The Student Achievement Literacy Planning Resource is a tool that supports the collaborative efforts of SSLs, system and school leaders and teams (e.g., Special Education, literacy and English as a Second Language) to plan for and implement deep, precise and targeted actions that support literacy instruction and achievement. The resource consolidates effective practices from Ontario boards, schools and classrooms for identifying and addressing the needs of students facing literacy challenges — some of whom may need additional support to meet the secondary school literacy graduation requirement. This resource extends the “good-for-all” board and school literacy planning anchored in resources such as Paying Attention to Literacy, the Leaders Connect series and the Adolescent Literacy Guide. It is meant to help teams use data and assessments to determine the specific needs of students who require additional literacy support. It will also help educators identify and implement targeted resources, strategies and professional learning that builds their capacity to assess and respond to the specific literacy needs of these students.

Electronic reproduction.

Introduction -- What is literacy? -- Why focus on literacy? -- How can Student Success board and school teams help improve literacy achievement? -- The Importance of Literacy Leadership -- Immediate actions for literacy leadership -- Ongoing work for literacy leadership -- The Importance of Collaborative Professional Learning -- Immediate actions for collaborative professional learning -- Ongoing work for collaborative professional learning -- The Importance of Supports for Students -- Immediate actions to support students -- Ongoing work to support students -- Appendix A: EQAO OSSLT Data -- Appendix B: READING - Ministry and EQAO Resources -- Appendix C: WRITING û Ministry and EQAO Resources -- Appendix D: Support for English Language Learners and Students with Special Education Needs -- Appendix E: Additional Ministry Literacy Supports for Boards -- References / Bibliography.