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Board outlines academic goals, WIN time and new assessment plan
Summary
The board reviewed plans to expand WIN (What I Need) small-group instruction, align math curriculum to the high school using Big Ideas, pilot CommonLit360 for interventions, and transition to the state WebPlus reading assessment; staff said more specific numerical goals will be provided in October after initial assessments.
School administrators described a multi-part plan to sharpen instruction and monitoring across grade levels this year, centered on expanded WIN time, alignment with the high school math curriculum and a push to use common formative assessments.
At the elementary level staff said WIN time will create daily or near-daily small-group instruction slots organized by grade-level teachers and supported by other staff to provide targeted instruction for students who are behind, on track or ahead. Administrators said WIN stands for “What I Need” and is intended to provide tiered supports without taking away core instruction.
The board discussed curriculum alignment in math and said middle- and high-school teachers will work with a Big Ideas representative during professional development scheduled for the fall. For reading and intervention work, staff described plans to evaluate CommonLit360 for intervention materials and to use Benchmark assessments where appropriate; final decisions on seat purchases and grades covered will be made after early-year data.
Leaders cautioned that a new state reading screener (WebPlus) replaced the district’s previous Star/FastBridge linking and that comparative norms are not yet established, so the district will refine numerical goals once initial WebPlus data are available. The board agreed to receive a fuller progress report in October with concrete performance targets and supporting data.
Finn Renwick, a student who attended Badger Boys State, spoke to the board about his experience participating in a week-long civic simulation that introduced government structures and practice for student leaders.
