Grayson 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

Mission

Always Progressing

High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Improving Student Outcomes	Grayson School will schedule RTI periods to respond to student needs and provide the interventions needed for improving student outcomes. Teachers will use the RTI template to document their interventions so that adjustments can be made when necessary.	Classroom Teachers, Student Services Teachers, and Educational Assistants contribute to student programming throughout the day, providing support for academic, behavioral, physical, and speech goals.	Classroom Teachers - J.Andrychuk, S.Campbell, C.Davidson
Improving Student Outcomes	Admin will monitor Edsby Gradebooks to ensure that they are up to date so that parents and students are receiving feedback in an appropriate turn around time. Teachers will ensure that they are posting grades into Edsby Gradebook in an appropriate turn around time (7-10 days).	Staff have worked hard to improve their reporting processes when using Edsby, and all staff have kept up on their Edsby reporting using gradebook.	Admin - S.Campbell All Classroom Teachers
Delivering high-quality teaching and learning resources	GSSD Anchor resources will be readily available in our school resource room. Additional resources will be sought out using the Centralized Library (or purchased when not available) as teachers require.	This year we sifted through, purged, and repurposed previously used anchor resources (ie: LLI, F&P BAS) and made room for newly purchased resources, such as Text Structures from Picture Books. Previously used anchor resources were compiled into thematic kits to be used within the classroom, and the black and white copies will be used to send home with students on an as needed basis.	Library Tech - A.Smith Admin - S.Campbell	School based budget will support this target.
Delivering high-quality teaching and learning resources	New resources will be highlighted in the staff room and/or the Week at a Glance for staff to investigate.	Newly purchased books were shared both in the staff room and highlighted on a shelf in the library for students and staff to quickly see what is new and available in the library.	Library Tech - A.Smith Admin - S.Campbell
Implementing the "Inspiring Success" Policy	Treaty Education Outcomes will be covered throughout the year and reported on in report cards.	100% of Treaty Outcomes were reported on by halfway through the year.	All Classroom Teachers	Treaty Education Learning Resources
Implementing the "Inspiring Success" Policy	All staff and students will participate in Orange Shirt Day lessons and activities in honour of the National Day for Truth and Reconciliation. All staff and students will participate in lessons and activities surrounding National Indigenous Peoples Day.	In honour of National Day for Truth and Reconciliation, we gathered together as a school on Friday. Ms. Rugland read us a book written by Phyllis Webstad, a residential school survivor, our grade 4/5/6s recited a poem about Treaty, and then as a school the students co-created some artwork to be hung in our hallways. It was a great day of learning and understanding.	S.Rugland
Implementing the "Inspiring Success" Policy	Staff will reach out to and build relationships with local Indigenous community members. Staff will facilitate opportunities to invite them to share their knowledge with our school throughout the year.	The 2024 Education Week Theme was “Learning is a Journey”. We invited one of our family members to share and guide our students and family members through the process of beading and making their own pair of moccasins. Funding was provided through the Comprehensive School Community Health grant.	All Classroom Teachers
Developing GSSD Leaders	Teaching Staff will be allotted time during all staff meetings to reflect on their Professional Growth Plans and to explore the PD continuum.	This goal was not met this year. We will reflect on whether this time is valued, or if teachers would prefer to work on their PGPs on their own time. Then we will decide whether to move this goal to the 2025-2026 school year.	All Classroom Teachers
Developing GSSD Leaders	Ms. Andrychuk will be serving as GSSD's MathUp Lead this year. Through her coaching, staff from other buildings will be invited to observe how our teachers use Math Up in our multi-graded classrooms.	Ms. Andrychuk served as GSSD's MathUp Lead this year. She presented to several different schools both in small and large group settings, as well as working alongside individuals as they began to explore MathUp in further detail. Ms. Andrychuk also presented at the SUM conference in Saskatoon this year on behalf of MathUp. While we did not have any teachers from other schools observe MathUp lessons in our building this year, we are open to the possibility in the 2025-2026 school year.	J.Andrychuk Math Teachers - S.Campbell & C.Davidson
