School Goal One
Students will continue to engage and develop their literacy skills.
How can we use data to identify barriers for students and create cohesive and equity based literacy practices at Bayside?
Through our District Literacy Assessment, it has been identified there are a percentage of students who have been assessed as Emerging. This included Indigenous, non-Indigenous as well as Indigenous students living on reserve.
Similarly, a percentage of students were assessed as Emerging on their Spring Report Cards. This included Indigenous, non-Indigenous, and Indigenous students living on reserve.
This goal and focused inquiry question aligns directly to our district strategic priority in Literacy. Additionally, our intended approaches are deeply connected to First Peoples Principles of Learning.
DLA School Summary 2024
Term Mark Summary 2024 English
Term Mark Summary 2024 Français Language Seconde-Immersion
First Peoples Principles of Learning
The Literacy Goal needs to ensure that:
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning is embedded in memory, history, and story.
- Identifying a learning plan for all Emerging students from DLA and report card Data;
- Continuing to support staff through Professional Development and in-service opportunities in implementing literacy based strategies in the classroom;
- Creating an aligned and a cohesive strategy to support all literacy learners (team players including ELS, ELA, IST/LA teachers; Speech Language Pathologist, and District Psychologist);
- Continuing to support our Indigenous students to engage in the English Language Support; and
- Continuing to support students in participating in literacy programs including School Wide Write and District Literacy Assessments.
Over the 2023-24 year, we will track progress on our initiatives identified in this year’s plan. More specifically:
- Quarterly Review of data that includes reflection, identification of barriers for students and action planning. This process includes all stakeholders including Indigenous rights holders and student voice
- Provision of data on student learning to teachers in a timely manner including support to respond to data
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.
