The Ontario Human Rights Commission’s Right to Read inquiry concluded that running records and reading level assessments have not been effective in identifying students who need additional support or in providing teachers with accurate information to guide instruction. We now know that there are more effective ways to understand student reading skills and ensure that students are receiving the instruction that they need. This handout highlights why reading levels should be reconsidered, and frames the who, what, when, and how of different purposes for assessment: screening, diagnostic, progress monitoring, and outcome evaluation.

This handout builds educator knowledge of effective assessment practices to support explicit and systematic instruction of foundational reading skills.

References:

Burns, M.K., Pulles, S.M., Maki, K.E., Kanive, R., Hodgson, J., Helman, L.A., McComas, J.J., & Preast, J.L. (2015). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology, 53(6), 437 – 445.

Ontario Human Rights Commission. (2022). Right to read: Public inquiry into human rights issues affecting students with reading disabilities. https://www.ohrc.on.ca/en/right-to-read-inquiry-report/introduction

Parker, D.C., Zaslofsky, A.F., Burns, M.K., Kanive, R., Hodgson, J., Scholin, S.E., & Klingbeil, D.A. (2015). A brief report of the diagnostic accuracy of oral reading fluency and reading inventory levels for reading failure risk among second- and third-grade students. Reading & Writing Quarterly, 31(1), 56 – 67.

This is a paper on oral language in relation to Reading Recovery.
Information on the record of oral language is contained, as well as the paper to administer it to students to determine what they can control with regards to oral language.

When tragic events happen, it can be difficult for educators, administrators, and parents to know how to help children understand and cope. How adults manage their own reactions, as well as how they help students deal with their questions and feelings, are important factors in providing children with the support and guidance they will need. Below are some useful, informative, and thoughtful resources for adults to help children through traumatic situations. Some of these resources are relevant to parents as well as educators.

"The Responsive Teaching, Practice & Assessment in Early Learning Programs document has been created in response to a need expressed by educators for supporting and responding to the varying needs of children in early learning programs. This document is intended to:
• unify a variety of early learning documents available in Saskatchewan;
• provide a process to identify and respond to the diverse needs of children ages 3-6 in early learning programs;
• enhance assessment literacy of educators and how assessment evidence can be used to inform practices and programming;
• identify responsive supports and examples of targeted and/or small group supports;
• help educators create an inventory of community-based supports and services for children and heir families; and,
• provide support and clarification for administrators with respect to indicators of quality and how to support educators." (p.2)
From the Government of Saskatchewan at saskatchewan.ca

"These three signature practices can help integrate SEL practices into any classroom, meeting or youth-serving agency to promote community-building and deeper engagement."

***SEL Competencies and Skills are listed on page 54.***

"How are our students doing? Who needs our support right now?"

This year, checking in on students frequently and consistently is even more critical to creating a safe and supportive learning environment.

Administrators and educators can these questions during a morning meeting, advisory period, small group intervention, or general class time to:

Check in on student well-being and supports
Do an interim SEL skills and competencies check
Gather classroom feedback to inform instruction
Identify the students who need extra help right now academically, socially, and emotionally

In This Guide, You'll Get Access to:

✔ Panorama's full check-ins question bank (includes 80+ free response and multiple choice questions for grades 3-12)

✔ Recommendations on who should use the questions, how often to send check-ins, and how to take action on the data

✔ An overview of Panorama's new student check-ins tool, which is a companion to annual SEL and school climate measurement "

You will need to provide your information to download the guide.

Call HealthLine at 811 for professional health advice or mental health support.
Open 24/7
Confidential
Free
Translation in over 100 languages
What is HealthLine 811?
HealthLine is a confidential, 24-hour health information and support telephone line. It is staffed by experienced and specially trained Client Navigators, Registered Nurses, Registered Psychiatric Nurses, and Social Workers.
HealthLine is free. Services are offered in English, with translation available in over 100 languages.
If you are having technical issues with accessing HealthLine by dialling 811, you can call 1-877-800-0002 to be connected with HealthLine.
Deaf and hard of hearing residents can access HealthLine by using the SaskTel Relay Operator service at
1-800-855-1155.
How does HealthLine work?
When you call 811, a licensed healthcare professional will give you options and information to help you with health-related questions or concerns. You will be able to discuss your concerns in a safe, caring, and confidential manner.
A registered nurse will assess your symptoms and help you decide whether to treat your own symptoms, go to a clinic, see your primary health care provider, or access emergency medical care, if necessary.
HealthLine also provides mental health and addictions support. HealthLine’s registered Psychiatric Nurses and Social workers can offer advice to help you manage your situation, or give you information about resources in your community.

e Saskatchewan Literacy Network is Saskatchewan's leader in literacy and essential skills. Our organization engages with government departments, academic institutions, literacy organizations, private companies, literacy practitioners, communities, and learners throughout the province.

Resources are available for adult learners, families and teachers!

Who We Are and What We Do
The Advocate for Children and Youth is an independent officer of the Legislative Assembly of Saskatchewan. The advocate leads a team of professionals to advocate for the rights, interests, and well-being of children and youth in Saskatchewan.

