What targeted actions did we take to address our school’s learning focus? 

All grade 8 students were prioritized to receive targeted instruction aimed at strengthening their core literacy skills. Students identified as Emerging or Emerging-Developing in the Fall assessment were reassessed and scored in the second scan to determine whether there was measurable growth in their proficiency. 

What gap or problem were these actions intended to address? Why was this particular strategy/action chosen? 

All students participated in the January assessment. While all students completed the assessment, only those who had been identified as Emerging or Emerging–Developing in the September assessment were formally scored. In the initial assessment, 11 students fell into these categories and were selected for targeted analysis to determine whether universal, direct instruction in literacy skills has led to measurable improvement. 

What does the evidence tell us so far? 

Of these 11 students, 50% demonstrated improvement in the second assessment, while the remaining 50% either maintained the same level of proficiency or showed some regression. This suggests that targeted instruction has been effective for a portion of students, while others may require additional analysis and support. Factors such as individual learning needs, assessment conditions, and test‑taking strategies should be considered moving forward. Despite variability in assessment results, it is important to note that from September to January, these 11 students showed overall growth in their English 8 proficiency, with 1 student achieving Emerging, 9 achieving Developing, and 1 achieving Proficient by the end of the course. 

To what extent are the actions making a difference? 

It is encouraging to see that direct instruction in literacy skills is having a positive impact, as measurable improvement was observed between the September and January assessments. In addition, conversations with English teachers provide anecdotal evidence that students are continuing to grow and are increasingly demonstrating their developing skills in class. 

How will we move forward accordingly?  

1. Continue universal, direct literacy instruction in grade 8 as the data and anecdotal evidence indicate that this approach is supporting student growth. Maintaining consistency in instructional strategies will help sustain and build on current gains. 

2. Differentiate support for students who did not show improvement as we may need to provide more targeted supports. 

3. Incorporate multiple measures of assessment to better capture student learning. This year, we relied on a repeated assessment strategy. We can further gather evidence through classroom observations, report card data, and teacher feedback.