Goal: All students will meet or exceed numeracy expectations for each grade level or to the student’s IEP or AIP goals.



Here's What

Click on link to relevant numeracy data (FSA Data, District Numeracy Assessment Data, Grade 10 Numeracy Assessment Data).

Other District and Provincial Performance Indicators:

  • Proficiency levels (report cards)
  • Grade to Grade Transitions
  • Aboriginal “How are We Doing?” Report
  • School Action Plan Reviews

Find out what the data means, both for our District and for our students.

So What


  • We continue to see increased student success on District Numeracy assessments.
  • While we are seeing improved results for Aboriginal students, students with diverse abilities, and Children in Youth and Care (CYIC), we continue to see slightly lower results for these groups when compared with students not in these categories.
  • Our District results for cohorts of students correlate with classroom assessment data, however, these results do not triangulate with provincial Numeracy data.
  • We continue to notice through assessment data and observations from District teachers that these key areas need to be targeted in numeracy instruction:
    • problem solving
    • number sense
    • conceptual understanding


  • What value is being placed in our schools on Provincial Numeracy Assessments?
  • Will the creation and release of our Balanced Numeracy Guide assist in increasing classroom teachers’ confidence in their numeracy instruction? Will this then correlate to increased student success on district and provincial assessments?
  • Will the changes in the collection and distribution of data from our District Numeracy Assessments result in increased success for our students?

What steps is the District taking to reach our goal? What are we doing to better serve our students?

Now What?

K-12 Actions:

A. Ensure all teachers are focused on essential Numeracy curriculum and competencies to enhance student achievement for all students.

  • Finalize essential learning standards at each grade level in numeracy (District and school level).
  • Provide activities for school staff to examine and highlight the numeracy competencies across discipline areas.

B. Provide teachers with district-wide supports and professional development in Numeracy Instruction.

  • Ensure all existing and new teachers are provided with the recently completed Balanced Numeracy Guide.
  • Create short instructional videos to be shown at staff meetings to introduce the Balanced Numeracy Program.
  • Continue to develop and share online elaborations to enhance the Balanced Numeracy Guide providing specific lesson ideas, videos and resources for classroom teachers.
  • Target supports in the areas of problem solving and number sense K-8 through online elaborations to the Balanced Numeracy Guide and working with Numeracy Leads in schools. These are areas of growth for our students based on District and Provincial assessments.

C. Support school-based administrators in using district and provincial data effectively with their staff to determine next steps in numeracy instruction and required interventions to support vulnerable students.

  • Continue to provide opportunities for school-based to engage with data from District and Provincial assessments and to provide them with strategies to use this data with their staff to help inform instructional needs and interventions.


D. Ensure all School Action Plans contain targeted and specific actions to address number sense and problem solving.