2505 S. Washington Street
Port Angeles, WA 98362
Franklin Elementary School website
All students will become lifelong learners, problem solvers, and successful citizens. We teach and learn to empower hearts and minds.
Our mission is to provide a safe, healthy, caring environment where all students are challenged to think, grow and achieve academic and social independence through shared responsibility and a commitment to lifelong learning. Students will leave Franklin Elementary with the skills to interpret and use data, to make sense of information and complex situations, to make meaningful connections and discover new insights leading to the formulation of new questions.
For more information on Franklin Elementary School, click here to view Office of Superintendent of Public Instruction Washington State Report Card information.
Reflections on the 2015-16 School Year
At Franklin we teach and learn to empower hearts and minds. We value our strong community that supports and challenges students to think, grow, and achieve academic and social independence through shared responsibility and a commitment to lifelong learning. Our students – at all grade levels – consistently rank higher than State schools of similar size and demographics. Our strength is in powerful teaching and learning by our staff and students.
We differentiate instruction and personalize learning by taking time to know all students. We provide a variety of program configurations and opportunities for success, guide instruction with student-driven data, develop and maintain high expectations and standards for both students and staff, and encourage high levels of involvement in professional development for all staff.
We celebrate several 2016 academic achievements:
- 90% of our kindergarten students knew all 26 letter sounds at the end of 2016.
- 76% of last year’s first grade students met standard at the end of the year on the Developmental Reading Assessment (DRA).
- An average of 89% of all second grade students met standard on both math and science tests throughout the 2015-16 school year.
- Fourth grade students increased from 51% to 54% passing the Smarter Balance Assessment (SBA) in English Language Arts (ELA) and from 41% to 48% passing the SBA in math.
- Fifth grade students outscored the state in all areas of the SBA.
- Sixth grade students outscored the state in ELA.
Plans for the 2016-17 School Year
Math: We will study the eight principles of mathematics, offer after school enrichment, provide small group instruction when possible, and work on the best ways to integrate “math talks” into math instruction. We will also use the math instructional calendars created this summer to ensure we are hitting all the main areas of the Common Core.
English Language Arts: We will support cohorts who indicated they needed more focused instruction in reading through after school support and small group instruction. We will work to integrate social studies, science, and other areas of interest to motivate students to read and write.
Assessment Focus: We will use SBA data, placement tests, Measures of Academic Progress (MAP) testing, end of topic tests, Moby Max data, and math and writing fluencies to monitor our instruction and ensure that we are in line with our expectations for student learning in math and ELA. We will monitor progress in all content areas throughout the year. We also plan at grades 3-6 to use interim tests to monitor progress throughout the school year.
Community Building Focus: We are focusing on creating joy in our community through healthy collaboration and communication around a clear and shared focus. Our staff will work together to involve our families and students to understand our focus as well. We will use conferences, family nights, field trips, and other means to communicate our mission and instructional purpose to improve student learning.
Remediation: Response To Intervention (RTI) model to support literacy instruction; a new RTI model at grade 1 where we meet with the entire class in the reading room and break into small groups; RTI at grades 2, 3,and 4 complements whole group reading instruction; kindergarten students receive RTI support in both reading and math; all students screened three times a year; classroom based assessments, Developmental Reading Assessment (DRA), Analytical Reading Inventory (ARI), MAP testing, STAR assessments, fluencies, running records as well as teacher input; paraeducator support based on student need; DIBELS and Houghton Mifflin use to monitor progress of students; small group and individual support using volunteers; after school supports for reading and math instruction as well as a homework club for students.
Enrichment: Volunteers, paraeducators, as well as AmeriCorps members, provide enrichment opportunities; field trip opportunities for students; multi age community enrichment clusters; annual science night and math night; NOLS Battle of the Books, Poetry Slam; fifth grade SQORD Fitness program.
We will focus our professional development this year on math. We have already begun whole staff training on the eight principles of mathematics and will continue these trainings. Beyond mathematics, we will also support professional development opportunities requested by staff. We have two teachers working toward their National Board Certification and one teacher involved in a STEM grant. Three of our staff attended a training this summer in creating performance assessments in science and working to teach language arts skills through science. These staff have provided training and we will offer another follow up training. We also have staff whose interest lies in integrating technology into our work with students. All of our professional development supports improved instruction and learning opportunities for students.
A recent Center for Educational Excellence (CEE) survey indicates our staff believe we have a clear and shared focus (93%), effective school leadership (90%), a supportive learning environment (93%), and a willingness to change (100%). Parent data indicate our highest characteristic of high performing schools to be 81% in high standards and expectations. Our student data indicated the highest characteristic to also be in high standards and expectations at 90%.
How You Can Help
Every child deserves the opportunity to succeed, but not all children learn in the same way at the same time. The parents, friends of Franklin students and our community are all instrumental in providing the additional support that makes learning at Franklin motivating and rewarding. We need your support to continue our rich history of an elementary school that cares for kids and celebrates success.
Use and Condition of Building
Franklin Elementary School is the second largest elementary school in the District, built in 1954, with additions in 1956, 1958 and 1978. The facility supports kindergarten through grade six classrooms, as well as outdoor fields and a track for District and community recreation. The physical evaluation of this educational facility is rated 55.4% based on a January 7, 2008 study and survey by BLRB Architects. Facility Use and Conditions Report is available at the Port Angeles School District office.
||2015 - 16
|Average Class Size
|Classroom Teachers (FTE)
|Support Staff (FTE)
|Avg. Annual Attendance
Office of Superintendent of Public Instruction, Port Angeles School District Report Card, reportcard.ospi.k12.wa.us.
Office of Superintendent of Public Instruction, Franklin Elementary School Report Card
Fourth Grade Assessment Trend, 2013-16
Measurement of Student Progress (MSP), Smarter Balanced Assessment (SBA)
Office of Superintendent of Public Instruction, National Assessment of Educational Progress (NAEP) data
Office of Superintendent of Public Instruction, Citizen Complaints-Federal Programs
View your school’s annual performance report.