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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 yearMcNeely 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 LearnersWe 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

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Grades 4-7 Fall Reading Assessment Data

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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 StatementImprove literacy outcomes for all learners to support success in all areas of the kindergarten to Grade 7 curriculum 
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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.

Learning Outside

Learning Outside

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Seven Ways to Learn Together

Seven Ways to Learn Together

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Sharing our School Story

Sharing our School Story

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Two Flexible Learning Spaces

Innovation in the Learning Commons

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Building and Maintaining Community

Building and Maintaining Community

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School Connectedness

School Connectedness

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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.

No articles have been published yet.