Evidence Post - School Wide Numeracy Assessment Results

What targeted actions did we take to address our school’s learning focus?	This spring, we completed another school wide numeracy assessment to re-assess our student’s computational fluency.
What gap or problem were these actions intended to address? Why was this particular strategy/action chosen?	After spending the year with an intentional focus on building mathematical vocabulary, as well as encouraging students to share and explain their mathematical thinking in a variety of ways, our hope was to see growth and improvement from our fall assessment data. We were hoping to have a smaller number of students who are emerging in numeracy.
What does the evidence tell us so far?	Based on our assessment data, approximately 90% of our student population is developing or proficient in their numeracy skills. Our percentage of students who are emerging is down from our fall assessment. This year, we have been really focusing on having students share their thinking in more than one way, and as we looked over the spring assessments, we observed that our students are making gains in this area. There has been a definite improvement in students being successful at showing their learning in 1-2 ways.
To what extent are the actions making a difference?	Based on our observations, our students are continuing to make forward progress with their numeracy skills; however, we still have about 10% of our students who are emerging in numeracy.
How will we move forward accordingly?	Our intentional focus on numeracy is making a difference, and we will continue to work in consultation with our district learning consultant to complete school wide numeracy assessments. Next year we will aim to complete assessments in the Fall, Winter, and late Spring to provide teachers with formative assessment data to inform teaching practice. Our hope is to continue to develop our numeracy skills and see continued levels of proficiency across all grade areas.

Updated: Friday, July 3, 2026