##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Marylou Seeman]{.underline}

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

Official School Name [Franklin Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2627 East 17^th^ Avenue]{.underline}

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

[Spokane WA 99223-5100]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(509) 354-2620]{.underline} Fax [(509) 354-2666]{.underline}

Website/URL
[http://www.spokaneschools.org](http://www.spokaneschools.org/) E-mail
[MarySe@spokaneschools.org]{.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 all information is accurate.

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

(Principal's Signature)

Name of Superintendent\* [Dr. Brian Benzel]{.underline} (Specify: Ms.,
Miss, Mrs., Dr., Mr., Other)

District Name [Spokane Public School District 81]{.underline} Tel.
[(509) 354-5900]{.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 [Mr. Rocco N. Treppiedi]{.underline}

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: 35 Elementary schools (Other :
Pre-Schools

6 Middle schools Court-ordered

Junior high schools Group Home

6 High schools Hospital

30 Other (Briefly explain) Homeless Youth)

77 TOTAL

2\. District Per Pupil Expenditure: \$7,795.03

Average State Per Pupil Expenditure: \$7,224.85

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

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

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

4\. Two (2) Number of years the principal has been in her/his position
at this school.

Five (5) 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**       16        11                     **27**       **7**                             

  **1**       24        24                     **49**       **8**                             

  **2**       28        29                     **57**       **9**                             

  **3**       27        23                     **50**       **10**                            

  **4**       33        28                     **61**       **11**                            

  **5**       27        21                     **48**       **12**                            

  **6**       19        27                     46           Other                             

                                    **TOTAL                                                   338
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 83.7% White

the students in the school: 6.8% Black or African American

2.1% Hispanic or Latino

3.8% Asian/Pacific Islander

3.6% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 22%

> (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 35
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 38
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        73
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    338
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .22
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    22%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[6.5%]{.underline}

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

Number of languages represented: [5]{.underline}

Specify languages: Ukrainian, Spanish, Vietnamese, Bosnian. Russian, and
Asian/Pacific Islander

9\. Students eligible for free/reduced-priced meals[: 51.1%]{.underline}

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

> If this method does not produce 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:
\_\_\_[15.9%]{.underline}

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

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

2 Autism 0 Orthopedic Impairment

0 Deafness 6 Other Health Impaired

0 Deaf-Blindness 18 Specific Learning Disability

0 Hearing Impairment 24 Speech or Language Impairment

3 Mental Retardation 0 Traumatic Brain Injury

1 Multiple Disabilities 0 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 0

Classroom teachers 14 2

Special resource teachers/specialists 3 0

Paraprofessionals 1 1

> Support staff 2 1
>
> Total number 21 4

12\. Average school student-"classroom teacher" ratio: 22.67:1

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.)

  ------------------------ ------------------- ------------------- ------------------- ----------- -----------
                           2002-2003           2001-2002           2000-2001           1999-2000   1998-1999

  Daily student attendance [94%]{.underline}   [94%]{.underline}   [95%]{.underline}               

  Daily teacher attendance [97%]{.underline}   [98%]{.underline}   [97%]{.underline}               

  Teacher turnover rate    [1%]{.underline}    [1%]{.underline}    [1%]{.underline}                

  Student dropout rate     [n/a]{.underline}   [n/a]{.underline}   [n/a]{.underline}               

  Student drop-off rate    n/a                 n/a                 n/a                             
  ------------------------ ------------------- ------------------- ------------------- ----------- -----------

**PART III ‑ SUMMARY**

Franklin Elementary School's mission is to provide a rigorous,
child-centered education for all students. We believe that every child
is unique, can learn and experience academic success. We believe that
improved learning for every student begins with the strengthening of
instructional practices. Washington State's Essential academic Learning
Requirements ensure that everyone is working toward a clear and common
goal. We support this mission of improved student learning through a
collaborative effort between students, staff, families, and community.

Franklin is a relatively small school serving 354 students, K-6. We are
set in an older residential neighborhood three miles from the city
center of Spokane. Our population is culturally and economically
diverse. Students from many ethnic groups attend Franklin. We have an
ELL (English Language Learners) population consisting primarily of
Hispanic, Russian, Bosnian, and Ukrainian families. Approximately 50% of
our student body qualifies for free or reduced lunch. Franklin
Elementary also houses the Alternative Parent Participation Learning
Experience program (A.P.P.L.E.) for students in grades 1-6. A.P.P.L.E.
students comprise almost 20% of the total population at Franklin and
come to us from all over the district. Students have made significant
gains yearly in test scores on the 2000 through 2003 Washington
Assessment of Student Learning (WASL). We celebrate the growth students
at Franklin have made while at the same time commit to academic success
for every student.

The Franklin staff is comprised of dedicated educators who maintain a
strong sense of loyalty and high academic expectations for Franklin
students. Teachers collaborate regularly to share best instructional
practices, to consider assessment results, and to review goals. Teachers
are involved in ongoing training and professional book studies to
further reflect upon and improve their instruction.

The families of Franklin Elementary have a long history of school
involvement based on strong participation in homework programs,
classroom volunteer programs, academic focus events, social events, and
fund raisers. We have an active Parent Teacher Group which supports and
helps to implement our shared mission.

