Elementary schools share updates on their 3-year site focus plans

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Winters elementary school administrators gave an update on their site’s three-year single focus plan to the Board of Trustees at the Winters Joint Unified School District’s June 3 meeting.

Waggoner Elementary
Principal Jennifer Kloczko presented an update of Waggoner Elementary School’s 3-year single focus plan from the last few years.

With students from traditional kindergarten, (TK), through second grade, Waggoner is focusing on literacy systems, to include collection, reporting and use of data to drive literacy instruction. Literacy instruction covers what they want students to know, be able to do and how it is to be taught.

Kloczko said she and her team presented their sphere of goals last January, but at that time had no idea the pandemic would cause the school to close in March 2020. Prior to closing, she said all their students were assessed on their literacy skills.

“Had we not closed we know we would have absolutely crushed our year-end goals,” Kloczko said.

However, Kloczko told the Board that they did not accomplish all their goals, in part due to the pandemic, but she was still excited to share that they have made “significant forward progress.” Even with distance learning, Kloczko said their literacy focus was ongoing with phonics instruction and teachers were also able to virtually provide one-on-one student assessments.

Some “silver linings” emerged Kloczko noted. Teachers learned new strategies from videos that they intend to incorporate with in-person teaching in the fall. Efforts to identify appropriate Spanish literacy assessments and iReady diagnostic tests were administered in Kindergarten, first and second grades.

iReady diagnostic is a product designed to give teachers insight into student needs, performance, and growth. Diagnostic results are set to provide a personalized learning path for each student, ensuring they are working on instruction that matches their unique learning needs.

Kloczko revealed that 255 of the 342 students completed the final diagnostic that provided important instruction and differentiation for students, a process through which teachers enhance learning by matching student characteristics to instruction and assessment.

Kloczko told the board of successes made this year included: Spanish iReady assessments were added in second grade, writers’ workshops continued, grade level intervention blocks continued in Zoom and final iReady data was received for K-2. Additionally, Kloczko said students across all grade levels improved their 2021 basic phonic skills scores over 2020, with the greatest improvement being in first grade, an improvement of 20 percent.

In the upcoming school year, Kloczko said Waggoner is looking forward to implementing plans they didn’t get to this year, such as Project GLAD teacher training, developing science and social studies units infused with literacy, developing grade level curriculum maps and administering a basic reading inventory for all first and second graders.

Kloczko concluded her presentation announcing that this would be her last meeting and she would be leaving, but that Winters would always hold a special place in her heart. She thanked parents and staff for their hard work.

Kloczko previously announced that she accepted a principal position in another district beginning in the fall of the 2021-22 school year.

Shirley Rominger Intermediate
“Differentiation” was introduced to the Trustees by Principal Monica Moreno as their single site focus plan selected in 2019 for Shirley Rominger Intermediate School.

Differentiation means tailoring instruction to meet individual student needs by teachers differentiating such aspects as content, process, products, the learning environment, the use of ongoing assessments and flexible grouping.

Moreno told the board that students have a variety of needs served by a focus of differentiating.

Teachers received training during the 2019-2020 school year in the use of iReady assessments and instruction systems and reported diagnostic results to families. They also implemented Toolbox, a social/emotional learning program teaching critical social competencies for academic and life success, in areas such as: resiliency, self-management and responsible decision-making skills.

“This year we accomplished quite a bit in our focus of differentiation,” Moreno said.

Moreno reported implementing weekly school-wide Toolbox lessons and reviewing iReady diagnostic data to differentiate instruction for students and brought three groups of students on campus to address their needs during distance learning.  Moreno said essential English language arts and math standards were identified and were paced for each grade level.

As for future actions, they include having standard-based report cards for all grade levels, including 45-minute math intervention blocks, identifying and providing assistance to students needing intensive interventions in reading and math, growing by ten percent in the California Assessment of Student Performance and Progress system in English language arts and math and have students in the Developmental Bilingual Education take the California Spanish Assessment to measure their Spanish proficiency.

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