##### U.S. Department of Education November 2002

**No School Left Behind Blue Ribbon Schools Program**

**Cover Sheet**

Name of Principal [Ms Carol A. Christen]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Benjamin Franklin High School]{.underline}

(As it should appear in the official records)

School Mailing Address [2001 Leon C. Simon Drive]{.underline}

(If address is P.O. Box, also include street address)

[New Orleans LA 70122-3524]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(504) 286-2600]{.underline} Fax [( 504 ) 286-2642]{.underline}
Email: *Carol_Christen@nops.k12.la.us*

Website/URL: <http://www.benfranklinhighschool.org/>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Mr. Anthony Amato]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Orleans]{.underline} Tel. [(504)365-8800]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [84]{.underline} Elementary
schools

[18]{.underline} Middle schools

[\-\--]{.underline} Junior high schools

[20]{.underline} High schools

[6]{.underline} Alternative

[128]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6026]{.underline}

Average State Per Pupil Expenditure: [\$3290]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ X \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1 ½]{.underline} Number of years the principal has been in her/his
position at this school.

[13 ½]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       90        142         232

  **3**                                                     **10**      88        117         205

  **4**                                                     **11**      71        135         206

  **5**                                                     **12**      91        124         215

  **6**                                                     Other                             

                                    **TOTAL                                                   858
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [59]{.underline} % White

the students in the school: [27]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

[11]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[0.46349%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 4
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        4
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    863
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0046349
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .46349
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [9%]{.underline}

[79]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [82 %]{.underline}

[702]{.underline} Total Number of Students Served

> (which includes 699 Gifted/Talented students)
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [2]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation [1]{.underline} Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1\*]{.underline} \_\_\_\_\_\_\_\_\_

Classroom teachers [59]{.underline} [4]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_\_ [2]{.underline}

Paraprofessionals [1]{.underline} \_\_\_\_\_\_\_\_\_

> Support staff [5]{.underline} [2]{.underline}
>
> Total number [65]{.underline} [8]{.underline}

\*Vacancy exists for Assistant Principal

12\. Student-"classroom teacher" ratio: [16 to 1]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.4%       95.9%       95.7%       94.8%       96.2%

  Daily teacher attendance 98%         96%         97%         98%         96%

  Teacher turnover rate    2%          5%          3%          4%          3%

  Student dropout rate     .2%         .2%         .1%         .1%         .1%

  Student drop-off rate\*  24%         22%         20%         23%         16%
  ------------------------ ----------- ----------- ----------- ----------- -----------

> *\** Composed largely of students who move out of state or choose to
> attend private school

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [17          |
|                                                     | 9]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [9           |
|                                                     | 9]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > [.           |
|                                                     | 5]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [.           |
|                                                     | 5]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > [10          |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

**Narrative Snapshot**

Benjamin Franklin High School is located on the University of New
Orleans campus in New Orleans, Louisiana. One of 24 Citywide Access
Schools, Franklin serves a population of students of high academic
potential; 99% of each graduating class enters college, winning
acceptance to the most prestigious universities in the country and
collecting significant numbers of merit scholarships.

To be admitted students must achieve the required score on an admissions
matrix, which includes test results, academic record, and other
qualifiers. Although the ethnic distribution of the student body does
not mirror those of the New Orleans community, Franklin is one of the
few ethnically diverse schools in the area, with a population that
includes African American, Asian, Native American and white students.
The school was founded in 1957, its stated mission to promote excellence
among New Orleans high school students, and, in the face of changing
demographics and occasional controversy, it has sustained its commitment
to that purpose, encouraging students "to reach their maximum potential
as scholars and productive, creative citizens of a technology-rich
global community" (as described in the School Mission Statement).

