Churchbridge Public School Level Plan 24-25

Foundational Items

Division Motto, Mission, Vision, Values, & Aspirational Statements

Motto	Students Come First
Mission	“Building Strong Foundations to Create Bright Futures”
Vision	“Learning Without Limits ... Achievement for All"
Values	Belonging, Diversity, Learning, Perseverance, Responsibility
Aspiration Statements	High Quality Teaching and Learning, Engagement of All Students, Families, and Communities, Effective Policy Healthy, Sustainable Physical and Social Environments

School Mission, Vision, Values, & Compelling Why

Mission	To provide a safe and caring learning environment which supports the successful development of all.
Vision	Creating a Culture of Kindness and Positive Energy

Values:

We Respect	Our classroom celebrates fairness, respect, and responsibility. We respect each other, our belongings, and values.
We are Responsible	Each of us is responsible for our actions. To get the best education possible we must be accountable for our actions.
We Learn	We are a classroom where we learn from each other. We are all learners and teachers; all our daily interactions are going to develop special life experiences.
We Nurture	We promote intellectual, physical, emotional, and spiritual well-being within our classroom. The leaders of tomorrow are in our schools today!
We Belong	A sense of belonging is a team effort. Our classroom is a safe learning environment where we connect and learn from one another, regardless of who we are or where we come from.
We Persevere	Success today and tomorrow requires "grit".

Compelling Why:

Because all students deserve a fair and viable chance at developing the knowledge, skills, and abilities necessary to lead an emotionally satisfying and productive life.

High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
By June 30, 2025 there will be more Grade 1 to 3 reading at or above grade level as compared to fall 2024 data	LLI, Guided Reading, IXL, SPARK Reading, UFLI, the Science of Reading, Lexia	Heggerty, Rhyme Magic, F&P Resources, Daily Guided Reading, the Science of Reading Data will be collected in the fall for all elementary students. Those scoring in the yellow and red will have their reading assessed at the midpoint and end of the year as well.	Laurel, Pam, Brooke	Heggerty, Rhyme Magic, F&P Resources
By June 30, 2025, there will be 2% more students writing at or above grade level in Grades 4, 7, & 9 compared to the June 2024 data.	The schedule will ensure that the locally determined time is devoted to reading, writing, and math.	Devoted class time to implement writing workshop/guided writing This will be reflected through reading and writing evaluations. Writing Portfolios,	Nicole (4), Jozette (4), Joel (7), Susan (5,6)	Quill, IXL, CommonLit
By June 30, 2025, there will be 2% more Grades 2, 5, & 8 students at or above grade level in math compared to the June 2024 data.	The student support teacher will support these rooms with RtI time to support students who are below grade level. The schedule will ensure that the locally determined time is devoted to reading, writing, and math. Math classes will be split so that the teacher is not teaching two different curricula in the same room. Building Thinking Classrooms model will be used in classrooms	Math stations Growth from initial math screeners given will indicate level of success. TBD (after staff meeting) PD money spent on teachers to develop skills	Jozette (Gr. 5) Joel (Gr. 8) Laurel (Gr. 2)	IXL, Mathletics, Building Thinking Classrooms
At the end of Kindergarten June 2025, 90% of students will be able to properly form letters and numbers.	Kindergarten teacher will focus on formation of letters and numbers during school hours.	If available, EAs/SST will assist where they can with students who are struggling Grade 1/2 will reinforce letter formation and line placement Grade 3 teacher will begin teaching handwriting if students have the ability to properly print letters and numbers	Barb, Pam, and Laurel
By June 30, 2025, the three-year graduation rate will increase by 2% from the June 2023 data.	Meetings with all students in grades 10-12 to go over credits and career paths will occur within the first two months of school. Quarterly meetings with students will follow. Students who are showing to be at risk of not attaining the necessary credits will attend a meeting with the administrators and their parents to devise a plan to ensure the credits are attained Distance learning, special credit hours, and apprenticeship credits will be used to supplement learning opportunities	Comparison of graduation rates Carrer Fairs Attended in October Increase the variety of online learning opportunities through Saskatchewan DLC	Jessica, Patti	Career Coaching/Grad Counsellor Expectations Checklist SDLC OLF - Casey Carrier
By June 30, 2025. the five-year graduation rate will increase by 2% from the June 2024 data.	Administrators will track students who are at risk of not graduating. Admin will also ensure they have the correct quality and quantity of credits for their future educational or career paths. Special credits, and apprenticeship hours will be offered to students. Student planning with Mike H. happens in fall ( Oct 9)	Comparison of grad rates	Patti, Jessica	MyBlueprint, Career Coach/Grad Expectations checklist
By June 30, 2025 we will ensure students with complex needs days are designed to be meaningful and thoughtful.	EA and SST will work together to plan meaningful days EA and SST will engage in professional development around developing meaningful days	Connection with other schools Money raised from Chargerfest will go to adaptive equipment.	EA Team and SST Admin team
By June 30, 2025, the five-year graduation rate for self-declared Indigenous students will improve by 5% from the June 2024 data.	A relationship with at least one elder will be developed and attempts will be made to have the elder incorporated in learning experiences as often as possible. Land acknowledgements will occur before meetings, large events and to start the school day. School staff will work to build relationships with parents and develop strong means of communication. Parents and caregivers will be welcomed into the school to share knowledge and expertise.	Comparison of grad rates	Patti and Jessica	Indigenous cultural coach
By June 2025, the three-year graduation rate for self-declared Indigenous students will improve by 5% from the June 2024 data.	A relationship with at least one elder will be developed and attempts will be made to have the elder incorporated in learning experiences as often as possible. Land acknowledgements will occur before meetings, large events and to start the school day. Innovative programming such as special credits, Field Crop Prod, CWE, and Apprenticeship classes will be given to students that do not want to use Math and Science as elective	Anecdotal	Patti and Jessica	Indigenous Cultural Coach

