Literacy & Numeracy Screening & Progress Monitoring

Louis Riel School Division (LRSD) has implemented universal screening and progress monitoring in literacy (Kindergarten to Grade 8) and numeracy (Kindergarten to Grade 4) to identify student strengths and to flag learners who may be at risk for future learning challenges. This work has developed over time and continues to evolve through close partnerships with researchers at the University of Toronto (literacy) and Carleton University (numeracy).

Under the leadership of school principals, classroom teachers administer early reading screeners and progress‑monitoring tools from Kindergarten to Grade 8 in alignment with divisional expectations. They use systematic, explicit, evidence‑based instruction and communicate regularly with parents/guardians about screening results and their child’s progress in reading and writing.

Working collaboratively with classroom teachers, school administrators, and clinicians, Student Services Teachers (SSTs) play a key role in literacy instruction. SSTs help interpret assessment results, support the implementation of evidence‑based practices, and co‑develop and implement intervention plans for students identified as at risk based on screening data. They also support the development and implementation of targeted Tier 2 small‑group lessons and coordinate intensive, individualized Tier 3 supports within LRSD’s Response to Intervention/Multi-Tiered System of Support framework.

Screening and progress monitoring provide reliable, actionable data that guide instruction and intervention; they are not report‑card measures, nor are they diagnostic assessments. As students respond to interventions, school teams adjust plans to ensure continued growth. All data are collected centrally and shared through secure, role‑based dashboards to support planning and continuous improvement.

For assessment tools, schedules, benchmarks, and instructional guidance, please visit the Literacy and Numeracy (Coming Soon) pages.