Compared to high schools across the nation, Franklin produces an
outstanding number of National Merit Semi-Finalists (an average of 23
for the past six academic years) and National Achievement Semi-Finalists
(an average of 11 for the past six years). In any given year, between 18
and 23% of Franklin graduates are honored with one or both of these
designations; last year, Franklin produced the second largest number of
National Achievement Finalists in the nation. Franklin ACT scores hover
around a composite average of 27, compared to a state composite of 19.6
and a national composite of 21. SAT scores on the verbal half of the
test range from 623 to 641, compared to 559-562 at the state level and
505 nationally. SAT scores on the mathematics half of the test range
from 618 to 631, compared to 550-558 in Louisiana and 508-511 on a
national level. Franklin students take the PSAT test in October of their
freshman, sophomore and junior years; the improvement in scores as
students advance through the Ben Franklin academic program exceeds
national rates.

For the past six years, 100% of Franklin students have passed the
Graduate Exit Exam in Language Arts, Math, Writing, Science and Social
Studies. On the Iowa Test of Educational Development, a norm-referenced
statewide test, the school composite has been at the 94^th^ percentile.
Franklin aims to educate the whole child. Among its most innovative
programs is the Teaching and Leadership Academy, which provides students
with opportunities to intern at area schools and interact with
professional community educators as well as to explore service learning
options at locations throughout the community. The school has many and
varied extra-curricular programs, and Franklin students routinely
receive recognition at state and local contests in all disciplines,
including JETS, Tri-Hi-Y, Speech Club, Mu Alpha Theta, and science fair
competitions, as well as at regional and state literary rallies.
Franklin writers and artists publish their work in regional publications
(Southern Voices, The Louisiana State Poetry Journal, etc.) as well as
the school's own Riverbend Review, which regularly wins silver or gold
medals in national competitions; student musicians collect "Superior"
ratings at LMEA, and drama students stage high-quality spring musicals
and fall dramatic plays.

Finally, despite its emphasis on rigorous AP-driven academic curricula,
the achievements of Franklin students are not limited to the classroom.
This year, as the only district school that fielded two state
championship athletic teams (girls' volleyball and girls' soccer), the
school is a possible contender for an award to be given to the most
athletic school in the state; moreover, Franklin athletes maintain high
academic averages while excelling on the field (for example, a 3.5 team
GPA for the members of the volleyball team and a 3.7 team GPA for
members of the soccer team).

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

I.  **Description of Achievement Data**

Louisiana schools receive a School Performance Score (SPS), which is
calculated using results from criterion-referenced tests (which make up
60% of the SPS), results from norm-referenced tests (which make up 30%
of the SPS), and the school's attendance and drop-out records (which
make up the final 10% of the SPS). Based on this formula, schools
receive an achievement designation and formulate a long-term growth plan
designed to produce improvement in school achievement levels. Franklin
has been labeled a Louisiana School of Academic Excellence, and its SPS
for the year 2001-2002 is 194.8, the highest in the state. The entire
state assessment program, consisting of both criterion and
norm-referenced tests is referred to as LEAP 21.

**Criterion-Referenced Tests.** Louisiana's current criterion-referenced
testing program for high school students consists of the Graduation Exit
Exam for the 21^st^ Century (GEE-21), administered at the 10^th^ and
11^th^ grade level. Prior to spring 2001, an earlier version of the GEE
was administered to all tenth-graders on a Pass/Fail basis. With the
introduction of the GEE-21 in 2000/2001, several significant
modifications were implemented into the testing program:

-   The GEE-21 is now aligned to state content standards.

-   The GEE-21 is more rigorous than the previous LEAP test (it is
    required by law to be at least as rigorous as the National
    Assessment of Educational Progress (NAEP) tests; and

-   Students taking the GEE-21 receive one of several Achievement
    Ratings instead of a pass-fail score. These achievement ratings,
    with appropriate descriptors, are as follows:

> **Advanced** ("A student at this level has demonstrated superior
> performance beyond the proficient level of mastery.")
>
> **Proficient** ("A student at this level has demonstrated competency
> over challenging subject matter and is well-prepared for the next
> level of schooling.")
>
> **Basic** ("A student at this level has demonstrated only the
> fundamental knowledge and skills needed for the next level of
> schooling.")
>
> **Approaching Basic** ("A student at this level has only partially
> demonstrated the fundamental knowledge and skills needed for the next
> level of schooling.")
>
> **Unsatisfactory** ("A student at this level has not demonstrated the
> fundamental knowledge and skills needed for the next level of
> schooling.")