Developing GSSD Leaders	Student Leadership Council allows students in grades 6-9 to take on a leadership role related to their own personal strengths and interests.	The majority of students in grades 6-9 have chosen to participate in SLC this year. This year, they have planned and hosted a Haunted House, a Christmas Craftivity afternoon, Pink Shirt Day activities as well as a year-end fun afternoon. SLC members are also responsible for planning our monthly spirit days as well as other seasonal activities (ie: Christmas & Halloween scavenger hunts), and they have also taken an active role in sharing school activities during our monthly assemblies. This year our SLC also donated $10,000 towards our new playground fundraiser, and have been active participants in the design process of the new playground.	J.Andrychuk
Ensuring consistent practices across GSSD Schools	Staff will attend all division-based PD and will integrate GSSD norms and expectations into their classrooms.	K-3 & Admin attended Dr. Georgiou's Early Literacy PD in August. Mr. Davidson attended GSSD's PD on Blended Learning in August. Small group reading instruction following the Science of Reading have been implemented in grades K-6 literacy classrooms. Literacy Assessments have been used to inform teaching practice and monitor student progress.	All Staff
Ensuring consistent practices across GSSD Schools	Admin will develop a tentative schedule for walk-throughs throughout the year, and will pre-plan what GSSD look-fors will be used to guide feedback.	Many informal walk-throughs happened naturally throughout the school year, however formalizing this process will remain a goal for the 2025-2026 school year.	S.Campbell
Ensuring consistent practices across GSSD Schools	Staff will submit 2 UBDs (one in October, one in March) to Admin for feedback and further development.	UBDs were submitted by staff prior to teaching their units. Feedback was provided when necessary.	Admin - S.Campbell All Classroom Teachers
Providing equal access to technology	Grayson School will continue to provide chromebooks to students in grades 4-9 on a 1:1 basis. Students in grades K-3 will have access to iPads on a 1:3 basis.	The integration of technology is planned for an intentional at Grayson School. Students have access to chromebooks and/or iPads throughout the day when needed. Any technology that required tech support was sent off to be fixed and returned in a timely manner.	S.Campbell
Providing equal access to technology	Teachers in grades 4-9 will access and use LANSchoolAir to ensure that students are using their technology responsibly and appropriately.	Teachers began using LanSchoolAir frequently to monitor students' use of technology.	C. Davidson S.Campbell R. Wishnevetski S. Rugland
Delivering high-quality teaching and learning resources	Grayson School will participate in “One School, One Book” with the non-fiction text: Extremely Gross Animals.	The SCC purchased one copy of the text Extremely Gross Animals for each family at Grayson School. Students engaged by voting in a sports-bracket style on the animals they thought were the grossest. We celebrated the final bracket by having every class make a gross dessert inspired by one of the animals in the book.	Admin Classroom Teachers	Funds to purchase one copy of the book for each family provided by our SCC

Healthy, Sustainable Physical and Social Environments

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Enhancing mental health and well-being for students and staff	We will continue to enforce our no-cellphone policy throughout the school year, encouraging students to interact and connect with their peers at recess and non-structured learning time.	Staff, students and families are respecting our cellphone policy. Students engage in positive play during recess and other free time (ie: soccer, tag, playing on the snow hill).	Admin Classroom Teachers
Enhancing mental health and well-being for students and staff	Throughout the school year, students will be given opportunities to learn in alternative environments. Grayson School will participate in at least two Take Me Outside days, one in October and one in the winter months.	In the fall, we participated in our first Take Me Outside Day. Students participated in a variety of different science and STEM based learning activities (ie: bottle rockets, constellation models, parachute building, bubble making, etc…). For Family Literacy Week, the whole school went outside to roast s'mores and listen to staff read their favourite stories. The 7/8/9s have taken field trips to Melville where they were guided through a workout at the local gym and to Crooked Lake to experience ice fishing. Our whole school participated in a skiing/tubing day at Asessippi where students were given a lesson on skiing and/or snowboarding prior to being allowed to explore the hill. All students were given the chance to try out ice skating at the local rink several times. The grade 7/8/9 class participated in a day of ice fishing, generously guided by local ice fishing enthusiasts	S.Campbell
