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2025-2026

Numeracy Focus for the 2025–2026 School Year

For the 2025–2026 school year, our learning journey will continue through a mathematics lens, with a strong emphasis on Numeracy development across all grade levels. Our goal is to ensure all students understand what Numeracy is, how to demonstrate and communicate being Numerate, and what proficiency in Numeracy looks like. Ultimately, we want students to confidently apply and transfer their Numeracy skills in meaningful, real-world contexts.

As a school-wide team, we have aligned our professional learning and instructional planning to support the development of numeracy competencies. Collaboration with teacher consultants to ensure effective strategies and practices will also foster numeracy development and student success.

Our approach is anchored in the following key elements:

  • Collaborative sessions focused on high-yield instructional routines and effective planning strategies
  • Strengthening classroom instruction to meet the needs of diverse learners
  • Building student confidence through exposure to a variety of problem-solving strategies
  • Implementing fall and spring school-wide assessments to monitor progress
  • Developing a shared understanding of what proficiency in numeracy looks like

With ongoing support from district math consultants and district resources, targeted professional development, and a clear, collective focus among staff, we will use both fall and spring assessments to track growth. Additionally, FSA results, report card data and valuable anecdotal feedback from our teaching staff, will help us evaluate progress as a learning community. 

 

School Learning Focus for the 2025/2026 school year During the 2025–2026 school year, students will strengthen their numeracy skills by building confidence in problem solving, communicating mathematical thinking, and applying numeracy strategies across meaningful, real‑world contexts. 
Evidence-Informed Rationale (WHY) Multiple sources of school‑based evidence, including fall and spring assessments, FSA results, report card data, and classroom observations, indicate a need to strengthen students’ ability to reason, communicate, and apply numeracy skills beyond procedural understanding. While many students demonstrate success with familiar tasks, evidence shows inconsistency in explaining mathematical thinking and transferring learning to new contexts. Teacher observations and student work samples further highlight the need for a more consistent, school‑wide focus on problem solving, discourse, and confidence in numeracy. 
Priority Learners Priority learners include students who experience difficulty explaining their mathematical thinking, applying strategies flexibly, and demonstrating confidence during problem‑solving tasks. This focus is informed by learners whose assessment and classroom evidence indicate they are not yet consistently meeting grade‑level expectations in numeracy. While these learners are a priority, this focus supports improved outcomes for all students. 
Baseline Data  Baseline data from fall school‑wide numeracy assessments, classroom‑based assessments, and teacher observations show variability in students’ reasoning, communication, and application of numeracy strategies. FSA numeracy data and report card evidence indicate that a number of students are not yet meeting expectations, particularly in areas requiring explanation, reasoning, and transfer of learning.
Action Statement (HOW) Educators will engage in collaborative professional learning focused on high‑yield numeracy instructional routines and effective planning strategies. Teachers will implement consistent classroom practices that emphasize problem solving, mathematical discourse, and multiple representations. Instruction will be differentiated to meet the needs of diverse learners, and formative assessment will be used regularly to inform instruction. Fall and spring school‑wide assessments will be used alongside ongoing classroom evidence to monitor progress and adjust teaching practices. 
Intended Impact (SO WHAT) Students will demonstrate increased confidence in numeracy, improved ability to explain and justify their thinking, and greater flexibility in applying numeracy strategies across contexts. Students will be more engaged in problem‑solving tasks and better able to transfer numeracy learning to real‑world situations. 
Evidence of Impact (HOW WE WILL KNOW) Evidence of improvement will include growth demonstrated in fall and spring school‑wide numeracy assessments, improved FSA numeracy results, and progress reflected in report card data. Classroom evidence such as student work samples, observations, and documented math discourse, along with anecdotal feedback from teachers, will demonstrate increased confidence, reasoning, and application of numeracy skills. 
Alignment Statement This school learning focus aligns with Strategic Priority 1: Success for All Learners, specifically the objective to improve literacy and numeracy outcomes for all learners to support success in all areas of the kindergarten to Grade 12 curriculum. By strengthening students’ confidence, reasoning, communication, and application of numeracy skills, this focus supports improved learning outcomes across curricular areas and helps ensure every learner is supported to achieve their highest potential. 
Updated: Thursday, April 9, 2026