How the "WIN" Initiative is Transforming the Middle School Experience

In the ever-changing, growing world of Middle School, the transition from guided learning to independent scholarship is often the steepest climb a student faces. At SCH, a new initiative is leveling that path.

We sat down with Catherine Baney, assistant head of Middle School, to discuss the inaugural year of WIN or What I Need, a student-centered program that replaces the traditional model with a dynamic system of support, enrichment, and personal agency.

The genesis of WIN wasn't just about changing a time slot; it was a strategic move to meet a growing need for a more streamlined, intentional structure. 

"WIN grew out of thoughtful reflection on how our schedule could better support students academically while also fostering independence," Baney explained. "Students needed dedicated time to receive targeted help, explore interests, and practice making responsible choices."

The result is a flexible block that serves as a bridge, preparing students for the high-stakes independence of Upper School by giving them the steering wheel while remaining in a supportive environment.

The WIN program is built on three distinct categories of engagement. Every week, faculty design sessions that fall into the following buckets:

1. Support: Targeted academic help, quiz prep, and completing make-up work.
2. Enrichment: Deep dives into passions like the Barnes Foundation’s Art of Math Challenge or the Rube Goldberg Machine Competition.
3. Recharge: Space for students to reset and find balance during a rigorous school day.

One year in, the data is speaking for itself. Students report that the dedicated time to catch up on work or prep for tests has significantly lowered their academic anxiety, while faculty have noticed a shift in student growth. 

"Many have observed that students are becoming more thoughtful about their choices and more comfortable advocating for help when they need it," said Baney.

Teachers can require a student to attend a support session if they notice a decline in academic performance. Advisors monitor these patterns and step in to guide a student if they consistently choose "recharge" over other opportunities.

The flexibility of the WIN block has allowed for specialized programming that previously struggled to find a home in a traditional schedule. Because of this dedicated time, SCH students are now engaging in extracurriculars such as Junior Model UN, robotics and engineering, seminars, service initiatives, and even guest speakers such as alumnus Ke’shawn Williams ’20. 

"These opportunities reflect the spirit of the program: giving students access to academic challenge and real-world application—all within a schedule designed for both rigor and exploration," explained Baney. 

As WIN looks toward the next school year, Baney and the WIN team are exploring ways to use the program to better support 5th graders as they transition from Lower to Middle School. 

By analyzing the data on how students use their WIN time, the school can have more nuanced conversations with parents about a student's growth and decision-making habits.

WIN is a commitment to meeting students where they are. As Baney puts it, it’s about "building independence, responsibility, and academic curiosity—skills that will serve them well far beyond Middle School."