After scanning in the fall, our school community focused on how to see if we are making a difference. Through staff conversations, we explored a variety of data collection tools available to us. Once we established those tools, we endeavoured to be consistent with their use and monitor them throughout the upcoming years. 

Scanning tools:

• staff surveys (reading and Social Emotional Learning - SEL)
• student reflections and surveys (reading and SEL)
• leadership reflections (SEL)
• class discussions (reading and SEL)

Reading tools:

• fall and spring reading assessments (in French and English)
• collated data from Foundational Skills Assessment
• school wide write assessments

Social Emotional Learning tools:

• Early Years Developmental Index (Kindergarten)
• Middle Years Developmental Index (grade 5)
• Student Learning Surveys (grade 4 and 7)

What did the reading data tell us? 

Currently, we have 1/3 of our school at an emerging or developing reading level. While we recognize that external factors affect our reading scores, our goal is to shift as many learners to a proficient reading level in the upcoming years. To achieve this our plans include:

• continue reading assessments
• provide direct literacy intervention to students at an emerging or developing level
• provide professional development opportunities for teachers and staff
• continue to access district support systems (Orton Gillingham teachers and district teacher consultants)
• continue to build school and classroom resources
• develop a cohesive and consistent literacy plan from Kindergarten to grade 7.

What did the SEL data tell us?

After investigating our various surveys and student reflections, we noticed that our students are connected to their peers, their families, and our teachers and staff. Our students enjoy multiple activities at school and throughout the community. However, our students indicated that they need more direct support in resolving problems peacefully and regulating their emotions appropriately. To help our students achieve this, we plan to:

• develop a school-wide social responsibility matrix or code
• provide professional learning opportunities to teachers and staff
• provide common resources and teaching materials to classrooms
• develop themes and common language to share and use with students
• build and develop common spaces that will aid student regulation

We are excited to continue this journey to enhance student learning and regulation.