We maintain community partnerships with Eastern Washington University
and Washington State University. Franklin is a training site for student
attending education classes and completing student teaching. We also
benefit from community volunteers, many of whom are senior citizens, who
participate in the Literacy Volunteer Program. This program assists
students in maintaining reading and writing proficiencies. We are
dedicated to working with students, staff, families, and our community
to provide a strong and effective education for every student who
attends Franklin.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1\. Franklin students made substantial gains from 2002 to 2003 on both
state and local standardized tests

> in the areas of Reading and Mathematics. Reading scores showed
> increases in all three standardized tests. Third grade students at
> Franklin showed a 5% increase from 2001-02 to 2002-03. District and
> state Reading scores for the same period showed only a 1% increase.
> Franklin third graders tested 3% higher than students district wide
> and statewide in 2003.
>
> Fourth grade Reading scores increased by 17% from 2002 to 2003. The
> district projected goal for Franklin was only 56.2% of students
> meeting the standard by 2003. However, 89% of our fourth graders met
> the standard in 2003. Statewide, only 66% of students met the
> standard.

In the sixth grade, the number of students achieving average scores in
the reading portion of the

> standardized test increased by 5% from 57% to 62%. Our students
> continue to have commensurate reading skills compared to 6^th^ graders
> district and state wide. Sixth grade language scores are 4% above
> those of the district and 6% above state scores. Our students scored
> higher than students nationwide on 22 out of 26 subtests in language
> arts.
>
> Franklin math scores realized equally impressive gains. Third graders
> realized an 8% increase in math scores from 2002 to 2003. District and
> state math achievement scores only increased by 1% each. Franklin
> students improved their academic performance from 35% to 44% in the
> high achievement range. The number of students scoring in the low
> range decreased from 22% to 13%. We are particularly proud of Problem
> Solving scores which improved by 9%. Estimation scores increased by
> 16%.
>
> There was a 7% increase in overall math achievement among fourth grade
> students. 87.3% of Franklin fourth graders met the standard compared
> to 55.2% of students statewide and 65% of students district wide. Our
> students scored in the 91^st^ percentile in Algebraic thinking and the
> 85^th^ percentile in Problem Solving and Reasoning. The district
> estimated math achievement for Franklin in 2003 was 35%. Our actual
> achievement was 87%.
>
> Standardized test scores in math for the sixth grade were 4% higher
> than district scores and 6% higher than the state in 2003. Sixth grade
> students at Franklin scored higher than sixth graders nationwide on 19
> out of 23 math subtests.

2\. Assessment data provided valuable information for teachers. We used
test scores to help identify

> instructional areas needing improvement. Early test scores (1998-99)
> indicated that our students needed improved instruction in
> mathematics, particularly Number Sense and Algebraic Thinking.
> Increased staff development in those areas led to the creation of math
> communities within our school.
>
> Primary students were invited to observe and participate in
> intermediate math communities as
>
> students worked with one another on sample problems. Consultants from
> within and outside the
>
> district were invited to teach master lessons. Parent involvement was
> encouraged through parent
>
> training and all school math nights. As a result of the focus created
> by studying assessment data, our
>
> overall math achievement improved dramatically. Specifically, our
> scores in Number Sense and
>
> Algebraic Thinking increased by 33% and 26%, respectively, compared to
> schools with similar performance.
>
> Reading performance also increased due to intentional instruction
> driven by assessment data.
>
> Low scores in comprehension of non-fiction text prompted us to write a
> grant sponsored by the
>
> Charlotte Martin Foundation to purchase appropriate student
> non-fiction books and hire an outside
>
> consultant to work with students and staff in many areas of reading
> comprehension. Our LAP and Title 1 instructors worked with students
> and staff to improve instruction of comprehension strategies. Most of
> our staff has taken advantage of district provided training in the
> Apprentice Model of Teaching and Learning to teach reading strategies.
> Our students have benefited from improved instruction. It shows
> improved scores overall and a 15% improvement in non-fiction
> comprehension. As our staff continues to analyze assessment data, we
> are committed to working toward a clear and comprehensive building
> plan for improved instruction. We use all information available to
> understand and improve student and school performance.

3\. Our school uses several formats to communicate student performance
to parents, students, and the community. Our district requires our
school to report student performance at least three times per

> year. We report academic progress through mid-term grades which are
> sent home for parent review. In addition, the parents are offered the
> opportunity to conference with their child's teacher and principal at
> this time. Also, report cards are presented to the parents in
> conjunction with a conference three times during the school year.
> Moreover, homework assignments -- a form of skill performance
> communication, are sent home for students in grades K-6 on a
> daily/weekly basis.
>
> Informal communication between the parent, student, and teacher are
> realized through continuous verbal and written notification. The
> community is informed of our accomplishments through a monthly
> newsletter and an end of the year status report. This report includes
> state and federal testing results. These scores are published in the
> local newspaper. We communicate to parent and the community through
> monthly A.P.P.L.E. Action meetings as well as monthly PTG and Site
> Council meetings.
>
> In an effort to enhance communication between teachers, parents, and
> students many teachers send home daily report cards. This enables the
> parents and students to be aware of the child's performance on a daily
> basis. This close partnership between school and home promotes
> accountability and positive academic results on national, state, and
> local assessments.

