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

We are in our second year exploring math as our school learning story and were curious to see if our students’ overall feelings toward math have changed, especially given our targeted focus. We repeated our Math-Moji assessment in November 2025 and compared the results to our Fall 2024 survey. While our school-wide results remained the same in the high enjoyment category, we have made some improvement in the number of students who report having a low-enjoyment of math (down to 13% from 16% in 2024). 

We made our greatest gains in our Intermediate grades, where research has shown that there is generally a decline in enjoyment and confidence in math. Only 6% of our Intermediate students’ report having low confidence in their math abilities (down from 10% in Fall 2024), and 42% report that they have a high enjoyment of math (up from 36% in Fall 2024). 

Some comments shared by students:

“In the last two years I have felt way more confident with math” – grade 7 student

“I will never really like math, but Ms. B’s strategies make it easier” – grade 7 student

“I don’t always get the questions right, but I try my best” – grade 7 student

“I love to learn MATH! I love math stations. I can show multiple strategies” – grade 5 student

“I feel confident in math because I show it in different ways” – grade 4 student

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

It appears that our consistent focus last year on building our math vocabulary, along with our continued work with our district math consultants through professional development opportunities, have made a difference in improving our student’s enjoyment and confidence in their math abilities.

Next Steps: How will we move forward accordingly?

We will continue making math a focus in our classrooms. Teachers were asked to choose a next step for their class with a focus on computational fluency, and to make a commitment to try at least one new teaching strategy connected to their focus. We will complete another school wide check-in in the spring to see if we are making an impact.