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.
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;
- Collaborating with staff through biannual Diversity meetings to recognize barriers to literacy for students and to create support plans;
- Continuing to support staff through Professional Development and in-service opportunities in implementing literacy based strategies in the classroom;
- Participating in the Bridging Roots program through the University of Victoria, developing engaging online content to enhance literacy in SENĆOŦEN;
- 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 supporting the SLP Jordan’s Principle application; and
- Continuing to support student participation in literacy programs including School Wide Write and District Literacy Assessments.
Over the 2025-26 year, we will track progress on our initiatives identified in this year’s plan. More specifically:
- District Literacy Assessment data shows a positive trend, with the percentage of students identified as Emerging decreasing from 7% in 2024 to 6% in 2025;
- Student survey results show a 12% increase in students reporting that adults in the building treat them fairly, indicating improved perceptions of school climate and relationships; and
- Student feedback indicates a 4% increase in students recognizing that they are improving in reading and writing, reflecting growing confidence and skill development in literacy.
Summary learning, based on evidence gathered over the year, will provide us with key learnings to guide next steps for the 2025-26 school year and beyond.
- Collaborate with Marnie Chambers, District Literacy Teacher Leader, to develop a Literacy Logic Model to program, plan, and implement literacy supports for all students; and
- Through additional district staffing, appoint a Teacher Leader in Literacy who will collaborate with educators to enhance literacy instruction across the school, support and mentor staff in implementing effective literacy strategies, and liaise with literacy leaders from other middle schools to share best practices and foster professional growth.
