Our Focus 2026/2027
| School Learning Focus for the 26/27 school year | How can increasing students’ meaningful engagement with diverse texts and authentic literacy experiences improve comprehension, confidence, and a sense of belonging for all learners? |
| Evidence-Informed Rationale (WHY) | During the 2025/2026 school year, school wide literacy data demonstrated encouraging growth, with many students moving from Emerging into Developing, Proficient, and Extending categories. Strengths were particularly evident in several grade levels, while other grade levels revealed more variability in student achievement. Analysis of classroom assessments, RFRA data, reporting evidence, and collaborative staff discussions highlighted that students showed notable growth in areas that received consistent practice and explicit instructional focus. Areas of growth in responding to text, predicting, and making connections were evident. We still have question about the barriers impacting students who continue to remain in the Emerging category. Staff reflections and discussions have identified a need to increase students’ exposure to rich, authentic, whole-text experiences rather than isolated skill-based activities. We will focus on strengthening instructional approaches such as using mentor texts, more time for discussion, modelling, and meaningful practice opportunities throughout the day (leveraging existing routines during the school day). Evidence suggests that students develop stronger literacy skills when they are consistently engaged with texts in purposeful and supported ways. Staff also identified literacy as an important avenue for strengthening belonging, identity, and representation by ensuring students feel seen through diverse and inclusive texts and relationship centred literacy experiences. We will be working to embed deeper literacy experiences through outdoor learning, land-based learning and within SEL/belonging community building learning experiences. |
| Priority Learners | -Students who remain in the Emerging category across literacy assessments -Learners who require increased exposure to authentic and varied text experiences -Students who benefit from repeated, supported opportunities to practice comprehension and response skills -Learners who may not yet see themselves, their identities, or their experiences reflected in classroom texts and literacy opportunities |
| Baseline Data | -Schoolwide literacy assessment data showing growth from Emerging into Developing, Proficient, and Extending categories -Grade-level data indicating strengths in some grade levels and areas of concern in other grades -Classroom assessments and reporting evidence demonstrating stronger performance in skills that received consistent instructional practice -Collaborative staff observations identifying variability in students’ exposure to authentic whole-text literacy experiences -Student participation data connected to literacy experiences and discussions |
| Action Statement (HOW) | Educators will intentionally create classroom structures that provide students with frequent, meaningful, and supported engagement with a wide variety of authentic texts throughout the school day. Instruction will emphasize whole-text experiences, mentor texts, literacy discussions, one-to-one reading opportunities, and explicit modelling of comprehension and response strategies. Our staff will work to embed regular opportunities for students to practice literacy skills in authentic contexts, recognizing that growth occurs through repeated exposure, coaching, and feedback. We will be working to intentionally foster belonging and identity through literacy by increasing access to diverse and representative texts within classrooms and the library collection. We will be looking at where literacy ‘lives’ in cross curricular learning with a particular focus on land-based learning. Collaborative professional learning will focus on identifying effective literacy practices, analyzing student data, and sharing instructional approaches that support engagement, comprehension, and confidence for all learners. |
| Intended Impact (SO WHAT) | Students will demonstrate increased confidence, engagement, and growth in literacy through consistent exposure to meaningful text experiences and opportunities for authentic practice. They will strengthen comprehension, response, and critical thinking skills while becoming more independent and capable readers. Students will also develop a stronger sense of belonging and identity as they see themselves reflected in texts, engage in relationship-centered literacy experiences, and participate more fully in discussions and learning opportunities. |
| Evidence of Impact (HOW WE WILL KNOW) | - Improved literacy assessment data showing growth across grade levels and movement out of the Emerging category -Student work samples demonstrating stronger comprehension, response skills, and engagement with texts -Increased participation and confidence during literacy discussions and activities -Classroom observations indicating increased exposure to authentic, whole-text literacy experiences - Grade-group and staff collaborative discussions identifying successful instructional practices and positive student growth trends |
| Alignment | This focus aligns with District Strategic Priorities by strengthening literacy development through authentic and meaningful learning experiences, fostering student engagement and belonging, supporting equity and representation through diverse texts, and promoting collaborative professional learning focused on responsive instructional practices and student growth. |
Updated:
Tuesday, June 2, 2026