Early Reading Screeners

On February 28, 2022, the Ontario Human Rights Commission released the final report of the Right to Read inquiry, which included 157 recommendations. Of these, 18 refer to the use of universal early reading screeners (ERS).

The Ontario Ministry of Education’s Policy/Program Memorandum 168 defines early reading screeners as “a process of assessing a student’s foundational reading in the early years of school. It involves administering a series of measures to identify students who may be at risk for reading difficulties.”

The screeners are mandatory as of September 2024. Between the start of the school year and November 20, students in year two of Kindergarten and in grades 1 and 2 will be screened annually.

ETFO recognizes the importance of evidence-based assessments and identifying students who are experiencing reading difficulties. However, without interventions to improve student learning, assessments are merely performative. Our union and our members have always been committed to providing meaningful support for learners who are having trouble with learning, including learning how to read.

That’s why, in the most recent round of bargaining, ETFO fought to maintain the existing language enshrining professional judgement in the Teacher/Occasional Teacher Collective Agreement and to exclude the early reading screener from the diagnostic assessments under C2.5 and C9.00, meaning that, while professional judgement is protected, teachers must administer the ERS. We also successfully bargained for an additional 401 specialist teachers to support implementation of the ERS and to provide intervention for students whose screener results indicate the need for additional support. These wins fulfilled a key bargaining goal of ensuring more support for students who are struggling.

The Role of Specialist Teachers

As of this fall, it is the professional responsibility of classroom teachers to administer the first early reading screener. Specialist teachers hired by each school board will provide Literacy and Language curriculum instruction to students in Grade 1, Grade 2, and year two of Kindergarten while early reading screeners are being administered in classes that do not have a designated early childhood educator (DECE).

In a kindergarten class that is supported by both a teacher and a DECE, the provision of a specialist teacher is not automatic, but the classroom teacher may request the support of the specialist teacher, if they feel it is necessary.

The decision to have the classroom teacher administer the initial screener was deliberate. Research shows that a student’s performance more accurately reflects their ability when evaluations are administered by someone they know and trust.

Students who do not meet the benchmark after the first screening will receive reading support from the specialist teacher, who will administer the second screening in the spring, as that specialist teacher will have had the opportunity to develop a relationship with the student throughout the school year. Students who meet the benchmark of the first early reading screener are not required to do the second screening.

The Kindergarten Communication of Learning and the elementary provincial report card issued between January 20 and February 20 will include whether the child has met the benchmark and the date the early reading screener was administered. The early reading screener score should not be used to calculate the language mark on the report card.

Did You Know?

ETFO has developed a new series of documents to help you navigate the implementation of the early reading screener. Find the Pedgagogy and Professional Judgement series under the Resources tab at members. etfo.ca. You’ll also find our updated Professional Judgement Matters series there, which delves into how and when to exercise your professional judgement and what to do if you feel it’s being challenged.

If you have questions about the ERS, please reach out to ETFO’s Professional Learning/ Curriculum Services department at 416-962-3836/1-888-838-3836.

Heather Aggus and Tara Zwolinski are members of ETFO executive staff.

Judgement Defined

Article C2.5 of the collective agreement defines professional judgement as “judgement that is informed by professional knowledge of the curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.”

This definition recognizes our members’ professionalism and makes teacher professional judgment the cornerstone of instructional planning, assessment, and evaluation.

Additionally, article C9.00 defines and protects teachers’ professional judgement about diagnostic assessment. The key components of the language in the central agreement are:

• Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and PPM 155;
• Teachers shall use their professional judgement to determine which assessment and/or evaluation tool(s) from the Board list of pre-approved assessment tools is applicable, for which student(s) as well as the frequency and timing of the tool;
• Teachers must utilize diagnostic assessment during the school year; and
• The results of diagnostic assessments shall not be used in any way in evaluating teachers. No teacher shall suffer discipline or discharge as a consequence of any diagnostic assessment results.

Educators have a professional responsibility to follow Growing Success, Policy/ Program Memorandum 155, and Policy/Program Memorandum 168. A variety of assessment methods are an essential component to the classroom. It is also a professional responsibility to keep up-to-date assessment records that may be requested by administrators or used to communicate progress with families.