Click on link to relevant literacy data (FSA Data, District Primary Reading Data, Provincial Literacy Assessment Data).
Other District and Provincial Performance Indicators
- District Writing Assessments
- Proficiency Levels (report cards)
- Grade to Grade Transitions
- Aboriginal “How are We Doing?” Report
- School Action Plan Reviews
- Early Development Instrument – EDI (K)
- Reading Assessments K-8: KSP, F&P, DART
- French Immersion Assessments: GB+ and ERCL
Find out what the data means, both for our District and for our students.
- When we triangulate the data, we have seen an overall improvement in almost all of our literacy results.
- We have seen growth in our overall FSA Literacy results at both the grade 4 and grade 7 level.
- 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.
- Grades 1-3 reading results increased significantly in the 2021-2022 school year.
- While our writing results decreased slightly from the 2020-2021 school year, the majority of our students are within the Developing or Proficient level.
- Students entering Kindergarten are continuing to show vulnerability on the EDI in the area of oral language.
- With the recent changes to our process for collecting District reading data, has this changed our baseline data for our district results? Are the improved reading results solely a product of this change or reflective of the improving literacy practice in our schools?
- How are teachers using the data from the reading assessments? Are they using the data to inform Tier One instruction?
- As many post-secondary training programs do not mandate literacy instruction for their teacher candidates in elementary and middle school cohorts, how can the District provide intensive in-service to new teachers focused on reading instruction?
- Has our District focus on improving reading results had a correlating negative impact on student literacy with respect to writing?
- Given the change in how FSA Literacy data is reported, does the District need to review the process for the collection of writing data?
What steps is the District taking to reach our goal? What are we doing to better serve our students?
A. Finalize and share newly combined and updated Balanced Literacy Guide (K to 8) with all teachers across the District.
- Continue to create online elaborations to support teachers with the Balanced Literacy Guide especially in identified growth areas such as phonological and phonemic awareness as well as reading comprehension and writing skill development
B. Establish K-12 District Literacy Team comprised of members of Instructional Services, Learning Support Services and the Aboriginal Program.
- District Literacy Team will work to define what literacy instruction and appropriate literacy interventions and intervention strategies are required at each grade level K-12.
- Once completed, the District Literacy Team will revise the Balance Literacy Guide to K-12.
C. Ensure all teachers are focusing on essential Literacy curriculum and competencies to enhance student achievement for all students.
- Finalize essential learning standards at each grade level in literacy (District and School level).
- Provide activities for school staff to examine and highlight the literacy competencies across discipline areas.
D. Support school-based Administrators in using district and provincial data effectively with their staff to determine next steps in literacy instruction and required interventions to support vulnerable students.
- Continue to collect reading data at the end of each grade level (grades 1 to 3) to develop targeted school-wide interventions.
- Continue to collect writing data from the District Writing Assessment (DWA 5) to assist with developing targeted school-wide interventions.
E. Ensure all School Action Plans have targeted and specific actions to address literacy learning.