FESL - Intellectual Development - Literacy
- 2019 / 20 was the first year of the Grade 10 Literacy Assessment and the only data that we currently have is that 71% of our students were scored as either ‘proficient’ or ‘extending’.
|Early Years Evaluation|
- FSA Participation Rates are declining in both grades 4 & 7.
- Grade 4 ‘on-reserve’ Indigenous students are performing 40% below in reading and 30% below in writing when compared to the performance of all our students on the FSA.
- Grade 4 SD 91 students are performing 13% below the provincial average in reading and 22% below in writing. This gap in performance has remained essentially consistent over the last 5 years.
- Grade 7 SD 91 students are performing at the provincial average in both reading and writing, an improvement of 14% in reading and 21% in writing over the last 5 years.
- Grade 7 ‘on-reserve’ Indigenous students are performing 17% below in both reading and writing when compared to the performance of all our students on the FSA.
- The reading gap has closed significantly for off reserve students in grades 4 & 7 as per the FSA.
- Grade 7 reading all student performance has increased 13% from 2015 to 2020 with off-reserve students improving nearly 20% and on-reserve students improving 34%.
- Grade 7 writing all student performance has increased 21% from 2015 to 2020 with off-reserve students improving 37% and on-reserve students improving 31%.
- Grade 4 reading scores improved 14% for off-reserve students but the results for all students and on-reserve students have remained the same for the last 5 years.
- Grade 4 writing scores have remained identical over the last 5 years for all student groups.
- Align our data systems to identify both ‘on reserve’ and ‘off reserve’ students as per the Ministry student performance data.
- Grade 7 FSA literacy data is encouraging in that the achievement gap seems to be steadily closing over the last several year in both reading and writing.
- Our initial grade 10 provincial literacy results align with the grade 7 FSA results in reading and writing.
- Grade level expectations for PM Benchmarks (primary reading assessment) changed in 2017/18 which reduced our overall number of students meeting or exceeding. This assessment is captured every spring for our grade 1 & 2 learners and we have consistently observed a greater percentage of students meeting or exceeding in this assessment at the grade 2 level. 2019-20 was impacted by the COVID-19 context.
- Our results from RAD, a non-fiction literacy assessment, continue to show significantly lower results than the Foundational Skills Assessment and other district literacy assessments.
- 2020-21 was the first year of implementing the Early Years Evaluation (EYE) with incoming kindergarten students. The dramatic gains demonstrated in the late Spring with this assessment confirm the importance of regular attendance in the early years and will inform our goal of supporting and increasing attendance district wide in the coming years.
- Literacy continues to be a core strategic focus as captured under the goal ‘Create Student Success.’
- Collaborate with schools to look at school based data to see if similar district literacy trends are mirrored at individual schools.
- Continued supports for the primary focused ‘Joyful Literacy’ initiative which has been supported since the 2018-19 school year.
- 2021 – 22 Professional learning with Faye Brownlie and Jo Chrona over the coming year to support both intermediate and secondary teachers with literacy strategies and incorporating Indigenous content.
- Increase our District Literacy Teacher to 0.8 district time.
- As evidenced by the kindergarten EYE assessment, regular attendance at school equals significant gains in the primary years and so ‘Supporting Student Attendance’ is a key objective in our Strategic Plan workplan for the coming school year.
- Ensure that Literacy is captured as a key school goal with accompanying strategies in all school plans.
CAN WE CONFIRM WITH DISTRICT DATA THAT STUDENTS’ LITERACY PERFORMANCE IMPROVES FROM GRADES 4 TO 7 AS SEEMS TO BE INDICATED BY FSA PERFORMANCE.
IS THE TRANSITION FROM GRADE 3 TO 4 SOMEHOW IMPACTING GRADE 4 LITERACY RESULTS?
WILL NARROWING THE FOCUS OF THE DISTRICT’S NON-FICTION RAD ASSESSMENT PROVIDE RESULTS THAT MORE CLOSELY RESEMBLE FSA AND OTHER DISTRICT LITERACY ASSESSMENTS?