Critical Friend Conversations

What? So What? Now What?

● After reviewing the RWM8 and RWM6 ● My critical friend was an English ● We implemented a wellness plan so
data for our current students, our teacher (if we had department heads in that every student in the school felt like
African Nova Scotian students were junior high, she’d be it!) We sat down they have a ‘person’.
disproportionately represented among together and desegregated the data for ● Through the involvement of our African
failing scores. both assessments. Nova Scotian Student Support Worker,
● For several years, the school’s Student we’ve had support personnel come to
● RWM8 (ratios are approximate) Success Plan has focused on writing. our school to run the Tunnel Vision
We discovered that while students’ program to promote leadership among
success in writing has remained our Black students and support
Ratio of Level 1 Level 1
relatively consistent (65% +/- 1%), our academic excellence.
identified Reading Writing
reading success has dropped ● We’ve implemented targeted reading
ANS to
significantly (Level 3 and above score strategies to encourage students to
general pop.
dropped by almost 15% from 2021-22 read more and ensured that materials
1:4 1:2 1:3 to 2022-23) were available for all students’ interests
● This is critical due to the impact reading and ability.
has on a person’s ability to write well, in ● Our ANSSSW is offering in class
● RWM6 (ratios are approximate) addition to making sense of the world academic support.
around them.
Ratio of Level 1 or 2 Level 1 or 2 ● We discussed why we might be seeing
identified Reading Writing these results overall, but in particular
ANS to why our African Nova Scotian students
general pop. were not experiencing success at the
same ratio as their peers (systemic
1:5 1:2 1:4 marginalization, pandemic impacts,
teaching approach) and who we might
approach for help.