Successful performance on the various criterion-referenced tests is
required for graduation from a Louisiana public school. In 2000-01 all
tenth grade students were required to score Approaching Basic or above
on both the English Language Test and the Mathematics Test in order to
be eligible for a high school diploma. Starting in 2001-2002 tenth
graders were required to score Approaching Basic or above on both the
mathematics and language tests **and** on **either** the Science or
Social Studies test (administered in the eleventh grade) to be eligible
to receive a high school diploma.

The Language Arts test of the GEE-21 (***Table 1 in the Appendix***)
includes reading comprehension sections, usage and mechanics sections
and a holistically-graded writing assignment; it also includes
constructed-response questions and a section on the use of resource
materials. The Mathematics Test ***(Table 2 in the Appendix)***
addresses all six strands of the mathematics standards (Number and
Number Relations, Algebra, Measurement, Geometry, Data Analysis and
Recognition of Patterns). Both tests require problem solving, critical
thinking and real-world application skills. In Data Tables 1 and 2,
Franklin subgroup scores are formatted by percentage. Prior to 2000-2001
test results were reported on a pass-fail basis only and designated
achievement levels are not indicated on the tables.

**Norm-referenced Tests**. Ninth grade students in Louisiana also take a
norm-referenced test battery, the Iowa Tests of Educational Achievement
(ITED), which includes tests in vocabulary, reading comprehension,
mathematics, social studies, science and library resources. Franklin's
scores on the Language Expression/Composition Sections (***Table 3 in
the Appendix***) and on the Mathematics Section (***Table 4 in the
Appendix***) are reported in percentile format, disaggregated by
subgroup.

2.  **Using Assessment Data**

One of Franklin's long-term improvement objectives is focused on
addressing the needs of under-achieving students. Standardized testing
is of course the most important tool in identifying this body of
students. Applications for admission to the many Advanced Placement
courses offered at Franklin require examination of standardized test
scores, and all students are expected to monitor their performance on
these tests, engage in meta-cognitive self-assessment and develop an
awareness of their strengths and weaknesses as learners. Test results
and anecdotal reports of achievement are routinely incorporated into IEP
conferences for Franklin's large population of Gifted and Talented
students and into placement decisions for course options.

In addition to the GEE-2 and ITED, Franklin students take the PSAT every
year, giving counselors and teachers immediate access to longitudinal
developmental information. Teachers have access to all student test
scores and are given diagnostic guidance in interpreting those scores.
Once skills problems have been identified, they are addressed directly
and aggressively; teachers arrive early in the morning, stay late in the
afternoon or tutor at lunch, and students in need of time-intensive
skills training are encouraged to attend Franklin's extensive Saturday
Tutoring program, regularly staffed by faculty members.

In order to ensure that standardized test results accurately reflect
student skills, opportunities to develop standardized test-taking skills
are routinely embedded into course curricula (for example, practice in
vocabulary development and training in inferential reading, the
systematic development of critical thinking skills, and extensive
practice in problem-solving and communication methods).

> []{.mark}

3.  **Communicating Assessment Data to Students, Parents, and
    Community**

Franklin has two professional academic counselors well trained in
communicating the importance of standardized test results, and students
and parents are provided with yearly workshops on interpreting
standardized test scores. Parents receive first and third quarter
mid-term progress reports in addition to semester report cards.
Additional progress reports are issued to students who are earning
grades lower than Cs in the middle of each quarter (or at any time a
teacher feels a need to formally communicate a student's progress with
his or her parents). All progress reports must be signed by parents and
returned within a few days.

