Elizabeth Rummel School’s Journey to Literacy Success  

Just three years following the pandemic’s disruption to early education, Elizabeth Rummel School (ERS) has transformed literacy outcomes, moving from 54 per cent of students reading at grade level in 2021 to an inspiring 86 per cent by Fall 2024. This 32 per cent increase is a testament to the school’s commitment to providing foundational literacy skills that support long-term academic success.

When students returned to classrooms after extended disruptions brought on by COVID-19, it became clear that many had missed out on essential literacy skill development. Similar to schools across the province, ERS recognized the urgency of this challenge and committed to implementing proactive, research-based literacy interventions to help students catch up and excel.

One of the most impactful changes was the school’s proactive shift to prioritize early intervention in literacy. While literacy interventions have traditionally started in Gr. 2, ERS teachers began screening students in kindergarten for skills like phonemic awareness and alphabet knowledge. By identifying and addressing literacy gaps at the very beginning of a child’s school journey, teachers could provide targeted support before those gaps grew wider.

“The earlier we can provide support, the better,” said ERS Assistant Principal Nicole Skwara. “We’re seeing the impact of catching challenges early, and it’s incredibly rewarding to watch these students build confidence in their reading.”

In addition to early intervention, ERS’ success can be attributed to a structured, tiered support system that allows teachers to meet students where they are. The first tier provides all students with universal instruction in phonics, comprehension, and fluency. The second tier focuses on small-group classroom instruction for students needing additional support, while the third tier offers one-on-one and small group, specialized interventions for those requiring the most assistance. Crucial to this model was the addition of a full-time literacy and numeracy specialist and increasing the learning support position from 1.0 to 1.5, made possible through a top-up to provincial funding from Canadian Rockies Public Schools’ (CRPS) Board of Trustees.

“The board’s commitment to increased funding for literacy and numeracy interventions has been invaluable, enabling us to tailor support across all grades so every student receives the attention they need,” Skwara said. “This individualized support has had a tremendous impact, especially for students who benefit from focused, small group and one-on-one instruction.”

Additional early intervention funding from Alberta Education also enabled CRPS to make significant investments in classroom resources, including decodable books and high-interest non-fiction texts. Decodable books reinforce phonics skills by using controlled vocabulary and sound patterns, while non-fiction books on engaging topics like animals and nature have proven especially motivating for students who might otherwise be reluctant readers. These resources have made reading accessible and enjoyable, fostering a culture of reading that supports ERS’ literacy goals.

Skwara touted balanced assessment practices as another cornerstone of ERS’ literacy strategy. Through the use of a wide range of research-based instructional practices, teachers track phonemic awareness, phonics, comprehension, and fluency, giving them a comprehensive view of each student’s unique strengths and areas for improvement. This data-driven approach allows teachers to adjust interventions in real-time, ensuring that support is targeted and effective.

Families also have been actively engaged in the learning process, which has proven vital to student success. Teachers share reading tips and strategies with parents through platforms like Seesaw, email, and Google Classroom, empowering parents to support reading at home. The school, too, benefits from volunteer readers, many of whom are retired educators, who work one-on-one with students to reinforce classroom instruction. This collaboration between school and home has been instrumental in reinforcing literacy skills and building a supportive reading culture, helping students feel motivated and confident in their progress.

Looking ahead, ERS remains dedicated to sustaining these literacy gains. Small class sizes, continued support from CRPS, and ongoing professional learning for teachers are all part of the school’s plan to build on its success. With a focus on early intervention, targeted support, and balanced instruction and assessment, the school is creating a foundation for lifelong learning - transforming the impact of the pandemic into a story of growth and resilience. ERS’ journey serves as an inspiring model, proving that with the right support, students can overcome challenges and thrive academically.