School Goal Two
To improve student achievement in reading, writing, listening, and speaking by using a school-wide scope and sequence of literacy concepts and programs.
How can we increase engagement and achievement in literacy while recognizing the importance of having students' minds and bodies ready for learning?
ḰELSET staff are committed to improving literacy for all students. Report card data and literacy assessments indicate that 14% of our learners are at the emerging level and over 30% are at the developing level in their literacy skills. Please refer to Charts 2024, 2023 and 2022 which showcase English Language Arts report card data over the last 3 years.
With many teacher resources, strategies, and programs available at each grade level, our staff recognize the benefits of collaborating to ensure that all students are receiving a comprehensive and consistent literacy approach from Kindergarten to grade 5.
This goal aligns with the district strategic goal to improve literacy across the curriculum for all students with a particular focus on early learning. We will be utilizing the District Literacy Assessment and other assessment data to inform our practice.
As we work towards achieving our literacy goal, we will ensure that W̱SÁNEĆ, other First Nations, Métis and Inuit students will experience academic success, while maintaining a strong cultural identity, as outlined in the Indigenous Education Enhancement Agreement.
English Language Arts report card data June 2024
English Language Arts report card data June 2023
English Language Arts report card data June 2022
First Peoples Principles of Learning
The Literacy Goal needs to ensure that:
- Learning is embedded in memory, history, and story.
- Learning involves patience and time.
- Implementation of the ideas from our Literacy Working Group of teachers;
- Intensive Literacy Intervention for students at the emerging level;
- Scheduled Targeted Reading Time for grades 1, 2, and 3 each term;
- Collaboration with Speech and Language Pathologist
- Professional Development, such as Adrienne Gear literacy workshop and Targeted Reading Instruction; and
- Regular Grade group collaboration to review curriculum standards, discuss assessment and reporting, and set short term goals
- Use of Literacy Bins for classrooms
Over the 2024-25 year, we will track progress on our initiatives identified in this year’s plan.
Student Survey Results Spring 2024:
Teacher observations:
- Sound knowledge has improved (evidence from Words their Way assessment)
- Stronger foundation of letter sounds for grade 1 students
- Writing and reading development in classrooms and intervention sessions
- Teachers are able to start in a higher place in reading lessons than in past years
- Consistent programming across grades:
- Letterland and Heggerty at kindergarten level
- UFLI used at Grade 2 and 3 level
- early chapter book series at Grade 2 and 3 level
- Support provided for all students rather than exclusively striving readers
Summary learning, based on evidence gathered over the year, will provide us with key learnings to guide next steps for the 2024-25 school year and beyond. More specifically:
Planning for 2024-2025 School Year:
- streamlining support schedules;
- how to support comprehension strategies as well as phonics instruction;
- training opportunities for teachers
- continued collaboration with SLP
- Utilizing the time with the teacher-librarian to enhance reading skills at all levels
- Support kindergarten teachers with District Literacy Assessment implementation in spring;
- Professional Development opportunities in area of literacy;
- Supporting families with literacy at home; and
- Purchase Resources – create a 3-year spending plan
- Decodables
- Story Workshop Bins
