| School Learning Focus for the 2025/2026 school year | For the 2025–2026 school year, our school’s learning focus is literacy, specifically to develop proficiency in reading comprehension. How can we support students who are developing in English Language Arts to deepen their reading comprehension and their ability to make sense of what they are reading? Over the past several years, Tomsett has been exploring identity. Our plan is to continue this work and are also curious if comprehension increases when students see their identity reflected in the books and texts they are reading. |
| Evidence-Informed Rationale (WHY) | In September, all teachers administered the Richmond Formative Reading Assessment (RFRA), and our Kindergarten and Grade 1 teachers completed the Spark and Spark 1 screeners. The data collected through these assessments highlight literacy as an area of need and focus for this year. Specifically, students showed that they struggled to demonstrate proficient ability in making connections with 41% in developing proficiency. |
| Priority Learners | Reading assessment data indicated that students struggled with making meaningful connections with most students performing at the developing proficiency level. |
| Baseline Data | -September 2025 Richmond Formative Reading Assessment |
| Action Statement (HOW) | Specific actions that we will focus on at the school level are: • Dedicate time at staff meetings to share learning, ask questions, and determine next steps around our School Story work in building proficiency around reading comprehension. • Using the Pillars of Literacy to choose specific instructional routines and lessons to support the development of comprehension skills, specifically, making connections. • Collaboration time for teachers to work together. We have a group of staff that will participate in the district’s Collaborative Project. They will share their working and learning at our Pro-D Days and at Staff Meetings. • Engage in professional learning focused on literacy during selected Pro D days. • Perform a diversity audit of our Library to ensure that our collection represents, reflects the diversity in our school and our world. • Create opportunities for students to explore their identity through artwork. • Use the Richmond Formative Reading Assessment and SPARK screeners in September and May to collect data, monitor student progress, and evaluate the impact of instruction. • Gather student voice on their experiences and perspectives around reading and comprehension. |
| Intended Impact (SO WHAT) | • Support students in strengthening reading comprehension to improve overall reading proficiency, with a focus on making meaningful connections between text, self, and the world in different learning contexts. • Allow students to have a better understanding of their identity so that they can make deeper connections. • Ensure that our Library collection reflects the diversity that exists in our school and greater community to support students in making meaningful connections. |
| Evidence of Impact (HOW WE WILL KNOW) | Success will be evident when students consistently make meaningful connections to text, self, and the world in day-to-day classroom activities and demonstrate this skill in the Richmond Formative Reading Assessment. Progress will be measured by a significant decrease in the number of students identified as Developing in English Language Arts and an increase in the number of students demonstrating proficiency in “making connections” on the Spring Reading Assessment. |
Alignment Statement | This aligns with the districts Strategic Priorities 1 (Success for all our Learners) and 2 (Diversity, Equity, and Inclusion). We want to create success for all of our learners and by using data to identity where inequity lives among specific groups with reading comprehension, we can apply the most targeted support for those that need it most. |
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
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.
Growing Tomsett Readers
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Tomsett Spirit
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Student Voice at Tomsett
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What's in a name?
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Updates
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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.
