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Elementary School
Indian River District

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The graph below shows how
Frankford ranks relative to the other 78 Elementary Schools in Delaware.
The yellow bars indicate the number of schools with scores in a particular range.
The solid blue line indicates the score of Frankford.
The further to the RIGHT the blue line is the better the score.
This graph is based on 2005 test results.
(Other years: 2003  2004  2005 )

The graph below shows Year-to-Year Test Results for Frankford
The higher the yellow bars are the better the scores.
Grade 5 Read Distinguish

The graph below shows Year-to-Year Rankings for Frankford
The yellow bars represent the total number of Elementary Schools in Delaware.
The blue dots represent the ranking of Frankford.
The higher the blue dots are the higher the rankings.
Grade 5 Read Distinguish

Parent/Student Reviews:
for Frankford

Number of Reviews: 1

Much Better Than Adequate Progress, Apr 20, 2006
By Karin Chenoweth

Frankford, which is not far from the road Washingtonians take when they drive to the Delaware beaches, has 450 students, 75 percent of whom meet the federal requirements for free and reduced-price meals. The school is roughly evenly divided among white, African American and Latino students. About 12 percent of the students in kindergarten through fifth grade are identified as having disabilities.

In the fifth grade last year, 100 percent of the students met state reading standards (25 percent exceeded them) and 95 percent of all students met state math standards, including 81 percent of students with disabilities (34 percent exceeded them).

Sharon Brittingham, who retired this year as principal after eight years at Frankford and 35 years in education:

"When I first arrived at Frankford, the school was very low achieving. The attitude and the most commonly heard phrase among teachers was, 'You can't make chicken salad out of chicken [waste].' This had a special significance because many of our parents work in the chicken industry.

"I told teachers to either believe all students could learn to high levels of achievement, act like they believed it, or find employment elsewhere. If teachers made negative comments about not believing their students were going to be successful, then I bluntly told them to look elsewhere for a job.

"I used data. I compared and had teachers compare their students' entering test scores with their exiting test scores. This data was included in their end-of-the-year evaluations. I also met with every teacher at the end of the year and discussed their results. They were not allowed to make excuses, but needed to have a plan to improve any of their weak areas --- yes, their weak areas, not the students'.

"I spent a lot of time trying to fix poor teachers. I told them my expectations, provided lots of training, and monitored them constantly. I would walk through their classrooms every day until I saw what I wanted to see. I also modeled lessons and provided time for them to observe exemplar teachers. I was always up front and honest with them, focused on the data and best practices in pedagogy. They improved or transferred.

"I know I sound like a preacher, but it boils down to who is in that classroom --- and until someone in authority says, 'It is about the kids, put kids first and stop being afraid of hurting some teacher's feelings,' then things will not change.

"If you asked them now, the teachers at Frankford would tell you that they can make chicken salad out of chicken [waste]. It is that belief in their ability to make the students successful that is the key.

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