Bell Creek Intermediate credits daily "WIN time" intervention for improved reading outcomes, wins state recognition

Bell Creek Intermediate School administrators told the Bellbrook-Sugarcreek Local Board of Education on June 11 that a focused daily intervention block — known at the school as WIN time — helped drive measurable improvements in student reading outcomes.

In a presentation to the board, school leaders described a schedule that carves out 9:10 to 9:45 a.m. on Tuesdays, Wednesdays and Thursdays for targeted instruction. The program assigns every adult in the building a role during the block to lower student-to-adult ratios and to ensure uninterrupted intervention time.

Administrators said WIN time uses a decision tree driven by universal screeners (including MAP) and targeted assessments. Students are placed in approved interventions from the state list — presenters named Exact Path, Foundations (third grade only), Just Words and Wilson — and those placements are reviewed in progress-monitoring meetings every three weeks.

The presentation included school-level data and external analysis that, presenters said, show progress. School staff reported third-grade ELA passage rates improved over the last year (presenters cited an 81% passage rate in spring 2025 and a 4 percentage-point increase for spring 2026) and described a larger percentage improvement for a subgroup of third-grade students with disabilities. Presenters cautioned cohort sizes are relatively small and that percentage changes can therefore appear large.

Becca Campbell, a literacy specialist who presented on the decision framework and assessment strategy, said the combination of scheduled intervention minutes plus consistent progress monitoring gives teachers actionable data: "The decision tree helps to make our WIN time efficient because we utilize data to make the decision of what interventions that students need." (presenters introduced themselves during the report.)

Presenters also credited partnership support from the Montgomery County Educational Service Center and from the district's staff, and noted the school was recognized with a state "momentum" award for substantial improvement in growth and achievement.

The administration told the board the program is intended to be sustainable and refined year to year; next steps include repeating external impact analyses in the fall and continuing tri-weekly monitoring to determine when students should change interventions.

The board took no formal action on the presentation; the item was informational and staff said they would provide follow-up data and materials as available.