EARLY LEARNING PROFILE (ELP)
OVERVIEW
The Early Learning Profile (ELP) / Profil de la littératie is a required K-3 literacy assessment tool that has been an integral tool in Central Okanagan Public Schools for over 25 years. The assessment has been designed to assist educators in meeting learners at their point of development through responsive instruction with respect to the foundational building blocks of literacy. Equipping every learner with these fundamental building blocks in the primary years helps to ensure that each of them has the knowledge, skills, and understanding to continue on their journey to become confident literate thinkers and communicators.​
The subtests within the ELP have been created in alignment with current literacy research, the Ministry curriculum, and British Columbia's Early Learning Framework.
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The performance data is first and foremost for classroom educators to design responsive instruction for each student in their unique journey of literacy development.
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School teams use performance data to make decisions on how best to use support staff across classrooms. School teams also use performance data to inform the progress of their school learning priorities and for decisions on budget, staffing, and resources.
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The district uses data to understand overarching trends in literacy, to offer professional learning, and to make informed decisions on resources and staffing across schools.
In 2022-23, a district-wide engagement was completed on our district Early Learning Profile (ELP). ​Focus group conversations were held at all 32 elementary schools in Central Okanagan Public Schools to gather feedback from educators to uncover what is working well and what feedback they might have through their experiences in using the ELP to support their learners over the years.
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An expression of interest then went out to all educators to join a District ELP Working Group. From this expression of interest, ~50 educators, principals, and vice-principals came together to identify the trends within all the collected feedback and to co-develop both short-term and long-term recommendations for future explorations.
The following "District-Wide ELP Engagement - What We Heard & Next Steps" document provides an overview of the identified trends from all the feedback that was collected, as well as the subsequent immediate and longer-term actions to be explored for the district Early Learning Profile (ELP), as determined by the District ELP Working Group.​
In 2023-24, through the District ELP Working Group (and a wonderful team of teachers at North Glenmore Elementary who successfully piloted a digital ELP application), we have co-designed the new Draft Digital ELP 2.0 in response to the feedback collected from teachers in our district-wide engagement, as well as input from various early learning researchers and authors.​​
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In 2024–25, all K–3 teachers had the option to take part in the draft implementation of the Draft Digital ELP 2.0. The implementation saw strong uptake, with over 90% of K–3 educators participating and providing meaningful feedback. This high level of engagement helped inform further refinements to the tool and ensured strong alignment with the soon-to-be finalized Ministry K–4 Literacy Progressions.
As a result, the English and French Immersion Digital ELP 2.0 will be implemented district-wide for all K–3 classrooms in 2025–26 using ESGI. View the Central Okanagan Public Schools Digital ELP 2.0 - What We Heard & Next Steps 2024-25 Report for a summary of educator feedback and the updates made to the ELP 2.0.​
ELP DOCUMENTS
***To access these documents you will need to be signed into your SD23 Google Account***
Early Literacy Profile
(Assessment &
Instructional Guide)
Profil de la littératie
(Guide d'évaluation et de l'enseignement)
ESGI Teacher Guide
(Digital ELP 2.0)
K-3 Writing Continuum Assessment
(Student Booklet)
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Les Continuums
(du français oral, de lecture,
et de l’écriture)
ESGI Mini How-To Videos
(Digital ELP 2.0)
Valuable EdPlan Insight Reports
for Educators & Schools
HELPFUL RESOURCES
In this section, you can find many helpful resources including information to support educators with implementation and next steps for each sub-assessment within the ELP.
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This includes information on the following items within the ELP broken down into:
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Overview (the WHY for the sub-assessment);
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How-to (steps to administer the sub-assessment); and
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What’s next (instructional strategies related to the sub-assessment).
ASSESSMENT TIMELINE
The ELP is a district-required assessment consisting of subtests that shall be administered to all children in the primary grades (K - 3).
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Students identified as “not yet proficient” with respect to their performance on the ELP should be re-assessed to monitor their progress after targeted instruction (including students in intermediate who have not yet shown proficiency).
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The timing and scheduling the ELP subtests will be determined through consultation between the Principal and teachers, guided by recommendations contained in the ELP.
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The Principal will ensure the classroom teacher is provided with appropriate class coverage to support the administration of the ELP.
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ELP data must be entered into EdPlan Insight prior to the end of the current school year, and it is recommended that it is entered each term to help classroom teachers and support staff in decision making to support students in their literacy development.
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Note: Educators should use professional judgement when it comes to the ELP. For example, when they observe a student has mastered a skill in their classroom environment (e.g., rhyming), they can enter a proficient score (e.g. 5/5) in the ELP, rather than having the student go through one-on-one administration of that specific subtest.
Timeline
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September 1st - previous year's standards and benchmarks from the end of June
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October 31st - rollover from previous year's standards to Term 1 standards
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January 31st - rollover from Term 1 standards to Term 2 standards
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April 30th - rollover from Term 2 standards to Term 3 standards