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Presenter says Parklawn Elementary’s 'WIN Time' literacy model produced measurable gains
Summary
A presenter reported that Parklawn Elementary’s schoolwide 'walk to read' model and daily 30-minute WIN Time produced a 16-percentage-point increase in K–3 benchmark reading and an 11% rise in third-grade SOL scores, driven by a team-based instructional approach.
A presenter reported that Parklawn Elementary’s schoolwide literacy program, which uses a 'walk to read' model and a daily 30-minute WIN Time ("what I need"), produced measurable gains in student reading outcomes.
"At Parklawn Elementary, we are seeing strong results from our schoolwide commitment to literacy through our walk to read model in all our grade levels," the presenter said, describing the program as implemented across kindergarten through fifth grade.
The presenter said every student participates in 30 minutes of targeted literacy instruction each day during WIN Time. "What makes this work so powerful is our team approach," the presenter added, listing roles involved: classroom teachers, multilingual learner teachers, special education teachers, reading specialists, interventionists, high-impact tutors, instructional assistants and an advanced academic resource teacher. According to the presenter, students "walk to the instruction they need," enabling focused small-group learning tailored to each child.
On assessment outcomes, the presenter cited the district’s VALLSS literacy data, saying grades K–3 showed a 16 percentage-point increase in students reading at benchmark from the previous year. The presenter also said grades 3–5 posted gains on SOL tests, including an 11% increase in third-grade results.
The presenter summarized the program’s goal and result: "WIN Time ensures every student gets exactly what they need to grow and to become successful leaders." The transcript does not record questions, a formal vote, or independent verification of the data cited.
No formal actions or motions were recorded in the transcript excerpt; the remarks appear as a presentation of program results rather than a decision or adoption of new policy.
