This decision is grounded in evidence gathered through multiple sources, including conversations with Classroom and Resource Teachers, and analysis of the schoolwide reading assessment data from the past two years. During our scanning process, staff consistently identified literacy as an area where many students require additional support to meet grade-level expectations.

By prioritizing literacy, we aim to build a strong foundation that will positively influence achievement across the curriculum. Our focus will include targeted interventions for students who are below grade level, while also providing strategies to extend learning for those already meeting expectations. This approach aligns with our commitment to equity and inclusion, ensuring that all students have the tools they need to succeed academically and beyond.

Recent FSA results and schoolwide reading assessments highlight a noticeable gap in reading proficiency, particularly in comprehension and decoding. While some students demonstrate strong decoding skills, they struggle to apply these skills to understand and engage with increasingly complex texts. These challenges are more pronounced among specific groups of learners, including those requiring additional learning support and students who are English Language Learners.

Feedback from Learning Resource Teachers further reinforces this need, as they report that literacy difficulties often impact success in other subject areas, such as Science and Social Studies, where reading is essential for accessing content. Staff observations during Class Reviews also indicate that students who experience challenges in literacy tend to have lower confidence and engagement in learning overall. 

This graph shows an overall picture of how students at the school are doing academically during the 2025–2026 school year based on reporting in the first term. Students’ learning is grouped into broad categories that describe progress toward grade‑level expectations, rather than individual marks or scores.

Most students about 68% are meeting expectations(Proficient), which means they understand the learning and are able to apply their skills with confidence. About 28%of students are Developing, meaning they are making steady progress and are on their way to meeting expectations with continued support. Only a very small number of students fall into the Emerging, Extending, or Other categories.

Overall, this information tells us that the majority of students are learning successfully, and many others are progressing as expected over time. Students learn at different paces, and these categories help teachers plan appropriate support so every child can continue to grow and succeed.

Collaborative Planning and Professional Learning
Staff are using District- and RTA‑approved Literacy Collaboration Grant time to plan, refine, and align Writer’s Workshop lessons. Teachers share strategies from Matt Glover’s professional learning sessions and collaborate across grade groupings to ensure consistency.

Library and Teacher Librarian Collaboration
Teachers meet regularly with the Teacher Librarian to select high‑quality mentor texts and co‑design mini‑lessons that model effective writing practices and support Writer’s Workshop implementation.

Implementation of Writer’s Workshop
Classrooms are incorporating core Writer’s Workshop structures, including student choice, conferring, and authentic writing opportunities. Teachers collaborate to problem‑solve challenges and share successes.

Ongoing Reflection and Data‑Informed Planning
Teams review student writing samples and analyze Fall Reading Comprehension data to identify instructional priorities (decoding, fluency, or comprehension). Resource needs are identified and addressed through school funding and PAC support.

Targeted Literacy Support and Community Partnerships
The school partners with trained One‑to‑One Reading Program volunteers to provide individualized, evidence‑based literacy support, particularly for students requiring additional help, including English Language Learners.

Mentorship and Knowledge Sharing
Teachers experienced with Writer’s Workshop share strategies, student work, and successes during Professional Development Days to support colleagues adopting the approach.

Next Steps and Program Expansion
Writer’s Workshop learning is extending into authentic literacy projects (such as Science Behind, Concours d’Art Oratoire, Comic Con, and the Heritage Fair), as well as the development of a Literacy Maker Space that promotes hands‑on, creative writing experiences.

Students experience consistent, well‑aligned literacy instruction, increasing confidence, engagement, and coherence in writing across classrooms. 

Exposure to high‑quality mentor texts helps students better understand effective writing and apply strong techniques in their own work. 

Authentic writing opportunities and personalized feedback support students in developing skills, agency, and a positive identity as writers. 

Individualized and targeted reading supportstrengthens decoding, fluency, and comprehension while promoting equity and inclusion. 

Data‑driven decision‑making ensures timely access to appropriate resources and responsive instruction tailored to student needs. 

Collaborative and school‑wide approachesstrengthen instructional quality, leading to measurable growth in literacy skills. 

Real‑world projects (such as Comic Con, Heritage Fair, Concours d’Art Oratoire, and Science Behind) and the Literacy Maker Space foster joy, creativity, and confidence, helping students see themselves as capable authors, researchers, and storytellers.

Ultimately, we aim to increase the percentage of students meeting grade level literacy expectations as measured by evidence-based literacy screening tools. 

To determine the extent to which student learning is improving in literacy through our focus on writing, we will look for evidence in student work, classroom observations, “conferences” with teachers, and student voice.

Following the Summer Professional Learning Session with Matt Glover, many of our staff are deeply engaged in implementing Writer’s Workshop strategies. These strategies emphasize student choice, authentic writing experiences, and building confidence as writers. We expect to see students taking greater ownership of their writing, experimenting with ideas, and demonstrating increased stamina during writing sessions.

What we hope to see and hear:

• Student Learning: Writing samples will show growth in idea development, organization, and voice rather than just mechanics. Students will begin to use mentor texts and strategies modeled during mini-lessons to enhance their writing.
• Student Behaviour: Students will approach writing tasks with enthusiasm and persistence, spending more time engaged in the writing process (drafting, revising, and sharing). We anticipate fewer instances of “I don’t know what to write” and more evidence of risk-taking in writing.
• Student Voice: Through conferences and reflections, students will express confidence in themselves as writers and articulate the strategies they are using (e.g., “I tried adding details like you showed us” or “I used a mentor text to help me start my story”).

We will gather evidence through writing portfolios, teacher observations during Writer’s Workshop, and student self-assessments. Progress will be monitored over time to ensure that students are not only improving technical skills but also developing a positive identity as writers. 

Alignment Statement

To improve literacy outcomes for all learners to support success in all areas of the kindergarten to Grade 7 curriculum. 

Strategic Priority 1: Success for all Learners

Goal: The district supports every learner to achieve their highest potential.