Meeting Each Boy Where He Is: The Impact of WIN Time

6/2/2026

How do teachers in our Lower School balance the learning needs of every first-grade boy? How do they meet each boy where he is, and enrich, enhance, and support him?

A big part of the answer is “WIN Time,” which has emerged as an important tool for our teachers as they guide our Lower School boys. WIN, short for “What I Need,” is a dedicated block of time during which boys receive targeted instruction, support, or enrichment based on their individual needs.

Our Lower School schedule involves a six-day rotation, and three times each cycle, boys devote time to their most pressing need for extra practice or enrichment in math and reading, areas that serve as the critical foundation for a lifetime of learning. The efforts of our first-grade team reflect those of our entire Lower School faculty as they have worked implement this program, and the result demonstrate the effects when dedicated teachers have the resources and time to shape transformative learning experiences for their students. By helping University School attract, retain, and develop extraordinary teachers, the US Annual Fund makes innovative programs like WIN Time possible.

First-grade teachers, Ms. Brittney Schaner, Ms. Ariel Smith, Ms. Alyssa Caspio, and Ms. Jaimey Hogan partner with our Math Specialist Ms. Melissa Newell and Learning Specialist Ms. Alyx Voytilla to determine the needs of first graders and design instruction that supports and enhances each boy’s learning. To achieve this, the team meets regularly and uses observations and data to identify areas of need for each student. Then, the team forms groups of boys to work with teachers and specialists for targeted instruction and practice.

As our Lower School curriculum has evolved and faculty have placed greater emphasis on using student data to support growth, WIN Time has become an increasingly important element of the learning process for US boys. Ms. Newell has been excited by enhancements to the math curriculum that have created more opportunities for advanced problem-solving and critical thinking. She notes the impact of the professional development our Lower School teachers have pursued: “Our teachers have spent summer months rewriting standards and designing lessons that support a rigorous math experience. In the end, we have developed a robust and quite spectacular curriculum." She summarized the impact of WIN Time, saying the program has “given all students the opportunity to experience mathematical success.”

Similarly, the Lower School faculty has worked to enhance the literacy curriculum, ensuring foundational literacy skills and offering boys more advanced opportunities for analysis, discussion, and written expression. Building on this literacy curriculum, WIN Time has empowered the first-grade teachers to meet the needs of their boys with targeted small-group instruction. When speaking about WIN, Ms. Schaner is “grateful for the time set aside to address specific needs and watch our boys do something today that they could not do yesterday.”

With WIN Time, Ms. Schaner and her team are able to push students who are ready for more advanced texts or writing projects while also supporting students who need a little extra review as they achieve core competencies. A strong math student might have the opportunity to experience math through real-world, critical thinking applications. A strong reader may have the opportunity to engage in novel studies, sharing conversations about a text with his peers and a teacher. Meanwhile, when a boy needs targeted support with specific skills, whether in literacy or math, this structure ensures time for re-teaching and practice that will help him progress.

WIN Time means US boys, with the help of their passionate teachers, achieve the small victories that lead to tremendous academic growth over time. Such a program is possible because of our community’s commitment to outstanding teachers, and we are grateful for the support that makes it possible for US boys to learn and grow under their guidance.

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