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

Each school year, the Learning Resource Team meets regularly to identify students in need of English language support.   

Identified groups based on last year’s enrollment, form the basis and starting point for targeted English language support.   

Students who have made limited progress with their English language acquisition, or minimal progress despite targeted intervention, are identified.  Newly identified students are added throughout the year. 

From there, temporary pull-out groups are created with targeted intervention strategies implemented, including ELL groups, writing groups, and phonics-based UFLI groups.       

Pull-out groups are temporary, responsive to student growth, based on student literacy needs, and on targeted supports. 

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

When we compared our results in Literacy and Numeracy, we noticed that our Numeracy results were higher.  

We recognize that while 66% of our students are currently receiving ELL support, 91% of our families speak a language other than, or in addition to, English in the home.  

Not all our students reach the Consolidating level in their language learning, and academic language learning takes at least an average of five to seven years.  

What does the evidence tell us so far? 

We isolated the oral language data from our ELL assessments and compared the level assigned in May 2025 to the oral level assigned in May 2026. 

This measure was selected, as the oral aspect of the ELL assessment is closely linked to vocabulary development.  

48.4% of ELL Level 1-4 students improved with their oral language skills. 

51.6% of ELL Level 1-4 students stayed the same with their oral language skills. 

100% of ELL Level 5 students stayed the same (or improved with their oral language skills). 

ELL/Resource Teachers noticed that all students improved in their language development and confidence.  Having a space where beginning English speakers could practice their language skills for extended periods of time helped them to feel more comfortable using the language. 

Students in UFLI groups were re-assessed every term and a half, and from that, new groups were created based on level.  Empty spaces created from students leaving the group were filled by other identified students.  All assessment data was recorded and shows individual levels of improvement in the various foundational reading skills taught. 

FSA Data from 2026: 

Gr. 4 Literacy data shows 85.29% were On Track/Extending, and 14.71% of students who wrote were Emerging. In Numeracy, 91.17% were On Track/Extending and 8.8% Emerging. 

Gr. 7 Literacy data shows 100% of students who wrote were On Track/Extending and 0% were Emerging. In Numeracy, 96.78% were On Track/Extending and 3.2% Emerging. 

To what extent are the actions making a difference? 

Growth is evident in our ELL students, as we can see that almost 50% in Levels 1-4 have shown growth in their oral language level and approximately 52% maintained their progress.   

We can see that student learning is improving. 

How will we move forward accordingly?  

For our students who have maintained their level, what are ways we can assess their vocabulary growth and support them?  

We should compare the 2026 FSA data to 2027 results to get an idea of possible trends. 

What other sources of data can we use? 

We have many excellent strategies being used in classrooms.  How can we tie them together in a cohesive way so that we can focus on school-wide language? 

Continue with positive model of ELL/UFLI/RT support.