Date of Issue: July 28, 2023

Effective: September 1, 2023, until revoked or modified

Subject: Reading Instruction and Early Reading Screening

Application: Directors of Education and Supervisory Officers of School Authorities
Principals of Elementary Schools
Principals of Provincial and Demonstration Schools
Centre Jules-Léger Consortium

Purpose

The purpose of this memorandum is to provide direction to school boardsfootnote 1 on the requirement for Ontario’s publicly funded schoolsfootnote 2 to complete annual early reading screenings for all studentsfootnote 3 in Year 2 of Kindergarten through Grade 2.

Early reading screening is 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. Early reading screening is used to inform educators as they provide instruction and further intervention supports to students.

This memorandum also outlines direction to school boards regarding the requirement of protected time for reading instruction in Grades 1 to 3.

Introduction

Reading is a basic and essential skill that impacts students’ lifelong success. In school, reading is a fundamental skill that impacts learning in all other subject areas. All students are capable of reading with adequate evidence-based support. This includes students with disabilities or special education needs and those who are French or English language learners.

Early reading screening supports early identification of risks in students’ foundational reading skills, which, if not quickly and appropriately addressed, can be linked to future difficulties with fundamental literacy skills. Early reading screening data can also inform educational policies and decisions related to reading instruction, including improvements to the implementation of reading programs at the grade, school, and system levels.

On February 28, 2022, the Ontario Human Rights Commission (OHRC) released its Right to Read inquiry report.footnote 4 The report included detailed recommendations regarding early reading screeningfootnote 5, indicating that “when screening happens early, schools can identify struggling and at-risk readers to provide early and targeted intervention. […] Screening identifies at-risk young readers who are behind on foundational reading skills, and prevents them from developing later reading difficulties and dealing with the associated lifelong consequences of failing to learn to read. That is why early screening is critical for catching students before they fall behind.”footnote 6 The OHRC’s inquiry report includes information about recommended practices for early reading screening, such as when, how often and which screening tools should be used in Ontario schools.

The Ministry of Education is acting on the OHRC’s recommendations related to early reading screening with this early reading screening policy.

PPM 155: Diagnostic Assessment in Support of Student Learning does not apply to early reading screening and early reading screening does not replace classroom-based assessments. Classroom-based assessment plays an important role in instruction, as outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010), and remains subject to PPM 155.

This memorandum must be implemented in alignment with collective agreements. Where there is a conflict between the memorandum and a collective agreement, the collective agreement prevails.

Principles of early reading screening and recommended practices

The following section outlines principles of early reading screening and recommended practices informed by contemporary research.

Evidence-Based Early Reading Screening Tools

According to contemporary research, an evidence-based early reading screening tool is one that identifies students who may have future difficulties with reading. Effective early reading screening tools are comprehensive and will assess each foundational reading skill against a benchmark, have good psychometric properties (i.e., reliability and validity), aggregate student data, and provide immediate information so it can be used by teachers to inform instruction.

An evidence-based early reading screening tool, when used consistently, can also provide comparable data on the strengths and areas of need in early reading on a system-level.

Recommended Practices for Early Reading Screening

In early childhood, student learning thrives in environments where all students are inspired to succeed and can see themselves reflected in the program as well as their physical surroundings. Environments where the diverse identities and abilities of all students are recognized can allow them to feel engaged in, and empowered by, their learning experiences. An awareness of being valued and respected – of being seen as competent and capable – by the educator builds sense of self and belonging and contributes to well-being, enabling students to be more engaged in learning.

Early reading screening measures the foundational reading skills required for reading proficiency – such as identifying letters, sounds, and their relationships, as well as decoding words and reading text – using tools that are valid, reliable and developmentally appropriate.

