Step one of our process was to review reading assessments, which included Spark for Kindergarten and Grade 1 and the Richmond Formative Reading Assessment for Grades 2 to 7, across both French and English language programs. Staff met in grade-level groups to analyze the implications of these results for their classrooms, supported by Faye Brownlie and our district teacher consultant, Briana Adams, who provided feedback and guidance. Following these discussions, teachers implemented targeted literacy activities to address needs highlighted by the data and later reflected on their classroom experiences. To deepen our understanding and strengthen instructional practices, we organized a Professional Development Day with Briana Adams, focusing on strategies to embed effective literacy routines. This process reinforced the importance of assessing students’ skills, interpreting data confidently, and planning next steps to meet the diverse literacy needs of our learners.