Evidence for Inquiry Question #1 : How does a focus on exploring reading comprehension strategies help students develop proficiency in making meaning and connecting to the world around them?  How can we help our students to find joy in reading?During a scan of our students’ literacy skills we noticed:

• During class reviews teachers reported that when they asked their students who reads at home for pleasure,  few of their students reported doing so. 
• Our FSA data from 2023 found that 27 percent of our grade 4s and 25 percent of our grade 7s were emerging in their literacy skills
• Our report card Data for June of 2024 showed that:

In English Language Arts, 7.1 percent of our students are Emerging, 31.6 percent are Developing, 55.9 percent are Proficient, and 5.4 percent are Extending  In the last three years there has been an upward trend in the number of students that are proficient or extending in English Language Arts. We want to employ strategies that support students to be proficient or extending in English Language Arts.

Evidence for Inquiry Question #2 : How can we use our learning spaces more intentionally to support self- regulation and learning?

• While many students are having their sensory needs met safely either in their classroom (e.g. using fidgets at their desk, doing some stretching/movement activities in the classroom as a class) or elsewhere in the school (e.g. in the gym or playground, with other peers), other students need more sensory input throughout their day that they can’t get in their classroom. For example, many students consistently seek a break time, need bigger body movements, or are having difficulty engaging in sensory activities in the classroom.  
• Some students are having difficulty regulating and need a space to safely return to a calm and ready to learn state