4.  Franklin shares its successes in many ways and will continue to
    explore new avenues of

communication. We value the opportunity to share and collaborate with
others, as it benefits both parties.

At the district level, administrators, teachers, and facilitators have
many opportunities to share accomplishments through professional
meetings, workshops, and committee work. Educators from Franklin
currently contribute to staff development throughout the state.

Inviting visiting educators from teacher training programs and other
schools to observe the implementation of new teaching practices is an
important way in which Franklin shares its achievement. Another mutually
beneficial partnership is the integration of student teachers and
practicum students into our learning community. It is through this
collaboration that our practices are transmitted to teacher-training
programs at the university level.

> Franklin anticipates more fully utilizing district level communication
> systems including the district web page and newsletter to deliver
> important information.
>
> Franklin feels that sharing our success with others is not only our
> professional responsibility but the key to continued growth. Through
> numerous means of communication we are able to share valuable
> information with others. Thus, the growth of Franklin is reflected in
> the growth of others.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Upon leaving Franklin school, students will demonstrate the ability
    to:

Acquire and use the principles and concepts of equity, including the
rights and responsibilities of self and others.

Read with comprehension, produce quality writing, and communicate
effectively and responsibly in a variety of ways and settings.

> Know and apply the core concepts and principles of health and fitness,
> mathematics, social studies, the sciences and the arts.
>
> Think analytically, logically, and creatively. In addition they will
> integrate experience, knowledge, and understanding to form reasoned
> judgements and solve problems in groups and independently.
>
> Integrate core academic concepts and skills with life experiences; and
> understand the importance of work and how personal performance,
> effort, and decision directly affect career and educational
> opportunities.
>
> Utilize information technologies, including computers, to communicate,
> acquire, promote and apply information to produce high quality
> products.
>
> [Communication:]{.underline} Franklin students will use listening and
> observation skills to gain understanding.
>
> [Reading:]{.underline} Franklin students will understand and use
> different skills and strategies to read. Our students will read
> different materials for a variety of purposes and understand the
> meaning of what is read. Students will ultimately set goals and
> evaluate their progress to improve their reading.
>
> [Writing:]{.underline} Franklin students will write clearly and
> effectively using the traits of quality writing. They will write in a
> variety of forms for different audiences and purposes. The students
> will understand and use the steps of the writing process to analyze
> and evaluate the effectiveness of their written work.
>
> [Math:]{.underline} Franklin students will understand and use number
> sense, probability and statistics, problem solving, mathematical
> reasoning, communication and connections to solve daily and life long
> problems.
>
> [Science:]{.underline} Franklin students will understand, observe,
> inquire, hypothesize, communicate, record and organize data.
>
> [Social Studies:]{.underline} Franklin students will analyze and
> understand the history, civics, geography and economics of local
> community, state, national and world cultures.
>
> [Art:]{.underline} Franklin students will understand and use elements,
> principles, techniques, function, style, presentation, individual
> development, problem solving and communication through the visual
> arts.

2.  Our reading program is based on current research and the most
    successful instructional practices

available. This research has shown that the four components children
need to become proficient readers are choice, time, community, and
responsibility. These components are embraced and utilized by our staff
at Franklin. The current instructional materials in our classrooms
include "Strategies That Work" (Harvey & Gordvis, 2000), "Reading With
Meaning" (Miller, 2002), and "I Read It, But I Don't Get It" (Tovani,
2000).

> We use the Apprenticeship Model of Teaching and Learning because we
> believe that for children to become proficient and life-long readers
> they need intentional modeling of cognitive strategies, with a gradual
> release of responsibility through shared and guided practice. Student
> literature includes quality trade books, picture books, and
> non-fiction materials.
>
> We encourage families to engage in a reading partnership with their
> children and our school community by hosting reading nights, and
> communicating reading goals and strategies through conferences,
> newsletters, and homework.
>
> The greatest strength of our reading program is that as teachers, we
> ourselves are a caring, cohesive community dedicated to collaborating,
> sharing, and the lifelong journey of learning.

3.  Over the past several years, Franklin's math scores have
    significantly increased. We attribute this to the rigorous academic
    math program developed for all students. The students, staff,
    families, and community volunteers at Franklin collaborate to create
    an environment where students are encouraged to reach and surpass
    high expectations in math.

> Students participate in "math communities" (small group rotations)
> where they work together to practice critical thinking skills in
> preparation for performance based assessments. You will also hear
> children in our classrooms using common math vocabulary K-6 as they
> problem solve, use mathematical reasoning, communicate with each
> other, and make connections to their world.
>
> Grade level teams (staff) meet regularly to review assessment results
> in order to select inservices that will enrich future classroom
> instruction. The NCTM and our state curriculum committees provide math
> foundations that staff incorporates into instruction at each grade
> level. This provides consistency and continuity, establishing an
> environment of rigorous academic work in number sense, measurement,
> geometric sense, probability and statistics, and algebraic sense.
>
> Families at Franklin participate in an annual Math Night that gives
> everyone a chance to learn math concepts through games and estimation
> activities. Parent and their children leave with materials and
> instructions to continue these investigations at home throughout the
> year. Homework is designed to support this model as well, actively
> involving and informing parents of math foundations.
>
> Every year community volunteers lead "Math is Cool" competitive teams.
> These leaders give our students the chance to apply their math skills
> at community, district, and state math competitions.
>
> We feel strongly that the collaborative effort between students,
> staff, families, and community volunteers creates math success for all
> children at Franklin.

