Evidence of Learning for the 2025/2026 School Year
Evidence of Learning 2025/2026
Based on data collected the previous year, staff and students identified a numeracy focus for this school year with two specific objectives.
- Increasing student engagement by designing meaningful math experiences
- Using games to increase enjoyment, reinforce concepts and provide opportunities for critical thinking and problem solving
- Continuing to develop proficiency in numeracy by providing students with various strategies to solve computations.
Our targeted actions
Throughout the school year, there were many opportunities for staff to engage in professional development. In September staff attended a workshop, led by teacher consultants, that focussed on numeracy instruction. Staff engaged in lessons, reviewed curriculum and connected planning with assessment. Staff also learned numeracy teaching routines that provide student with an opportunity to use multiple strategies to solve computations.
Throughout the year staff continued to have Jonathan Tang, Teacher Consultant, in the school for collaboration opportunities and lesson demonstrations. Students were also introduced to new math games.
There were many examples during the year where staff worked with students to make math more fun and engaging (please refer to action posts).
The year ended with a Julia Robinson Math Festival. Students participated in a series of numeracy challenges that provided them with an opportunity to work with others to solve open ended math tasks. It was wonderful to observe the student critical and creative thinking in action. The students really enjoyed the afternoon.
What does the data tell us?
To gain a better sense of how we are doing in numeracy we used three sources. We used results from Foundation Skills Assessments (FSA’s) for the past two years, Summary of Learning Data and Student Surveys.
FSA results
Last year we had a look at FSA results to help give purpose to why we needed a numeracy focus this year. In looking back over the past three school years, we noticed that there have been some improvements. Since the 2023/2024 school year we have seen an increase in the number of students who are “on track” or “exceeding.” One area that we have curiosities about is the number of students who are “emerging.” What might be contributing to this? Could it be reading comprehension, math conceptual understanding or a specific grade requiring more targeted support.
Report Card Data
Based on report card data, we have seen an increase in the number of students who are “proficient” in numeracy, but we have also seen an increase in the amount of students who are developing as well. We understand that as students enter the school, they may have limited experiences in numeracy, or do we need to continue to focus on building strong conceptual understanding for our learners. Also, some additional professional development in assessing numeracy proficiency may be needed.
Student Scanning Surveys
At the end of the school year students were asked specific questions about learning numeracy. Students were asked if they like Math? Based on student responses 59 percent of students responded that they like math and 25 percent wrote that they sometimes like it. This is an improvement from the 2024/2025 scanning survey where most students responded with only 50 percent enjoying math and a significant amount of them wrote how they didn’t like it at all. This year, students wrote about how they enjoyed doing math projects. One student commented how they “liked leaning about math because I enjoyed working on engaging, interesting projects that helped strengthen my overall critical thinking.” Other students commented on how they found it fun, especially when playing games. We still have some growth to make in this area. We wonder how much literacy is impacting on student success in numeracy and can we continue to look for ways to make math even more engaging and fun for our students.
What Next?
As a staff we will spend time during the Professional Development Day in September unpacking our numeracy focus to determine direction for the year. Given the strong relationship between literacy and numeracy there may be an opportunity to evolve our numeracy focus into more of a literacy focus.
This staff and students have worked hard this y
Evidence of Learning for the 2025/2026 School Year
Evidence of Learning 2025/2026
Based on data collected the previous year, staff and students identified a numeracy focus for this school year with two specific objectives.
- Increasing student engagement by designing meaningful math experiences
- Using games to increase enjoyment, reinforce concepts and provide opportunities for critical thinking and problem solving
- Continuing to develop proficiency in numeracy by providing students with various strategies to solve computations.
Our targeted actions
Throughout the school year, there were many opportunities for staff to engage in professional development. In September staff attended a workshop, led by teacher consultants, that focussed on numeracy instruction. Staff engaged in lessons, reviewed curriculum and connected planning with assessment. Staff also learned numeracy teaching routines that provide student with an opportunity to use multiple strategies to solve computations.
Throughout the year staff continued to have Jonathan Tang, Teacher Consultant, in the school for collaboration opportunities and lesson demonstrations. Students were also introduced to new math games.
There were many examples during the year where staff worked with students to make math more fun and engaging (please refer to action posts).
The year ended with a Julia Robinson Math Festival. Students participated in a series of numeracy challenges that provided them with an opportunity to work with others to solve open ended math tasks. It was wonderful to observe the student critical and creative thinking in action. The students really enjoyed the afternoon.
What does the data tell us?
To gain a better sense of how we are doing in numeracy we used three sources. We used results from Foundation Skills Assessments (FSA’s) for the past two years, Summary of Learning Data and Student Surveys.
FSA results
Last year we had a look at FSA results to help give purpose to why we needed a numeracy focus this year. In looking back over the past three school years, we noticed that there have been some improvements. Since the 2023/2024 school year we have seen an increase in the number of students who are “on track” or “exceeding.” One area that we have curiosities about is the number of students who are “emerging.” What might be contributing to this? Could it be reading comprehension, math conceptual understanding or a specific grade requiring more targeted support.
Report Card Data
Based on report card data, we have seen an increase in the number of students who are “proficient” in numeracy, but we have also seen an increase in the amount of students who are developing as well. We understand that as students enter the school, they may have limited experiences in numeracy, or do we need to continue to focus on building strong conceptual understanding for our learners. Also, some additional professional development in assessing numeracy proficiency may be needed.
Student Scanning Surveys
At the end of the school year students were asked specific questions about learning numeracy. Students were asked if they like Math? Based on student responses 59 percent of students responded that they like math and 25 percent wrote that they sometimes like it. This is an improvement from the 2024/2025 scanning survey where most students responded with only 50 percent enjoying math and a significant amount of them wrote how they didn’t like it at all. This year, students wrote about how they enjoyed doing math projects. One student commented how they “liked leaning about math because I enjoyed working on engaging, interesting projects that helped strengthen my overall critical thinking.” Other students commented on how they found it fun, especially when playing games. We still have some growth to make in this area. We wonder how much literacy is impacting on student success in numeracy and can we continue to look for ways to make math even more engaging and fun for our students.
What Next?
As a staff we will spend time during the Professional Development Day in September unpacking our numeracy focus to determine direction for the year. Given the strong relationship between literacy and numeracy there may be an opportunity to evolve our numeracy focus into more of a literacy focus.
This staff and students have worked hard this year in numeracy.