Literacy Goal: |
Goal: Increase the percentage of students achieving a proficient or extending score on the Grade 10 Provincial Literacy Assessment.
Targets: · Increase the percentage of students achieving a proficient or extending to greater than 80% by June 2026. · Increase the percentage of students achieving an extending score to greater than 12% by June 2026. · Increase the percentage of Indigenous students achieving a proficient or extending score to be on par with non-Indigenous students by June 2026.
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Strategies and Actions: |
As a school we plan to focus on the following strategies and actions this year:
Establish a cohesive and consistent approach to instruction by… · aligning teaching strategies (ie. reader/writer notebooks - daily writing and writing instruction, daily silent reading, engaging in a variety of mentor texts, etc) · providing specific timely feedback · aligning rubrics and assessments (ie. SS 10 year-end skills assessment) · teaching student to self-assess and set goals. · ensuring vertical alignment from grade to grade (ie. reader/writer notebooks) Provide collaboration time in staff meetings so that departments can share best practices and establish cohesion/consistency. Develop tools and strategies for cross-curricular literacy support. Emphasize formal communication skills (ie. mini unit on emails – not just resumes). Improve representation of French content/books in the library. Encourage public speaking opportunities in class (ie. TED Talks) Focus on developing skills around using tech, digital media, AI etc. (ie. teach students how to navigate AI) Targeted support for Indigenous students and students at the emerging level, including supplemental literacy programs during LR classes. Teach specific strategies in all English classes that support students writing the Literacy Assessment.
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Data to Inform/Support Literacy Goal: |
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Data Analysis/Narrative: |
Our results on the Graduation Literacy Assessment continue to improve and come in above the provincial average.
However, the percentage of indigenous students in the developing category is still much greater than non-indigenous students.
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