4.  The instructional methods that are used at Franklin Elementary to
    improve student learning are:

> [Reading]{.underline} -- A balanced literacy program under the
> umbrella of Reader's Workshop presented through an apprentice model of
> teaching and learning. We use collaboration time for professional
> development to do book studies such as [Strategies That
> Work]{.underline} to improve student comprehension.
>
> [Writing]{.underline} -- Writing instruction is presented through a
> Writer's workshop format to teach the writing process, the forms of
> writing and the traits of quality writing.
>
> [Math]{.underline} -- We utilize the district curriculum and
> incorporate various problem solving strategies through programs such
> as Bridges (K-2), Investigations (3-4), and Connected Math (5-6).
> Common math vocabulary appropriate to grade level is presented and
> practiced.
>
> Enduring understandings and essential questions as presented in
> [Understanding by Design]{.underline} are incorporated throughout the
> curriculum. Assessment of student understanding is completed through
> self evaluation, rubrics and checklists, informal assessments such as
> conferences and observations, and formal assessments such as running
> records, DRA's, QRI's, and district mandated assessments.

5.  In our mission to provide a rigorous child-centered education for
    every Franklin student, our teachers participate on a regular basis
    in professional development opportunities. All opportunities that we
    choose as a staff support this mission. We are committed to growing
    as learners and teachers through new training, which focuses on
    process (organizational structures), content (instructional
    practices) and/or affect (relationships).

> Examples of our past professional development opportunities include
> the Apprenticeship Model of Teaching and Learning (AMTL), which
> stresses modeled instruction, shared and guided practice. The staff
> studied [Strategies That Work]{.underline}, which has built a
> foundation of comprehension strategies for proficient readers at all
> grade levels. As a follow-up study we have committed to additional
> training in reading comprehension strategies for a second year through
> professional book study groups. In writing, the entire staff completed
> training in two writing innovations, Writers Workshop and Four Square
> Writing Method. For affective training all teachers have been trained
> in Professional Learning Communities, Love and Logic, and Tribes.
>
> As Franklin teachers implement new learning in their classrooms, they
> have witnessed the impact this has had on student achievement. The
> consistency and commonality of our practices has provided a safe and
> unified backdrop for our learners. Students have demonstrated an
> excitement and enthusiasm for writing. They also read with improved
> comprehension, showing an ability to make meaningful connections.
>
> Our goal at Franklin is that every teacher continues his/her
> professional development in order to ensure academic success for all
> students.

  -------------- --------- ---- --------------- -- --------------- ----------- --------------- -- -- ------------ ------ ------
  Franklin                                                                                                               
  Elementary                                                                                                             
  Dept of                                                                                                                
  Education Blue                                                                                                         
  Ribbon Schools                                                                                                         
  Program                                                                                                                
  Application                                                                                                            

                                                                                                                         

  Test           Iowa Test                                         **MATH**                                              
                 of Basic                                                                                                
                 Skills                                                                                                  
                 Grade 3                                                                                                 

                                                                                                                         

  Edition        3/16/95                                           Publisher                         Riverside           
                                                                                                     Publishing          

                                                                                                                         

  Number of                                                                                                              
  students in                                                                                                            
  the grade in                                                                                                           
  which the test                                                                                                         
  was                                                                                                                    
  administered                                                                                                           

  Number of                                                                                                              
  students who                                                                                                           
  took the test                                                                                                          

  What groups                                                                                                            
  were excluded                                                                                                          
  from testing?                                                                                                          
  Why, and how                                                                                                           
  were they                                                                                                              
  assessed?                                                                                                              

  Excluded                                                                                                               
  students                                                                                                               
  generally                                                                                                              
  special                                                                                                                
  education                                                                                                              
  students with                                                                                                          
  an individual                                                                                                          
  education plan                                                                                                         
  directing them                                                                                                         
  to participate                                                                                                         
  in alternate                                                                                                           
  assessments.                                                                                                           

                                                                                                                         

                                                                                                                         

  Scores are                                                                                                             
  reported here                                                                                                          
  as:                                                                                                                    
  Percentiles                                                                                                            

                                                                                                                         

                                                                                                                         

  **Testing                     **2002-2003**      **2001-2002**               **2000-2001**                             
  Month: March**                                                                                                         

  **SCHOOL                                                                                                               
  SCORES**                                                                                                               

  Total Score                   69                 61                          64                                        

  Number of                     48                 51                          53                                        
  Students                                                                                                               
  Tested                                                                                                                 

  Number of                                                                                                              
  Students                                                                                                               
  Excluded                                                                                                               

  Percent of                                                                                                             
  Students                                                                                                               
  Excluded                                                                                                               

  **SUBGROUP                                                                                                             
  SCORES**                                                                                                               

  1\. Free &                    53                 48                          49                                        
  Reduced Lunch                                                                                                          

