School District No. 83 (North Okanagan-Shuswap)

Literacy Support Program

Starting in the 2021-22 school year, the model for literacy support in SD83 elementary schools will look different. The District would like to recognize the dedication and hard work of educators who were involved with the Literacy Intervention (LIT) Program over the years. The LIT model was very successful for the Grade 1 students who qualified for support however the program was only available in nine schools and only a limited number of students were able to receive support.

The revised model will provide targeted literacy support in all 17 elementary schools. The primary focus will be on small group early intervention support for students (K to 2) and emphasis will be placed on in-class versus pull-out support.

anonymous girl looking at picture in book

Why Restructure the Literacy Model?

  • As a district, we need to be responsive to the literacy needs of our students
  • The data clearly shows there are an increasing number of students requiring early literacy support
  • We now have a systematic way to track student progress throughout the district (EDPlan Insight)
  • The restructured model increases the equity to access of literacy supports for students and staff at all 17 of our elementary schools
  • The new model supports small group intervention so a higher number of students will be supported
  • The model supports inclusion for students and collaboration/ongoing professional learning for staff; these are guiding principles of the District Learning Plan

Early Literacy Framework Goals:

  • Increase the number of SD83 students who are engaged, proficient readers by Grade 3
  • Enhance children’s reading and writing strategies and foster confidence and joy in reading and writing
  • Support an early literacy team approach at all schools (Primary Classroom Teachers, Literacy Support Teacher, LRT, SLP, PVP, etc.) with a collective focus on supporting literacy development for all students
  • Maximize the collective knowledge and efficacy of primary educators
  • Develop educators’ expertise through practice-based professional learning to enhance understanding of literacy instruction and assessment for the full continuum of learners
  • Establish a district-wide understanding of the Comprehensive Literacy Framework

Each elementary school will have a part-time Literacy Support Teacher who will provide small group intervention support for K to 2 students and work collaboratively with classroom teachers. The LST teacher (Literacy Support Teacher) at each school will also be a key literacy resource person to support K to 5 teachers at that school with PM Benchmark training, guided reading support, etc. The model will also support having a District Literacy Helping Teacher to facilitate professional learning for K to 12 teachers.