Our Focus
| School Learning Focus for the 2025/26 school year | For the 2025-2026 school year we will continue our essential work to enhance reading proficiency (started generic and then became specific) and using our learning spaces to promote self-regulation. |
| Evidence-Informed Rationale (WHY) | Data from the 2025 MDI (Middle Years Development Index) indicates that less than 40 percent of our grade 5 students read outside of school time. Our report card data indicates that 42 percent of our students are developing or emerging in English Language Arts. We have identified a specific trend based on data and anecdotal observations that our students find it challenging to make meaningful connections to the texts they read. |
| Priority Learners | Moving students who are developing and emerging to proficient in making connections |
| Baseline Data | Overall our report card data indicates that 42 percent of our students are developing or emerging in English Language Arts. A specific area of Our 2025-26 district fall reading assessment data showed that over 70 percent of our students were either developing or emerging in making personal connections. |
| Action Statement (HOW) | The specific actions that we have taken is providing teachers collaboration time along with district consultants to plan for instruction with a focus on early literacy skills, as well as making personal connections to a variety of texts. |
| Intended Impact (SO WHAT) | We are specifically looking at moving our emerging and developing students towards proficient in making connections to texts they read. Students can demonstrate that they are utilizing the strategies taught to make personal connections, taught strategy, can students describe them |
| Evidence of Impact (HOW WE WILL KNOW) | Looking at spring RFRA, Learning Update data, staff and student analysis we anticipate an overall improvement in student’s ability to make connections to texts they read. |
| Alignment Statement | Success for All Learners |
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Updated:
Tuesday, June 30, 2026