Faculty members maintain close contact with parents, by phone, email, or
memo, and the school Student Assistance Team holds all-teacher meetings
with the parents of students having difficulties in more than one
course. After each quarterly grading period Parent/Teacher conferences
are held. Students earning any grade lower than a C do not receive their
report cards directly; instead, their parents are required to personally
pick up their students' report cards during the conferences.

Ben Franklin has a web page, as do the Parents' Association and the
Alumni Association. Through these online tools and also through a
Parent's Newsletter issued monthly, parents are notified of calendar
dates, upcoming grading periods and exam schedules, as well as student
achievements and academic honors received by members of the school
community. Franklin's on-site television station broadcasts daily,
supplying regular information about extracurricular activities and
upcoming testing programs. For example, the entire school eagerly awaits
the announcement of the current year's National Achievement and National
Merit Semi-Finalists. At the start of the year special programs are held
specifically for freshmen parents, designed to familiarize them with
Franklin requirements and the grading process. Franklin also has a
full-time college counselor; twice a year students and parents are
invited to workshops designed to help them learn to evaluate academic
records as they relate to receiving financial aid and the choices that
must be made during the college admission process.

**4. Sharing Successes With Other Schools**

The core of Benjamin Franklin's mission statement is that students must
be taught to be productive, creative citizens of a community, with a
sense of social responsibility. We take that mission statement seriously
and work diligently to be part of working teams for school improvement
across the district to increase student achievement and to develop
student character. Benjamin Franklin High School is proud to be an
active contributing member of New Orleans Public Schools.

Our principal works with other school administrators to assess school
needs and to problem-solve about concerns that impact student learning.
She willingly shares with other schools our strategies for addressing
student achievement, our curriculum, and lesson plans, and has
encouraged "cross-pollination" among teachers in various disciplines in
other schools. To facilitate this sharing, our principal has made our
school building readily accessible for professional development
activities across the school district. In fact, Franklin has become
known as the "community school."

Our teachers participate in and provide professional development for
district teachers. They share curriculum guides and lesson plans, serve
on textbook committees, work on state committees, volunteer on homework
hotlines, lead service clubs at school, and, in sum, instill in their
students by example a concern and commitment to being part of a
community of learners.

Our school social worker works in an integrated way with school social
workers across the district and shares and learns from them about how to
eliminate the barriers that prevent students from achieving to their
highest potential. In addition, the social worker and a teacher
coordinate service learning projects and work to integrate service
learning into the curriculum.

One example of our commitment to helping other schools is our Teaching
and Leadership Academy. In this academy, students participate in service
learning projects with partner elementary and middle schools. Student
interns work in classrooms, teaching, tutoring, and mentoring students.
Over the last two years these students have positively impacted student
learning in over six elementary and middle schools through service
learning projects such as reading circles, teaching debate, preparing
students for the state LEAP test, working with Deaf Olympics, and
tutoring students in math and reading in after-school programs. Funded
by a recent grant, a mobile technology lab gives student interns the
capability of providing technology access to the students they mentor.
The ultimate goal of this Academy is to "grow our own" teachers for our
public schools and to build in the students who participate a commitment
to education within the New Orleans community.

