Working with others & Gathering Data
| What targeted actions did we take to address our school’s learning focus? | We continue to 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. We continue to 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.
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| What gap or problem were these actions intended to address? Why was this particular strategy/action chosen? | School-wide literacy data, classroom observations, and staff discussions identified a need to strengthen reading comprehension, foundational literacy skills, and student confidence as readers and writers. While groups of students demonstrated strong ideas and creativity, some required additional support with decoding, fluency, comprehension, and communicating their thinking through writing. Explicit literacy instruction, collaborative planning, and hands-on literacy experiences are valuable experience to improve skills. |
| To what extent are the actions making a difference? | The evidence indicates that the actions are having a varied impact on student engagement, confidence, and participation in literacy learning. Students are showing increased enthusiasm for writing and are demonstrating marginal independence when applying literacy strategies. Collaborative planning among staff has resulted in more consistent literacy practices across classrooms and improved access to high-quality literacy resources which the school has dedicated to purchasing this past year. While progress varies among learners, the overall trend suggests that students are developing stronger literacy identities and are increasingly viewing themselves as capable readers, writers, storytellers, and communicators. This will improve within time especially with the addition of our maker space and professional development opportunities. |
| How will we move forward accordingly? | We will continue to target specific skills and work collaboratively with our literacy consultant and teaching staff to build literacy capacity across the school. Fall and spring literacy assessments will continue to inform instructional practices and intervention planning. We will further embed explicit phonics, spelling, vocabulary, and comprehension instruction throughout literacy learning while refining supports for students requiring additional assistance. As our Literacy Maker Space continues to develop, we will create additional opportunities for students to engage in storytelling, oral language, collaboration, and authentic literacy experiences. Teachers will continue adapting instructional tasks and response options to ensure all learners can access, participate in, and be successful in literacy learning. |
Updated:
Friday, July 3, 2026