Chantrell Creek Elementary 25-26

The school’s student learning plan at Chantrell Creek Elementary during the 2025-2026 school year focused on strengthening numeracy skills beyond basic computation. Recognizing the demands of a rapidly changing world, we prioritized the development of students’ problem-solving and critical thinking abilities as essential for future success. Through ongoing assessment, data analysis, and classroom observations, instruction and interventions were intentionally designed to provide meaningful numeracy experiences that support these skills. By emphasizing the core competencies of communication, collaboration, and creative and critical thinking, students engaged in rich, higher-order numeracy tasks that extended beyond basic computational work. Our goal is to equip every learner with the skills, confidence, and curiosity to thrive as lifelong learners.

In the 2025–2026 school year, we focused on developing mathematical reasoning across both primary and intermediate grades. Students engaged in targeted instructional activities that provided regular, structured opportunities to build their skills through problem-solving tasks, strategy games, and collaborative numeracy activities. These experiences encouraged students to use communication and critical thinking as they explored numeracy in meaningful ways.

Throughout the year, teachers gathered evidence of learning to demonstrate student growth from the beginning of the year, using ongoing assessments, observations, and student self-reflections. This evidence highlights the positive impact of these instructional approaches in deepening students’ understanding of numeracy and strengthening their problem-solving and critical thinking skills. By examining student progress over time, we can clearly see how these practices support the development of confident, capable, and proficient mathematicians.

At the start of the year, primary teachers used anecdotal observations of students in Grades 1 and 2 to identify key areas for planning and instruction. In response, they implemented targeted problem-solving routines and structured numeracy tasks that provided regular opportunities for students to think, communicate, and apply their understanding. Activities included number talks, mystery number activities, strategy games, and problem-solving practice.  With a developing understanding of number concepts and patterns, students gained confidence to be able to lead class discussions on mystery number talks. Over the course of the year, teachers observed clear progress, with students demonstrating increased confidence as critical thinkers and greater resilience as problem solvers.

Below are examples of evidence of learning from the primary students:

In the intermediate cohorts, teachers used assessments and anecdotal observations at the start of the school year to gather formative assessment data on students’ mathematical abilities. Through weekly problem-solving tasks, math games, hands-on manipulatives, and new digital curricular resources, students were provided with multiple opportunities over the year to engage in learning experiences that extended beyond routine computational practice. Students were taught a structured word problem solving strategy (T.I.N.S.) focusing on practicing Thought (type of operation), Important Information, Number Sentence, and Solution Sentence. Teachers documented student progress and growth as critical thinkers and problem solvers through ongoing assessment of participation in activities and completion of assignments.

Below are examples of grade 4 and 5 students using the T.I.N.S. problem solving method:

Another example of students using communication and collaboration strategies was a Grade 3 and 4 cohort participating in a “school garden challenge”.  Students worked in small groups to develop a plan to build a new flower garden for the school garden. These types of authentic problem-solving experiences help students connect theory to practice in meaningful ways.

Below is an example of grade 3 and 4 students explaining the School Garden challenge:

Using the proficiency scale indicators to report on student growth over the year, three cohorts of students in grades 3 to 5 demonstrated significant improvement in proficiency in problem solving over from the start of the year to the end of the year. (See Table 3)

Over the year, the three cohorts demonstrated a 31% increase in the number of students achieving proficiency in the proficient or extending categories.  Of the students in the emerging category in the Fall, 88% of the students demonstrated progress into the developing or proficient categories at the end of the year.

The Learning Support Teacher (LST) provided additional support for beginner English Language Learners. Students who are developing communication skills in a new language often find it challenging to fully participate in numeracy activities that involve complex language and mathematical vocabulary. By incorporating visual supports, along with guided small-group instruction and hands-on, collaborative activities, ELL students receiving LST support were better able to access and engage with higher-level numeracy learning experiences.

The evidence of student growth in achievement in numeracy by engaging in activities that required both critical thinking and problem-solving, indicates that both primary and intermediate students improved in these curricular competencies:

• Use reasoning to explore and make connections
• Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
• Communicate mathematical thinking in many ways
• Use mathematical vocabulary and language to contribute to mathematical discussions

Moving forward, the focus will be on continuing to strengthen students’ mathematical thinking, problem-solving skills, and ability to communicate their reasoning. Teachers will build on current instructional practices by refining the use of formative assessment to guide instruction and by providing more targeted opportunities for students to explain and justify their thinking. In the intermediate cohort, there will be an ongoing emphasis on open-ended tasks that encourage deeper conceptual understanding rather than procedural fluency alone. For students who require additional support, including English Language Learners, differentiated instruction and intentional scaffolds will continue to be embedded to ensure equitable access to learning. As a school team, collaboration among classroom teachers, the Learning Support Teachers, and other support staff will remain central in monitoring student progress and adjusting strategies as needed. Overall, next steps will focus on ensuring all students continue to grow as confident, capable, and reflective mathematical thinkers.