  Number of                     27                 27                          24                                        
  Students                                                                                                               
  Tested                                                                                                                 

  2\. Students                  49                 28                          49                                        
  of Color \*                                                                                                            

  Number of                     8                  9                           9                                         
  Students                                                                                                               
  Tested                                                                                                                 

                                                                                                                         

  \* Groups less                                                                                                         
  than 10 not                                                                                                            
  reported                                                                                                               
  -------------- --------- ---- --------------- -- --------------- ----------- --------------- -- -- ------------ ------ ------

  -------------- --------- -- --------------- -- --------------- --------------- -- -- ------------ -------- ------
  Franklin                                                                                                   
  Elementary                                                                                                 
  Dept of                                                                                                    
  Education Blue                                                                                             
  Ribbon Schools                                                                                             
  Program                                                                                                    
  Application                                                                                                

                                                                                                             

  Test           Iowa Test                                       **READING**                                 
                 of Basic                                                                                    
                 Skills                                                                                      
                 Grade 3                                                                                     

                                                                                                             

  Edition        3/16/95                                         Publisher             Riverside             
                                                                                       Publishing            

                                                                                                             

  Number of                                                                                                  
  students in                                                                                                
  the grade in                                                                                               
  which the test                                                                                             
  was                                                                                                        
  administered                                                                                               

  Number of                                                                                                  
  students who                                                                                               
  took the test                                                                                              

  What groups                                                                                                
  were excluded                                                                                              
  from testing?                                                                                              
  Why, and how                                                                                               
  were they                                                                                                  
  assessed?                                                                                                  

  Excluded                                                                                                   
  students                                                                                                   
  generally                                                                                                  
  special                                                                                                    
  education                                                                                                  
  students with                                                                                              
  an individual                                                                                              
  education plan                                                                                             
  directing them                                                                                             
  to participate                                                                                             
  in alternate                                                                                               
  assessments.                                                                                               

                                                                                                             

                                                                                                             

  Scores are                                                                                                 
  reported here                                                                                              
  as:                                                                                                        
  Percentiles                                                                                                

                                                                                                             

                                                                                                             

  **Testing                   **2002-2003**      **2001-2002**   **2000-2001**                               
  Month: March**                                                                                             

  **SCHOOL                                                                                                   
  SCORES**                                                                                                   

  Total Score                 61                 56              55                                          

  Number of                   47                 52              53                                          
  Students                                                                                                   
  Tested                                                                                                     

  Number of                                                      2                                           
  Students                                                                                                   
  Excluded                                                                                                   

  Percent of                                                     3.6                                         
  Students                                                                                                   
  Excluded                                                                                                   

  **SUBGROUP                                                                                                 
  SCORES**                                                                                                   

  1\. Free &                  49                 44              42                                          
  Reduced Lunch                                                                                              

  Number of                   27                 28              24                                          
  Students                                                                                                   
  Tested                                                                                                     

  2\. Students                55                 28              47                                          
  of Color \*                                                                                                

  Number of                   8                  7               9                                           
  Students                                                                                                   
  Tested                                                                                                     

  \*Groups less                                                                                              
  than 10 not                                                                                                
  reported                                                                                                   
  -------------- --------- -- --------------- -- --------------- --------------- -- -- ------------ -------- ------

  -------------- -- ------------ ------ --------------- -- --------------- -- --------------- ----------- -- -- ------------ ----- -----
  Franklin                                                                                                                         
  Elementary                                                                                                                       
  Dept of                                                                                                                          
  Education Blue                                                                                                                   
  Ribbon Schools                                                                                                                   
  Program                                                                                                                          
  Application                                                                                                                      

                                                                                                                                   

  Test              Washington                                                                **MATH**                             
                    Assessment                                                                                                     
                    of Student                                                                                                     
                    Learning                                                                                                       
                    Grade 4                                                                                                        

                                                                                                                                   

  Edition           2003                                                                      Publisher         Riverside          
                                                                                                                Publishing         

                                                                                                                                   

  Number of                                                                                                                        
  students in                                                                                                                      
  the grade in                                                                                                                     
  which the test                                                                                                                   
  was                                                                                                                              
  administered                                                                                                                     

  Number of                                                                                                                        
  students who                                                                                                                     
  took the test                                                                                                                    

  What groups                                                                                                                      
  were excluded                                                                                                                    
  from testing?                                                                                                                    
  Why, and how                                                                                                                     
  were they                                                                                                                        
  assessed?                                                                                                                        

  Excluded                                                                                                                         
  students                                                                                                                         
  generally are                                                                                                                    
  special                                                                                                                          
  education                                                                                                                        
  students with                                                                                                                    
  an individual                                                                                                                    
  education and                                                                                                                    
  are required                                                                                                                     
  to participate                                                                                                                   
  in the                                                                                                                           
  Washington                                                                                                                       
  Alternative                                                                                                                      
  Assessment.                                                                                                                      

                                                                                                                                   

                                                                                                                                   

                                                                                                                                   

