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Kings Mills Elementary ties ‘Power 5’ skills to multi‑age teams and classroom meetings
Summary
Kings Mills Elementary staff told the Kings Local School Board they are using multi‑age teams, matched literature and structured classroom meetings to teach the district’s five targeted skills: communicator, critical thinker, problem solver, collaborator and career ready.
Kings Local School District trustees heard Tuesday that Kings Mills Elementary (KME) has combined the district’s “Power 5” skills with a schoolwide set of multi‑age teams and classroom meetings intended to build social‑emotional connections and specific skill practice.
KME Principal Sean Rosegrants told the board the building organized students into 15 mixed‑age teams and paired each Power 5 skill with a children’s book and a short lesson, then used classroom meeting routines and play to reinforce the skill.
The approach is aimed at giving “a common experience for all learners,” Rosegrants said. KME staff said they matched a book to each of the five skills — for example, a story about passing along a tale for communicator and a problem‑solving story for critical thinking — then planned a greeting, read‑aloud and activity in each classroom meeting to practice the skill.
"Children's brains are primed for learning when they're feeling really connected and really emotionally safe," said Mrs. Purdrix, KME school counselor. "One of the ways we do that at the elementary level is through play and intentional ways of setting up opportunities for kids to collaborate and connect with one another."
Teachers and specialists described practical routines: a brief greeting to build community, a message or read‑aloud that ties to the targeted Power 5 skill, and a short, active task. Staff said kindergarten activities can be as simple as rolling a ball to a peer wearing a certain color, while other grades take part in problemsolving games such as navigating a “lava” course from one side of the room to the other.
Mrs. Davis, KME media specialist, said the school intentionally links literature to the skill focus so reading and SEL reinforce one another. Staff also said mixing students across K–4 and having different teachers on each team gives children chances to see other classrooms and adults before they change grades.
Principal Rosegrants said the school paused regular instruction districtwide during the community meeting so the entire building could participate simultaneously, and that the program had been refined through multiple practice runs.
Board members praised the intentionality and connection to literacy. "If we're going to make movement, grow skills, prepare kids for their future, there's intentional time established to do that," Superintendent Sears told the board after the presentation.
KME staff said they will keep the multi‑age team structure and classroom meeting routine while continuing to align lessons and activities to the district Power 5 frame.
The board received the presentation; no formal action was taken on the item.
