Spotlight on WVES: A Team Approach to WIN Time

A WIN Time That Works

When 5th grade teachers at WVES met together to plan for this coming school year, they wanted to rework their approach to WIN time. After reviewing their students' beginning of the year data they saw that each of their classes had a wide variety of student strengths and needs. Every class included students who could benefit from targeted support in reading and math to accelerate their growth. Instead of each teacher working to create an individual schedule to meet the needs of multiple groups of students in their own classes, they decided to take a collaborative approach that provided all students with targeted support for their biggest area of need. Take a look at their intentional data-driven planning process and videos of their WIN time groups in action below.

A Collaborative Approach to WIN Planning

At the conclusion of iReady diagnostic for both reading and math, fifth grade teachers collaborate all data among the fifth grade to differentiate students into WIN groupings to meet them where they are in either or both subjects.

To begin we create anchor charts labeling each chart the following way:

Genius Math
Genius Reading
Reading (x2)
Math (x2)

Since we have six teachers we split the teachers accordingly. Upon reviewing the iReady data by EACH teacher, we remove the students that receive Tier 3 or 4 services such as; SPED resource, Tier 3 RTI (reading and/or math, etc). *See our WIN Time Groupings Chart*

A Data-Driven Process for Targeted Instruction

Students placed in Tier 2 reading and math groups range from 26% - 39%. Students over 40% are placed in either a bubble group, or Genius Hour reading and math groups based on teacher input. We also included the input of our literacy coach who assisted us when determining best practices on student placement(s) using iReady subdomain data which heped us determine exactly what skills our students needed support with in their reading and math group placement. In addition, we used teacher input to drive this conversation when placing students accurately into tier 2 groups. This process takes several weeks to complete to ensure full accuracy and determination of what our students need

With this collaborative approach, most of our students are being served in both reading and math groups this semester during our WIN Time blocks.

Ongoing Reflective Practice

Decisions are also made around the time of our MTSS data meetings where we are able to collaborate with the whole team (interventionist, coaches, guidance, administration, general education teachers, and administration) to determine if students who are being served in tier 3 should be relocated to a tier 2 group. In a few cases, we had students place out of tier 3 math and move into tier 2 math and reading groups. Same practice held true for tier 3 reading students. We wanted to ensure that these students were still being challenged and progressing in their success.

A WIN Time That Works For ALL Students

Organizing our WIN time this way has allowed us to serve all of our students, where they need it. Some of our students may receive tier 3 in math, but need tier 2 in reading. Others may even receive tier 2 in reading, but then go to Genius Hour for math so that they can be pushed in the area where they excel. With the way that we have planned our WIN groups, we are ensuring that we are also focusing on our students who are above the 40th percentile and are pushing them further, where they need it most.

West View WIN Time in Action

Tier 2 Targeting Comprehension Skills

In this video you will see Mrs. Richardson working with her Tier 2 students in reading specifically targeting the skill of comparing and contrasting two paired texts. Mrs. Richardson intentionally chose two high interest texts that were within the students' reading levels from F and P Guided Reading resources. She then created a small group lesson that targeted the skill of comparing and contrasting two texts, A Bear Named Winnie and Finding Winnie. Notice in the video how Mrs. Richardson used questioning in her lesson as a scaffolding tool to support students' comprehension of the text and how she also expected each student to complete the Venn diagram chart in their reading response journals. Students who have mastered this skill are working independently at the reading carpet. See picture below.

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Small Group Instruction to Enhance Depth of Understanding

In this video, you will see Mrs. Havens working with a group of students who are approaching and/or are on grade level for reading. She has intentionally structured this group as a book club using an integrated text that aligns with their social studies standards. Mrs. Havens has intentionally crafted higher level comprehension questions for her students to answer as they are reading to promote depth of understanding to support their ability to find textual evidence to support their response. Notice how Mrs. Havens ensures all students are reading during her small group. Instead of round robin reading where students take turns, Mrs. Havens is using an approach by Jennifer Serravallo called strategy lessons where students have a short, focused mini-lesson on the targeted skill and then each begin reading while the teacher listens in and provides focused support.

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Genius Hour Book Clubs

In this video, you will see Mrs. Parks working with students who are above grade level in ELA. Mrs. Parks intentionally chose several high interest chapter books that are aligned with their current social studies unit of study focusing on World War II. Students are able to collaborate in their groups to read and to engage in collaborative conversations focusing on targeted jobs or roles. This approach is based off of Harvey Daniel's professional developoment text Literature Circles. Take a look at the video clip to the right to see her book clubs in action. In the video clip below Mrs. Parks explains the benefits of utilizing Genius Hour during WIN time to accelerate student growth for our students who are performing above grade level in reading.

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