Objective assessment of foundational reading skills is essential for all students, but particularly for groups that have historically faced systemic barriers. Research suggests that systemic barriers, such as streaming-like practices, begin as early as kindergarten and can alter the trajectory for a student’s overall success in school, possibly affecting future pathways. Systemic barriers have historically impacted disproportionate numbers of Black, Indigenous, and other racialized students as well as students with disabilities. Early reading screening should be completed in a way that is non-discriminatory, and respectful and reflective of the diversity of Ontario’s student population. It should not contribute to systemic barriers such as streaming. Assessment that is rooted in culturally responsive and relevant pedagogy, as well as understanding how teacher bias could impact assessment, can support the best outcomes for all students.

Early reading screening should be used in conjunction with classroom-based assessments, including observations of and conversations with students about their learning. Early reading screening should not be the sole method used to determine if a student requires special education programs and/or services, nor should it be used to identify and determine the placement, program, and services for English or French language learners. Decisions regarding individualized programs or services should also be informed through other classroom-based or professional assessments.

Early reading screening is designed to support effective instruction. Early reading screening data should not be used in the evaluation of curriculum expectations. Parents/guardiansfootnote 7 should be engaged to discuss their child’s early reading screening results and how they can support their child’s reading skills at home.

Using Early Reading Screening Data

Research suggests that the implications of difficulties with early reading skills can be minimized or even prevented, when identified early and addressed using evidence-based instruction.

Using the data from early reading screening (in conjunction with classroom-based assessments) can support teachers to provide targeted evidence-based reading instruction to all students to prevent or quickly address reading difficulty. Early reading screening results that show a student has difficulty with foundational reading skills may be an indication that the student needs more individualized and intensive instruction. The tiered approach to prevention and intervention is a systematic approach to providing high-quality and evidence-based assessment, instruction, and interventions that correspond to individual student needs. The tiered approach is based on high-quality, reliable and valid screening as well as monitoring of student progress in foundational reading skills. This approach supports teachers to identify individual student learning needs, and to plan and provide more intensive instruction for any student who may benefit from it. This approach also supports teachers and administrators to analyze early reading instruction at a classroom, grade, and school level.

Research suggests that ongoing screening, including monitoring progress between screenings, can support teachers to better respond to student learning needs. Monitoring progress throughout the school year can support teachers to further inform any required tiered supports. Decisions about this should be based on individual student skills in foundational reading.

Requirement for Protected Time on Foundations of Language Instruction

Classroom timetables for Grades 1 to 3 are expected to allocate focused time for reading instruction in alignment with the Foundations of Language described in Strand B of The Ontario Curriculum, Grades 1–8: Language, 2023. This includes uninterrupted time for explicit and systematic instruction in foundational reading for a minimum of 150 minutes per five-day cycle. This protected time for foundational reading instruction should be realized through daily blocks of at least 30 minutes within the overall daily literacy block.

Classroom time can be effectively used by providing instruction that is guided by the principles of Universal Design for Learning and differentiated instruction that are informed by students’ learning strengths, growth, and needs including:

  • Predictable schedules and classroom routines to support students in knowing when the focused time for reading instruction takes place during the day;
  • Lessons that follow the Language Foundations for Reading and Writing Continua in the curriculum, progressing from simple to more complex word reading skills;
  • Systematic and explicit instruction of targeted foundational reading skills and multiple opportunities for small-group instruction and teacher feedback, as well as independent practice for students who can practice the skill correctly, and rich, authentic literacy learning experiences; and
  • Supporting student engagement in tasks by providing timely descriptive feedback as appropriate.

Early reading instruction occurs within a scope and sequence of systematic instruction as outlined by the relevant expectations in the elementary Language curriculum’s Strand B: Foundations of Language. Additionally, the development of skills and knowledge in reading is often enhanced by explicit vocabulary instruction from other subject areas. It is important to recognize that the integration of rich language and literacy experiences can deepen the conceptual understanding and strengthen the development of knowledge and skills in other subject areas.

