Definition of Potential - Early Language Literacy Initiative

"Over the past two decades, with new understandings and new practices, we have seen the development of more effective solutions in the area of early interventions and have reached a point where it is possible to hypothesize that all but a very small number of children can learn to read and write; and schools are able to implement interventions which can bring this about".
Marie M. Clay, An Observation Survey, 2nd Edition

Individual reading potential for the purpose of the ECSD Early Language Literacy initiative is defined as "a student's capacity to develop the skills and knowledge relative to the outcomes in the Alberta Education Language Arts programs of study K to 3. It is an evolving state that is based on on-going monitoring of student performance using standardized assessment instruments and intentional targeted teaching strategies".
Students identified as not progressing satisfactorily towards their potential are provided with school-based and district intervention strategies and programs to address their particular learning needs.

Explanation

The Early Language Literacy Initiative is founded on the belief that each child must be given the opportunity to learn and succeed to their potential. A reading program must be multidimensional providing all children with an opportunity to reach their potential in literacy development with intensive datadriven instruction.

The research on child development indicates that up until the age of 8, children are in the Acquisition Stage of literacy learning. During this stage, a child's reading potential is developing and can be affected positively by systematic, intentional instruction. Edmonton Catholic Schools believes that the Early Language Literacy Initiative will develop and extend the primary teachers' ability to provide good first teaching for all children in the area of reading.

To assist each child with their God-given talents and gifts to develop their reading potential, children's strengths and weaknesses as readers will be identified and monitored through the use of developmental reading assessment from Kindergarten - grade three. Administered by the classroom teacher; these reading assessments will provide the following information:

• the level of proficiency of each student,
• to determine flexible whole group, small group and individual instruction,
• on what students need to learn next for "just in time instruction" and,
• to develop a reading program that supports readers to achieve the expected outcomes in The English Language Arts Program of Studies K-3, 2000. Also, it is the aim of Learning Support Services to establish clear levels of proficiency for the district, in reading, by identifying clear standards and targets.

With a wide range of reading materials, children will be provided with multiple opportunities to read text that offers them an appropriate challenge. Children who encounter difficulty in learning to read will be supported in their classroom by a teacher who has participated in an on-going, rigorous professional development program targeting the best inclusive practices. Further, the district will provide more intensive interventions such as Reading Recovery and other district programs.