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Beaverton Schools

School Learning Plan

Barnes Elementary School

 

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    Esperamos Excelencia            Innovamos            Acogemos La Equidad          Colaboramos

Our Story:

Demographics:

  • American Indian/Alaska Native = <1%      

  • Asian = 2%

  • Black/African American = 4%

  • Hispanic/Latino = 66%

  • Multiracial = 3%

  • Native Hawaiian/Pacific Islander = 1%

  • White = 22%

Our foundation at Barnes is built on our mission to, “Educate each student in a rigorous, inclusive, and engaging manner that promotes and facilitates student academic, physical and social/emotional growth.

Barnes Elementary School currently has two threads of programmatic instruction. One is Dual Language (DL), the  other is English Only (EO). This year (2022-23 school year) we are expanding our DL program in kindergarten, first, second, and third grade. There will be no EO sections for these grades. As we expand the program for DL, the sections for EO have become compressed. This year, we continued that pattern and are in straight grades  4 and 5.

The fundamental reason we are pursuing becoming a full “DL school” is in alignment with our district's strategic priorities for equitable access to high quality programming.  

In both DL and EO classrooms, we use the workshop model for instruction in math, writing, and reading. Focus on knowing the students as a learner, reader, and mathematician continues to be a primary focus for designing and implementing instruction. Use of the IRLA/ENIL for reading provides specific guidance on where the students are as readers and what strategies need more refinement. In writing, authentic published writing and continual daily practice provides us with a roadmap for instruction. In math, we use math talks, inquiry based instruction, games, and math congress integrated with the eight mathematical practices to ensure we are supporting the individual learners. Each of these areas necessitates conferring to set up individual goals, and strategic grouping during work time to link instruction to need. 

At Barnes, historically, we fully embrace the co-teaching model and high levels of collaboration to ensure that students are not pulled out of instruction with their age-alike peers. We are exploring reducing pull out instruction for every exceptionality including ELD, Special Education, and “Intervention.” To best accomplish this, every classroom has their classroom teacher as well as a highly qualified co-teacher who is ELD licensed and in the classroom for a minimum of 45 minutes every day. The classroom teacher and the co-teacher collaborate daily to create specialized instruction with an emphasis on literacy.

Four Critical Questions Guiding Our Collective Work

  1. What do we want students to learn?

  2. How do we know students are learning?

  3. How will we respond when some students do not learn?

  4. How will we extend learning when students are already proficient?

 

Implementation of Inquiry Cycles

  1. Analyze evidence

  2. Determine a focus

  3. Implement and support

  4. Analyze impact

Date of Last Revision: January 2, 2023


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District Goal: WE empower all students to achieve post-high school success.

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WE Expect Excellence
  • WE teach students knowledge and skills for our evolving world.
  • WE seek, support, and recognize world-class employees.
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WE Innovate
  • WE engage students with a variety of relevant and challenging learning experiences.
  • WE create learning environments that promote student achievement.
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WE Embrace Equity
  • WE build honest, safe, and inclusive relationships with our diverse students and their families.
  • WE provide needed support so that every student succeeds.
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WE Collaborate
  • WE work and learn in teams to understand student needs and improve learning outcomes.
  • WE partner with our community to educate and serve students.