To support our school learning focus, McNair staff implemented a coordinated approach centered on student engagement, belonging, literacy, and numeracy development, with particular attention to Grade 8 students and learners not yet meeting expectations.

Key actions included:

• Using classroom assessments, literacy and numeracy data, and teacher observations to identify priority learners requiring additional support.
• Embedding explicit literacy and numeracy instruction across subject areas, with a focus on foundational reading, writing, number sense, and problem-solving skills.
• Leveraging Flextime and Resource support to provide timely interventions, small-group instruction, and additional opportunities for practice and reinforcement.
• Supporting students in setting learning goals, monitoring progress, and reflecting on their growth to increase agency and self-advocacy.
• Implementing school-wide initiatives that promote belonging, pride, and identity through the "McNair Cares" framework and service opportunities that contribute to a Caring Community of Learners.
• Collaborating regularly as a staff to review student progress, share successful practices, and align interventions across departments and grade levels.

Overall, these actions are occurring as intended and have become a consistent part of both classroom instruction and school-wide culture.

Baseline data identified two interconnected challenges:

1. A growing number of Grade 8 students were entering McNair without meeting expected literacy and numeracy benchmarks, impacting their ability to access learning across the curriculum.
2. Some students, particularly those experiencing academic difficulties, reported lower levels of engagement, confidence, and belonging within the school community.

Research and school-based evidence suggest that students who struggle academically are more likely to disengage from learning unless supports are timely, targeted, and relationship-based. We chose a dual focus on foundational skill development and school connectedness because both are essential for long-term success. By addressing academic confidence and belonging simultaneously, we aimed to create conditions where students feel capable, valued, and motivated to participate in their learning.

The Caring Community initiatives were selected because they build on students' strengths, celebrate diversity, and provide meaningful opportunities for contribution and connection. Combined with targeted literacy and numeracy interventions, these strategies support both academic growth and student wellbeing.

Evidence collected through classroom observations, student reflections, intervention data, and achievement measures suggests positive movement toward our goals.

Literacy and Numeracy

• Teachers report increased participation and persistence among Grade 8 students receiving targeted support.
• More students are accessing Flextime for academic support and intervention opportunities.
• Classroom assessment data indicates improvement in foundational literacy and numeracy skills for many targeted learners, particularly those who regularly engage with intervention supports.
• Student goal-setting activities show greater awareness of learning strengths, challenges, and next steps.

Engagement and Belonging

• Students are increasingly participating in school activities, service opportunities, and leadership experiences.
• Teacher observations indicate improved confidence, willingness to contribute in class, and greater self-advocacy among many priority learners.
• Student reflections indicate that opportunities to contribute to the school community have helped build confidence and strengthen connections with peers and staff.
• Staff report stronger relationships with students through intentional check-ins, collaborative support structures, and strength-based practices.

While growth is evident for many students, some learners continue to require intensive support in both academic and social-emotional areas. Consistent attendance, engagement with interventions, and confidence in learning remain areas requiring ongoing attention.

The evidence suggests that the actions are having a positive impact on student learning, engagement, and belonging.

Students who have participated consistently in targeted literacy and numeracy supports are demonstrating increased confidence and improved achievement. Similarly, students involved in service opportunities, school activities, and "Marlin Strong" initiatives are showing stronger connections to school and a greater sense of belonging.

The strongest gains have been observed among students who receive both academic intervention and relational support through classrooms, Flextime, Resource services, and school-wide engagement opportunities. This reinforces our belief that achievement, wellbeing, and belonging are interconnected.

Although achievement gaps have not been eliminated, early evidence indicates that intentional intervention, collaborative support, and strength-based approaches are helping many students move closer to meeting expectations and becoming more engaged learners.

Based on the evidence, we will continue and strengthen the practices that are showing positive results.

We will affirm:

• Targeted literacy and numeracy interventions for Grade 8 learners.
• Strategic use of Flextime and Resource support.
• Goal setting, reflection, and student self-advocacy practices.
• Collaborative staff inquiry focused on student progress.

We will adjust:

• Increase the use of common formative assessments to better monitor growth over time.
• Improve communication with students and families regarding available intervention supports.
• Strengthen early identification processes for learners requiring additional support.
• Expand opportunities for students to demonstrate leadership, voice, and agency.

We will adopt:

• Additional opportunities for cross-curricular literacy and numeracy skill development.
• More intentional tracking of student belonging and engagement data to complement academic measures.
• Increased collaboration between classroom teachers, Resource staff, counsellors, and administrators to coordinate supports.

By continuing to monitor evidence and respond to student needs, McNair will strengthen its commitment to developing a Caring Community of Learners where every student feels connected, capable, and proud to be a McNair student.