The learning process is incredibly complex. Reading a book isn’t as simple as picking up a novel and turning the pages. There are many steps to recognize and understand words and then put them into sentences. Students can excel in one area of their courses while feeling challenged in another.
Every learner at Calgary Academy is unique, and the WIN (What I Need) program is here to help students receive the support they need. It’s a staple of the Academy program in Junior School—helping students shine through a community approach between teachers, students, and CA’s Learning Team.
WIN, WIN, and WIN Again
Every student brings unique academic strengths to their desks in each class. Reading comprehension (understanding the meaning of something just read) may come naturally for some learners, while others need more time to process the same information.
Everyone has varying challenges in learning, whether in math, science, or another subject, but with dedicated effort, students can improve many of these foundational skills.
However, scheduling individual work time while covering the necessary course content in class can be difficult. The average school day is jam-packed with different courses.
This is where WIN comes in—a block of time for students to address their growth areas to benefit their daily classes. With built-in time in the school schedule, students receive much-needed support. Calgary Academy’s Director of Learning, Erin Ellis, understands the value WIN has for young students.
“For many students, the allocated WIN block allows for extra time practicing specific skills that are foundational for achievement in grade level curricular outcomes.” – Ms. Ellis
A typical WIN session involves a group of students, often from different classes, working together with their teachers to progress on similar skills. The expertise of CA’s Learning Team shines in these sessions, which feature support in writing, numeracy, and reading for students’ individual needs.
Ms. Ellis notes that WIN encourages a community of learners at Calgary Academy. Classrooms can work alongside the Learning Team to split into small groups, each focused on a specific student growth area.
This approach to learning has been a pillar of the school since the 1980s. In the past, this concept was referred to as remediation, but WIN better emphasizes the incredible work done at the school.
“What I Need introduces an element of demystification for learners in that they explore a strengths-based approach to better understand their academic challenges.”
Preparing for Now, the Future, and Beyond
WIN is present throughout Junior School at Calgary Academy, providing students with several years of support to work on foundational skills before they enter Grades 9–12. Academic data helps CA teachers identify what focus children need during their WIN sessions.
Data from previous schools, assessments, standardized testing, and the teacher’s expertise help guide WIN groupings. According to Ms. Ellis, these created smaller groups are intended to stay together for several weeks, but students may move as their academic needs grow.
As children move through the grades and enter Senior School, their time in WIN can inform learning strategies or accommodations (assistive technology, extra time on tests, modified instructions, etc.) students can use. These accommodations are essential for many people as they graduate from Calgary Academy and possibly pursue university.
Learning is a complex process, and everyone has strengths and challenges. However, dedicated time and support can help students improve these skills, better understand their learning strengths, and identify what assistive technology they may need.
With WIN, Ms. Ellis understands its impact extends beyond the classroom—it helps set students up for success for the rest of their lives.
“Scheduling daily WIN provides a structure for targeted foundational skill development. This is essential in the younger years. As the complexity of curriculum increases, the WIN focus can shift to incorporate executive function skills that consider study and test-taking strategies… those tools that influence their post-graduation years.” – Ms. Ellis