Barbieri Elementary School
Susan McGilvray-‐Rivet, Principal
smcgilvr@framingham.k12.ma.us
Ricardo Dobles, Assistant Principal
rdobles@framingham.k12.ma.us
April 12, 2016
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.
Framingham’s TWI
•
Established in 1990 as a teacher-led
initiative.
•
Recognized with “Portrait of Success” in
2001.
•
Designated “Commonwealth Compass
School” in 2004.
•
Designated “International Spanish Academy”
in 2010 and fourth place in “School of the
Year 2013.
•
Improved accountability status from Level 3
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.
Using Formative Assessments to Tell a Story: Literacy
Data 2014-15
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 51% 36% 31% 25% 3 DRA Rigby PM 32% 17% 72% 4 DRA Rigby PM 39% 18% 40% 18% 5 Spring MAP 42%
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.
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%
Aprenda
Subtests and
Totals Na<onal Percen<le Reference Percen<le
2015 2014 2013 2012 2011 2015 2014 2013 2012 2011 Total Reading 69 77 64 78 64 72 81 70 83 70 Vocabulary 66 74 57 65 58 66 74 61 69 62 Reading Comprehension 69 79 67 82 67 70 80 73 86 72 Grade 3 Subtests and
Totals Na<onal Percen<le Reference Percen<le
2015 2014 2013 2012 2015 2014 2013 2012
Total Reading 54 75 52 43 56 78 61 50 Vocabulary 40 55 45 38 47 64 53 45 Reading
Comprehension 61 81 53 48 70 82 64 53
Mathematics
Overall: Strengths: (Based upon results from 2011-2014)
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%.
3. 2013 to 2014 The Advanced category increased by 1%.
4. 2013 to 2014 The Needs Improvement category decreased by 1%. 5. From 2011-2014, the CPI has increased by 3.8%
6. From 2012-2014 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 2011-2014)
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)
School 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
• SEI Endorsement (RETELL)
Challenge: How to adapt district
initiatives?
NABE Contest Winner: Helen
Landaverde
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.