Healthy, Sustainable Physical and Social Environments

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
By June 30, 2025, the number of students in Grades 4 to 12 reporting high levels of anxiety will reduce by 2% from June 2024 data.	The four pillars of CSCH (Teaching and Learning, Social and Physical Environment, Partnerships and Services, and Policy) will guide our work to assist students in creating healthy balance in their lives The councilor will work on building relationships with students and help develop proactive strategies within the classroom. School policies will be reviewed and refined. All staff will also be trained and refreshed in the Friends program Staff concerns for students will be brought up each month during staff meetings. Digital citizenship will be embedded in a variety of subjects to ensure students understand how to be safe and respectful while online Opportunities for students to create a connection to the land will be provided in different subjects through a variety of means	Grade 6 - focus on leadership of “downstairs”, volunteering, and helping others. Breakfast Program will be run by grade 6 class. 5/6 health - focus on mental and physical health ⅘ and 7/8 - friends program Work with SRC to plan activities to help build positive relationships in the building as well as fun activities to break up the daily grind SRC events will focus on being a trauma integrated SRC Retreat to build leadership skills and connection to the school Tell Them from Me Survey Counsellor reports SC will begin Friendship Club	Eldon, Jessica, and Susan (OLED and Goats) Patti Gade 12 Writing the Land Su	Outdoor classroom and the biodome will be used to support connection with the land and outdoor learning
By June 30, 2025, students in Grades 4 to 12 will report a 2% increase in student intellectual engagement from spring 2024 data.	High school students will be given more choices in their class selections and will look at apprenticeships, special credits, and DL courses when necessary. Multiple modes of delivery and assessment will be utilized by all teachers. Students in grades 7-9 will be given the option to choose which PAA course they would like to take. Student interests will be taken into account when developing electives. Hands-on learning experiences such as construction and working with animals will be incorporated into as many classes as possible. Career fairs - October to May	More choice in the classroom, opportunities to volunteer and help others, focus on strengths Career Focused themes & Projects in Science Art and Drama programs have been added to CPS Teachers are using Edsby and Google Classroom to help with engagement Tell Them From Me Survey data	All Staff
By June 2025, schools will follow established processes when responding to identity-based harassment involving students and staff.	Superintendent will attend parent meetings Staff and students will be made aware of the policy at the start of the year. Admin will work with parents to help them understand the importance of this policy Progressive behaviour plan followed as well as the AP.	SCC Conversations	Patti and Jessica
By June 2025, students and staff will develop strategies for identifying emotions and accessing support to enhance mental well-being	Health and Wellness classes will incorporate lessons on this topic. Nicole will work with students who need one-on-one support Counselor support during triggering times of the year	Connections with community support (LDAC and CLSD) Recommendations for community counselors. Division investigation of Nurse Practicioner	Nicole, Patti, Jess
By June 2025, students and staff will report feeling welcomed, safe, and included at school.	Removal of hill in playground that was obstruction view Backfilled around school to eliminate standing water Renovations completed Main floor facelift creates a more inviting space Student artwork on display in entrance Professional Development on observation of playgrounds	Tell them from me Staff meeting reflections SCC meeting reflections	All staff

