School Learning Story

Our school's learning story demonstrates how our school community is working to improve learning and well-being for students. This ongoing commitment is driven by a continuous focus on enhancing student achievement and enriching students’ experiences at school. Our efforts are guided by district’s strategic plan and the Ministry of Education and Child Care’s Framework for Enhancing Student Learning policy. This is our collective learning journey, and reflects our shared commitment to growth, collaboration and continuous improvement in support of student success.

Our Focus

School Learning Focus for the 25-26 school year	McNeely has focused on connection and belonging for the last few years. We have seen the positive effects that this focus has had on student engagement and our school community. For the 2025-2026 school year, we will be shifting our focus to the area of literacy- specifically in the area of reading comprehension.
Evidence-Informed Rationale (WHY)	2024 Student Voice Survey for Grades 2-7 students indicated lower confidence in literacy skills (more students described themselves as confident or “good at” Math over Reading/Writing) Fall Richmond Formative Reading Assessment (RFRA) results indicated a need to focus on building proficiency in various areas of reading comprehension across grades 2-7
Priority Learners	We will be focusing on our students who are in the Developing range for the reading comprehension skills highlighted in the data below.
Baseline Data	Grades 1-3 Fall Reading Assessment Data Grades 4-7 Fall Reading Assessment Data
Action Statement (HOW)	Teacher professional development and collaboration with the Pillars of Literacy to support direct reading instruction Direct and intentional instruction in classrooms and small groups to increase proficiency in areas of reading comprehension (identifying/retelling main ideas; making connections; responding)
Intended Impact (SO WHAT)	To increase our learners’ proficiency and confidence as readers To increase our learners’ ability to transform and use what is being read into meaningful learning (making connections and responding)
Evidence of Impact (HOW WE WILL KNOW)	Students demonstrate improvement in ability to make predictions and connections; identifying the main idea and purpose; responding and making inferences; and asking questions Comparing Spring RFRA to Fall RFRA results, data from other assessments for particular grades (ie. FSA's) Tracking Reading Proficiency through Written Learning Updates/Final Summaries of Learning Student Voice Scans (How do you feel about yourself as readers? Do you think you have improved/are more confident as a reader? How do you know?)
Alignment Statement	Improve literacy outcomes for all learners to support success in all areas of the kindergarten to Grade 7 curriculum

Our Focus Archive

Posted: Feb 7 2025

Our Evidence

Here, we present the data and observations that shape our understanding of student learning and well-being. Through assessments, classroom observations, and staff reflections, we gather meaningful insights that help us track progress, and ensure that our approaches are making a difference for students.

October 2025 Evidence Post

Posted: Oct 16 2025

May Evidence Post

Posted: May 12 2025

Student and Community Voice

Posted: Feb 14 2025

24/25 Evidence Post #1

Posted: Nov 5 2024

Nov. 2023 Evidence Post

Posted: Nov 28 2023

Reconnecting and Caring for our Community

Posted: Jul 6 2023

Our Actions

This section highlights the concrete steps we take to support our school’s learning goals. From instructional strategies to school-wide initiatives, we document the ways we put our focus into practice. By fostering a collaborative approach, we ensure that our actions lead to meaningful improvements in student success and well-being.