Desired Results

In order to establish our goal, we have looked at the results of:

  • Classroom Mapping data
  • The Early Development Instrument
  • The Early Learning Profile
  • Grade Wide Write
  • The Middle Years Development Instrument
  • OurSCHOOL Survey
  • Student Learning Survey
  • The Foundation Skills Assessment

What do we notice?

Classroom Mapping

The process of classroom mapping allows us to track additional interventions needed to support student learning in the classroom. Classroom mapping data provides us with a snapshot of how we begin our school year in each of our classes and what areas appear to need more targeted interventions. For the 2019/2020 school year we see an increase in LST classroom support and CST support to assist in meeting the diverse needs of the class as well as counselling at the Tier 3 level and an increase in LST technology (assistive technology).

The Early Development Instrument

We can see that the measure of vulnerability on one or more scales has increased over time. We are curious to see how this early assessment impacts student success in the Intermediate grades.

The Early Learning Profile

With the exception of the Kindergarten cohort in 2015/2016 we see that from Kindergarten to Grade 1, vulnerability decreases slightly.

Grade Wide Write

In grades 3 and 6, female students have a higher rate of success (meet expectations) compared to the male students. This data set also demonstrates that by Grade 6, most students are meeting expectations.

The Middle Years Development Instrument

The results of our MDI from the 2017/2018 school year provides a snapshot of our Grade 4 cohort. There are several areas of concern for us including measures of happiness, optimism and connectedness. Although this cohort identified greater quality of connectedness with adults at home and in the community, students were below the district average for their quality of connectedness with adults in the school. At GHE, Grade 4 students identified that only 66% of their relationships with adults in the building were of high quality.

Student Learning Survey

When asked if students in Grade 4 feel that school is a place where they belong, the responses are scattered across the board with approximately 55% of students responding with “most of the time” and “all of the time” and approximately 10% of students responding never. In the area of connectedness, 50% of students shared that they felt connected with 4 or more adults. Our students fall below the district average for connectedness. When responding to whether or not students experience bullying at school, 49% indicated “few times’ and “sometimes”.

OurSCHOOL Survey

Only 67% of students agree to strongly agree that they have opportunities to engage in hands on learning. Only 68% of students feel that our school provides learning opportunities in their classes that encourage them to contribute as a local or global citizen. Only 60% of GHE students feel they are Connected or Very Connected to our school community and 68% of Grade 5 students and 62% of Grade 6 students indicated a positive sense of belonging. 

Foundation Skills Assessment

There is a decline in numeracy results over the last 3 years and an early trend of improved results in reading and writing over the last year years (for female students). The 2017/2018 school year marks the first year students in our Early French Immersion classes have participated in the FSA. The last 3 sets of data also reflect the FSA  moving to the Fall rather than the Spring of the Grade 4 year.

Specific Groups of Students of Most Concern

In our Primary years we can see that our Male students do not do as well as our female students in the Grade Wide Write and that as a whole, there is a trend of increased vulnerability in 2 or more areas on the EDI. In Intermediate, we are concerned about our male students continuing to fall behind our female students in all areas of the FSA (with the exception of the 2015/16 and 2016/17 cohort in reading). Although our Grade 4 students appear to experience more connectedness and positivity towards school, we see a decline in that sentiment in the Grade 5/6 years. Our male students also indicate feeling less safe at school in Grades 5 and 6.

Desired Knowledge and Skills for Students and Staff


  • Students will be able to identify adults in their learning community with whom they feel connected
  • Students will develop a common set of values to support safety and connectedness at school
  • Students will be able to identify what they need as a learner to succeed
  • Student will be able to communicate strengths and stretches in relation to the competencies
  • Students will have the ability to demonstrate their learning in a variety of ways


  • Staff will create opportunities for connection and belonging
  • Teachers will develop a common set of values to support safety and connectedness at school
  • Staff will provide options for voice and choice for demonstrating student learning
  • Staff will focus on the First Peoples’ Principles of Learning