GOAL #3: Literacy and Numeracy
- School will continue in keeping the development and delivery of literacy and numeracy pro- grams an educational priority.
- Literacy. The Fundation pilot project will continue to be implemented from the K5 to the grade 4 level. The Wilson’s Reading will continue for special need students selected from the grade 5 – 7.
- Parental Nights:
• The School will invite Bev Avano, the Yukon Wilson’s Reading consultant, for a series of workshops for parents to promote and coordinate literacy efforts on a School – community level.
- Numeracy. We charted our own Math course last year on a primary and elementary level simply because the language based Math textbooks had proven to be beyond most students’ comprehension level. The grade 1-2 will use “Ontario Math Book” (Workbook 1 & 2) which exposes the students to Number Sense, Patterns and Algebra, Measurement, Probability, Data Manage- ment, and Geometry in an easy to grasp concepts. We will use the certain strong elements of the course, and search for other programs which will better address our students’ specific needs, particularly in the problem solving area. The grade 3-4 class combines the Jump Math with the Math Quest, and the Math Makes Sense learning resources in a dynamic program de- livery. The teacher will add a new curriculum resource from the Department of Education as needed.
- Parental Nights: School will invite Paula Thompson for Math parental nights.
- Use of Information Technology:
(a) Internet information research and data collection;
(b) Success Maker program;
(c) Smart Board.
The Ross River School’s educational processes are as complex as the needs of the commu- nity. The learning is impacted by societal dynamics to which the facilitation of learning is of- ten expected to respond with “accurate immediacy”; yet, the efficiency of the Literacy and Numeracy Programs largely depends on meeting the objectives of the first two goals, and isrelative to the students’ level of learning (as defined in the School Context on page 1). The ratio of programs’ success under such circumstances can be measured only by careful obser- vations with consequent anecdotal reporting rather than by strict percentile ratings. We strive for a well balanced assessment of learning and assessment for learning in order to avoid me- chanical manipulation of numbers, thus encouraging understanding of concepts. The progress in most students can not be defined by a narrow horizontal base of the curriculum relative to a vertical acceleration of knowledge in a given, often non-negotiable timeframe. This fact alone affects:
› Selection of learning and teaching materials within a grade and classroom;
› Multileveled organization for instruction within a grade and classroom;
› Instructional time and concepts suitable for target groups within a grade and classroom;
› Expectations for student performances;
› Classroom management.
The Literacy and Numeracy Curricula will be taught at different levels and in different pro- grams to meet every student’s distinct needs.
STRATEGIES AND OBJECTIVES
- Assess the grade 1 students’ reading, writing, and math skills by the end of October, and decide on appropriate programming levels.
- Continue with Reading Recovery Program for the grade 1 students to accelerate their la- tent reading skills.
- Observe the regular program of studies for the students not affected by learning disabili- ties.
- Deliver Individual Education Plans or Group Education Plan to elementary students in the Resource Room.
- Teach rudimentary literacy and numeracy skills to the Level 1 junior high students in the Experiential Learning class in the morning, and deliver a life skills/outdoor education oriented program in the afternoon.
- Teach modified programs to the Level 2, and adapted programs to the Level 3 students.
- The students in regular programs will read, write, and calculate at their grade level.
- The Level 3 programs will be adapted to address students’ specific needs, and yet meet or almost meet the basic curriculum requirements.
- The Level 2 programs will be modified without necessary consideration for curriculumcriteria.
- Assessment of learning for learning (student portfolios, teachers’ observations)
- Quizzes, mini tests, chapter tests, YAT tests, etc.
- School Wide Write (or equivalent).