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

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.

The data that supports the need for this school learning focus is:	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
Actions that the school will take to achieve the goals of our school learning focus include:	Teacher professional development 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 story elements, purpose, and main ideas; making predictions and connections; inferencing; responding; questioning) District Literacy Collaboration Time
The intention of these actions is to make the following difference(s) for learners:	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
We will know our actions are making a difference when we have data that demonstrates the following:	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 our students feel about themselves as readers? What do they feel are their strengths and stretches in literacy?)

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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.

The Voices: What We Heard

Posted: Jul 6 2023

Staff Survey of Areas Needing Further Support

Posted: May 17 2022

OUR SCHOOL YEAR IN REFLECTION

Posted: Jun 30 2021

Scanning Our Learners Part 2

Posted: Jun 16 2021

Scanning Our Learners Part 1

Posted: Jun 15 2021

Year End Reflections

Posted: Jun 27 2019

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.