École Carman Elementary School has set new targets in literacy, numeracy, student well-being and reconciliation as part of its 2025–26 Framework for Continuous Improvement.
The updated plan, released Oct. 31, outlines how the Prairie Rose School Division school will measure growth and strengthen supports for its 291 Kindergarten to Grade 5 students.
Principal Bob Beaudry said the school’s literacy strategy centres on deeper implementation of science-based reading instruction. Teachers will expand their use of tools such as Really Great Reading (RGR), the Province of Manitoba’s Collection of Assessment Results (CAR) strategies, and Dynamic Indicators of Basic Early Literacy Skills (DIBELS), while daily instruction continues to follow the University of Florida Literacy Institute (UFLI) model.
“Data is tracked consistently using these various tools,” Beaudry said. “We are able to see if and where student learning is not improving, and can move resources around to target needs.”
Beaudry noted that the shift toward phonics-focused instruction is supported through ongoing professional development. Because DIBELS, RGR and new CAR tracking methods were introduced this fall, he said the school is in its first year of data collection.
“We are establishing a baseline,” he said. “Comparing CAR data with the new data from DIBELS and RGR is like comparing apples to oranges, although our provincial CAR data this fall improved from last year.”
Cross-grade buddy reading will continue in both French and English, and targeted UFLI recovery groups will support skill development, including for English as an Additional Language learners.
The school’s numeracy plan focuses on more consistent use of assessment tools and clearer tracking of student understanding. Teachers will use Numeracy Achievement Program (NAP) supports, classroom assessments and student work samples to guide lessons, with baseline data gathered in the fall and targeted instruction planned from January through June.
Beaudry said the most significant numeracy challenges in schools often relate to inconsistent instructional approaches.
“Our strongest area this year was representing numbers in multiple ways,” he said, crediting collaborative programming between Grade 2 and 3 teachers and the daily Number of the Day routine in early grades.
He added that NAP and CAR data “point teachers in the right direction, show what needs more focus, and with which students.”
The school aims to increase the number of students meeting provincial expectations on literacy and numeracy CAR assessments by 10–20 per cent by 2026.
Student well-being continues to be a central focus as ÉCES builds on improvements from recent nutrition program and sidewalk access upgrades.
“Kids reported that they have friends and feel safe at a higher level than the average,” Beaudry said. “We’re celebrating that and building on it to make it stronger.”
Classroom programming delivered by the guidance team will include Kids in the Know, Sources of Strength and Mind-Up. Teachers will reinforce lessons using social stories, conflict-resolution instruction and co-regulation strategies.
Beaudry said relationships play a key role in the school’s culture.
“I like to greet them all with a high-five when they arrive and say goodbye when they leave,” he said. “Students reported that 100 per cent of them have an adult they can turn to. The staff here have built strong relationships—kids count on them.”
Families will continue to be informed of incidents and school updates through administration, with input from the parent council, ACSL.
More than 10 per cent of ÉCES students self-identify as Indigenous, and the school’s plan includes strengthened monitoring of their academic progress. Staff will meet regularly to review data and ensure timely supports in both literacy and numeracy.
“Our Indigenous students’ academic success is a priority,” said Beaudry. “We are very fortunate that our divisional Indigenous lead has her office here. She makes sure students and staff understand cultural barriers and history.”
ÉCES will continue to work with Elders, Knowledge Keepers and the division’s Indigenous consultant on activities including smudging, Orange Shirt Day and community events. Increased visibility of Indigenous culture through displays, books and classroom resources will be used as indicators of growth.
For incoming kindergarten students, the school will once again host its early childhood transition event in the spring to help families become familiar with the building and reduce first-day anxieties. Feedback and participation tracking will help measure the program’s success.
Families will receive regular updates through report cards and parent-teacher conferences.
The full improvement plan is available on the ÉCES website.
