Sullivan Elementary 24-25

Over the past several years, Sullivan Elementary has experienced a notable shift in the demographics of our student population. A growing number of our learners are multilingual, bringing with them a rich diversity of languages and cultural experiences. In response, our school team has come together to set intentional goals that support equitable access to strong literacy foundations. We are committed to providing explicit, engaging, and culturally responsive literacy instruction that meets students where they are, while honouring the unique strengths they bring to their learning. 

We used DIBELS and Acadience in both the Fall and Spring to assess reading and gather baseline data that helped us understand where our learners were starting and how they progressed throughout the year. The assessments provided insight into students’ reading fluency, comprehension, and vocabulary development. Teachers collaborated to create grade group relevant comprehension questions for the DIBELS and Acadience assessment, the results of this, along with other opportunities for developing literacy, were used to support the data you see below. We were pleased to see our interventions and lessons did result in positive outcomes for our learners. 

Vocabulary Picture Cards and Sequencing Strips: were a regularly used teaching method for our primary cohort.

Throughout the year, teachers implemented a range of pedagogical strategies to support our school goal of improving reading comprehension and vocabulary. These strategies included explicit vocabulary instruction using tiered word lists, guided reading groups with targeted comprehension questions, the use of graphic organizers to support understanding of narrative and informational texts, and opportunities for partner and group discussions to deepen oral language and reasoning. In our Primary Cohort, Heggerty whole class lessons, UFLI – targeted differentiated groups, decodables, word chaining and Elkon boxes (segmenting and blending) were some of the specific interventions and lessons used. Students also engaged in activities such as close reading of short texts, journaling to reflect on their reading, and using digital tools to build word knowledge. 

Following the spring assessment, teachers analyzed the results to identify areas where students continued to need support. Instruction then focused on addressing those areas of need—for example, deepening inferencing skills, expanding academic vocabulary, and strengthening students’ ability to summarize and explain their thinking in written and oral form. 

In addition, we are noticing that many students benefit from support in building background knowledge related to Western cultural practices and norms, which are often embedded in texts. As the majority of our learners come from the Global South, their lived experiences and cultural frameworks may differ from those commonly reflected in school-based materials. This presents both a challenge and an opportunity—to create more inclusive instruction that both honors their cultural identities and supports them in navigating and understanding texts grounded in Western contexts. 

To further support our diverse learners, we have also drawn on Indigenous learning frameworks and styles. These include practices such as storytelling, land-based learning, and the use of visual and experiential strategies that center relationships, community, and personal connection. By integrating these approaches, we aim to foster more culturally responsive and engaging literacy experiences which support the whole child and deepen their understanding of texts in meaningful ways.  

Staff are continually finding ways for students to practice and refine their capacity in reading instruction. Staff have supported students in their writing through professional development opportunities including ongoing consultation with the district literacy helping teacher in-person and in more targeted in-service settings. 

Throughout the year, staff identified areas of growth and responded to student needs by meeting learners where they are—both individually and as a class. Through the use of differentiation and universal supports, teachers addressed the diverse learning profiles within their classrooms. Moving forward, we will continue to meet students’ needs through the application of the Universal Design for Learning (UDL) model and by employing a range of evidence-based strategies that promote literacy development.

As we continue our School Goal of improving literacy into the upcoming school year, we will focus on deepening students' background knowledge through the use of varied, culturally responsive texts and inclusive pedagogies. We recognize that building background knowledge is critical to reading comprehension, particularly for our multilingual learners and those whose lived experiences may differ from those represented in traditional school materials. 

We are also committed to continuing and expanding our ability to incorporate culturally responsive and Indigenous pedagogies into our teaching and learning. This includes practices such as oral storytelling, land-based learning, and centering relationships, community, and personal connection to foster belonging and deepen engagement. These approaches enrich our students' learning experiences and help all learners see themselves reflected in the curriculum.

To ensure continued growth, we will: 

• Monitor and refine our student learning plan based on data collection and ongoing classroom observations; 

• Identify and build upon strategies that are showing strong impact, while making adjustments in areas that require improvement; 

• Align our classroom instructional practices with the work of our Learning Support Team to ensure consistency in language, scaffolding, and scope and sequence of instruction; 

• Explore meaningful ways to evaluate the impact of our literacy plan, using this feedback to guide responsive teaching; 

• Continue to examine assessment practices to accurately track and celebrate student growth over time. 

Our goal is to ensure that every student at Sullivan develops the literacy skills they need to thrive—not only in school, but in life.