FRANKLIN C.U.S.D. #1
2001-2002
SUPERINTENDENT:___________________________________
PRINCIPAL:____________________________________
SCHOOL BOARD MEMBERS:
Kathryn
Turner ____
Gary
Cline ____
Reuel
Wright ____
Chris
Gordon ____
David
McQueen ____
Kelly
Mouser ____
Gina
Hamilton ____
Approval date:__________________
ATTACHED
TO THIS PLAN ARE THE FOLLOWING SUPPLEMENTARY
PLANS.
____Curriculum
Guide
____Technology
Plan
____State
Standards
____California
Achievement Test Data
____IGAP
Data
____ISAT
Data
ACKNOWLEDGEMENTS
OF INDIVIDUALS WHO HELPED DEVELOP THE PLAN
Ross
Meyer Mary Jo McQueen Kim Costello Sharon Fainter Dick
Matthews
Sherry
Hayes Cindy Colwell Greg
Lowe Bob Bassi John Bailey
Lowell
Wells Mike Bergschneider James Johnson Louis Smith Charles
Ransdell
Sheryl
Nichols Duke White Don
Long Jack Spradlin Jerry Meado
Sue
Smith Virginia Prochazka Reuel Wright Kathryn Turner Gary Cline
Fred
Roberts Tiffany Benjamin Debra Rust Mary Pollock Yoli Six
Kent
Riley Leevia Hamilton Karen Stayton Brett Burchard Diana
Bassi
Kathy
Kiifner Lyndell Sonneyborn Tammy Garner Alice Kitchen Michelle
Gilliland
Erik
Hack Helen Bergschneider Charlotte Cave Alicia Burke Kathy
Gordon
Linda
Reining Barb Bergschneider Patty Crow Greg Tabeek Laura Pearson
Mason
Frakes Mary Ann Myers Jon Morris Marty Wright Raymond
Pitchford
Norma
Stein Lois Pitchford Clair
Florence Kay Foster Diana Rees
Darin
Seymour Linda Cottingham Cheryl Oplt Karen Kelahan Shawn
Skinner
Shane
Gray Greg Moses Jack
Hershfelt Lea seymour Karen Bennett
Ray
Hamilton Diane Roberts Shirley
Hainds Judy Wright DeeAnn Kingston
Jason
Courier Sheryl Lakamp Shirley
True Jamie Paluska Rick Smith
Theresa
Scott George Hamilton Chris Scott Susan Conner Phyllis
Wallbaum
Bonnie
Hunter Judy Stein Bonnie
Fitch Tracey Nacke Kim Allen
Brenda
Adcock Vicky Tabeek Wendy
Meyer Dan Baker Sally Long
Bob
Meyers Sandy Campbell Betty Clayton Daryl Smith Richard Koehler
Don
Kachur Karen Wallbaum
GROUPS
REPRESENTED
District
and community representation from parents and grandparents
Community
members from local government, businesses, officials and civic leaders
Divers
educational and socioeconomic backgrounds
Geographical
representation of all three villages
Teachers,
administrators, School Board members, cooks, janitors, bus drivers
Early
childhood and special education personnel
Individuals
with a genuine interest in the district
The citizens and faculty of Community
Unit #1 believe that our free public school has a special and necessary
contribution to make to the development and unity of the American way of
life. Thus, all students, regardless of
social, economic, political, or racial background, are offered the opportunity
to develop their talents fully so they may become productive citizens. Therefore, the school must strive to attain
these goals:
1.
To
endeavor to understand the needs, problems, and aspirations of each student.
2.
To assemble a staff with competent academic
training, a sound sense of professionalism, and an abiding sense of moral
values.
3.
To encourage student activities relevant to
the academic, recreational, and social programs of the school.
4.
To
inspire in each student an appreciation of the humanities.
5.
To
promote the development of self-concept for self-direction.
6.
To
give each student the opportunity to discover and develop his manual skills and
other abilities.
7.
To
help students adapt to a changing society.
