franklin elementary school · the standards and curriculum. montcas is the test used to determine...
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1901 S 10th
W
Missoula, MT
59801
Phone:
406.542.4020
Web:
www.mcpsmt.org
Principal:
Roberta Stengel
Franklin
Elementary
School
2013
BUILDING PROFILE
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Building Profile: Franklin Elementary School 2013
Address: 1901 South Tenth Street West
Missoula, Montana 59801
Phone: 406.542.4020
Principal: Roberta Stengel
Secretary: Tracy Ursery
Total Administrative Staff: 1
Total Certified Teaching Staff: 26
Total Classified Support Staff: 19
Franklin School has a rich educational history. The school was built in
1916 and has served thousands of Missoula's children. Today, it houses
about 280 students in grades K-5. We welcome parent and community
involvement at Franklin School.
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Building Profile: Franklin Elementary School 2013
Table of Contents ENROLLMENT DEMOGRAPHICS ................................................................................................................. 3
STUDENT ACHIEVEMENT ........................................................................................................................... 5
ASSESSMENT DESCRIPTIONS .................................................................................................................. 5
ASSESSMENT RESULTS ........................................................................................................................... 6
DIBELS ...................................................................................................................................................................................................6
MontCAS CRT: READING ......................................................................................................................................................................7
MontCAS CRT: MATH ...........................................................................................................................................................................8
MEASURES OF ACADEMIC PROGRESS: READING ..............................................................................................................................9
MEASURES OF ACADEMIC PROGRESS: MATH ................................................................................................................................ 10
STUDENT ENGAGEMENT ......................................................................................................................... 11
AVERAGE DAILY ATTENDANCE ............................................................................................................. 11
CHRONIC ABSENTEEISM ...................................................................................................................... 12
SCHOOL ENVIRONMENT ......................................................................................................................... 13
DEVELOPING STUDENTS’ SELF-WORTH ................................................................................................ 14
ACTIVE ENGAGEMENT ......................................................................................................................... 14
SENSE OF PURPOSE ............................................................................................................................. 15
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Building Profile: Franklin Elementary School 2013 2010-2011 2011-2012 2012-2013
Gender
Race/
Ethnicity
% Free
and
Reduced
Lunch
% Special
Education
% Plan
504
54%46%
Male
Female
46%54%
Male
Female
52%48%Male
Female
83
3 9 1 4 00
20406080
100 77
314
1 3 2
020406080
100 76.9
2.414.7
1.7 3.5 0.70
20406080
100
74% %
F&R
68% %
F&R64%
%
F&R
15%
% With
IEP
17%
% With
IEP
13%
% With
IEP
0%
% 504
0%
% 504
0%
% 504
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Building Profile: Franklin Elementary School 2013 2010-2011 2011-2012 2012-2013
Gifted
Education
English
Language
Learners
7%
%
COMPASS
7%
%
COMPASS
7%
%
COMPASS
2%
% ELL
3%
% ELL
3%
% ELL
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5
Building Profile: Franklin Elementary School 2013
STUDENT ACHIEVEMENT ASSESSMENT DESCRIPTIONS
DIBELS The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for
assessing the acquisition of early literacy skills from kindergarten through fifth grade. They are designed to
be short (one minute) fluency measures used to regularly monitor the development of early literacy and
early reading skills. They measure recognized and empirically validated skills related to reading outcomes.
The purpose of DIBELS Benchmark goals is to provide educators with standards for gauging the progress of
all students. The Benchmark goals represent minimum levels of performance for all students to reach in
order to be considered on track for becoming a reader. DIBELS has been used in MCPS several years in
grades K-3.
MontCAS CRT Montana Comprehensive Assessment Systems (MontCAS) is the criterion referenced test (CRT) developed
specifically for Montana to meet the requirements of No Child Left Behind (NCLB). The Montana CRT is
intended to measure how well our students have learned the knowledge and skills outlined in the Montana
Curriculum Standards and the MCPS curriculum in the areas of reading and math for grades 3-8 and 10 and
reading and math plus science in grades 4, 8, and 10. Most questions on MontCAS are multiple choice
where the student must choose the correct answer for each question. There are also constructed response
questions where the student must write about material read or the problem solved. On most CRTs it is
possible for all students to earn a passing score if they have successfully learned the material outlined in
the standards and curriculum. MontCAS is the test used to determine Adequate Yearly Progress (AYP).
