Term 2 2025-26 - Evidence Post: FOCUS ON LITERACY
| What targeted actions did we take to address our school’s learning focus? | We used the data from the Fall RFRA to guide our teaching while providing Pro-D with Faye Brownlie, Briana Adams support literacy including fluency, decoding and comprehension. |
| What gap or problem do these actions aim to address? Why was this particular strategy/action chosen? | These actions aim to address students who are emerging and developing while focusing on literacy skills to foster improved summarizing, questioning, predicting and using text features for all learners. |
| Based on quantitative and qualitative data (including feedback from scanning), how effectively has this strategy addressed the identified gap or problem? | Based on the data, including our Spring RFRA, many successes are evident for our students overall in the areas listed above for comprehension proficiency. An area of focus that persists as a result of the data is targeting strategies within lesson and unit plans (throughout the grades) to further improve students ability to make personal connections to self, text and the world. |
| How will we move forward accordingly? What adjustments do we need to make if we have or have not achieved our goals? | Moving forward, to close this school year, while simultaneously preparing for next school year - we will revisit the data, work in collaboration as grade group teams to cohere, align, and remain responsive to our students and the needed focus of building our background knowledge, while also continuing to ensure all students can be dynamic literacy learners when reading and responding with material fostering a sense of belonging, independence and mastery. |
Updated:
Tuesday, June 9, 2026