8.
To
develop attitudes for productive citizenship in a democracy and an awareness of
civic rights and responsibilities.
MISSION
The mission of Franklin Community Unit School
District #1 is to provide students with a quality education that develops the
skills necessary to become productive citizens able to meet future challenges
while achieving their full potential as human beings.
Franklin Community Unit School
District #1 is committed to provide every student at Franklin with the
materials and knowledge and skills to become engaged learners, active in their
own learning and lifelong learners in a technological world. Teachers act as facilitators and coaches,
and active participants in a multidisciplinary environment.
PHILOSOPHY
Community Unit School District #1 will
strive to provide the students of the district with individual and group
experiences that will develop within its students self-realization, human
relations, economic efficiency, civic responsibility, and a feeling of self-worth
and accomplishment. A continued effort
by the Board of Education, faculty and parents to improve the quality of the
total school program is directed to give the individual student a mature
appreciation of the value of education.
DISTRICT
INTRODUCTION
Franklin Community School District #1
is a district of 478 students. Franklin
is a small town, 30 miles south and west of Springfield, Illinois. The district is housed in three school
buildings. Two of the buildings are in
Franklin, a small town of 650 people.
One building houses kindergarten and first grade. The other building houses grades 6 through
12. The other school building is located
in Alexander, a small town of 250 people.
This building houses grades 2 through 5. The district is almost exclusively white and has a low dropout
rate of 2.7%. Truancy is not a major
problem with few students being chronic truants. High school graduation rate is 81.6%. The average class size is 10 students per one teacher. The district is in the black financially. The operating expenditure per child is
$4,850.00.
The students in Franklin score higher
than the state average in all areas of the ISAT tests. In the St. Louis Post Dispatch list of
rankings of schools in Illinois, based on ISAT scores, Franklin rated 90 out of
a possible 393 one year. Most of the
students take the ACT and the composite score for all students is 23.2.
Parent involvement is high and when the school holds
Open House, most parents attend, even at the high school level. The school provides the center for
entertainment for the community.
Franklin is very proud of the sports program and especially of their
high school, boys, basketball team, even when they don’t have a winning season. Many students live in two parent homes and
the number of students on free and reduced lunch is 18%.
Franklin is trying to fill the need for technology
through monies earmarked for that purpose by the School Board. All students take keyboarding and computers
at sometime in their high school career.
Franklin has two labs of computers.
These labs are always in use.
Scheduling is done to insure ubiquitous access. All classrooms have an internet ready
computer for teacher or student use.
Some classrooms have mini labs of two to four computers.
The ISAT results are outlined below in terms of the percentage of students meeting or not meeting the state performance standards. Scores for previous tests are outlined in Appendix A.
|
GRADE |
READING MEET/NOT |
MATH MEET/NOT |
WRITING MEET/NOT |
SOC.
STUD. MEET/NOT |
SCIENCE MEET/NOT |
|
3 |
76/24 |
96/4 |
79/21 |
|
|
|
4 |
|
|
|
91/9 |
93/7 |
|
5 |
67/33 |
97/3 |
96/4 |
|
|
|
7 |
|
|
|
61/39 |
81/19 |
|
8 |
77/23 |
61/39 |
47/53 |
|
|
TEST SCORE SUMMARY---CALIFORNIA ACHIEVEMENT TEST---2000-01
The CAT results are outlined below. Scores for previous tests are outlined in Appendix B.
