Mike McMann admits he wasn’t the best student—in fact, he struggled to read as a child. But that has changed now, and he’s using his own journey to literacy as motivation to help other children learn this valuable life skill.
"I am one of the lucky ones who have figured out strategies to go through the system," he reflects, "But others are not so lucky, and the system does not open doors for them."
As Superintendent of the Fort Vermilion School Division, McMann has dedicated his efforts to refining the educational system to ensure no child grapples with reading difficulties. His steadfast dedication to inclusive education has earned him the 2024 Dyslexia Canada Educational Excellence Award.
Over the years, he has emerged as one of Alberta’s foremost advocates for the science of reading. Upon assuming the role of superintendent in Fort Vermilion in 2017, McMann inherited a concerning statistic: 57% of the division’s students couldn't read at grade level by Grade 3. Fast forward seven years, and 78% of grade 9 students now surpass provincial standards across the division’s 13 schools.
McMann underscores the crucial developmental stages in grades 1, 2, and 3, stressing their role in preparing students for linguistic and cognitive challenges. If children don't get a good start from kindergarten to grade 3, it can make things really tough for them in the future.
"As a school system, if we're not teaching kids how to read, we should all be fired. I truly believe that," asserts McMann. "We have to be able to do that well, and the science of reading shows us exactly how."
McMann emphasizes the importance of implementing scientific knowledge into educational strategies, highlighting the severe consequences of neglecting this duty. He contrasts literacy development with societal outcomes, linking illiteracy to higher incarceration rates in Canada.
Under his stewardship, the Fort Vermilion School Division has embraced structured literacy supports and maintains vigilant oversight of every child's progress. Immediate intervention follows when a child scores low, with tailored interventions addressing specific needs in decoding, vocabulary, or oral language. Each school within the district meticulously tracks progress with regular check-in points throughout the year, strategically assessing literacy and reading proficiency. This comprehensive approach fosters accountability within the educational system, ensuring no child slips through the cracks.
McMann's advice to fellow superintendents implementing an evidence-based curriculum echoes his commitment to tangible outcomes: empower teachers with tools that facilitate immediate impact on students' lives. Teachers, he notes, value prompt feedback and the ability to swiftly address their students' needs.
"The reward at the end," shares McMann, "is seeing a child who can read by the end of grade 3. It's truly magical to watch them encounter a word they've never seen before and digest it."
Interviews:
FVSD Superintendent awarded for work with students with Dyslexia | River Country FM, May 1, 2024
To learn more, listen to Mike McMann’s interview on the Dyslexia Canada podcast. It is available on Spotify, Apple Podcasts, and everywhere you typically access your podcasts.
In this series, we profile the recipients of the 2024 Dyslexia Canada Educational Excellence Awards. This prestigious award recognizes individuals across the nation who have made exceptional contributions to ensure that all Canadian children have access to essential literacy support.