How To Personalise Instruction For Every Student

A Challenge in Need of a Solution

When I first stepped into my role as principal at Catherine E. Doyle Elementary School, I faced a familiar challenge: How could we provide truly differentiated instruction to meet the diverse needs of our students, without adding additional burdens on our already stretched teachers?

We had pockets of differentiation happening in classrooms, but there was no dedicated structure that ensured every student consistently received targeted support or enrichment. Teachers were doing their best, but there simply was not enough time in the day to personalise instruction for every learner.

That is where WINN – What I Need Now – came in. A dedicated period designed for intervention, enrichment and individualised support, WINN created the time and space for meaningful differentiation. The implementation of this period has since transformed instruction at Doyle, though it did not come without its challenges.

WINN helped us to solve a range of problems in spite of the problems we faced along the way. With the right strategies, however, we managed to make it work effectively.

From Theory to Practice: Implementing WINN at Doyle

The idea of WINN is simple: every student, every day, receives targeted instruction based on their current needs. Whether a student requires additional phonics support, math enrichment, or literacy acceleration, WINN provides a built-in time for that instruction to occur. However, making it a reality requires intentional planning and strategic problem-solving.

For us, one of the biggest obstacles in implementing WINN was scheduling. Carving out a dedicated block of time within an already-packed school day required rethinking our approach to the master schedule.

To make it work, we:

• Prioritised WINN as a Non-Negotiable Block: Rather than treating it as an ‘extra’, we scheduled WINN with the same importance as core subjects.
• Streamlined Transitions: To maximise instructional time, we established efficient routines for moving students between WINN groups.
• Collaborated Across Grade Levels: We coordinated schedules so specialists and support staff could swap in, ensuring students got the help they needed without pulling resources from homeroom teachers.

A structured intervention period requires teacher investment. While many teachers were excited about the prospect of dedicated differentiation time, others were apprehensive. Concerns included: How will I know what each student needs? Will I have enough resources? How do I manage multiple small groups?

To support our teachers, we:

• Provided Clear Expectations and Training: Professional development sessions focused on using data to form flexible groups and plan targeted instruction.
• Supplied Ready-to-Use Resources: We curated materials that allowed teachers to implement skill-based instruction without spending hours on prep.
• Encouraged Collaboration: Grade-level teams met regularly to discuss student progress and share strategies.

One teacher, initially sceptical, later shared: ‘WINN has changed how I approach differentiation. Instead of trying to fit everything into small pockets of time, I now have a dedicated period to meet students exactly where they are.’

It wasn’t enough to just have a WINN period; we needed to ensure it was being used effectively. That meant establishing a system for:

• Using Data to Drive Instruction: Teachers analysed assessment data to form skill-based groups that changed as student needs evolved.
• Tracking Progress: A shared spreadsheet helped staff document student movement between groups and monitor progress.
• Maintaining High Expectations: WINN wasn’t just for remediation – students excelling in core subjects received enrichment opportunities to keep them challenged.

One of the most rewarding moments came when a second-grade student, previously struggling with decoding, made a full year’s reading growth in just a few months because of targeted support during WINN. Her confidence soared and her teacher noted a dramatic shift in her willingness to engage in class discussions.

Lessons Learned and Advice for School Leaders

Implementing WINN at Doyle has been a journey filled with learning moments. For school leaders looking to bring a similar system to their schools, here are my key takeaways:

1. Make WINN a Priority in the Schedule – If you do not intentionally build time for differentiation, it will not happen consistently.
2. Invest in Professional Development – Teachers need guidance on using data effectively and planning targeted instruction.
3. Provide Ongoing Support – From resources to collaboration time, ensuring teachers feel equipped is essential.
4. Monitor and Adjust – Regularly assess the effectiveness of WINN and be willing to make changes based on student needs.
5. Celebrate Successes – Share student progress with staff and families to reinforce the impact of targeted instruction.

At Doyle, WINN has become a cornerstone of our instructional approach, allowing us to truly personalise learning for every student. While no initiative is without its challenges, the benefits far outweigh the obstacles. For any school leader looking to enhance differentiation and make time for what truly matters – meeting students’ individual needs – WINN is a model worth considering.

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Lara Schmitt is the principal of Catherine E. Doyle Elementary School, where she has led initiatives in personalised learning, technology integration and instructional innovation.

E: lschmitt@wood-ridgeschools.org