|
Grade |
Reading |
Language |
Math |
Science |
Social
Studies |
|
1 |
67 |
69 |
65 |
81 |
82 |
|
2 |
69 |
63 |
79 |
85 |
88 |
|
3 |
62 |
56 |
75 |
87 |
59 |
|
4 |
70 |
79 |
87 |
76 |
80 |
|
5 |
50 |
75 |
86 |
62 |
64 |
|
6 |
64 |
71 |
64 |
66 |
62 |
|
7 |
61 |
72 |
65 |
71 |
67 |
|
8 |
59 |
68 |
72 |
76 |
69 |
|
9 |
53 |
62 |
70 |
62 |
63 |
|
10 |
56 |
62 |
61 |
64 |
59 |
|
11 |
41 |
71 |
46 |
42 |
59 |
PRAIRIE
STATE ACHIEVEMENT EXAM
|
Year |
Reading |
MAth |
Science |
Soc.Sci. |
ACTEng |
ACTRead |
ACTMAth |
ACTSci |
|
2001 |
53 |
50 |
32 |
59 |
18 |
18 |
17 |
18 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Curriculum
1. Increased time spent on readiness materials
for standardized tests---ISAT
2.
Acquired
English grant and completed project on Edgar Lee Masters.
3.
Expanded
Science curriculum to include Zoology
4.
Studied
and organized a trip to Memphis for Black History and Music Appreciation.
5.
Adopted
a new mathematics series at the Jr. Sr. level.
6.
Continued
to define and refine the Block 8 schedule.
7.
Initiated
a new and intensive, goal oriented, PE class.
8.
Increased
staff to include a new L.D. teacher at the Jr. high.
9.
Increased
staff to initiate a new intervention program for students who are unsuccessful
in school
10.
Provided
summer school for eighth grade students in history and U.S. Constitution
11.
Initiated
a Junior Senior High Reading program for Homeroom.
12.
Rewrite
of total curriculum aligned to State Standards and Performance Descriptors
Technology
1. Moved the library and computer lab into a Library/Media Center.
2.
Placed
computers in every classroom
3.
Wired
the building to allow internet access to all classrooms in the Jr. Sr. High.
4.
Provided
in-service in internet, e-mail, and educational offerings.
5.
Provided
teachers with laptop computers.
6.
Placed
all grading procedures on computer.
7.
Placed
student grades on the internet through a program called Edline.
Student
Morale/Discipline
1.
Instituted
Extended Day/Saturday Detention
2.
Discontinued
Ineligible lunch and homeroom
Parent/Community
Involvement
1.
Received
a Goals 2000 Planning grant to plan a retreat to write a school and community
School Improvement Plan in 1998.
Continued use of community ideas and concerns.
2.
Planned
and hosted Parent/Teacher conferences in central setting at the Jr.Sr. Level.
3.
Housed
the Early Childhood program for surrounding communities.
4. Continued community planning meeting in Jan.
2002.
Recreation
and Sports
1.
Reorganized
track co-op to Waverly.
2.
Set
up a grievance procedure for athletes and their parents.
Building
1.
Decreased
classroom space by discontinuing the use of
a portable building.
Professional
Development
1. Teaching Leadership Academy through Western
Illinois University.
SUPPORT
AREA: Quality Instructional
Program—Language Arts
|
Focus
of Analysis: Literacy Curriculum, Instruction, Assessment |
|
What
Is Working |
HOW
DO WE KNOW |
WHAT
NEEDS WORK |
|
College
Prep III.IV Teaching
to Standards/Goals Pre-School
in District Reading
Recovery Community
Volunteers Reading
Specialist on staff Homeroom
Reading Program Intervention
program for grades 7 and 8. |
Well
Prepared for College Test
scores are high and improving Increased
readiness for school Able
to expand early grades curriculum Increased
reading time Improvement
in 1 on 1 help |
Continue
to Increase ISAT scores. Spelling
scores are rising Provide
A.P. Classes Coordinate
local texts. Goals. Plans and methods with State Standards. Devise
assessment to check for learning and be part of the curriculum. Smaller
class size |
SUPPORT
AREA: Quality Instructional
Program—Mathematics
|
Focus
of Analysis: Improvement of
Mathematics Curriculum, Instruction, and Assessment |
|
What
Is Working |
HOW
DO WE KNOW |
WHAT
NEEDS WORK |
|
Saxon
Math in early grades Prentice
Hall math in grades 7-12 Ability
grouping in grades 7-12 Intervention
program for grades 7 and 8. |