MAP Measures of Academic Progress® (MAP) are computerized tests based on a continuum of skills in math and
reading. Essentially it is one long test rather than a series of shorter tests that assess students over specific
criteria at various grade levels. MAP assessments are not tests that determine mastery. Rather, MAP
assessments provide teachers with instructional levels for each student. They provide a road map for
determining where each student is performing in relation to Montana and MCPS curriculum standards. In
MAP a large, computerized question bank makes it possible for all students to receive questions specific to
their learning level. For example, the first question is “chosen” based on the student’s previous test results.
When students respond correctly they are given a more difficult question; if they are incorrect they are
given an easier question. In this way the MAP assessment hones in on the area where the student is
currently responding successfully and then outlines the next learning steps. Unlike tests that results in
percentiles, MAP uses an equal interval scale called RIT (think “inch”). With the RIT scale it is possible to
accurately measure each student’s learning over time.
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Building Profile: Franklin Elementary School 2013 ASSESSMENT RESULTS
DIBELS 2010-2011 2011-2012 2012-2013
K
Gr
1
Gr
2
Gr
3
57
22 22
0
20
40
60
80
100
49
15
36
0
20
40
60
80
100
66
2212
0
20
40
60
80
100
56
12
32
0
20
40
60
80
100
62
33
5
0
20
40
60
80
100
68
248
0
20
40
60
80
100
47
28 25
0
20
40
60
80
100
47
15
38
0
20
40
60
80
100
70
11 6
0
20
40
60
80
100
4431 24
0
20
40
60
80
100
4530 25
0
20
40
60
80
10079
714
0
20
40
60
80
100
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Building Profile: Franklin Elementary School 2013
MontCAS CRT: READING 2010-2011 2011-2012 2012-2013
Gr
3
Gr
4
Gr
5
0
20
40
60
5 5
4050
0
20
40
60
10 10
38 41
0
20
40
60
7
24 26
43
0
20
40
60
3 8
43 46
0
20
40
60
0
19
33
48
0
20
40
60
12 15
47
26
0
20
40
60
08
32
61
0
20
40
60
5 12
49
34
0
20
40
60
413
24
58
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Building Profile: Franklin Elementary School 2013
MontCAS CRT: MATH 2010-2011 2011-2012 2012-2013
Gr
3
Gr
4
Gr
5
0
20
40
60
12 12
4036
0
20
40
60
28
13
3128
0
20
40
60
35
9
28 28
0
20
40
60
168
43
32
0
20
40
60
17 17
33 33
0
20
40
60
29
18
35
18
0
20
40
60
8
2434 34
0
20
40
60
15 17
3732
0
20
40
60
1122
3631
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Building Profile: Franklin Elementary School 2013
MEASURES OF ACADEMIC PROGRESS: READING 2010-2011 2011-2012 2012-2013
Gr
2
Gr
3
Gr
4
Gr
5
0 0 0
NO DATA
0 0
20
40
60
36.8
5.3
23.734.2
0
20
40
60
38.3
8.5
21.331.9
0 0
20
40
60
20.512.8
38.5
28.2
0
20
40
60
14.711.8
44.1
29.4
0 0
20
40
60
17.512.5
40
30
0
20
40
60
15.9
6.8
52.3
25
NO DATA
NO DATA NO DATA
NO DATA
NO DATA
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Building Profile: Franklin Elementary School 2013
MEASURES OF ACADEMIC PROGRESS: MATH 2010-2011 2011-2012 2012-2013
Gr
2
Gr
3
Gr
4
Gr
5
0 0 0
0 0
20
40
60
35.9
17.9 20.5 25.6
0
20
40
60
37.8
15.6
33.3
13.3
0 0
20
40
60
17.114.6
46.3
22
0
20
40
60
24.230.3 30.3
15.2
0 0
20
40
60
2015
42.5
22.5
0
20
40
60
26.8
4.9
58.5
9.8
NO DATA NO DATA
NO DATA
NO DATA
NO DATA
NO DATA
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Building Profile: Franklin Elementary School 2013
STUDENT ENGAGEMENT
AVERAGE DAILY ATTENDANCE Average Daily Attendance is the average percentage of total students in attendance each day during one
month and throughout the year.
