
6
4
22
15.9
86
5
5
5
5
20
15.4
85
5
10
0
6
12
9.2
67
25
8
0
Students Receiving Migrant
Education Services
3
1
0.7
--
--
--
--
4
1
0.7
--
--
--
--
Foster Youth
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
6
--
--
--
--
--
--
White
English Learners
Students with Disabilities
Enrolled
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.
Note: The number of students tested includes students that did not receive a score; 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 students with scores.
CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)
Number of Students
Student Group
All Students
Male
Grade
Percent of Students
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
137
136
99.3
44
24
24
9
4
138
138
100.0
46
32
17
5
5
130
129
99.2
50
31
16
3
6
130
124
95.4
45
28
15
11
3
69
50.4
42
23
20
14
4
76
55.1
45
38
11
7
5
67
51.5
52
28
16
3
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 7 of 13
Number of Students
Student Group
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
58
44.6
48
31
10
10
3
67
48.9
46
24
27
3
4
62
44.9
47
24
26
3
5
62
47.7
48
34
15
3
6
66
50.8
42
26
20
12
3
1
0.7
--
--
--
--
4
1
0.7
--
--
--
--
5
1
0.8
--
--
--
--
6
2
1.5
--
--
--
--
3
1
0.7
--
--
--
--
4
5
3.6
--
--
--
--
5
1
0.8
--
--
--
--
3
3
2.2
--
--
--
--
4
2
1.4
--
--
--
--
5
2
1.5
--
--
--
--
6
4
3.1
--
--
--
--
3
126
92.0
44
23
25
8
4
123
89.1
48
32
15
5
5
116
89.2
51
32
15
3
6
110
84.6
45
28
15
12
Native Hawaiian or Pacific
Islander
4
2
1.4
--
--
--
--
6
1
0.8
--
--
--
--
White
3
5
3.6
--
--
--
--
4
4
2.9
--
--
--
--
5
9
6.9
--
--
--
--
6
7
5.4
--
--
--
--
Two or More Races
4
1
0.7
--
--
--
--
Socioeconomically Disadvantaged
3
117
85.4
45
22
22
10
4
124
89.9
46
35
15
5
5
114
87.7
51
32
16
2
6
108
83.1
44
30
14
12
3
68
49.6
59
34
7
0
4
60
43.5
77
23
0
0
5
37
28.5
81
16
3
0
6
24
18.5
88
8
4
0
3
17
12.4
71
6
12
12
4
22
15.9
64
23
14
0
Female
Black or African American
Asian
Filipino
Hispanic or Latino
English Learners
Students with Disabilities
Enrolled
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 8 of 13
Number of Students
Student Group
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
5
20
15.4
85
15
0
0
6
12
9.2
75
17
0
8
Students Receiving Migrant
Education Services
3
1
0.7
--
--
--
--
4
1
0.7
--
--
--
--
Foster Youth
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
6
--
--
--
--
--
--
Enrolled
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.
Note: The number of students tested includes students that did not receive a score; 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 students with scores.
California Standards Tests for All Students in Science (Three-Year Comparison)
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
68
47
50
45
46
37
59
60
56
Science (grades 5, 8, and 10)
Note: 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.
California Standards Tests Results by Student Group in Science (School Year 2014-15)
Student
Group
Percent of Students Scoring at
Proficient or Advanced
All Students in the LEA
37
All Students at the School
50
Male
49
Female
51
Black or African American
--
Asian
--
Filipino
--
Hispanic or Latino
50
White
--
Socioeconomically Disadvantaged
--
English Learners
23
Students with Disabilities
50
Foster Youth
--
Note: 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.
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 9 of 13
California Physical Fitness Test Results (School Year 2014-15)
Percent of Students Meeting Fitness Standards
Grade
Level
Four of Six Standards
Five of Six Standards
Six of Six Standards
---5---
20.00
20.00
4.30
Note: 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.
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 (Most Recent Year)
•
Parents have been an integral part of the Franklin School program for several years. Extensive opportunities are available for
parents to be involved in a meaningful way with the school and their child’s learning. Our full-time Community Liaison works
collaboratively with the District’s Family Services Department to create on site programs and presentations specifically geared
towards building parents academic capacity and the needs of our school and students. In addition, there is a large nucleus of
active parents who take initiative in school improvement efforts and parent education plans.Some of the available parent
involvement programs offered at Franklin include: Family Fridays Parent Tutors, PTA SSC/ELAC Committee The Path to Success
Math Festival Activities Gang and Drug Prevention Classes Parent Learning Walks Parent Volunteers Family Literacy Classes
College Week. Overall, the Franklin Staff is committed to the continued success of parent involvement to ensure every child’s
academic achievement.
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.
Suspensions and Expulsions
Rate
School
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Suspensions-------
0.20
0.78
1.02
0.07
0.56
0.51
5.07
4.36
3.80
Expulsions-------
0.00
0.00
0.00
0.00
0.00
0.00
0.13
0.10
0.09
School Safety Plan (Most Recent Year)
Most recent review date: 12/15/2014
Each year, Franklin’s staff, students, parents, and community members work collaboratively to establish the Franklin Safe School Plan.
