Summary
Yukon is in the early stages of shifting toward evidence-based literacy instruction and has shown commitment to moving in this direction. While the territory follows British Columbia’s curriculum, which still references three-cueing, Yukon educators are actively working to adopt structured literacy approaches and strengthen foundational skill instruction. Plans are underway to implement universal early screening, with the territory exploring tools, models, and training for consistent system-wide use. Although formal policies on screening, intervention, and data use are not yet established, Yukon’s direct governance of schools positions it well to implement cohesive, evidence-based practices across the system. Continued progress will depend on formalizing screening and intervention policies, ensuring the use of valid and reliable tools, and investing in professional learning and teacher preparation that build confidence and expertise in structured literacy.
1. Curriculum and instruction
Have references to three-cueing been removed from the curriculum and instructional guidance documents?
The Yukon follows the British Columbia curriculum, and BC has not removed references to three-cueing.
Does the province have specific and measurable expectations for foundational skills for kindergarten to grade 3?
As the Yukon follows BC’s curriculum, the newly released BC Learning Progressions provide specific and measurable expectations for foundational skills.
Is instructional guidance aligned with structured literacy?
We were unable to find instructional guidance on the department’s website. However, through our work with the department, we are aware of consistent efforts to support teachers in shifting to structured literacy.
2. Screening
Has the province publicly committed to implementing universal early screening?
The territory has indicated plans to move forward with universal early screening and is currently exploring implementation models and training key staff.
Does the province require schools to use screening tools that are evidence-based, valid and reliable?
Not yet formally, but as the territory has direct control of schools, it can select one tool for use across the entire system. We believe they are currently working on this.
Is there a policy or regulation requiring schools to screen all kindergarten to grade 2 students at least twice yearly?
Not yet, but we hope that as the territory moves through initial implementation, they will work toward creating a formal policy.
3. Intervention
Is there a policy or guidance document that specifies how schools will use screening data to guide intervention decisions?
Screening is just getting started in the territory, so policies related to how data will be used have not yet been developed.
Is there a requirement that schools use evidence-based interventions?
We know there was a long history in the Yukon with Reading Recovery, a program the Ontario Human Rights Commission stated should be discontinued due to its lack of strong evidence. However, the territory has been working hard to update practices, and we are aware of positive changes, though we are not certain how widespread these are.
Is there a policy that requires schools to track intervention delivery?
We are not aware of any policy in this area, and we encourage the territory to develop one, as tracking intervention delivery is important both for individual student growth and for overall system improvement.
Is progress monitoring mandatory?
With the territory actively working toward implementing screening, we hope progress monitoring will be the next step. Screening tools often include additional forms designed for this purpose, and once all schools have the tools in place and teachers are trained, this would be a logical and valuable next step.
Is there a policy requiring schools to share intervention implementation and progress monitoring data with parents?
With screening just starting, we hope the territory will formalize requirements to keep parents fully informed about the support their child is receiving and how they are progressing.
Is the province collecting pre- and post-intervention data to continuously evaluate programs and drive system improvement?
At this early stage, system-level data collection has not yet begun.
4. Teacher Training
Coming soon!
This page was last updated on August 20, 2025 and reflects the best information we found at the time. If you know of any recent developments or have suggestions for useful links or updates to include, please contact us at info@dyslexiacanada.org.
