Since our April action and evidence posts, the Grade 8 team has continued to build on our shared work by incorporating student voice and year-end reflection to better understand both the impact of our efforts and the areas that still require attention. This final phase of our inquiry allowed us to look beyond assessment data and consider how students themselves are experiencing their growth in literacy and learning.

What We Focused On

In May, the Grade 8 team met to reflect on student progress and classroom experiences while also reviewing the results from a year-end student survey. These conversations helped us identify patterns that were consistent with what we had already seen in our literacy assessment data. Students demonstrated increased confidence and independence, particularly in their willingness to ask for help, meet deadlines, and engage more consistently in learning tasks. Many students also identified growth in literacy skills that had been a focus throughout the year, including following instructions, identifying main ideas, and making connections across texts and contexts.

At the same time, the survey results highlighted areas where students continue to experience challenges. A number of students identified ongoing difficulty with summarizing and creating thoughtful questions, while others noted that consistent use of agendas and organizational routines remains an area for improvement. These trends were reinforced during our May team meeting, where teachers observed that, despite strong gains in foundational skills, student participation, work habits, and independence can still vary significantly depending on the context and the task.

Sample Data:

Actions We Took

In response, teachers continued to build on the strategies introduced earlier in the year, while also refining their approach based on what they were seeing in classrooms. Vocabulary instruction remained a key area of focus, with teachers experimenting with cross-curricular strategies such as visual dictionaries, peer-generated vocabulary lists, and interactive word games to support both understanding and application. At the same time, common literacy routines such as structured responses, graphic organizers, and guided supports continued to be used, with an increasing emphasis on helping students move beyond basic comprehension toward more precise and thoughtful communication of ideas. There was also a renewed focus on executive functioning skills, particularly around organization, time management, and study habits, as both teachers and students recognized the impact these have on overall learning and engagement.

Collaborative Reflection and Alignment

What made this phase of the work particularly valuable was the opportunity to compare student perception with classroom evidence. In many cases, there was strong alignment between what students reported and what teachers observed, especially in areas of growth such as following instructions and making connections. At the same time, student responses helped to surface areas that may not always be immediately visible through assessment alone, including confidence, engagement, and the ability to sustain effort during more complex tasks.

Where We Are Headed

As we look ahead to the next school year, this learning provides a clear direction for our continued work. We see the importance of maintaining the consistency of shared routines that have supported student growth, particularly in the areas of vocabulary, organization, and responding to tasks. At the same time, there is a clear need to deepen our focus on more complex literacy skills, including summarizing, synthesizing information, and generating thoughtful questions. Supporting students in becoming more independent learners will also remain a priority, with greater emphasis on helping them take ownership of their learning through effective use of time, resources, and support structures. Finally, the role of student voice will continue to be an important part of our process, not just at the end of the year, but as an ongoing source of feedback to inform teaching and learning.

Closing Reflection

Through this final stage of our inquiry, the Grade 8 team has come to understand that while consistent, school-wide practices can lead to meaningful improvements in literacy, sustained growth depends on our ability to deepen student thinking, strengthen independence, and respond thoughtfully to the voices of our learners.