Award Year: 2016

Franklin Elementary School

940 Lincoln Street SW
Le Mars, IA, 51031-1855

(712) 546-4185

Mr. Floyd Athay, Principal at time of Nomination

Patti Kruger, Current Principal

Title I School

Le Mars Community School District

School Website


Guide students in achieving the highest possible education by teaching basic skills, developing good character, and promoting life-long learning, through partnerships with students, families, school, and community.

Student Demographics
  • White: 85%
  • Hispanic: 10%
  • Hawaiian/Pacific Islander: 1%
  • Two or more races: 4%
  • ELL: 1%
  • Economically Disadvantaged: %
Learning to read at Franklin Elementary!

Learning to read at Franklin Elementary!

Franklin Elementary is a K-5 building with self-contained classrooms that include a K-5 resource room, a K-2 special education room, Title 1 reading, Reading Recovery, and art, music, and physical education. Franklin has a student population of around 275 students in grades kindergarten through fifth. Of those students, 39% qualify for free/reduced-price lunches and approximately 89% are white/Caucasian. The curriculum is currently going through changes as the district begins to implement the Iowa Core Curriculum at all grade levels and Professional Learning Communities (PLC) are being used for more teacher collaboration. Data-driven instruction with a focus on student learning is beginning to be emphasized at the various grade levels through the PLC process. Guided reading, The Daily 5, and CAFÉ have been used at all grade levels for the instruction of the Iowa Core ELA standards. There is a wide variety of opportunities for students to develop to their full potential. Students at Franklin are empowered through the following opportunities: a schoolwide computer-based reading comprehension and assessment program, supplemental reading instruction with the Title I reading teacher, which takes place in small groups every day for approximately 30 minutes, resource room services to students K-5 and special education services to the district's K-2 students with more severe disabilities that emphasizes integration into the regular education classrooms as much as possible, and an emphasis on the reading of nonfiction texts and increasing the level of text complexity students are expected to read as they advance through each grade level.