  \"Explain the                                                                                                                    
  standards for                                                                                                                    
  basic,                                                                                                                           
  proficient,                                                                                                                      
  and advanced                                                                                                                     
  (or the                                                                                                                          
  relevant state                                                                                                                   
  categories),                                                                                                                     
  and make                                                                                                                         

  clear what the                                                                                                                   
  results mean                                                                                                                     
  in a way that                                                                                                                    
  someone                                                                                                                          
  unfamiliar                                                                                                                       
  with the test                                                                                                                    
  can interpret                                                                                                                    
  the results.\"                                                                                                                   

                                                                                                                                   

  **Dept of Ed                          **WA State WASL                                                                            
  Category**                            Category**                                                                                 

                                        Level 1            Well below                                                              
                                                           Standard                                                                

  \% At or Above                        Level 2            Approaching                                                             
  Basic                                                    Standard                                                                

  \% At or Above                        Level 3            Meeting                                                                 
  Proficient                                               Standard                                                                

  \% At Advanced                        Level 4            Exceeding                                                               
                                                           Standard                                                                

                                                                                                                                   

  **Testing                             **2002-2003**      **2001-2002**      **2000-2001**                                        
  Month:                                                                                                                           
  April/May**                                                                                                                      

  SCHOOL SCORES                                                                                                                    

  \% At or Above                        96.4               94.6               89.5                                                 
  Basic (Lvls                                                                                                                      
  2,3,4)                                                                                                                           

  \% At or Above                        87.3               80.4               68.4                                                 
  Proficient                                                                                                                       
  (Lvls 3,4)                                                                                                                       

  \% At Advanced                        52.7               60.7               42.1                                                 
  (Level 4)                                                                                                                        

  Number of                             55                 56                 55                                                   
  students                                                                                                                         
  tested                                                                                                                           

  Percent of                            100                100                96.5                                                 
  total students                                                                                                                   
  tested                                                                                                                           

  Number of                             0                  100                2                                                    
  students                                                                                                                         
  excluded                                                                                                                         

  Percent of                            0                  0                  3.5                                                  
  students                                                                                                                         
  excluded                                                                                                                         

                                                                                                                                   

  **SUBGROUP                                                                                                                       
  SCORES**                                                                                                                         

  1\. Free &                                                                                                                       
  Reduced Lunch                                                                                                                    

  \% At or Above                        95.6               90.6               84.6                                                 
  Basic (Lvls                                                                                                                      
  2,3,4)                                                                                                                           

  \% At or Above                        86.9               68.8               57.7                                                 
  Proficient                                                                                                                       
  (Lvls 3,4)                                                                                                                       

  \% At Advanced                        60.9               46.9               34.6                                                 
  (Level 4)                                                                                                                        

  Number of                             23                 32                 26                                                   
  students                                                                                                                         
  tested                                                                                                                           

                                                                                                                                   

  **2. Students                                                                                                                    
  of Color \***                                                                                                                    

  \% At or Above                 90.0                      90.0               85.7                                                 
  Basic (Lvls                                                                                                                      
  2,3,4)                                                                                                                           

  \% At or Above                 60.0                      80.0               85.7                                                 
  Proficient                                                                                                                       
  (Lvls 3,4)                                                                                                                       

  \% At Advanced                 10.0                      40.0               57.1                                                 
  (Level 4)                                                                                                                        

  Number of                      10                        10                 7                                                    
  students                                                                                                                         
  tested                                                                                                                           

                                                                                                                                   

  **STATE                                                                                                                          
  SCORES**                                                                                                                         

  **1. Free &                                                                                                                      
  Reduced                                                                                                                          
  Lunch**                                                                                                                          

  \% At or Above                 79.2                      78.7               71.8                                                 
  Basic (Lvls                                                                                                                      
  2,3,4)                                                                                                                           

  State Mean                                                                                                                       
  Score \*\*                                                                                                                       

  \% At or Above                 55.2                      51.8               43.4                                                 
  Proficient                                                                                                                       
  (Lvls 3,4)                                                                                                                       

  State Mean                                                                                                                       
  Score                                                                                                                            

  \% At Advanced                 26.7                      24.8               20.3                                                 
  (Level 4)                                                                                                                        

  State Mean                                                                                                                       
  Score                                                                                                                            

  \* Groups less                                                                                                                   
  than 10 not                                                                                                                      
  reported                                                                                                                         

  \*\* Reported                                                                                                                    
  here are the                                                                                                                     
  percentages at                                                                                                                   
  each level for                                                                                                                   
  the state                                                                                                                        

                                                                                                                                   
  -------------- -- ------------ ------ --------------- -- --------------- -- --------------- ----------- -- -- ------------ ----- -----

  -------------- ------------ --------------- --------------- --------------- ------------- -- -- ------------ ------
  Franklin                                                                                                     
  Elementary                                                                                                   
  Dept of                                                                                                      
  Education Blue                                                                                               
  Ribbon Schools                                                                                               
  Program                                                                                                      
  Application                                                                                                  

                                                                                                               

  Test           Washington                                                   **READING**                      
                 Assessment                                                                                    
                 of Student                                                                                    
                 Learning                                                                                      
                 Grade 4                                                                                       

                                                                                                               

  Edition        2003                                                         Publisher           Riverside    
                                                                                                  Publishing   

                                                                                                               

