All staff have been working on the recommendations outlined in the Ontario Right to Read Commission report, including the understanding of the Science of Reading and implementing structured literacy. Structured literacy is an approach grounded in evidence-based research and pedagogy, and it involves a highly explicit and systematic teaching of all important components of literacy. These components include both foundational skills (e.g., decoding, spelling) and higher-level literacy skills (e.g., reading comprehension, written expression). Please see the graphic below called "Language Comprehension" that shows the various strategies and assessment processes to determine a child's strength and next steps to inform planning and teaching.
On PA Days and during staff meetings we are exploring the underlying principles, key changes, and effective instructional practices for the implementation of the new Language curriculum and recently revised Mathematics curriculum. During our learning sessions so far this year we have co-designed curriculum-based learning experiences that incorporate high impact instructional practices to support improved student success and achievement.
Our school team has undertaken new learning in Trauma-Informed practices. On PA days, we are learning about the importance of building a trauma-responsive school. Highlights of the learning include: why it's important to do so, deepened understanding of the nervous system, and the power of building safety and resilience for our students through relationships. We explored adverse childhood and community experiences that, left unaddressed, reduce a person's ability to respond to stressful events with resiliency. We will be continuing this professional learning as we move forward. We know that relationships are the most important tool we have. We continue to emphasize and put energy into the relationships we have with all students in the school as caring adults and the relationships we have with you, our families.
