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Tri‑Creek elementary principals report early gains from school‑wide "Win Time" interventions
Summary
Principals from Tri‑Creek’s three elementary schools described school‑wide intervention periods (Bears/Fly/Tiger time) and presented teacher testimonials and student growth examples showing reading and math gains.
Principals from Tri‑Creek’s three elementary schools told the board on March 13 that school‑wide intervention blocks — branded Bears Time, Fly Time and Tiger Time at each school — are yielding measurable growth for some students and improving alignment across staff.
Why it matters: The elementary intervention model is part of the district’s Multi‑Tiered System of Supports (MTSS). Principals said the scheduled intervention blocks let teachers provide targeted remediation, enrichment and progress monitoring during the school day rather than outside it, increasing consistency across classrooms and allowing art, music and PE teachers to participate in tiered instruction.
What principals told the board
- John Nanegeung, principal at 3 Creeks, said the school’s Bears Time uses recent assessment data to group students for remediation or enrichment three days a week and that examples include students moving from severe skill deficits to more confident performance after concentrated, ability‑based work.
- Liz Lau, principal at Oak Hill, said her school’s Fly Time has produced double‑digit NWEA growth for some students; one first‑grade student rose 10 RIT points in math from fall to winter and another gained 20 RIT points in reading and graduated from Title I services.
- Lake Prairie’s team reported school‑wide Tiger Time has raised early literacy scores; second‑grade I‑Read pass rates climbed to the highest level in several years, and some students showed large percentile growth on NWEA math and reading checks.
Principals emphasized family and staff communication and said Title I staff and specialists are integrated into the model. The principals showed teacher testimonials and a short video with student progress stories; board members praised the program and noted the model supports both remediation and enrichment.
Ending: Administration said the district will continue monitoring assessments and share iRead results and other progress updates with the board before spring break.
