At Wilson Elementary, every student gets WIN time. Otherwise known as “What I Need” time, this dedicated daily learning period is devoted to helping students further develop specific skills in small groups based on their needs. Some students get extra assistance with reading or vocabulary, while others take on advanced challenges that propel them beyond grade-level work. 

“We want to meet students where they are,” Principal Brittney Figueroa said. “We’re not teaching to the test, but teaching the skills students need for real understanding. Our goal is to help them feel confident so they can succeed.”

What WIN time looks like is different for every student. Grouped by need rather than grade, some students work independently on reading or writing skills, while others receive more targeted teaching from a staff member. The small groups change as students learn.

On a recent morning, Wilson students met with their groups for these targeted learning periods. While the scenes in the classrooms varied, the overall goals were the same: to help students catch up, build confidence, and move ahead. Across the campus, students worked with classroom teachers and support specialists to develop new skills and grow existing ones. While some students need additional hands-on instruction, others are given more independence.     

Sitting on the floor, teacher Lisa Diaz led a small group of sixth-graders through vocabulary words. Each word was isolated on a whiteboard and dissected. The small group of students facing her sounded out each word, then picked out sound-spelling patterns. The group then discussed definitions, a smiling Ms. Diaz encouraging each step. 

A few doors down, teacher Erick Sanchez circulated through the room while a different group of sixth-grade students worked independently on laptops. Having read the same chapter from a book, each student was tasked with writing bullet-point lists that summarized what they’d learned. 

Younger learners get similar specialized instructional assistance. In teacher Isander Gutierrez’s classroom, a group of 16 first-graders work collaboratively to write a story about desert animals. Students paired up, facing each other on a rainbow-colored carpet, to discuss what the animals eat and what sounds they make. 

In the classroom next door, fellow first-grade teacher Olivia Warner led a different group of students through an exercise using a projected image of a bowling ball surrounded by prompts: What color, shape, and size is it? What does it feel like? What is it made of? What is it used for? Seated at desks in groups of three or four, the students discussed the ball’s attributes. 

From the side of the room, Ms. Figueroa asked if anyone knew what bowling balls are made of. “I was curious, so I looked it up,” she said, holding up her phone. “They’re largely made with resin!”

After repeating the word “resin,” a girl whispered to her table partner appreciatively, “Ms. Fig should get a ROARS ticket for that.”

Every Wilson staff member plays a role in WIN Time, even the principal. Teachers meet every four to six weeks to look at assessments. These regular check-ins help them adjust groups and make sure every student gets the right support.

“We’re showing students we’re a team,” Ms. Figueroa said. “No matter who you are, we are here to support YOU.”

This team approach creates a strong sense of belonging. Students understand that groups aren’t labels, but rather steps in their learning journey. Students are more confident, more engaged, and more aware of their own progress.

“Students feel cared about and supported,” Ms. Figueroa said. “They know they belong. And when students feel that sense of belonging, they learn.”