The Shirley Rominger Intermediate School’s Plan for Student Achievement (SPSA) was presented to Trustees during the Nov. 3 Winters Unified School District Board of Trustees meeting.
Phoebe Girimonte, while serving as Acting Superintendent, presented Rominger’s SPSA on behalf of Principal Monica Moreno.
Rominger’s SPSA laid out five goals, which were similar to or the same as the goals from its previous SPSA. The first two goals are to have all students meet or exceed grade-level reading and mathematical benchmarks, as measured by the i-Ready diagnostic assessments and CAASPP. The third goal is to increase student knowledge of college and career opportunities as measured by data received in the LCAP survey.
The fourth goal is to provide time for staff to engage in professional development and time to collaborate in discussions on effective instructional practices. Rominger’s fifth and final goal is to increase the connections between home and school and to strengthen family engagement by fostering an environment of respect and rapport which was also obtained from LCAP survey data.
Girimonte’s presentation then expounded on the strategies Rominger will use to achieve these goals. To achieve goal one’s reading improvement benchmark, Rominger will develop its methods to better find and assist students requiring extra attention, including identifying students who are in need of academic support and ensuring “all English learners will receive 30 minutes of Designated English Language Development daily.”
For improving Rominger students’ math skills, the school will implement a 45-minute school-wide math intervention block daily for teachers and educators. Regarding bettering student benchmark achievements in general, the school plans to hold small reading and math interventions after school, as well as, “utilize technology and adopted/supplemental curriculum to engage students and target instruction.”
Rominger will address its third goal of improving student awareness of college and career data by holding a career fair where members of the community can speak to students, as well as organizing field trips and assemblies related to career interests.
“This is something we had in play before the pandemic,” Girimonte explained, “and so its a goal to bring these kinds of activities back.”
Goal four’s aim of improving professional development and instructional practices for Romginer’s teachers will be met by continuing to educate its instructors in professional learning programs and in creating common assessments. The final goal of creating a safe and welcoming environment for Rominger’s parent-school relationship shall be addressed by continuing the Toolbox Project and encouraging the creation of clubs for scholars to participate in.
The presentation laid out the Annual Measurable Outcomes section, describing past and existing statistics related to each goal as well as a corresponding, “expected outcome” that the school will hope to achieve by the end of this school year.
Addressing pandemic-related loss, Girimonte noted that both math and reading benchmark CAASPP achievements fell from 2019–2022, and Rominger hopes to improve both subjects’ CAASPP scores in the met or exceed standards range by 10 percent by May.
From the 2019-2020 school year to the 2021–2022 year, scholars who reported having had adults discuss college with them in their LCAP survey rose from 45 percent to 57 percent, and the school hopes to raise that number by another 10 percent this year.
Regarding professional development work in the school, the presentation stated that programs were implemented this school year and that the school’s goal is to use the data found through these programs to better tailor their professional development opportunities
Romginer’s LCAP surveys also found that parents who agree or strongly agree that Winters Joint Unified School District is engaging with families to create a more welcoming environment rose from 74 percent in 2019–2020 to 85 percent in 2021–2022, and the school hopes to improve that by another 10 percent. Teachers will be met by continuing to educate its instructors in professional learning programs and in creating common assessments. The final goal of creating a safe and welcoming environment for Rominger’s parent-school relationship shall be addressed by continuing the Toolbox Project and encouraging the creation of clubs for scholars to participate in.
The presentation laid out the Annual Measurable Outcomes section, describing past and existing statistics related to each goal as well as a corresponding, “expected outcome” that the school will hope to achieve by the end of this school year.
Addressing pandemic-related loss, Girimonte noted that both math and reading benchmark CAASPP achievements fell from 2019–2022, and Rominger hopes to improve both subjects’ CAASPP scores in the met or exceed standards range by 10 percent by May.
From the 2019-2020 school year to the 2021–2022 year, scholars who reported having had adults discuss college with them in their LCAP survey rose from 45 percent to 57 percent, and the school hopes to raise that number by another 10 percent this year.
Regarding professional development work in the school, the presentation stated that programs were implemented this school year and that the school’s goal is to use the data found through these programs to better tailor their professional development opportunities
Romginer’s LCAP surveys also found that parents who agree or strongly agree that Winters Joint Unified School District is engaging with families to create a more welcoming environment rose from 74 percent in 2019–2020 to 85 percent in 2021–2022, and the school hopes to improve that by another 10 percent.