Requirements for Early Reading Screening

Mandatory Early Reading Screening Policy

The ministry is requiring school boards to have all students in Year 2 of Kindergarten, Grade 1 and Grade 2 screened for early reading using a ministry-approved, evidence-based screening tool. These students are required to be screened twice in a school year, however, for students who met the benchmark in the first screening, the second screening is optional.

Early reading screening does not replace classroom-based assessments that reflect how well a student is achieving the curriculum expectations, including assessment for learning, assessment as learning, and assessment of learning.

Timing and Frequency of Early Reading Screening

The first ministry-mandated early reading screening in a school year is required for all students in the publicly funded education system in Year 2 of Kindergarten, Grade 1 and Grade 2. This screening should take place near the beginning of the school year to ensure students have access to appropriate literacy instruction and tiered supports as soon as possible. The first ministry-mandated screening must be completed before mid-November and results of the screening must be communicated in the first Kindergarten Communication of Learning or the first Elementary Provincial Report Card (issued between January 20 and February 20).

The second ministry-mandated reading screening in a school year is required for all students who did not meet the benchmark in the first ministry-mandated screening but is optional for students who did meet the benchmark. This screening must be completed by the middle of March to provide time for ongoing tiered intervention. Results of the second ministry-mandated screening must be communicated in the second Kindergarten Communication of Learning or the second Elementary Provincial Report Card (issued towards the end of June).

Teachers may choose to administer diagnostics throughout a school year in addition to the two ministry-mandated screenings to monitor progress and identify areas where additional support may be needed throughout a school year. This could include the use of additional tools and resources beyond the ministry-mandated early reading screening tool, subject to PPM 155.

Principalsfootnote 8, in consultation with teachers, may decide to adjust the timing of the administration of the required screening(s) if it is in the best interest of the student(s). In this case, parents/guardians must be notified in advance about the adjusted timing.

Communicating with Parents/Guardians

Parents/guardians have an important role to play in supporting student learning.

Before or within the first week of class, school principals must provide parents/guardians with information about early reading screening (see Appendix A for a sample communication for school boards). This communication will ensure parents/guardians are aware of the early reading screening policy, the types of reading skills and reading measures their child will be screened for and how screening will support their child’s reading development. This information should be communicated in parent-friendly language.

The results of each individual student’s early reading screening must be communicated to their parents/guardians. Beginning in 2023-24, the Kindergarten Communication of Learning and the Elementary Provincial Report Card will include checkboxes where results of the ministry-mandated early reading screening(s) are recorded. Reports will communicate the date and results of the first ministry-mandated screening and, where applicable, the second ministry-mandated screening. For students who did not meet the benchmark in their first ministry-mandated screening, results should be communicated with parents/guardians in a timely manner to encourage collaboration with the school to support the student’s progress in reading (see Appendix B for a sample communication for sharing results with parents/guardians).

Parents/guardians must be informed in a timely manner if their child will be receiving more intensive instruction (e.g., Tier 3 supports) based on the number, degree and persistence of difficulties they are having with foundational reading skills despite Tier 1 instruction or Tier 1 and 2 instruction (please see the section on “Tiered Approach to Reading Instruction” for more information on tiered supports).

Teachers maintain ongoing, regular and meaningful communication with parents/guardians to provide a clear explanation of students’ strengths and areas of need, discuss classroom strategies and share examples of growth and progress over time. As outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, teachers should also help parents/guardians to understand how they can support learning at home.

Tiered Approach to Reading Instruction

Access to tiered classroom-based instruction and supports must be available to all students, based on need(s) identified through early reading screening or subsequent reading skills assessment. Data from early reading screening should be used by teachers to plan differentiated and responsive reading instruction that accounts for student strengths and reading skills. The tiered approach to instruction is characterized by:

  • A core belief that all students can learn to read.
  • Instruction for all students (at all tiers) that is evidence-based.
    • Instruction for all students employs systematic and explicit instructional strategies to assist all students to learn foundational reading skills.
  • Tier 1 instruction, which is provided to all students and incorporates Universal Design for Learning and differentiated instruction.
    • Teachers will determine whether a student’s needs will be met through differentiated instruction at Tier 1 or if the student also requires more intensive instruction in addition to Tier 1 instruction.
  • Tier 2 instruction, which provides more intensive, small-group support, in addition to Tier 1 instruction, for students who are not meeting the screening benchmark (and have difficulty with one to three foundational reading skills).
  • Tier 3 instruction, which provides the most intensive, individual or small-group support, in addition to Tier 1 instruction, for students who have either a number of difficulties, a considerable degree of difficulties, and/or persistent difficulties in foundational reading skills, as identified through their screening result(s) and/or other reading assessments, despite Tier 1 instruction or Tier 1 and 2 instruction.
  • Increased progress monitoring for students with reading difficulties.
    • This data informs educator decisions to maintain, increase, or decrease the intensity of instruction, based on student progress or ongoing difficulty.

In cases where teachers have provided all tiers of support to a student in reading instruction and the student has not yet met their grade’s respective reading skills benchmark, teachers will work with their school principal to determine additional supports that are required. In these cases, teachers and principals may engage their school’s special education teacher(s), in-school support team and/or other school board supports to determine next steps. School boards should draw on internal expertise of educators, including teacher-librarians and administrators, as well as speech-language pathologists and psychology staff who are knowledgeable about evidence-based, systematic and explicit instruction in foundational reading skills.

Tiered classroom-based reading instruction, that includes access to more intensive reading instruction and supports as needed, must be provided to all students, independent of whether a student is known or believed to have a disability or is receiving any special education programs and/or services.

Screening Students in French-Immersion

School boards are to determine whether students in Year 2 of Kindergarten, Grade 1, and Grade 2 will complete mandatory screening in the language of instruction of the program or of the school board in which they are enrolled at the time the screening is administered. School boards are to make this determination with consideration of the mandatory use of ministry-approved tools and the provisions of a tiered approach to reading instruction.

Screening Language Learners

Principals and teachers should continue to access relevant resources (e.g., Steps to English Proficiency (STEP) or Trousse de progression des apprentissages langagiers en français de l’Ontario (TPALF)) as they support the unique learning needs of language learners. Principals, in consultation with teachers, may adjust the timing of the administration of the required screening(s), as appropriate, in the school year.

Screening requirements for transferring students

For a student who transfers between publicly funded schools or school boards, the most recent screening results should be included in the student’s Ontario Student Record (OSR) to support the student through that transfer. The screening information may be removed from the OSR when it is no longer needed, in accordance with the OSR guideline.

School principals may determine whether it is appropriate to complete the initial early reading screening for students transferring to a publicly funded school after:

  • being provided home schooling;
  • being enrolled in a private school, provincial or demonstration school, First Nation-operated/federally-operated school in Ontario or in a school in another jurisdiction.

School principals may determine whether it is appropriate to complete early reading screening for students transferring to a publicly funded school after having completed Grade 2.

Roles and responsibilities

School Boards

School boards are responsible for the implementation of this PPM, including:

  • establishing processes and practices for students in Year 2 of Kindergarten, Grade 1 and Grade 2 to be screened for early reading, using a ministry-approved, evidence-based screening tool in accordance with this PPM;
  • establishing processes and practices that protect student privacy throughout the screening process in accordance with applicable privacy legislation;
  • the collection of early reading screening data and meeting the ministry’s reporting requirements;
  • directing vendors to update report card templates, consistent with the templates provided by the ministry, which will include a space to record screening results;
  • developing common language for schools to use in communications to parents/guardians regarding the purpose of early reading screening, implementation details, and individual screening results; and
  • providing opportunities for relevant school and school board staff to have necessary training on the use of early reading screening effectively, including how to collect and record data on screening.

School Principals

Under the direction of their school boards, school principals support the implementation of the PPM at the school-level and support student development of reading, including by:

  • putting in place processes and practices at the school level for students in Year 2 of Kindergarten, Grade 1 and Grade 2 to be screened for early reading in alignment with this PPM;
  • supporting communications with parents/guardians to encourage collaboration between the home and school;
  • preparing classroom timetables for Grades 1 to 3 that allocate focused time for reading instruction in alignment with the Language Foundations for Reading and Writing described in The Ontario Curriculum, Grades 1–8: Language, 2023, including uninterrupted time for systematic and explicit instruction in foundational reading for a minimum of 150 minutes per five-day cycle in daily blocks of at least 30 minutes within the daily literacy block;
  • encouraging ongoing professional learning in systematic and explicit instruction in foundational reading, as well as being committed to their own early literacy instructional leadership, to prepare educators and other professionals to support classroom implementation; and
  • including a student’s most recent early reading screening results in the student’s Ontario Student Record (OSR), if the student is transferring to another school.

Teachers

Under the leadership of their principals, teachers support student development of reading, including by:

  • administering early reading screening in alignment with this PPM, and
  • communicating regularly and meaningfully with parents/guardians to share results of early reading screening and on the progress of their child’s reading development.

Recording and reporting requirements

Kindergarten Communication of Learning and the Elementary Provincial Report Card

Beginning in the 2023-24 school year, the Kindergarten Communication of Learning and the Elementary Provincial Report Card, Grades 1-6 will include checkboxes where results of the mandatory early reading screening(s) are recorded along with the date of screening. Report cards will communicate results of the first ministry-mandated screening and, where applicable, the second ministry-mandated screening.

The checkboxes in the Kindergarten Communication of Learning and the Elementary Provincial Report Card, Grades 1-6 will indicate if the student has completed the early reading screening and if the student has met the screening benchmark at that time. There will be an option to select “N/A” for students who were not screened and/or for students to whom early reading screening does not apply.

Ministry Data Collection

The ministry is undertaking data collection related to early reading screening. The collection of data enables analysis on the participation and results of students who were screened each academic year.

Data Management at School Boards

School boards are expected to develop and implement a process for regular data collection and monitoring of student screening, using a robust and secure data collection and recording system.

The ministry expects school boards to develop processes that ensure screening information is shared with other Ontario school boards in cases where a student moves to a different school board. This information should include screening results for each student, and other relevant and associated information such as the screening tool used and previous interventions or supports provided to the student to inform their instruction going forward.

Privacy and Security of Student Data

School boards are expected to adhere to their local I&IT policies/directives, all applicable privacy legislation, as well as the OPS I&IT Standards and Directives as it relates to security and management of all student data.

Appendix A: Sample Communication to Parents/Guardians Regarding Early Reading Screening

Dear Parents/Guardians,

Reading is a foundational skill critical to student success, both in the classroom and beyond. Beginning in 2023-2024, our school will be administering annual early reading screenings for all students in Year 2 of Kindergarten through Grade 2. Early reading screening is newly mandated by the Ministry of Education through Policy/Program Memorandum# 168.

From language and social studies to science and math, reading skills are critical to student success across their entire educational journey and having strong reading skills can ensure future career success.

This new early reading screening will be an essential tool to identify students who are experiencing difficulties with reading so they can receive the support they need to improve their reading proficiency and give them the best opportunity for success. The purpose of early reading screening is to:

  1. monitor your child’s development in early reading skills,
  2. identify children who need additional support, and
  3. guide classroom instruction.

The newly instituted annual screening is completed one-on-one towards the beginning of the school year. Early reading screening is a valuable tool to help us understand and communicate your child’s individual reading progress so that we can support their unique needs. This new screening is not evaluated as part of your child’s grades, but instead will help identify the support they need in order to develop reading proficiency.

The screening covers various foundational skills needed for reading proficiency. For example, your child might be asked to identify letters and corresponding sounds or sound out words. The specific details of the screening will vary depending on the grade. No additional preparation is needed nor expected for the screening.

