Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instructional Schedule topic
No spam. Unsubscribe anytime.
North Scott high school outlines new 'win time' intervention, early attendance gains reported
Summary
District teacher-leader Michelle Murray and high school administrators described a new PLC-driven 'win time' intervention and revised bell schedule aimed at increasing targeted instructional minutes; presenters reported assigned-period attendance of about 77% and early positive formative results.
Michelle Murray, the district’s teacher leader coordinator, told the North Scott Community School District board that the high school has implemented a "guaranteed and viable curriculum" delivered through professional learning communities to ensure every student encounters the same essential learning each year.
"Our PLC process is not anything new," Murray said, describing four guiding PLC questions — what students should learn, how to know they learned it, what to do when they know it and what to do when they do not — and a new PLC agenda intended to keep teams focused on assessment and pacing.
High-school administrators explained a revised bell schedule that adds a targeted intervention/enrichment period called "win time." Administrators said the change increases guaranteed instructional minutes and lets teachers assign students to interventions using formative-assessment data rather than ad hoc groupings. An unnamed administrator described the schedule cycle as two locked weeks followed by a third flex week to preserve responsiveness for students who miss assessments or need makeups.
Presenters cited early participation data: "The attendance rates for every single assigned period [were] 77%," the administrator said, and reported the district is already seeing more instructional minutes per student than in the previous year. Board members pressed for details on how minutes were calculated and whether students could seek assistance outside their assigned teacher; administrators said teachers may coordinate transfers in cases of subject mismatch but that assignments should be teacher-directed.
Board members and staff described classroom examples of success: AP and CTE students receiving enrichment, freshmen study halls showing higher engagement, and teachers reporting useful formative-data selection of students for interventions. Presenters acknowledged logistics and communication issues during the rollout and said they will survey staff at the end of the quarter and improve week-to-week parent communications.
The presentation concluded with an invitation for board members and the public to ask questions about charts and data used to track attendance and learning, and administrators said they would continue refining the approach as more cycles of "win time" complete.
