Skip to main content

Targeted Instruction to Maximize Learning


Throughout September, teachers are focusing on welcoming students back to their school communities, whether online or in-person. As part of getting to know students as individual learners, teachers are screening K-6 students in numeracy and literacy.  

All teachers had the opportunity for further professional development the week before school to learn more about screeners, student assessment, and targeted instruction.  

K-6 Screening

Teachers are determining student knowledge and skill based on previous curricula and target instruction for any missed learning. In addition, the Division is preparing post-assessments to help teachers measure learning growth. 

In K-3, literacy assessments are a "slide-in beside" type assessment in which teachers will have conversations with students. They will ask students to name letters and read words.  It is very similar to regular classroom activities, so most students will be unaware that an "assessment" is happening. Math screening will be similarly conversational in Kindergarten and Grade 1. In Grades 2 and 3, there will also be a written component. Like all classroom activities, students will simply be asked to do their best. These screeners allow teachers to plan appropriate instruction and target any missed areas in students' foundational skills and knowledge.

In Grades 4-6, teachers will do a series of written and conversational assessments. In reading, teachers will check students' ability to comprehend and decode. Teachers will also check for reading fluency (the ability to read smoothly). In math, teachers will check for understanding using a division-designed tool that assesses student progress against the previous year's program of studies. Teachers gather information in a variety of ways when assessing students, and these screens are not out of the ordinary. Rather, screeners help inform instruction.

Screening in Junior High/High School

In junior high and high school, subject-area teachers will also be targeting their instruction to support students in their transition back to school. 

Teachers will be getting to know their students by asking them to do various teacher-generated tasks. They gather data about students as learners through observations, conversations, and analysis of different types of products. Teachers will consider the building blocks of the outcome of the program of studies required at that particular grade level. They will provide differentiated instruction, as required, to ensure students have the requisite background knowledge.

Supporting Your Child’s Learning

Parents and guardians will be informed if extra support will be provided to their child following an assessment. Our Division is committed to positive communication between the school and families. In this way, students will be better supported.  

Teachers and school staff may also share ways in which parents and guardians can reinforce learning at home. We encourage all parents and guardians to reach out to their school if they have any questions about their child's learning. 

As Edmonton Catholic Schools reports learning on an ongoing basis, we do not have formal 'report cards.' A year-end summary report is provided in June. Instead, all parents are encouraged to monitor their child's progress through PowerSchool.


Back to top