We believe that sharing successes also involves feeling pain when others
fail. To that end, we do not approach schools as prophets, but rather as
fellow learners in the path to appropriate and challenging schooling for
all children. This idea is not merely a posture we adopt; we believe and
we try to live in such a way that all of us do better when we do it
together.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **School Curriculum**

Because of its prescribed mission, Franklin's curriculum is entirely
college preparatory, with four-year programs in math, science, social
studies, and English, three-year programs in foreign language (offering
courses in Spanish, French, Latin and German), and two years in
health/physical education. Additionally, there are numerous electives
offered, including Art, Music, Black Studies, Choir, Journalism I and II
(both Newspaper and Yearbook), PE III, Psychology/Sociology, Creative
Writing, Southern Literature, European History, Twentieth-Century
History, Greek/Roman History, Russian History, Astronomy, Statistics,
Computer Science, TV I and II, and Stagecraft. Students designated as
Talented have the opportunity to take classes in TAV, TAT, and TAM.
Franklin also has a four-year model-career option program, the Teaching
and Leadership Academy, which offers students an opportunity to intern
at area schools and to earn college credit during their senior year. All
students must complete a minimum of twenty-three curriculum units.

Although Franklin is not on block scheduling, selected courses meet for
more than one class session a day (including Biology AP, Chemistry AP,
and the senior Teaching Cadet program). In keeping with the belief that
our students need to develop a sense of community and social
responsibility and that good citizenship requires an awareness of the
rights and needs of others, an increasing number of courses have a
required service component, and the curriculum includes cross-curricular
activities that emphasize the absolute need for our students to be
technologically proficient, skilled in writing and speaking, and
prepared for real-world experiences.

During the forty plus years of Franklin's existence the school's AP
program has expanded from a few foreign language tests into a
comprehensive program encompassing virtually every subject area; there
are now 19 separate college-level AP courses available at Franklin, and
students test in 23 subject areas. The total number of AP tests taken by
our students has risen from 66 in 1986 to 637 in 2002, as courses in
European History, Psychology, Fine Arts, English Language and
Composition, Calculus, Physics, Statistics and Government have been
added to Franklin's curriculum. All students are invited to participate
in the AP program---not only those excelling in a particular subject
area; this has resulted in increasing enrollment in AP courses such as
English III AP, European History (a sophomore-level AP course), and
Psychology. It is notable that, despite very deliberate attempts to make
the program available to all members of the student body, the number of
Franklin students scoring 3 or above on AP tests has stayed consistently
high (with percentages ranging from 84 to 91%). In 2001 Franklin was
recognized as the overall high scorer for the Southeast Louisiana region
by the Siemens-Westinghouse Corporation as one of six schools exhibiting
superior performance on AP tests.

[]{.mark}

**2. English Language Curriculum and Reading Remediation**

At Franklin virtually all students read at or above grade level; reading
instruction is cross-curricular and designed to develop critical
thinking skills and sophistication in interpreting and responding to
written materials. In all course areas, students are required to
interact with a variety of advanced, multi-level texts in a thoughtful,
creative way, exploring inferences and implications rather than simply
decoding the materials. In particular the high proportion of Franklin's
students who take AP courses receive intensive training in reading
sophisticated materials and producing thoughtful, analytic written
responses to those materials. Writing and reading are inseparably linked
in Franklin's academic program; every major test at Franklin is required
to be 50% essay.

In English classes, direct instruction in close reading is a routine
part of the curriculum; both orally and through Sustained Silent
Reading, teachers and students explore the language used in literary
works with unmatched intensity and delight. A comprehensive four-year
vocabulary development program is incorporated into the English
curriculum, as are Summer Reading requirements and an average of five or
six novel-length works a year. Research and reading assignments in other
classes boost the number of book-length texts studied by the average
Franklin student to as many as twenty-five a year; exposure to reading
materials ranging from poems and other literary materials to technical
articles and research reports ensures adaptability and flexibility in
pacing and assimilation skills. Perhaps most important, Franklin
teachers, themselves voracious readers, serve as role models in helping
their students develop an appreciation for and willingness to explore
complex texts.

**3. Model Curriculum Area (Science)**

The science curriculum at Franklin is offered at all grade levels as
honors courses. Laboratory exercises are integrated with
lecture/demonstration and hands-on activities. The department makes
extensive use of laboratory facilities and state-of-the-art technology.
Local experts and university facilities are utilized to pursue research
goals. Hands-on, interactive science courses stimulate students to learn
content, of course, but also to become problem-solvers and researchers
about issues that extend far beyond the science classroom.