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
By June 2025 staff will have a strong understanding of the Clevr behaviour tracking system and use it consistently to monitor behaviours.	Staff meeting presentation Open office hours for Clevr help Admin will respond within a 24 hour period	Behaviour tracking will be checked daily Large progressive behaviour posters were made and put up around the school Behaviour tracking procedures posted on edsby	All Staff
By June 30, 2025, each school within GSSD will demonstrate improvement in services through the development, review, and revision of processes/practices that reduce barriers and enhance student success	Hot lunch program Breakfast Program Art programs with community connections( Art Trip to Canmore)		Patti, Cindy, Jessica, Susan
Developing GSSD leaders	PD monies to be assigned to leadership groups		Admin team
Ensuring consistent practices across GSSD schools	Behavior plan shared with LCS		Admin team
Delivering high-quality teaching and learning resources	Resource/ library budget increased this year Art supplies increased and developed		Admin team

Engagement of All Students, Families, and Communities

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
By June 30, 2025, GSSD will deepen relationships with families and communities by increasing our understanding of Indigenous identities, histories, and worldviews.	A relationship with at least one elder will be developed and attempts will be made to have the elder incorporated in learning experiences as often as possible. Land acknowledgements will occur before meetings, large events and to start the school day. Indigenous studies 10 will be taught as a required course at CPS. A welcome back feast called Chargerfest will occur so teachers and families can get to know each other in a casual setting. Family engagement days will occur twice a year Orange Shirt day presenter and art installation National Indigenous People’s Day (June 21) will be celebrated	Tell them from me survey data	Cindy, Patti, Jessica, Brooke
By June 2025, GSSD will deepen relationships with families and communities by engaging in authentic opportunities to promote student intellectual, physical, social-emotional, spiritual, and physical well-being	Celebrating student successes on social media, in school, assemblies, announcements Strong communication to parents through emails, texts, and polls. Edsby will also be used as reciprocal communication between home and the school. Charger Facebook and Instagram accounts Parent meetings continue	Charger Fest Edsby- Cindy	Cindy, Patti, Jessica, Erika	Edsby, Facebook, Instagram, Website
By June 2025, there will be a 2% increase in student attendance based on the June 2024 data.	Teachers report after at most five absences or 8 lates, the teacher will contact the parents and notify the admin team. If this continues to be a trend, Jessica and Patti will meet with the student and their parent	Attendance Reports - MSS and Edsby Reporting on clevr through RtI Letters and phone calls home when absences are a concern Data Warehouse	Erika, Cindy, Patti, Jessica	Cindy V, Edsby, MSS, Clevr
Forming partnerships to support GSSD’s priority areas

Signatures:
Principal Signature:
SCC Signature: