Board Policy #330.0 Literacy

1. Policy Statement

Literacy is a human right. The York Region District School Board (YRDSB) believes that we are all teachers of literacy and should ensure:

1. each student has the right and ability to thrive through literacy;
2. literacy learning occurs across all grades, subjects, and disciplines; and
3. students' identities, abilities and/or disabilities, modes of communication, home languages, and lived experiences are honoured.

Literacy instruction and assessment that is evidence-informed, and acknowledges and embeds the diverse assets, identities, and lived experiences of every learner, is essential to developing lifelong literacy skills. 

Student literacy achievement and well-being is supported when they are engaged in relevant, identity-affirming, accessible, and engaging literacy instruction that is aligned with curriculum, the YRDSB Multi-Year Strategic Plan, and YRDSB strategies.

Literacy empowers students to make sense of, participate in, critically analyze, and transform their surroundings in a local and global context.

2. Responsibilities

2.1 The Board of Trustees is responsible for:

1. reviewing the Literacy policy in accordance with the policy review cycle; 
2. understanding the policy and communicating about it with members of the community; 
3. championing the efforts of staff and students in the implementation of strong literacy practices across the curriculum as literacy is foundational to student achievement and well-being; and
4. ensuring literacy remains a central focus of the work of the YRDSB.

2.2 The Director of Education is responsible for:

1. implementing and operationalizing the Literacy policy. 

2.3 The Coordinating Superintendent of Education, Curriculum and Instructional Services and Continuing Education is responsible for:

1. managing and providing leadership in developing the supports and resources to ensure the implementation of the Literacy policy; and
2. collaborating with the superintendents of education to help build system capacity for strong implementation of the policy.

2.4 The Superintendent of Curriculum and Instructional Services is responsible for:

1. providing leadership and building capacity to ensure implementation of effective literacy practices to promote student learning and achievement; and 
2. building school administrator capacity in implementing The Process for the Selection of Learning Resources and the Text Selection Tool.

2.5 Principals and Vice-Principals are responsible for:

1. providing literacy leadership and promoting continuous learning in their schools;
2. gathering, analyzing, interpreting, and using school literacy achievement data for decision making related to instruction and school planning;
3. facilitating, and providing, job-embedded professional development opportunities and resources to support the development of literacy; and
4. building school staff capacity in implementing The Process for the Selection of Learning Resources and the Text Selection Tool.

2.6 Curriculum and Instructional Services, Inclusive School and Community Services, and Students Services and Well-Being staff are responsible for:

1. working collaboratively to identify the types of resources and supports needed to implement engaging, effective literacy instruction in classrooms;
2. supporting individual educators as needed;
3. collaborating with stakeholders across the system such as Literacy teachers and administrators to help build staff capacity in literacy instruction; 
4. consulting with Ministry and provincial organizations to support the development of resources in the curricular area they support;
5. supporting school administrators and school staff to build capacity in implementing The Process for the Selection of Learning Resources and the Text Selection Tool; and
6. providing resources to support the implementation of The Process for the Selection of Learning Resources and the Text Selection Tool.

2.7 Educators are responsible for:

1. classroom instruction and assessment “for,” “as,” and “of” learning;
2. supporting literacy development across the K-12 curriculum;
3. working collaboratively to support continuous improvement of equity of outcomes for all students, with specific attention to those that are underserved and/or underperforming;
4. establishing and maintaining effective, responsive, and reciprocal communication with students, families/caregivers and other educators across the school year regarding the plans and actions that support increased literacy achievement; 
5. building their own professional capacity in literacy implementation, assessment and differentiation of programming based on student needs; and
6. selecting required learning resources in accordance with The Process for the Selection of Learning Resources and the Text Selection Tool.

2.8 In-school Support Staff are responsible for:

1. working collaboratively as part of a school team to support individual student literacy learning.

2.9 School Councils are invited to:

1. provide insights and information regarding ways that families/caregivers  and the community can support literacy learning in the school and at home; and
2. work with the principal and school staff to identify areas of focus in the School Improvement Plan connected to literacy.

2.10 Community Partners are invited to: 

1. provide resources/opportunities to practice and refine literacy skills through enhanced, authentic/experiential learning.

2.11 Families/Caregivers are invited to:

1. support their child’s progress in literacy; and
2. work collaboratively with the educator, student, and school to plan for continued improvement.

2.12 Students are responsible for:

1. working collaboratively with others to increase their understanding and improve their literacy learning; and
2. actively participating in literacy programs, applying literacy skills across subjects/disciplines.

3. Definitions

3.1 Literacy

Literacy is the acquisition of knowledge, skills and attitudes that enable achievement, personal well-being, and full participation in an interconnected and changing world community. Literacy involves communicating and interacting with the world by listening, viewing, thinking, interpreting, understanding, creating, speaking, reading, and writing. There are different types of literacy that are interconnected which include but are not limited to: social and emotional literacy, digital literacy, racial literacy, historical literacy, cultural literacy, financial literacy, critical literacy, environmental literacy, etc.

3.2 Culturally Responsive and Relevant Pedagogy

Culturally responsive and relevant pedagogy (CRRP) reflects and affirms students, cultural and social identities, languages, and family structures. It involves careful acknowledgement, respect, and understanding of the similarities and differences among students, and between students and teachers, in order to respond effectively to student thinking and promote student learning (Ontario Ministry of Education, Assessment and Evaluation).

4. Contact

Curriculum and Instructional Services

5. History

Approved: 1996

Working Document: February 2025

Revised: 2002, 2006, 2012, December 2024