  Number of                                                                                                    
  students in                                                                                                  
  the grade in                                                                                                 
  which the test                                                                                               
  was                                                                                                          
  administered                                                                                                 

  Number of                                                                                                    
  students who                                                                                                 
  took the test                                                                                                

  What groups                                                                                                  
  were excluded                                                                                                
  from testing?                                                                                                
  Why, and how                                                                                                 
  were they                                                                                                    
  assessed?                                                                                                    

  Excluded                                                                                                     
  students                                                                                                     
  generally are                                                                                                
  special                                                                                                      
  education                                                                                                    
  students with                                                                                                
  an individual                                                                                                
  education and                                                                                                
  are required                                                                                                 
  to participate                                                                                               
  in the                                                                                                       
  Washington                                                                                                   
  Alternative                                                                                                  
  Assessment.                                                                                                  

                                                                                                               

                                                                                                               

                                                                                                               

  \"Explain the                                                                                                
  standards for                                                                                                
  basic,                                                                                                       
  proficient,                                                                                                  
  and advanced                                                                                                 
  (or the                                                                                                      
  relevant state                                                                                               
  categories),                                                                                                 
  and make                                                                                                     

  clear what the                                                                                               
  results mean                                                                                                 
  in a way that                                                                                                
  someone                                                                                                      
  unfamiliar                                                                                                   
  with the test                                                                                                
  can interpret                                                                                                
  the results.\"                                                                                               

                                                                                                               

  **Dept of Ed                **WA State WASL                                                                  
  Category**                  Category**                                                                       

                              Level 1         Well below                                                       
                                              Standard                                                         

  \% At or Above              Level 2         Approaching                                                      
  Basic                                       Standard                                                         

  \% At or Above              Level 3         Meeting                                                          
  Proficient                                  Standard                                                         

  \% At Advanced              Level 4         Exceeding                                                        
                                              Standard                                                         

                                                                                                               

  **Testing                   **2002-2003**   **2001-2002**   **2000-2001**                                    
  Month:                                                                                                       
  April/May**                                                                                                  

  **SCHOOL                                                                                                     
  SCORES**                                                                                                     

  \% At or Above              98.2            92.9            94.7                                             
  Basic (Lvls                                                                                                  
  2,3,4)                                                                                                       

  \% At or Above              89.1            76.8            73.7                                             
  Proficient                                                                                                   
  (Lvls 3,4)                                                                                                   

  \% At Advanced              34.2            32.1            31.6                                             
  (Level 4)                                                                                                    

  Number of                   55              56              56                                               
  students                                                                                                     
  tested                                                                                                       

  Percent of                  100             100             98.2                                             
  total students                                                                                               
  tested                                                                                                       

  Number of                   0               0               1                                                
  students                                                                                                     
  excluded                                                                                                     

  Percent of                  0               0               1.6                                              
  students                                                                                                     
  excluded                                                                                                     
  -------------- ------------ --------------- --------------- --------------- ------------- -- -- ------------ ------

  ------------- ------- ---------- ---------- ------- --------- -- ------ ------
  **SUBGROUP                                                              
  SCORES**                                                                

  **1. Free &                                                             
  Reduced                                                                 
  Lunch**                                                                 

  \% At or              95.6       87.5       88.5                        
  Above Basic                                                             
  (Lvls 2,3,4)                                                            

  \% At or              86.9       68.8       57.7                        
  Above                                                                   
  Proficient                                                              
  (Lvls 3,4)                                                              

  \% At                 21.7       21.9       26.9                        
  Advanced                                                                
  (Level 4)                                                               

  Number of             23         32         26                          
  students                                                                
  tested                                                                  

                                                                          

  **2. Students                                                           
  of Color \***                                                           

  \% At or              100.0      100.0      100.0                       
  Above Basic                                                             
  (Lvls 2,3,4)                                                            

  \% At or              80.0       70.0       71.4                        
  Above                                                                   
  Proficient                                                              
  (Lvls 3,4)                                                              

  \% At                 10.0       30.0       28.6                        
  Advanced                                                                
  (Level 4)                                                               

  Number of             10         10         7                           
  students                                                                
  tested                                                                  

                                                                          

  **STATE                                                                 
  SCORES**                                                                

  1\. Free &                                                              
  Reduced Lunch                                                           

  \% At or              92.0       93.9       93.5                        
  Above Basic                                                             
  (Lvls 2,3,4)                                                            

  State Mean                                                              
  Score \*\*                                                              

  \% At or              66.7       65.6       66.1                        
  Above                                                                   
  Proficient                                                              
  (Lvls 3,4)                                                              

  State Mean                                                              
  Score                                                                   

  \% At                 24.0       27.0       21.5                        
  Advanced                                                                
  (Level 4)                                                               

  State Mean                                                              
  Score                                                                   

  \* Groups                                                               
  less than 10                                                            
  not reported                                                            

  \*\* Reported                                                           
  here are the                                                            
  percentages                                                             
  at each level                                                           
  for the state                                                           

                                                                          
  ------------- ------- ---------- ---------- ------- --------- -- ------ ------

  -------------- --------- --------------- --------------- --------------- -- ------------ ----------- ------
  Franklin                                                                                             
  Elementary                                                                                           
  Dept of                                                                                              
  Education Blue                                                                                       
  Ribbon Schools                                                                                       
  Program                                                                                              
  Application                                                                                          