Enhancing mental health and well-being for students and staff	Our classrooms will use resources to support social-emotional learning throughout the year. The FRIENDS program will be used in both our K-3 classroom as well as our 4-6 classroom. Other programs will also be accessed and used, like: WeThinkers, A Little Spot, 6Bricks, etc…	Anchor resources were used with fidelity throughout the school year and chosen intentionally to meet the needs of our students.	SST - S.Campbell K-3 Teacher - J.Andrychuk 4-6 Health Teacher - R.Wishnevetski
Enhancing mental health and well-being for students and staff	Our K-3 classroom will continue to offer play breaks and open-ended invitations as part of their regularly scheduled programming.	Play continues to be a main focus in the K-3 classroom and it is intentionally worked into many of the learning opportunities provided throughout the day.	J.Andrychuk
Offering safe and inviting facilities	This year we will look at improving the visual indicators that our building is a safe space for all. We will explore: Installing a handicap parking spot sign near our wheelchair accessible ramp Exploring ways to incorporate Indigenous art from local artists in our hallways	A handicap parking spot sign has been installed and reserved for those who require it. Incorporating Indigenous art from local artists will remain a goal, but we are going to wait until the current art in our hallways (which is outdated and requiring of touch ups) have been painted over to move forward with this project. A fresh coat of paint in our hallways will help reduce the busyness that the current artwork creates and will allow us to be intentional about the artwork that we choose to highlight moving forward.	S.Campbell Facilities department
Offering safe and inviting facilities	To encourage collaboration and team work, classrooms will make use of ‘flexible seating’ in their classrooms. Teachers will recognize if/when students begin to sit with the same group of people repeatedly, and find ways to encourage students to mix up their seating arrangements.	Flexible seating was explored and used throughout all 3 classrooms this year to varying degrees. At times, students requested assigned seating and while that was provided, students always had access to working in multiple areas throughout their classrooms and the school.	Classroom Teachers
Offering safe and inviting facilities	Our K-3 Classroom will be set up following ECERS guidelines. Admin and CT will go through the ECERS checklist together twice, once in the fall and once in the spring.		Admin - S.Campbell K-3 Teacher - J.Andrychuk
Promoting equity, diversity, and inclusion	Students will alternate starting our school assemblies with their own land acknowledgements.	This goal was not met this year, but will be a focus again next year.	All Classroom Teachers
Promoting equity, diversity, and inclusion	Our Student Leadership Council will be developed through an inclusive model rather than an elected model (anyone who wants to join and play a role is welcome to).	All students interested in participating in our Student Leadership Council were encouraged and allowed to do so. All students were given a role based on their interests and strength. Our SLC was able to lead several significant activities throughout the year because they had many people sharing the work load. Our SLC students hosted their first Haunted House for Halloween - it was a great success!	J.Andrychuk
Promoting equity, diversity, and inclusion	Random grouping will continue to be practiced throughout all classrooms to build connections between pairs.	Random groups were used frequently throughout the school year. Classroom teachers developed a variety of different ways to pick groups (ie: digital group generators, random card selection, etc…) within their classroom, but random groups were also used during whole school activities as well (ie: the older students coaching the younger students through their track and field stations).	All Classroom Teachers
Enhancing mental health and well-being for students and staff	Grayson School will provide a simple breakfast program, available to all students every day of the week.	Breakfast was available for all students throughout the entire year. While this isn't a service that is accessed frequently, supplies for toast are always on hand and ready for students if they require.	S.Rugland	Funds provided through Grayson Community Development Corporation
