School+Setting

Allison Balter =**Guilmette Elementary School** = **80 Bodwell Street** **Lawrence, MA**



School Mission
By 2014, 100% of third and fourth graders at the Guilmette Elementary School will reach proficiency of above in reading, writing, and mathematics as measured by the Massachusetts Comprehensive Assessment System (MCAS). This will be achieved through implementation of a coherent curriculum, formative assessment practices, data-driven decision making, and professional development opportunities for teachers.

School Enrollment Data
The Guilmette Elementary is a neighborhood school enrolling students in grades 1-4. The total enrollment as of the October 2010 SIMS was 581 students. The school shares a building (the Guilmette Educational Complex) with the Guilmette Middle School (grades 5-8), but even though the schools share resources and facilities, they function separately and have different administrators.
 * __**Grade**__ || __**Students**__ ||
 * 1 || 162 ||
 * 2 || 144 ||
 * 3 || 146 ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">129 ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">The Guilmette Elementary has one of the largest percentages of English Language Learners in the district of Lawrence, at 42%.
 * = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">__**Subgroup**__ ||=  ||
 * = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">English Language Learners ||= <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">42% ||
 * = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Special Education ||= <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">15% ||
 * = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">First Language Not English ||= <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">77% ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Low-income || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">93% ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">The school is 92% Hispanic, with most students coming from the Dominican Republic and Puerto Rico, so the native language of nearly all ELL students is Spanish. There is no data available on the number or percentage of SIFE students in this school or in the the Lawrence Public Schools because the district does not have an identifier or formal mechanism for SIFE.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">**__Race/Ethnicity__** ||  ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Black || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">2% ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Asian || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">2% ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Hispanic || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">92% ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">White || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">4% ||


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">**__Gender__** ||  ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Male || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">48% ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Female || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">53% ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">2010-11 School Report Card: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">

<span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 20px;">Classroom Setting
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Luis is a student in a 3rd and 4th grade self-contained Newcomer classroom at the Guilmette Elementary. This classroom is a pilot program that was started during the 2011-12 school year. The goal of the classroom is to provide students with foundational support in English language development when they first arrive in the country and to help them close gaps in literacy and math that they may bring from their prior education in order to ultimately prepare them to be successful in mainstream, structured English immersion (SEI) classrooms. The class is small (fifteen students or less) and is taught by an ESL-licensed teacher who is fluent in Spanish, along with support from a bilingual paraprofessional. Students receive small-group and individual support with differentiated instruction designed to meet their unique needs. At any given time, there is a mix of students who are literate and have received a strong education in their first language as well as students who come with limited formal schooling and no L1 literacy. All students have arrived from either the Dominican Republic or Puerto Rico, and their first language is Spanish. Spanish is used to clarify content and support literacy development in the classroom. Throughout the day, students receive intensive instruction and practice in all four domains of language - speaking, listening, reading, and writing. Lessons are designed to be hands-on and literacy-rich with real world applications. Students are also connected with a mainstream 3rd or 4th grade SEI classroom, and they attend lunch, specials, and Science / Social Studies with this class in order to help them build relationships with English-speaking peers and teachers, listen to language models, and facilitate the transition when they are ready to graduate from the program. The progress report below is completed every 8-10 weeks to benchmark students' language development and determine when they are ready to exit the program and enter the SEI classroom. It is also included with students' report cards each term and discussed with parents at quarterly conferences.

ELL Progress Report 3-4 Newcomer <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">

ELL Progress Report 3-4 Newcomer - Spanish Translation <span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif;">