                                                                                                       

  Test           Iowa Test                                 **MATH**                                    
                 of Basic                                                                              
                 Skills                                                                                
                 Grade 6                                                                               

                                                                                                       

  Edition        3/16/95                                   Publisher          Riverside                
                                                                              Publishing               

                                                                                                       

  Number of                                                                                            
  students in                                                                                          
  the grade in                                                                                         
  which the test                                                                                       
  was                                                                                                  
  administered                                                                                         

  Number of                                                                                            
  students who                                                                                         
  took the test                                                                                        

  What groups                                                                                          
  were excluded                                                                                        
  from testing?                                                                                        
  Why, and how                                                                                         
  were they                                                                                            
  assessed?                                                                                            

  Excluded                                                                                             
  students                                                                                             
  generally                                                                                            
  special                                                                                              
  education                                                                                            
  students with                                                                                        
  an individual                                                                                        
  education plan                                                                                       
  directing them                                                                                       
  to participate                                                                                       
  in alternate                                                                                         
  assessments.                                                                                         

                                                                                                       

                                                                                                       

  Scores are                                                                                           
  reported here                                                                                        
  as:                                                                                                  
  Percentiles                                                                                          

                                                                                                       

                                                                                                       

  **Testing                **2002-2003**   **2001-2002**   **2000-2001**                               
  Month: March**                                                                                       

  **SCHOOL                                                                                             
  SCORES**                                                                                             

  Total Score              64              71              77                                          

  Number of                43              37              46                                          
  Students                                                                                             
  Tested                                                                                               

  Number of                                                                                            
  Students                                                                                             
  Excluded                                                                                             

  Percent of                                                                                           
  Students                                                                                             
  Excluded                                                                                             

  **SUBGROUP                                                                                           
  SCORES**                                                                                             

  1\. Free &               50              64              75                                          
  Reduced Lunch                                                                                        

  Number of                23              17              24                                          
  Students                                                                                             
  Tested                                                                                               

  2\. Students             65              59              80                                          
  of Color \*                                                                                          

  Number of                6               7               5                                           
  Students                                                                                             
  Tested                                                                                               

  \* Groups less                                                                                       
  than 10 not                                                                                          
  reported                                                                                             

                                                                                                       
  -------------- --------- --------------- --------------- --------------- -- ------------ ----------- ------

  -------------- --------- --------------- --------------- --------------- -- -- ------------ -- -- ----------- ------
  Franklin                                                                                                      
  Elementary                                                                                                    
  Dept of                                                                                                       
  Education Blue                                                                                                
  Ribbon Schools                                                                                                
  Program                                                                                                       
  Application                                                                                                   

                                                                                                                

  Test           Iowa Test                                 **READING**                                          
                 of Basic                                                                                       
                 Skills                                                                                         
                 Grade 6                                                                                        

                                                                                                                

  Edition        3/16/95                                   Publisher             Riverside                      
                                                                                 Publishing                     

                                                                                                                

  Number of                                                                                                     
  students in                                                                                                   
  the grade in                                                                                                  
  which the test                                                                                                
  was                                                                                                           
  administered                                                                                                  

  Number of                                                                                                     
  students who                                                                                                  
  took the test                                                                                                 

  What groups                                                                                                   
  were excluded                                                                                                 
  from testing?                                                                                                 
  Why, and how                                                                                                  
  were they                                                                                                     
  assessed?                                                                                                     

  Excluded                                                                                                      
  students                                                                                                      
  generally                                                                                                     
  special                                                                                                       
  education                                                                                                     
  students with                                                                                                 
  an individual                                                                                                 
  education plan                                                                                                
  directing them                                                                                                
  to participate                                                                                                
  in alternate                                                                                                  
  assessments.                                                                                                  

                                                                                                                

                                                                                                                

  Scores are                                                                                                    
  reported here                                                                                                 
  as:                                                                                                           
  Percentiles                                                                                                   

                                                                                                                

                                                                                                                

  **Testing                **2002-2003**   **2001-2002**   **2000-2001**                                        
  Month: March**                                                                                                

  **SCHOOL                                                                                                      
  SCORES**                                                                                                      

  Total Score              55              69              66                                                   

  Number of                42              37              46                                                   
  Students                                                                                                      
  Tested                                                                                                        

  Number of                                                                                                     
  Students                                                                                                      
  Excluded                                                                                                      

  Percent of                                                                                                    
  Students                                                                                                      
  Excluded                                                                                                      

  **SUBGROUP                                                                                                    
  SCORES**                                                                                                      

  1\. Free &               40              55              61                                                   
  Reduced Lunch                                                                                                 

  Number of                21              17              24                                                   
  Students                                                                                                      
  Tested                                                                                                        

  2\. Students             51              59              63                                                   
  of Color \*                                                                                                   

  Number of                6               7               5                                                    
  Students                                                                                                      
  Tested                                                                                                        

  \* Groups less                                                                                                
  than 10 not                                                                                                   
  reported                                                                                                      

                                                                                                                
  -------------- --------- --------------- --------------- --------------- -- -- ------------ -- -- ----------- ------