Environmental Science serves as an introductory course. Investigations
combine library and computer-based research methods, methods of data
collection and analysis using calculators and computers, modeling trends
in data, and data interpretation.

The Biology I curriculum is presented through lecture/demonstration, lab
activities, small group activities and various types of technology,
discussions and readings. Chemistry is a laboratory and
research-oriented course. Each student is required to complete an
independent research project that culminates in an exhibit that is
entered in science competitions. A number of Franklin students have
received local, state, national and/or international awards and
recognition for their professional-level research projects.

Extensive Advanced Placement courses offer activities that include
participation in community science outreach programs, lunchtime
tutoring, journal club presentations and field trips.

Franklin also has successful and popular extracurricular science
programs. These include teams of students from all grade levels
preparing and competing in Science Fair, Science Olympiad, the Junior
Engineering and Technical Society (JETS) and the Louisiana Engineering
Advancement Program (LEAP), Chemistry Olympiad, the Junior Science and
Humanities Symposium, and Science Bowl.

Closely linked with the mathematics curriculum, the science curriculum
links student learning to real-world experiences and the application of
knowledge.

**4. Instructional Methods**

Although extracurricular activities are important, the principal and
faculty at Franklin believe that instructional time needs to be given
the highest priority and share a commitment to the philosophical premise
that that all students need to be lifelong learners. Franklin students
are exposed to engaging and varied pedagogy and provided with every
possible opportunity to excel in both competitive and cooperative
learning situations. Instructional methods emphasize higher level
thinking skills, problem-solving, abstract reasoning and simulations.
Student-centered classes requiring interactive reading and writing
skills are high priority components of the instructional program.

Technology-based instruction has increased dramatically in the past few
years, due in part to the 2001 Fund, a successful fund-raising program
spearheaded by the Ben Franklin High School Parents' Association, which
has enabled the Franklin Technology Team to achieve its goal of placing
a computer in every classroom. There are well-equipped computers labs on
both the first and second floor, in addition to computers with
high-speed Internet connections available in the library. Franklin
students have access to professional databases through the school's
partnership with the University of New Orleans as well as through school
district resources. All classrooms have at least one Internet
connection, and many classrooms have four to eight connections. In
addition, grant money and gifted funds have been used to establish
state-of-the-art mobile multi-media labs, which enable whole-class
Internet instruction.

In recent years, there has also been an increase in career-based
learning programs and authentic instructional practices. Examples range
from such whole-class practices as the use of magazine subscriptions in
Spanish classes to provide students with real-world language interaction
to the establishment of off-campus research internships for science
students and semester-long internship experiences offered in the
Teaching and Leadership Academy. This year Franklin held a Career Day,
hosting alumni and community professionals who delivered presentations
on different career options.

2.  **Professional Development Program**

> Because Franklin teachers are committed to the belief that all
> individuals need to become life-long learners, they participate
> enthusiastically in professional development activities. The staff
> includes AP readers, professional cadre members, and presenters at
> state and national conferences. Pursuit of learning experiences among
> faculty members extends beyond the school year, as teachers work
> throughout the summer to complete Council of Basic Education grants
> and/or enroll in NEH course programs throughout the country. The
> principal is supportive of requests to participate in professional
> conferences and keeps faculty members apprised of various
> opportunities via emails, memos, and the Curriculum Council, which
> meets once a week. Although her tenure as Franklin's principal is just
> 1 ½ years, she served as assistant principal for 16 ½ years and
> understands very well the needs and characteristics of both the
> faculty and the student population. Department heads assume a
> leadership role in curriculum planning and information reporting and
> also model participation in professional activities within the state
> and district school systems. Members of Franklin's Technology Team
> offer on-site training opportunities to staff members (including
> workshops on designing web pages, trouble-shooting hardware and
> software, and using digital cameras and multi-media tools); even
> teachers who in the past have been resistant to the use of technology
> have shown increasing comfort levels with computer-assisted
> instruction. Extensive financial support for professional development
> has been provided by the Parent Association and the Alumni
> Association. An active special education department disseminates
> information and provides individualized assistance to teachers working
> with students with special needs.

