Fall 2025- Gathering Evidence and Making a Plan
| What targeted actions did we take to address our school’s learning focus? | During our first Professional Development Day, we focused on removing barriers to implementing reading assessments. Staff explored a range of assessment tools and examined how they align with the Literacy Proficiency Indicators outlined in the Learn 38 resource. This fall, all students were assessed using a formative reading tool. Since then, grade-level teams have collaborated with resource teachers to analyze student strengths, areas for growth, and next steps in fluency, decoding, and comprehension. These insights have guided our planning and informed the targeted actions we are taking to best support students’ literacy development. |
| What gap or problem do these actions aim to address? Why was this particular strategy/action chosen? | These actions aim to address the gap between students’ current literacy skills and the grade-level expectations outlined in the Literacy Proficiency Indicators. Over the past several years, assessment data and classroom observations have revealed ongoing challenges in key areas such as fluency, decoding, and comprehension. These gaps have made it difficult to provide targeted instruction that meets students exactly where they are. |
| Based on quantitative and qualitative data (including feedback from scanning), how effectively has this strategy addressed the identified gap or problem? | This strategy is chosen because consistent, high-quality assessment is essential for understanding each learner’s strengths and needs. By equipping staff with the tools and confidence to conduct effective reading assessments—and by analyzing this data collaboratively—we design instruction that is responsive, intentional, and evidence-based. This approach ensures that the literacy support students receive is directly aligned with their individual learning needs, ultimately helping them make meaningful progress toward grade-level proficiency. |
| How will we move forward accordingly? What adjustments do we need to make if we have or have not achieved our goals? | Moving forward, we will continue to use ongoing assessment data to refine our instructional practices and ensure that our literacy support remains targeted and effective. Grade-level teams will regularly review student progress, adjust groupings, and select instructional strategies based on emerging needs in fluency, decoding, and comprehension. Professional learning will remain focused on deepening staff capacity with evidence-based literacy practices and strengthening consistency across classrooms. If we are meeting our goals, we will work to sustain and extend effective practices, ensuring that students continue to make steady progress toward and beyond grade-level expectations. If we are not yet achieving our goals, we will adjust by increasing the frequency and depth of targeted interventions, providing additional professional development, and refining our use of assessment tools to better identify specific areas of need. In all scenarios, our next steps will be guided by data, collaboration, and a commitment to supporting every learner’s literacy growth.
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Updated:
Thursday, November 27, 2025