Why report publicly

The Ontario Human Rights Commission calls for clear standards and better data collection and reporting. A yearly public report builds trust with families. It also shows where to invest next.

Board: ________ School year: ________ Report lead: ________ Date published: ________

Section 1: Summary for families

Write three to five short sentences. Say what you measured, what you found and what you will do next.

Summary: ________

Section 2: Who was screened

Screening tool used: ________

Section 3: Screening results

Section 4: Intervention

• Students who started intervention: ________
• Average weeks from screen to start: ________
• Students who reached benchmark after intervention: ________
• Programs used: ________

Section 5: Equity check

Break results down by student group where numbers are large enough to protect privacy.

• Students with special education needs
• Multilingual learners
• Indigenous students who self-identify
• Students from low-income areas

Largest gap found: ________ Action to close it: ________

Section 6: Staff learning

• Teachers trained in structured literacy this year: ________
• Principals trained: ________

Section 7: Accommodations

• Schools with text-to-speech on all student devices: ________
• Requests for psychoeducational assessment: ________
• Average wait time for assessment: ________

Section 8: Next year's targets

Reporting tips

• Use plain language and short sentences.
• Put a one-page summary at the front.
• Suppress small counts to protect privacy.
• Post the report on the board website.
• Share it with school councils.
• Offer a translated summary.

Note on screening

Screening flags reading risk. It does not diagnose dyslexia. Diagnosis is made by a licensed professional, usually a psychologist or psychological associate. In Quebec, a speech-language pathologist (orthophoniste) can also diagnose. Rules differ by province.