Superintendent’s Report to the Board – November 10th, 2015

1.    Students

a.     Grade four and seven students will be working with Director White to complete the Middle Years Developmental Inventory (MDI) during the month of November.

b.     B.C. Hydro Energy Ambassadors has invited student teams from secondary schools learning how to lead in energy and sustainability practices.

2.    Staff

a.     Paul Bishop, currently Principal at Pender Harbour Secondary School will take his place on the Executive Team as Director of Instruction on Monday, November 16, 2015. We are very pleased to welcome April McKnight, currently a teacher in Pender Harbour, to the role of Interim Principal of Pender Harbour Secondary School effective Monday, November 16th, 2015.

b.     On Monday, November 23rd Professional Development morning regarding Residential Schools experiences and learning steps to move forward with our indigenous partners.  Trustees are welcome to attend.

c.      The first phase of the Curriculum implementation training of four sessions is complete for all teachers. Meetings are being held shortly to continue planning for the remainder of the school year.

3.    Community

a.     Community Schools Coordinators, School principals and Superintendent Bocking reviewed current successes and new challenges including opportunities to support our students’ reading and social and emotional learning needs .

b.     We Envision Planning Table: A Regional Sustainability Plan for the Sunshine Coast meets to develop synergies in the areas of land use, learning, economy, culture and more.

c.     Shared Care Group is partnered with the district and other community groups to support Youth Mental Health initiatives.


Strategic Plan Report

 1 b. Our students will read at or beyond grade level. They will discover the joy in their reading!

2b. Our staff will support reading and all teachers will be reading teachers.


…we can begin by acknowledging that at-risk readers need more expert reading instruction than we have been providing… Only then will struggling readers become on-level readers. Only then can we look ourselves in the mirror and say, "We've done everything we could."

Educational Leadership: March 2011 | Volume 68 | Number 6

What Students Need to Learn Pages 40-45

Richard Allington



Reading is an essential skill for our students’ success through the grades and through their lives. Richard Allington, quoted above, has provided a clear, research-based, six level intervention model that School District No. 46 (Sunshine Coast) is utilizing to improve students’ reading skills.

1.     Every child reads something he or she chooses.

2.     Every child reads accurately.

3. Every child reads something he or she understands.

4. Every child writes about something personally meaningful.

5. Every child talks with peers about reading and writing.

6. Every child listens to a fluent adult read aloud.


Please review the notes from the November 2015 Education Committee for detailed information regarding reading initiatives in SD No. 46.


The reading goals intersect with a number of other Strategic Plan goals:

1 a. Early Learning: Kindergarten Survey.

            Students begin to learn to read before they start school as they develop oral fluency and symbol recognition. The survey helps teachers and parents to plan next steps for each child’s learning needs.

2 a. Professional Development:

            Staff are provided with a wide variety of learning opportunities through the district as well as their own initiatives.

2 c. District Communication

            Staff communicate about reading skills face to face, by email, social media, EduCoaster, professional reading and writing.

2 d. Communication with Parents

            Sharing information regarding children’s reading level is one of the reasons for clear and consistent assessment and evaluation strategies in literacy instruction.

3 a. Communicating in the Community

            The district “Bookmobile”, invitations to community members to read with students, partnerships with associations such as the Sunshine Coast Festival of the Written Arts, distribution of Coastal Voices, all contribute to ensuring that our community knows that reading is important.

3b. Collaboration with Community Partners

            The support of the Sunshine Coast Festival of the Written Arts supports important activities including Writers in Residence, Coast Reads, Canadian Authors and Books in the Classroom (CABC) and the Spoken Word Festival. These rich opportunities for reading and writing are impossible without this support.

3 e. Embrace Community Schools

            Community schools offer after school and summer programs that support student growth in many ways. The Community School coordinators are interested in extending their influence through reading activities at their summer camps.

Next Steps:

·      Maintain focus at all elementary schools on reading.

·      Work in partnership with our community schools to develop summer reading programs as a part of the camps that they facilitate.

·      Continue to go wider and deeper with training using data from EPRA (Elementary Primary Reading Assessment) and DART (District Assessment of Reading) assessments.

·      Develop reading tips brochures and communication with parents.

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