Our Focus Archive
Timeline of Our School Story
2025
For the 2025 - 26 school year our focus this year is to align our teaching practices with specific learning outcomes, with a particular focus on improving students’ literacy skills. This will help students communicate more effectively and demonstrate their understanding with clarity.
- What literacy skills are we spending time to practice and master within the classroom that will help our students find success in their area of study?
- Can strengthening literacy skills lead to growth in other areas of school life and learning?
| School Learning Focus for the 25/26 school year | This year, our focus is on using assessment data from both classroom-based and standardized reading assessments to better identify students' literacy strengths and areas for growth. By analyzing this data alongside anecdotal observations and classroom evidence, we will refine our instructional practices and provide targeted support to improve student reading outcomes. |
| Evidence-Informed Rationale (WHY) | As educators, we use our professional observations and classroom assessments to understand student learning needs. Strengthening our ability to analyze and use assessment data will help us identify specific reading challenges more precisely and ensure that instructional decisions are informed by multiple sources of evidence. This approach will support more targeted interventions and responsive teaching practices. |
| Priority Learners | Our hunch is our priority learners include students who are currently receiving additional learning support, as well as students identified through assessment data as requiring targeted support in literacy development. |
| Baseline Data | Baseline data will be established through classroom-based reading assessments, anecdotal observations, and DIBELS screening data collected at the beginning of the school year. |
| Action Statement (HOW) | Teachers and students will be completing the Dibbles reading assessments. Teachers will be engaged in collaboration to learn about what’s needed after seeing the data from the assessments Teachers and students will participate in DIBELS reading assessments throughout the year. Teachers will engage in collaborative meetings to analyze assessment results and identify trends in student learning. Ongoing monitoring of student progress will inform future instructional decisions and support planning. |
| Intended Impact (SO WHAT) | We hope that students will receive more targeted and timely literacy instruction based on identified learning needs. |
| Evidence of Impact (HOW WE WILL KNOW) | Identify what evidence will demonstrate improvement in student learning. Ensure the evidence is directly connected to the actions and impact. Improvement in DIBELS assessment results over time. Progress toward individual literacy goals for students. |
| Alignment Statement | This focus aligns with District Strategic Priorities by promoting literacy achievement, using evidence-informed instructional practices, and ensuring equitable access to targeted support that helps all learners achieve success. |
2022 - 2025 Social Emotional Learning
As we come out of the COVID pandemic, our focus this year is to refocus our attention to different aspects of Social Emotional Learning (SEL). We want to help the Lee community:
- learn and understand what it means to have a healthy identity
- to learn skills and have time to practice ways to manage emotions
- show empathy for others
- learn and have time to practice establishing and maintaining supportive relationships
At Lee, we aim build strong connections with each other and in turn providing them with the best opportunity to learn.
2020-2022 Math Mindset
Our focus this year continues in the area of Math Mindset. All students were surveyed early in Term 2. Due to the Pandemic which was thrust upon us in our previous school year, we felt halted in our efforts to further explore practices, theories and ideas that would serve to build confidence and improve mindset in Mathematics for our learners. As we reviewed our survey questions from the previous school year, we decided to survey our students once again, using the same questions for the different grade groupings (K - 1, 2 - 3, 4 - 7). The data that received has been intriguing when put up against the data from our previous school year. In some areas, we have seen an improvement in mindset and a growth in confidence levels. We are excited to share the results of the surveys conducted (See Our Learning). This Spring, we plan to explore the feedback given by our students more fully in order to 'pull out' common themes which we will hope will further inform us as to what our students require in order to achieve greater success in Math. We remain curious in finding resources and strategies that might improve student experience, boost confidence and make an overall difference for our learners.
2019-2020 Math Mindset *Important to note that due to the pandemic, we were unable to complete what we set out to do in Term 3 in this area
Our focus this year 'spiraled' from our inquiry in the previous school year. Coming out of our 'scan' and 'hunches' and survey, the staff felt it was most important to focus on the area of Math Mindset. All students were surveyed early in the school year. Three different surveys were developed to question different grade groupings (K - 1, 2 - 3, 4 - 7). The data that came out of these surveys served to tell a 'story' of our students regarding their levels of interest and confidence in Mathematics. We were excited to share the results of the surveys conducted (See Our Learning) and interested to see if our students might experience growth and change in their Mindset, as well as in their levels of confidence as they continued to explore Mathemetics in a more positive and (hopefully) more useful way. Our ultimate question became what theories, ideas, resources and practices we might adopt in order to make a difference for our learners.
2018-2019 Growth Mindset (vs Fixed Mindset)
2017-2018 Personal Awareness & Responsibilty: self-determination, self-regulation, well being
Updated:
Friday, July 3, 2026