Embedded Files
Our shared hunch
Students are participating in learning, but they are not yet consistently experiencing how learning works.
What's Leading to this situation?
Self-Regulated Learning (SRL): Students need more explicit support
Self-Regulated Learning (SRL): Students need more explicit support
These results strongly justify our focus on SRL—not as a program, but as something that needs to be taught, modeled, and scaffolded.
Goal setting is inconsistent
Only 22% of students report setting goals “most or all of the time”
→ Direct evidence that SRL needs to be strengthened
Stress regulation is a clear gap
25% of students say they rarely or never have strategies to manage stress
Only about 49% feel they can do this most/all of the time
→ This supports our focus on regulation and autonomy (for students and educators) as foundational to learning
Asking for help is not yet universal
About 34% only sometimes or less ask for help
→ They are developing agency but it is not yet consistent
How this supports our plan:
Students are not lacking ability, they are still developing the skills of learning itself. This validates our focus on explicitly teaching SRL through inquiry.
Depth of Thinking & Expression (our writing concern)
Depth of Thinking & Expression (our writing concern)
Even though students feel they are improving:
77% say they are improving in writing
But…
Only 38% can explain their thinking “most/all of the time”
Students are experiencing success, but we are seeing a gap between confidence and depth of thinking/articulation
How this supports our plan:
This aligns perfectly with we are noticing about:
Surface-level low output responses
Need for deeper thinking
Need for purposeful work on improving writing stamina
Importance of inquiry to push thinking further
Indigenous Ways of Being & Connectedness
Indigenous Ways of Being & Connectedness
Strengths
Strengths
59% of students feel (grade 4s) they belong most/all of the time
71% of students (grade 4s) feel happy most/all of the time
But…
But…
59% say students treat each other respectfully only sometimes or less
60% report being bullied at least sometimes
How this supports our plan:
While students feel connected to the school, we are still building the conditions for respectful, relational learning communities.
Taking Responsibility: How are we contributing to it?
Student Agency & Ownership: A major area of need
Student Agency & Ownership: A major area of need
This is one of your strongest “why” points.
Choice in learning is very low
48% of students say they rarely or never have choice in what they learn
Interest-based learning is inconsistent
Only 29% say they get to work on things they’re interested in most/all of the time
How this supports the plan:
This directly connects to your goal of increasing agency through inquiry. Students are telling us that they are not yet experiencing learning as something they own.
Consistency of Instructional Practices
Consistency of Instructional Practices
Only 26% of students say lessons begin with review most/all of the time
How this supports our plan
This connects to the goals of
Building shared language and coherence across classrooms
Slowing down to speed up
Using the Spiral of Inquiry as a consistent framework
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