The plan is reviewed and revised accordingly to ensure optimal safety. The School Safety Plan components include:
1. Personal characteristics of students and staff
2. Franklin School’s physical environment
3. Franklin School’s social environment
4. Franklin’s school culture
The School Safety Committee and the Crisis Response Committee meet on a regular basis to determine school safety needs and to
report any necessary changes to the staff, students, parents, and the community. A copy of the School Safety Plan is then forwarded
to the District’s Pupil Services Office for approval.
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 10 of 13
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.
Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)
AYP Criteria
School
District
State
Made AYP Overall
Yes
Yes
Yes
Met Participation Rate: English-Language Arts
Yes
Yes
Yes
Met Participation Rate: Mathematics
Yes
Yes
Yes
Met Percent Proficient: English-Language Arts
N/A
N/A
N/A
Met Percent Proficient: Mathematics
N/A
N/A
N/A
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
N/A
Yes
Federal Intervention Program (School Year 2015-16)
Indicator
School
District
In PI
In PI
2013-2014
2004-2005
Year 1
Year 3
Number of Schools Currently in Program Improvement
N/A
23
Percent of Schools Currently in Program Improvement
N/A
95.8
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement*
Note: Cells with N/A values do not require data.
Average Class Size and Class Size Distribution (Elementary)
2012-13
Grade
Level
Avg.
Class
Size
2013-14
Number of Classes
1-20
21-32
33+
Avg.
Class
Size
2014-15
Number of Classes
1-20
21-32
33+
Avg.
Class
Size
Number of Classes
1-20
21-32
K
32
4
28
5
27
5
1
26
4
30
4
32
3
2
29
5
31
4
29
5
3
21
3
27
4
28
4
31
5
28
1
6
30
1
Other
2
1
3
1
33
2
3
1
29
4
3
26
1
12
1
3
2
1
1
4
32
3
30
4
27
1
11
1
33+
1
4
Note: Number of classes indicates how many classes fall into each size category (a range of total students per class).
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 11 of 13
Academic Counselors and Other Support Staff (School Year 2014-15)
Title
Number of FTE
Assigned to School
Average Number of Students per
Academic Counselor
.4
N/A
Academic Counselor------Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
N/A
Library Media Services Staff (Paraprofessional)
Psychologist-------
1
N/A
0.5
N/A
Social Worker-------
N/A
Nurse-------
0.25
N/A
Speech/Language/Hearing Specialist
1.5
N/A
1
N/A
Resource Specialist------Other-------
N/A
Note: Cells with N/A values do not require data. 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.
Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)
Expenditures Per Pupil
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$5,485.38
$247.97
$5,237.40
$89,121
District-------
N/A
N/A
$5,401.79
$83,022
Percent Difference: School Site and District
N/A
N/A
-3.0
7.3
State-------
N/A
N/A
$5,348
$72,993
Percent Difference: School Site and State
N/A
N/A
-2.1
22.1
Level
School Site-------
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2014-15)
Franklin School received funding from restricted sources such as Title I (federal) and Local Control Funding Formula (state) for
supplementary education programs, materials, professional development, professional development TOSAs, and parent education. A
detailed description of programs and services provided to support student achievement is documented in the Single Plan for Student
Achievement located at https://sites.google.com/a/acsd.k12.ca.us/categorical-state-federal-projects/home/single-plan-for-studentachievement.
Teacher and Administrative Salaries (Fiscal Year 2013-14)
Category
District Amount
State Average for Districts In Same Category
Beginning Teacher Salary
$48,810
$43,091
Mid-Range Teacher Salary
$82,628
$70,247
Highest Teacher Salary
$98,950
$89,152
Average Principal Salary (Elementary)
$124,351
$112,492
Average Principal Salary (Middle)
$116,021
Average Principal Salary (High)
$117,511
Superintendent Salary
$231,000
$192,072
Percent of Budget for Teacher Salaries
40%
41%
Percent of Budget for Administrative Salaries
5%
6%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 12 of 13
Professional Development (Most Recent Three Years)
The vision of ACSD is to create an exceptional learning environment that engages, challenges, and supports all students so that they
thrive and achieve their academic potential every year, while preparing them to pursue college and career opportunities to be global
citizens. To increase the achievement of all students, close the achievement gap for our English Learners and build the 21st century
competencies needed of communication, collaboration, critical thinking and creativity, a comprehensive professional learning
program is provided to all teaching, classified and district staff. Two instructional areas of focus aligned with both local and state
assessment data and the language and rigor demands of the common core standards have been identified:
*During instruction, teachers explicitly teach the language that students need to engage in academic discourse about content through
multiple and frequent opportunities to discuss and collaborate using complete sentences and academic language to develop their
understanding.
*During mathematics instruction, teachers provide frequent and ample opportunities for teachers and students to demonstrate the
standards for mathematical practice.
Professional learning opportunities are provided through various venues to allow for differentiated needs. Teachers can attend
expected development through available summer dates, all district staff development days, and in/after school support with release
time provided. Additionally, all schools are provided with on site specific professional development as needed through district
curriculum specialist. A professional learning calendar and online registration process is available and digitally accessible to all staff
24hrs a day.
Job embedded professional learning through peer support is orchestrated and provided by on site coaching opportunities. All
schools have support from a full time Curriculum Coach and shared Digital Learning coach to help apply professional learning
through co-plan/co-teach opportunities, lesson studies, grade level calibrating and planning, peer learning walks and modeling of
effective delivery of instruction.
2014-15 School Accountability Report Card for Benjamin Franklin Elementary School
Page 13 of 13