School Learning Focus for the 2025/2026 school year

Evidence-Informed Rationale (WHY)

Improved literacy remains a central priority because literacy is foundational to success across all areas of learning. School-based evidence shows a continued need to support learners at varying stages of literacy development, including students learning early reading skills, those requiring targeted interventions, and those ready for extension.

Assessment data, classroom observations, and collaborative team discussions indicate variability in student reading development and ongoing demand for differentiated instruction. Qualitative evidence from teacher assessments highlights that students benefit most when instruction is intentional, cohesive, and grounded in a shared literacy framework. These patterns have informed the focus on strengthening literacy through consistent, evidence-based instructional practices aligned with the Pillars of Literacy. 

Priority Learners

The focus is informed by outcomes for:

• Early primary learners developing foundational literacy skills
• Students requiring targeted or small-group reading interventions
• Learners who are ready to extend and deepen their literacy skills
• Students demonstrating gaps in reading development identified through classroom and school-wide assessments

Baseline Data

In the fall assessment period, teachers administered the SPARK (Screener for Phonemic Awareness in Richmond Kindergarten) and the RFRA (Richmond Formative Reading Assessment) to establish baseline, school‑wide literacy data. These assessments were used to determine students’ foundational reading skills and overall literacy development.

Results from the SPARK screening indicated that a notable number of students in Kindergarten and Grade 1 are still developing foundational literacy skills, particularly in areas related to phonemic awareness. Similarly, RFRA data across the primary grades revealed ongoing needs in foundational reading skills, including decoding.

In the intermediate grades, RFRA results highlighted a significant need for targeted instruction in reading comprehension. At least of students demonstrated skills in the emerging or developing range across multiple comprehension competencies. This data suggests that while students may be progressing in basic reading skills, many require additional support to strengthen their ability to understand, analyze, and respond to text.

Overall, the baseline data indicates a need for a continued school‑wide focus on foundational literacy development in the early grades and intentional instruction in reading comprehension strategies across primary and intermediate classrooms.

Action Statement 

(HOW)

Educators will:

• Use the Pillars of Literacy as a shared foundation for literacy instruction
• Collaboratively assess, plan, and program to meet diverse literacy needs
• Provide layered reading instruction, including whole-class, small-group, and targeted interventions
• Implement ongoing assessment to inform instruction and adjust supports
• Work as a cohesive staff team to ensure consistency and continuity in literacy practices across classrooms

Intended Impact 

(SO WHAT)

As a result of these actions:

• Students will demonstrate improved reading skills and confidence
• More learners will meet or exceed expected literacy outcomes
• Students requiring intervention will show measurable growth in foundational reading skills
• Learners extending their literacy will engage in more complex and meaningful reading experiences
• Students will be better equipped to access learning across the curriculum

Evidence of Impact 

(HOW WE WILL KNOW)

Improvement will be demonstrated through:

• Increased percentages of students meeting literacy benchmarks
• Growth shown in classroom and school-wide reading assessments
• Reduced number of students requiring intensive reading interventions
• Teacher observations and collaborative data discussions indicating improved engagement and proficiency
• Student work samples and assessment data aligned with the grade level proficiency indicators 

Alignment Statement

This focus aligns directly with the District Strategic Priority:

Success for All Learners – Improving literacy outcomes for all learners to support success across the Kindergarten to Grade 12 curriculum. 

Strengthening literacy skills ensures that all students can access learning, demonstrate understanding, and achieve their full potential across subject areas.