Our vision is that the rights, well-being and voice of children and youth respected and valued.

Our mandate is defined by The Advocate for Children and Youth Act. We do:

Advocacy on behalf of children and youth receiving services from a provincial ministry, direct or delegated agency or publicly funded health entity.
Investigations into any matter concerning or services provided to children and youth by a provincial ministry, direct or delegated agency or publicly funded health entity.
Public Education to raise awareness of the rights, interests and well-being of children and youth.
Research and Advise on any matter relating to the rights, interests and well-being of children and youth.
These functions are all interconnected and support the overarching goal to create systemic change for the benefit of the young people in Saskatchewan.

In this course you will engage in a series of challenges designed to increase your own happiness and build more productive habits. You will ultimately be prepared to successfully incorporate a specific wellness activity into your life. Enroll for free.
SKILLS YOU WILL GAIN
Gratitude
Happiness
Meditation
Savoring

Low self-esteem is having a generally negative overall opinion of oneself, judging or evaluating oneself negatively, and placing a general negative value on oneself as a person. People with low self-esteem usually have deep-seated, basic, negative beliefs about themselves and the kind of person they are. These beliefs are often taken as facts or truths about their identity, rather than being recognised as opinions they hold about themselves. It is important to know that low self-esteem is a common problem for many people in our society – so you are not alone. Low self-esteem can occur as part of a current problem (such as depression), or as a result of other problems (such as chronic illness, relationship problems) or it can be a problem in itself. Either way, the good news is that you can take steps towards developing more healthy self-esteem.

**Website includes worksheets, workbooks and information sheet on self-esteem.

As part of a collaboration between McGill University and the University of Guelph, we are an international outreach organization providing current information and helpful resources about self-injury to individuals who self-injure, those who have recovered, as well as their caregivers and families, friends, teachers and the health professionals who work with them.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

The Fourth R is a consortium of researchers and professionals dedicated to promoting healthy adolescent relationships and reducing risk behaviours. They develop and evaluate programs, resources, and training materials for educators and other front-line professionals who work with youth.

Video series are provided for each of the following:

Healthy Relationships Plus Program (HRPP) Skills for Effective Relationships

Healthy Relationships Program (HRP) for LGBT2Q+ Youth Skills for Effective Relationships

The Fourth R Grade 7 Skills for Effective Relationships

The Fourth R Grade 8 Skills for Effective Relationships

The Fourth R Grade 9 Skills for Effective Relationships

Northwest Territories Skills for Effective Relationships

Texas Skills for Effective Relationships

Indigenous Peer Mentoring Skills for Effective Relationships

Les Habiletés pour des Relations Efficaces

This site incudes information on the following:
-Facts about sleep
-Insomnia
-Insomnia and your thinking
-Sleep hygiene

This site also includes worksheets and information sheets available for download.

"This toolkit includes a set of 6 facilitation guides for small-group SEL activities—complete with “how to” instructions and differentiation tips for educators. These low-lift strategies are designed to help promote positive relationships while building students’ SEL skills."

Body Scan
Positive Pivot
Rose, Bud, Thorn
Two-Word Check-In
Lunch Bunch
WOOP

You will need to enter your contact information to download this document.

This is a resource created by the Speech-Language Pathologists working in the Sun West School Division. We are all in uncharted territory right now with school closures and finding the best way to support students to ensure that their needs are met during this time away from school.

We thought the easiest way to connect with all of you would be to make this general website that includes information about what exactly speech and language includes and how we can work together to support your children at this time. This website includes the basics of articulation (speech), language, fluency, and AAC. It also includes some general ideas for ways to work on these skills at home.

If you would like some specific handouts, worksheets, or have any questions you can contact the SLP who works at your school directly by email.

Language instruction is continuously evolving to better support English language learners (ELL’s). This Spotlight will help you identify potential learning gaps heightened by the pandemic; learn best practices for strengthening
literacy skills in your schools; discover strategies for personalized language instruction; gain insights into the future of education for ELL students; begin to understand the challenges facing ELL’s and their teachers; and more.

Free download.

In this strategy guide, you’ll learn how to use kidwatching to track and support student learning. Teachers observe and take notes on students’ understanding of skills and concepts and then use the observations to determine effective strategies for future instruction.

Yetta Goodman popularized the term kidwatching, the practice of “watching kids with a knowledgeable head” (9). In kidwatching, teachers observe students’ activities, noticing how they learn and what they do to explore their ideas. Teachers then examine anecdotal notes and other evidence to see how and when students engage in learning. After this review, teachers use their observations to differentiate activities to meet the needs of individual students. The strategy is based on “a seek-to-understand stance by attempting to look at life, literacy, and learning through the children’s eyes” (Mills 2). By discovering how students learn, teachers are able to choose the most effective strategies for each pupil.

The following is a chart on stress awareness. It includes the following questions:
- What was the stressful situation or event?
- What body sensations did I feel?
- What emotions did I have?
- What were my thoughts?
- How did I react or respond?