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Principals describe 'win time' interventions and push‑in supports that raised reading growth at some sites
Summary
Principals described site‑level interventions—saturated grade‑level intervention blocks at Estill and push‑in supports and short phonemic‑awareness blocks at Lowell—that district leaders said are producing measurable gains.
Principals from Duluth Public School District described site examples the board could visit to see Minnesota MTSS practices in action.
At Estill Elementary, Principal Nathan Anderson said the school moved from program‑based pull‑outs to a grade‑level, all‑hands approach during daily intervention time ("win time"). Anderson described assessing an entire grade, regrouping students by instructional need regardless of program label (special education, Title, general education), and deploying six to seven adults into those grade‑level blocks. "We have 6 to 7 adults going into our grade level and we're really getting some nice small groups and we're seeing some real positive gains with that," Anderson told the…
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