Below are the skill areas and reading measures your child will be screened for through the [school board to enter name of the ministry-approved early reading screening tool]:

[school board to identify skill areas, reading measures, and types of activities that will be screened using the aforementioned screening tool – this information should be communicated in parent-friendly language]

Early reading screening benchmarks indicate how students are doing on a specific set of reading measures. Students whose scores fall below the benchmark will be provided tiered support to help them catch up. The screening only provides one piece of information about your child’s language and literacy skills.

Teachers will connect with you to discuss your child’s strengths, areas of need, and to share examples of their growth and progress over time. Results of the first screening will be communicated to you in your child’s first Kindergarten Communication of Learning/Elementary Provincial Report Card (issued between January 20 and February 20) and will indicate whether your child has met or not yet met the screening benchmark at the time of their screening. Teachers maintain ongoing communication with parents/guardians to discuss the results of classroom assessments, as needed.

Should you have any questions or concerns about your child’s reading abilities, you are encouraged to reach out to your child’s teacher and/or principal.

Thank you for your partnership in ensuring that your child has the best possible learning experience.

Sincerely

[School and School Board]

Appendix B: Sample Communication to Parents/Guardians on Early Reading Screening Results

Dear Parents/Guardians,

Reading is a foundational skill critical to student success, both in the classroom and beyond. All students in our school in [enter grade] are screened for early reading using the [enter name of the ministry-approved early reading screening tool].

The purpose of early reading screening is to:

  1. monitor your child’s development in early reading skills,
  2. identify children who need additional support, and
  3. guide classroom instruction.

The skills measured in the [enter name of the ministry-approved early reading screening tool] include:

[include skills measured by ministry-approved early reading screening tool in the respective grade – this information should be communicated in parent-friendly language]

Your child was screened on [enter date of screening]. Your child’s screening results are provided below. The early reading screening benchmarks are set at a level that indicates that a child’s skills in this particular area are on track for reading proficiency. The benchmarks are based on researched connections between how children do on these measures and how likely they are to demonstrate reading proficiency in the future. Students whose scores fall below the benchmark will be provided tiered support to help them catch up.

[include results measured by ministry-approved early reading screening tool in the respective grade – this information should be communicated in parent-friendly language]

Results of the screening will also be communicated to you in your child’s next report card (Kindergarten Communication of Learning or Elementary Provincial Report Card). It is important to keep in mind that the screening only provides one piece of information about your child’s language and literacy skills, and that results of the screening will not be used to determine your child’s grades. Instead, it will help identify the support they need to be on track for reading proficiency.

Should you have any questions or concerns about your child’s reading abilities, you are encouraged to reach out to your child’s teacher and/or principal.

Thank you for your partnership in ensuring that your child has the best possible learning experience.

Sincerely

[Name]

[Title]

[School]

[School Board]

Footnotes

  • footnote[1] Back to paragraph In this memorandum, school board(s) and board(s) refer to district school boards and school authorities, and provincial and demonstration schools (including the schools operated by the Centre Jules-Léger Consortium).
  • footnote[2] Back to paragraph In this memorandum, schools refer to elementary schools in which instruction is given in some or all of the primary division, junior division and intermediate division but not in the senior division, as defined in the Education Act.
  • footnote[3] Back to paragraph In this memorandum, student refers to pupil, as used in the Education Act.
  • footnote[4] Back to paragraph Ontario Human Rights Commission Right to Read Inquiry Report
  • footnote[5] Back to paragraph Ontario Human Rights Commission Right to Read Inquiry Report – Early Screening
  • footnote[6] Back to paragraph Ontario Human Rights Commission Right to Read Inquiry Report – Early Screening
  • footnote[7] Back to paragraph In this memorandum, references to parents/guardians are aligned with definitions of parent(s) and guardian(s) as used in the Education Act. It may also be taken to include caregivers or close family members who are responsible for raising the child.
  • footnote[8] Back to paragraph In this memorandum, principal refers to principal as defined the Education Act or to a person designated by the principal or by the board.