At-Risk Community of Practice Year 3: 2026-27
Updated: Oct 1
The At-Risk Community of Practice (CoP) will continue to flourish in 2026-27! In the previous year, the At-Risk CoP expanded its membership to encompass a wider range of perspectives from throughout the province, enhancing our community's representation of the challenges encountered in our classrooms. This year, we will maintain our focus on pinpointing effective tier 1 literacy practices, aiming to progress towards identifying successful interventions.
The Importance of Effective Tier 1 Literacy Instruction
This year’s sessions are dedicated to a critical inquiry: what does effective Tier 1 literacy instruction look like in Quebec classrooms? A key aspect of the CoP is to identify and share real-world examples of evidence-based practices in action and highlighting educators and initiatives that reach all learners. The format of the CoP will remain the same- professional learning, sharing of practice and discussion.
The professional learning component of the sessions will focus on prevention, particularly through excellent instruction. This means supporting educators in developing specialized knowledge of students and learning, subject-related knowledge, and pedagogy. (Référentiel de compétences professionnelles – Profession enseignante). These lenses can serve as a reference model for professionals when working with teachers, designed to support our professional practice by facilitating ongoing self-reflection, informed decision-making, and continuous growth.
Supporting At-Risk Students
Effective Tier 1 literacy instruction is essential for fostering an inclusive environment where every student can thrive. Here’s why this work is particularly important for supporting at-risk students:
Early Intervention: By identifying effective instructional strategies early on, we can intervene before students fall significantly behind, ensuring that they develop the foundational skills necessary for future academic success.
Equitable Access: A well-structured literacy framework ensures that all students, regardless of their background, receive high-quality instruction. This equity is crucial for at-risk students who may not have access to additional resources outside the classroom.
Building Confidence: Effective Tier 1 instruction helps to build students' confidence in their reading and writing abilities. For at-risk students, increased self-esteem can lead to greater engagement and motivation in their learning journey.
Fostering a Love for Reading: When literacy instruction is effective and engaging, it cultivates a love for reading among students. This passion can significantly influence their academic trajectory and personal growth.
Collaboration and Professional Development: By focusing on effective practices, educators can collaborate and share insights, leading to ongoing professional development that enhances teaching quality and student outcomes.
Sessions 2026-27
October 14, 2026: Literacy and At-Risk Learners
9am-12pm
ONLINE
Why are literacy outcomes for at-risk students everyone's responsibility?
What do we mean by at-risk? The reality.
What is our common purpose across school boards?
What are students currently experiencing?
November 23, 2026: Early Literacy Focus (K-2)
9am- 12pm
ONLINE
Learning Goals
understanding the foundational skills that predict later reading success
examine what evidence-based instruction looks like in K-2 classrooms
identify indicators of risk and protective factors
explore how assessment informs instruction
Key Discussion Questions
Development: What should students know and be able to do by end of Cycle 1?
Expectations: End of Cycle Outcomes?
Teaching and Learning: What experiences support development?
Pedagogical Practices: What should educators do?
Sharing
K-2 literacy initiatives
January 15, 2027: Elementary Focus (3-6)
9am-12pm
ONLINE
Learning Goals
Examine the changing literacy demands of elementary learners
explore evidence- based approaches to vocabulary, comprehension, and writing
consider how tier 1 practices support diverse learning
Key Discussion Questions
Development: What should students know and be able to do by end of grade 6?
Expectations: End of Cycle Outcomes?
Teaching and Learning: What experiences support literacy growth?
Pedagogical Practices: What should educators do?
Sharing
What are school boards teams doing to strengthen literacy in grades 3-6?
March 9, 2027: Secondary Focus
1pm-4pm
ONLINE
Learning Goals
examine the literacy demands of secondary
explore supports for struggling readers and writers
consider the role of literacy across content areas
discuss pathways for students at risk
Key Discussion Questions
Development: What should students know and be able to do in Secondary Cycle I&II?
Expectations: End of Cycle Outcomes?
Teaching and Learning: What literacy demands exist across subjects? What experiences support adolescent literacy? What should struggling adolescent readers experience beyond assistive technology?
Pedagogical Practices: What should educators do?
Sharing
Secondary initiatives
May 11, 2027: Wrap-Up
9am-12pm
ONLINE
Key Discussion Questions: organized under Development, Teaching and Learning, Pedagogical Practices, Assessment and Indicators of Student Success.
What is common across all levels?
What changes across levels?
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