This section outlines our school’s key areas of focus. It reflects our commitment to continuous improvement and responds to the evolving needs of our students. Whether centered on student engagement, social-emotional well-being, or academic growth, our focus guides our learning journey and informs the strategies we implement throughout the year.
| School Learning Focus for the 2025/2026 school year | For the 2025/2026 school year our school’s learning focus is on improving literacy skills throughout all subject areas across all grades. |
| Evidence-Informed Rationale (WHY) | To look deeper into our hunch of needing a cross curricular approach to our literacy support we started the year by assessing student knowledge and ability to use literacy skills such as decoding and comprehension skills to understand and create meaning. For the past few years, we have been focusing on building the literacy skills of our emergent learners in Language Arts. We have seen significant growth in this area with our targeted reading intervention specifically in the primary range. This year we are looking to continue supporting literacy skills in English Language learning settings as well as expand our student’s literacy capacity in Mathematics, Social Studies, and Science in a way that reaches all learners not just those who are emergent. We are broadening our focus to help develop literacy understand and capacity for students in the developing range throughout the grade groups. |
| Priority Learners | Our emergent readers will continue to be priority learners and receive targeted reading intervention with classroom and resource teacher support, we are also prioritizing more focused classroom attention on students in the developing range. For both groups, supporting them to move towards proficiency. |
| Baseline Data | We can currently see a trend with our emergent readers improving with our early intervention and targeted support. Where we are yet to see a lot of movement is with students in the developing range especially in the middle and upper grade ranges. |
| Action Statement (HOW) | Using the information collected from our beginning of the year reading assessment, teachers will be able to tailor their literacy instruction to meet the students where they are and focus on areas of need. |
| Intended Impact (SO WHAT) | We are expecting to see improvement and growth in our Spring Reading Assessment in areas of challenge that was highlighted in the Fall Reading Assessment, specifically in those who are in the developing range. If trends of development in specific literacy skill continue to emerge this will direct our focus for Professional Development and planning for the start of the following school year. |
| Evidence of Impact (HOW WE WILL KNOW) | Having specific literacy skills as a focus in the classroom will allow teachers to practice that skill or skills throughout the school year in different subject areas. We will know our actions are making a difference through ongoing assessment by the classroom teacher throughout the year and reassessing the overall literacy skills again later in the school year. |
| Alignment Statement | Our focus aligns with Strategic Priority 1: The district supports every learner to achieve their highest potential and the objective to improve literacy outcome for all learners. |
