In September 2023, the Saskatchewan Human Rights Commission released its report Equitable Education for Students with Reading Disabilities, urging the province to enact curriculum changes, implement early screening, and establish effective intervention programs. As the province awaits the government's response, Saskatoon Public Schools stand out as pioneers in evidence-based literacy initiatives.
Recipient of the 2024 Dyslexia Canada Educational Excellence Award, Saskatoon Public Schools has a strategic plan that prioritizes academic excellence, evidence-based practice, equity, and anti-racist, anti-oppressive principles. With a focus on developing literacy leaders and fostering instructional leadership, the district ensures that teachers possess the necessary skills and capacity to drive forward their educational mission.
The district has implemented rigorous professional learning and promoted professional inquiry, immersing itself in research for evidence-based practice. Over time, they've developed a system that enables their division to closely align with research and cultivate these skills among their teachers. This approach empowers the team to support effective instruction and intervention, crucial for driving practice shifts.
Superintendent Nicola Bishop-Yong emphasizes the importance of quality assessment in decision-making processes. "All decision-making is informed by quality assessment," she says, echoing the sentiment that informed decisions lead to better outcomes. "When we know better, we do better."
The district also ensures close collaboration with all stakeholders before implementing changes, ensuring everyone is prepared. This collaborative effort guarantees readiness and alignment among all involved parties, reinforcing the district's commitment to inclusive and effective education.
Starting from the 2021-2022 school year, Saskatoon Public Schools made a significant change by discontinuing the use of F&P benchmark assessments and transitioning to universal screening measures. These screenings are conducted 2 to 3 times a year for grades 1 to 8, representing a substantial departure from the district's previous practices.
"We feel like we're in a really good place moving forward with some of the changes we've made in recent years," says Trish Reeves, superintendent of education, expressing satisfaction with the shift.
This change allows teachers to provide structured and explicit literacy instruction that was not feasible under the previous assessment and instructional model.
The team reported steady improvement in early learning indicators for kindergarten to grade 1, particularly in alphabet phonics and phonological awareness. Additionally, reading fluency outcomes in the middle years continue to demonstrate growth.
When asked to offer advice for fellow superintendents initiating the adoption of evidence-based reading instructions and universal screening, Superintendent Bishop-Yong emphasized the importance of a compelling vision. "Having a compelling vision that all students can read and ensuring you promote and support teachers in their confidence to have the skills to support student needs," she said, underlining the pivotal role of a unified mission and robust teacher support systems.
In addition to vision, Bishop-Yong urged boldness and ambition.
"Be bold! Dream big!"
To learn more, listen to Saskatoon Public School’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.