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Timmons teachers report early literacy gains after CKLA pilot; school uses daily intervention block
Summary
Timmons Elementary administrators told the board the CKLA ELA pilot, a dedicated daily block for intervention called “no new instruction,” and targeted feedback for teachers are showing positive early results in benchmarks and student engagement.
Timmons Elementary staff told the school board on Feb. 10 that a first‑year rollout of the CKLA ELA program, combined with a dedicated daily intervention block named “no new instruction,” has produced encouraging early results in internal benchmarking and classroom engagement.
Mr. Rogeliner (staff member), presenting building goals, described CKLA lessons that emphasize student collaboration, vocabulary development and connections to science and social studies topics. He said teachers are using a multi‑page observation document to provide focused feedback and that classroom artifacts such as “focus walls” and themed classroom libraries are reinforcing learning.
The building’s second goal — strengthening tier‑1 and tier‑2 instructional practice — centers on a scheduled block each day when all students are in school but resources are concentrated on targeted small‑group intervention or enrichment. Mr. Rogeliner said the block is used every day: academic tutors, special education and gifted staff converge on grade‑level meeting times so the identified students receive small‑group instruction while other students reinforce previously taught skills or use online CKLA components.
Mr. Rogeliner told the board that fall‑to‑winter benchmark data show grade levels moving into a “high performing, high growth” quadrant; he did not provide numeric results in the presentation. He said the “no new instruction” block allows teachers to use data to determine interventions and to deploy staff across grade‑level blocks.
Board members asked for clarification about who participates in the intervention block. Mr. Rogeliner said the time covers all students; supports are targeted to small groups while peers work on reinforcement activities or independent practice through online program components. Administrators said plans are in progress to replicate similar “no new instruction” scheduling at the middle school to build district consistency.
The building also highlighted parent engagement activities, including a STEAM Week that featured a COSI assembly, engineering challenges and parent career presentations in classroom libraries. Presenters thanked active PTO volunteers and community partners who provided artifacts and career experiences that connected to classroom units.