A professional development committee coordinates and integrates all
professional activities in the school. The committee has developed a
long-term strategic growth plan for professional development and its
outcomes; this year the committee initiated a successful plan to improve
PSAT, SAT and ACT scores across the school. Classroom strategies that
have been implemented not only address test-taking skills but also
promote curricular integration of critical thinking skills. Recently,
the committee has also taken the lead in disseminating information about
the process of obtaining National Board Certification.

**[APPENDIX]{.underline}**

**[Table 1]{.underline}**

**[Criterion-Referenced Tests]{.underline}**

**[Sub-Group Scores for English Language Test Section]{.underline}**

**[of GEE-21 (1998/99-2001/02)]{.underline}**

**[Benjamin Franklin High School]{.underline}**

**New Orleans, Louisiana**

**[10^th^ Graders]{.underline}**

Edition/publication year: **2001, 2002** Publisher: **Louisiana Dept of
Education**

What groups were excluded from testing? **None**

Number excluded **0** Percent excluded **0%**

+--------------------------------------+-------+-------+-------+-------+
|                                      | 2001  | 2000  | 1999  | 1998  |
|                                      | -2002 | -2001 | -2000 | -1999 |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | April | April | April | April |
+--------------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                        |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Basic                    | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Proficient               | 69%   | 81%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| At Advanced                          | 30%   | 36%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 221   | 251   | 226   | 213   |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0%    | 0%    | 0%    | 0%    |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Basic                    | 100%  | 99%   | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Proficient               | 92%   | 84%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| At Advanced                          | 31%   | 16%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. Black                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Basic                    | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Proficient               | 87%   | 68%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| At Advanced                          | 29%   | 11%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Asian                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Basic                    | 100%  | 100%  | 100%  | 100%  |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Proficient               | 72%   | 88%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| At Advanced                          | 20%   | 18%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| STATE SCORES                         |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Total                                |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Basic                    | 52%   | 56%   | 81%   | 8     |
|                                      |       |       |       | 5/93% |
+--------------------------------------+-------+-------+-------+-------+
| State Mean Score                     | NA    | NA    | NA    | (     |
|                                      |       |       |       | Lang/ |
|                                      |       |       |       |       |
|                                      |       |       |       | Comp) |
+--------------------------------------+-------+-------+-------+-------+
| At or Above Proficient               | 14%   | 13%   | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| State Mean Score                     | NA    | NA    | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| At Advanced                          | 1%    | 1%    | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
| State Mean Score                     | NA    | NA    | NA    | NA    |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

**[Table 2]{.underline}**

**[Criterion-Referenced Tests]{.underline}**

**Sub-group Scores for Mathematics Test Section**

**of GEE-21 (1999/99-2001/02)**

**Benjamin Franklin High School**

**New Orleans, Louisiana**

**10^th^ Graders**

Edition/publication year: **2001, 2002** Publisher: **Louisiana Dept of
Education**

What groups were excluded from testing? **None**

Number excluded **0** Percent excluded **0%**

  -------------------------------------- ----------- ----------- ----------- -----------
                                         2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                          April       April       April       April