8284868890
92
94
96
98
100
Sept Oct Nov Dec Jan FebMar
AprMay
JunAnnual
Sept Oct Nov Dec Jan Feb Mar Apr May Jun Annual
2010-2011 94 93 92 92 90 89 91 90 89 91 91
2011-2012 93 93 93 91 93 92 92 90 91 91 92
2012-2013 93 93 91 90 90 89 88 91 91 91 91
2010-2011 2011-2012 2012-2013
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Building Profile: Franklin Elementary School 2013 CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.
2010-2011 2011-2012 2012-2013
K
Gr
1
Gr
2
Gr
3
Gr
4
Gr
5
29%14% 25%
% Chronic
Absent
15% 17%21%
% Chronic
Absent
22% 15%
30%% Chronic
Absent
22% 20% 25%
% Chronic
Absent
24% 24% 17%
% Chronic
Absent
18% 18% 29%
% Chronic
Absent
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Building Profile: Franklin Elementary School 2013
SCHOOL ENVIRONMENT School environment data that follows is taken from student responses on the MyVoices Survey. This survey
provides school-level data about the school environment through the eyes of students. Data is disaggregated
and analyzed to demonstrate students’ sense of self-worth, active engagement in school, and educational
purpose.
The Quaglia Institute for Student Aspirations (QISA) believes that for students to have high aspirations, they
must believe in themselves, be actively engaged in their learning, and see the connection between what they
learn today and who they want to become tomorrow. QISA believes that for students to have high aspirations,
three Guiding Principles must be present: Self-Worth, Active Engagement, and Purpose. These Guiding Principles
direct the development of educational experiences, from the individual classroom to the entire school building.
Students who have aspirations believe in themselves, are meaningfully engaged in their learning and the life of
the school, and work with intention toward their goals.
Developing Students’ Self-Worth Belonging, Heroes, and Sense of Accomplishment Self-Worth begins when students experience a sense of Belonging: They feel like they are part of the school
community while being recognized and appreciated for their uniqueness. Students also experience Self-Worth
when someone in their lives believes in them. They need Heroes: people they can look up to, respect, and learn
from. To develop Self-Worth, students also need a Sense of Accomplishment. They must be recognized as much
for their effort, perseverance, and citizenship as they are for high grades and good test scores. As students build
Self-Worth, they are more likely to persevere through difficult tasks and be inspired to take the steps needed to
reach their goals.
Fostering Students’ Active Engagement in Learning Fun & Excitement, Curiosity & Creativity, and Spirit of Adventure Active Engagement means that students are emotionally, intellectually, and behaviorally engaged in their
learning. Emotionally engaged students experience Fun & Excitement by becoming so involved that they almost
lose track of time. At the end of the lesson, they wonder, “Where did that time go?” Intellectually engaged
students are not afraid to ask “Why?” or “Why not?” about the world around them. Curiosity & Creativity are
alive in the way they learn, fostering inquisitiveness and a desire to satisfy their minds with new discoveries.
Behaviorally engaged students have a Spirit of Adventure. They are not afraid to try new things, or to take on
healthy challenges, regardless of whether they might succeed or fail. With Active Engagement, learning becomes
important in and of itself.
Encouraging a Sense of Purpose Leadership & Responsibility and Confidence to Take Action Schools must challenge students to think about their Purpose—who they want to become as well as what they
want to be. To reach this goal, students need to explore what it means to have, and create, a successful and
rewarding life. Purpose is about being responsible, accountable, and confident. To develop Purpose, students
need the opportunity to assume Leadership & Responsibility in their lives. They must learn to make decisions
and understand the consequences of their choices. When students have Purpose, they have the Confidence to
Take Action toward a meaningful, productive, and rewarding future. They believe in themselves and are
motivated to reach their dreams.
Taken from The Aspirations Framework, Quaglia Institute for Student Aspirations, 2011.
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Building Profile: Franklin Elementary School 2013
DEVELOPING STUDENTS’ SELF-WORTH
ACTIVE ENGAGEMENT
0
20
40
60
80
100
Grade 3 Grade 4 Grade 5 TOTAL AV
71.5
81.375.8 75.8
2012-2013
0
20
40
60
80
100
Grade 3 Grade 4 Grade 5 TOTAL AVG
76.3 79.571.0
75.0
2012-2013
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Building Profile: Franklin Elementary School 2013 SENSE OF PURPOSE
0
20
40
60
80
100
Grade 3 Grade 4 Grade 5 TOTAL AVG
67.3 66.0 67.5 67.5
2012-2013
Missoula County Public Schools 215 South Sixth Street West
Missoula, Montana 59801
406.728.2400
www.mcpsmt.org