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Highland View teachers report strong early results from new 'Core Connect' small-group block
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Summary
Principal Emily Doe and Highland View teachers told the school board that a new daily 'Core Connect' block has reached full teacher adoption, increased student engagement and allowed targeted small-group reteaching; students described concrete benefits such as extra reading and immediate feedback.
Principal Emily Doe, principal of Highland View, told the Greendale School District Board that the school introduced a structured "Core Connect" block this year to give teachers regular time for small-group instruction and quick reteaching.
"This was our first year that we had a school based sale team … and through that process … our core connect time allows us time to meet with students," Emily Doe said, explaining the program's origins and goals. Third-grade teacher Lauren Mather said the block is used to turn formative assessment data into immediate small-group instruction: "I teach third grade at Highland View," Mather said, "During core connect time ... we use that formative data to immediately meet needs instead of having to wait days."
Instructional support specialist Kristen Martins told the board her team observed 100% teacher use of the block by February and cited concrete classroom practices: focused reteaching of foundational skills such as chunking syllables and work on multi‑digit addition, higher student engagement, and purposeful independent work for students not in groups. "We observed high levels of confidence and willingness to take risks," Martins said.
Students who participated also described how the time is used. A fourth grader said he chooses an "article a day" and then has guided practice, while a second grader said, "I get to read my favorite books and I can't wait to get called up to work with the teacher." An intern, introduced by staff as Maddie, described day‑by‑day growth she observed since January.
Board members asked whether the Core Connect times vary by grade; staff said the schedule is set by grade level and generally preserves structured independent reading time alongside targeted instruction. Administrators said they will continue classroom observations and teacher feedback loops to refine the approach.
The presentation concluded with the board thanking staff and students for the demonstration; no formal action was required.