  SCHOOL SCORES                                                              

  Total                                                                      

  At or Above Basic                      100%        100%        100%        100%

  At or Above Proficient                 92%         91%         NA          NA

  At Advanced                            56%         49%         NA          NA

  Number of students tested              221         251         226         213

  Percent of total students tested       100%        100%        100%        100%

  Number of students excluded            0           0           0           0

  Percent of students excluded           0%          0%          0%          0%

  SUBGROUP SCORES                                                            

  1\. White                                                                  

  At or Above Basic                      100%        100%        100%        100%

  At or Above Proficient                 94%         95%         NA          NA

  At Advanced                            64%         58%         NA          NA

  2\. Black                                                                  

  At or Above Basic                      100%        100%        100%        100%

  At or Above Proficient                 85%         79%         NA          NA

  At Advanced                            38%         27%         NA          NA

  3\. Asian                                                                  

  At or Above Basic                      100%        100%        100%        100%

  At or Above Proficient                 96%         100%        NA          NA

  At Advanced                            64%         61%         NA          NA

  STATE SCORES                                                               

  Total                                                                      

  At or Above Basic                      47%         51%         74%         74%

  State Mean Score                       NA          NA          NA          NA

  At or Above Proficient                 17%         18%         NA          NA

  State Mean Score                       NA          NA          NA          NA

  At Advanced                            6%          5%          NA          NA

  State Mean Score                       NA          NA          NA          NA
  -------------------------------------- ----------- ----------- ----------- -----------

**[Table 3]{.underline}**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**[Iowa Test of Educational Development]{.underline}**

**[Reading/Language Section]{.underline}**

**[9^th^ Graders]{.underline}**

Edition/publication year: **1999, 2000, 2001 Form M** Publisher:
**Riverside Press**

What groups were excluded from testing? **[None]{.underline}**

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles **[X]{.underline}**

  -------------------------------------- -------- ----------- -------- ----------- -------- -----------
                                                  2001-2002            2000-2001            1999-2000

  Testing month                                   April                March                April

  **SCHOOL SCORES**                                                                         

  Total Score                                     94/93%               94/93%               91/90%

  Number of students tested                       210                  211                  259

  Percent of total students tested                100%                 100%                 100%

  Number of students excluded                     0                    0                    0

  Percent of students excluded                    0%                   0%                   0%

  SUBGROUP SCORES                                                                           

  1.White                                94/91%               95/93%               91/90%   

  2\. Black                              88/89%               93/91%               84/84%   

  3\. Asian                              94/94%               89/93%               87/85%   
  -------------------------------------- -------- ----------- -------- ----------- -------- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  -------------------------------------- ----------- ----------- -----------
                                         2001-2002   2000-2001   1999-2000

  **NATIONAL SCORES**                                            

  Total Score                            NA          NA          NA

  **STANDARD DEVIATIONS**                                        

  Total Standard Deviation               NA          NA          NA
  -------------------------------------- ----------- ----------- -----------

**[Table 4]{.underline}**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**[Iowa Test of Educational Development]{.underline}**

**[Mathematics Section]{.underline}**

**[9^th^ Graders]{.underline}**

Edition/publication year: **1999, 2000, 2001 Form M** Publisher:
**Riverside Press**

What groups were excluded from testing? **None**

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles **[X]{.underline}**

  -------------------------------------- ----- ----------- ----- ----------- ----- -----------
                                               2001-2002         2000-2001         1999-2000

  Testing month                                April             March             April

  **SCHOOL SCORES**                                                                

  Total Score                                  93%               93%               90%

  Number of students tested                    210               211               259

  Percent of total students tested             100%              100%              100%

  Number of students excluded                  0                 0                 0

  Percent of students excluded                 0%                0%                0%

  SUBGROUP SCORES                                                                  

  1.White                                92%               95%               90%   

  2\. Black                              86%               88%               83%   

  3\. Asian                              93%               96%               87%   
  -------------------------------------- ----- ----------- ----- ----------- ----- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  -------------------------------------- ----------- ----------- -----------
                                         2001-2002   2000-2001   1999-2000

  **NATIONAL SCORES**                                            

  Total Score                            NA          NA          NA

  **STANDARD DEVIATIONS**                                        

  Total Standard Deviation               NA          NA          NA
  -------------------------------------- ----------- ----------- -----------