Barbieri Elementary School

Transcripción

1 Barbieri Elementary School Susan McGilvray- Rivet, Principal Ricardo Dobles, Assistant Principal April 12,

2 Objectives Celebrate the long history (25 years) of a Two-Way Immersion (TWI) program. Share some successes of the TWI. Share some challenges that have been overcome. Brainstorm plans and directions for the future. List advocacy needs.

3 Framingham s TWI Established in 1990 as a teacher-led initiative. Recognized with Portrait of Success in Designated Commonwealth Compass School in Designated International Spanish Academy in 2010 and fourth place in School of the Year Improved accountability status from Level 3 to Level 2 in 2014 and maintained in 2015.

4 Mission The mission of Barbieri School is to prepare our students to become successful global citizens. We challenge them to reach their academic potential and teach them the value of cultural, economic and learning differences, with an emphasis on bilingualism and biliteracy. La misión de la Escuela Barbieri es preparar a nuestros estudiantes para que se conviertan en ciudadanos globales exitosos. Los desafiamos para que logren su potencial y les enseñamos el valor de las diferencias culturales, económicas y de aprendizaje con énfasis en el bilingüismo y la alfabetización en dos idiomas.

5 EEnrollment

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7 Using Formative Assessments to Tell a Story: Literacy Data Grade Assessment % who met benchmark % who made at least 1 year s worth of growth in reading K Letter ID HSIW Rigby PM 67% 93% 56% 1 HSIW Rigby PM 93% 47% 62% 2 DRA Rigby PM 3 DRA Rigby PM 4 DRA Rigby PM 51% 36% 32% 17% 39% 18% 31% 25% 72% 40% 18% 5 Spring MAP 42%

8 Analysis An average of 46% of students in grades K-2 achieved the end-of-year reading benchmarks, and 34.8% of students in grades K-4 met the Spanish reading benchmarks. In English, 41% of students in grades 2-4 met the end-of-year reading benchmarks, and 42% of fifth graders were on target with their reading per the computer-based MAP reading assessment. Additionally, students demonstrated strong reading growth in Spanish in grade 1 and in English in grade 3. In both grades 2 and 4, and most likely grade 3, although our data is incomplete, a greater percentage of students showed at least one year s worth of growth in their reading level achievement in English than in Spanish: 6% more in grade 2 and 22% more in grade 4.

9 ACCESS 2015 Grade Percent making progress -school Percent making progress -district First 0 30% Second 51% 62% Third 76% 72% Fourth 37% 58% Fifth 61% 57% Overall 44% 56%

10 Aprenda Subtests and Totals Grade 3 Na<onal Percen<le Reference Percen<le Total Reading Vocabulary Reading Comprehension Grade 5 (2012, 2013 & 2014 only) Subtests and Totals Na<onal Percen<le Reference Percen<le Total Reading Vocabulary Reading Comprehension

11 Mathematics Overall: Strengths: (Based upon results from ) 1. Since 2011, the number of students in the Advanced category has increased from 8% to 15%. 2. Since, 2011, the number of students in the Needs Improvement category has decreased by 13% to 2014 The Advanced category increased by 1% to 2014 The Needs Improvement category decreased by 1%. 5. From , the CPI has increased by 3.8% 6. From the MSGP increased by 21%. 7. Gender scores were similar for boys versus girls, with slight variations (2014). Overall: Areas of Concern: (Based upon results from ) 1. From 2013 to 2014, the number of students in the Proficient category has decreased by 2%. 2. From 2013 to 2014, the number of students in Warning/Failing has increased by 3%. 3. Low income students scored lower in all categories, than non-low income students. (2014) 4. ELL students scored lower in all categories, then non-ell students. (2014) Race/Ethnicity: White students scored higher in all categories. (2014)

12 Challenge: How to adapt district School initiatives? Wide Initiative Balanced Literacy: LAB Classrooms for Readers Workshop Making Thinking Visible: Academic Conversations and Accountable Talk Family Engagement Integratation: between special needs classes and two-way Math- Engage NY Language Development: Academic Vocabulary book study Bridging Institute with Cheryl Urow and follow-up book study

13 NABE Contest Winner: Helen Landaverde

14 Orgullosos de ser bilingües / Proud to be Bilingual Feliz cumpleaños Escuela Barbieri! Te celebramos los 25 años. Barbieri es una muy buena escuela, la mejor del mundo. Nosotros aprendemos matemáticas en español. Practicamos los valores de CARE. Nosotros leemos libros bilingües en dos lenguajes. Te queremos mucho porque eres muy especial. Los niños trabajan con mucho esfuerzo para aprender. Nuestra escuela es muy bonita porque todos los niños son bilingües. Los niños y niñas hablan dos idiomas. Aprendemos porque usamos las neuronas del cerebro. We get to learn a new language. Nosotros estiramos y moldeamos el cerebro en Barbieri. Podemos aprender a escribir nuestras historias. Nosotros practicamos y practicamos otra vez hasta que aprendemos. Nosotros somos más inteligentes porque somos bilingües. Aprendemos inglés y español. A los niños y niñas nos gusta Barbieri.

15 Graduates as Resources

16 Advocacy Needs Research (Ester dejong, 2000) Pathways participation in 2017 SOPA/ELOPA Teaching for Biliteracy Blog