What targeted actions did we take to address our school’s learning focus?

In September, all staff administered the Richmond Formative Reading Assessment tool. During our first Professional Development Day, we collaboratively scored these assessments using the Literacy Proficiency Indicators from the Learn 38 resource. In the afternoon, grade-level teams worked with resource teachers to analyze student strengths, stretches, and next steps in the areas of fluency, decoding, and comprehension. Each team completed a Class Profile Documentation Sheet to identify specific areas of focus for instruction. Across all grades, comprehension consistently emerged as an area requiring further growth and intentional instructional planning.

What gap or problem do these actions aim to address? Why was this particular strategy/action chosen?

The assessments revealed that while many students demonstrated solid decoding and fluency skills, comprehension—particularly the ability to make meaning and connections from text—was an area of need. The Pillars of Literacy resource was chosen to support this focus because it offers evidence-based instructional strategies and lessons that align directly with the identified gaps. Grade groups used this framework to select lessons and strategies targeted at improving comprehension skills.

Based on quantitative and qualitative data (including feedback from scanning), how effectively has this strategy addressed the identified gap or problem?

Our hunch suggests that increased intentionality in planning for comprehension instruction will enhance students’ ability to understand what they read and improve the quality of their discussions about text. Data from follow-up assessments will provide further insight into the effectiveness of these strategies.

How will we move forward accordingly? What adjustments do we need to make if we have or have not achieved our goals?

To conclude our Professional Development Day, each teacher identified a specific comprehension lesson or strategy to implement in their classroom. In December, we will revisit this work during a staff meeting or Professional Development Day to share what was tried, reflect on impact, and determine next steps. This collaborative reflection will guide adjustments to instructional approaches and help refine our focus for continued growth in reading comprehension across the school.