Enhancing mental health and well-being for students and staff	In partnership with Grayson School's SCC, we will host open gym nights, called “Feel Good Friday”, during the winter months. Students, families, and community members will be welcome to attend and participate in a variety of different active-living activities.	In partnership with the SCC, we hosted 15 different “Feel Good Friday” evenings throughout the winter. Different activities were offered, including: volleyball, disc golf, floor hockey, dodgeball, basketball, badminton, pickleball, etc… Some were offered more frequently, depending on their popularity. We had students, families, and community members participate throughout the season and it was well received by all. Funding was received through Parkland Sport, Culture & Rec to purchase new equipment for the activities offered so that the school's equipment was not worn out due to the additional use.	Admin SCC	Funding provided through the Parkland Sport, Culture & Rec grant

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Maintaining transparent, high-quality administrative procedures aligned with Board Policy	All staff are responsible for ensuring that the GSSD Administrative Procedures are being followed. The APs are posted on the GSSD website for reference. Admin will support staff in finding the appropriate AP when necessary.		All Staff
Focusing on educational approaches that prioritize student success	Data from the EYE, F&P BAS, LeNS, OurSchool Survey, Early Lit Assessment, Math Screeners, and other formal and informal assessments will be reviewed, evaluated, and reflected upon to guide instructional approaches and strategies.	All data was reported on in a timely fashion and many formal and informal conversations were had surrounding the data and what our next steps would be in response to the data. Teachers, SST and Admin attended several training sessions around the LeNS and CC3. Admin summarized the OurSchool results, shared it with staff, the SCC and the students and addressed any needs that arose.	All Classroom Teachers
Focusing on educational approaches that prioritize student success	All classroom teachers will incorporate Thinking Classroom approaches to their instruction, both within and outside of math class.	The Thinking Classroom approach has become the core instructional practice in most classes.	All Classroom Teachers
Focusing on educational approaches that prioritize student success	Students requiring supports in literacy will be identified and will have access to UFli, Heggerty, Rime Magic, Phonics Companion, etc... when appropriate. We recognize that there is no “one-size-fits-all” solution, and so we will be flexible in our approach and with the resources that we utilize.	A variety of different resources were used for Tier 1 instruction, including UFli, Heggerty, Rime Magic and others. When Tier 2 and Tier 3 instruction was required, the U of A intervention was used.	S.Rugland
Focusing on educational approaches that prioritize student success	Read-alouds will be utilize in subjects outside of ELA at all grade levels and will be indicated on classroom teachers' Year at a Glances	Teachers' Year-At-A-Glances were submitted with read-alouds incorporated into non-ELA courses. As a result, comprehension and other literacy instruction was worked into subjects outside of ELA seamlessly.	All Classroom Teachers
Focusing on educational approaches that prioritize student success	Teachers will document several piece of writing from each student and put into their Writing Portfolio, including the rubrics used to grade them. This year during staff meetings, staff will share different writing rubrics that they use (both for teacher and student purposes) so that other staff have the chance to reflect and refine their own practices.	As a staff, we calibrated our assessments twice during staff meetings using student writing. All teachers reported that it was a meaningful process and appreciated having others to talk through their assessment process with.	Classroom Teachers
Focusing on educational approaches that prioritize student success	Teachers will target specific writing forms in non-ELA subjects, and will indicate these targets in their Year at a Glance in September.	Teachers Year-At-A-Glances indicated different writing forms in non-ELA subjects. This allowed teachers to target ELA outcomes outside of ELA subjects.	Classroom Teachers
Focusing on educational approaches that prioritize student success	By March, 2025, staff will submit 1 ELA UBD and review it with Admin and/or Literacy Coach.	All ELA teachers submitted 1 ELA UBD for feedback.	C.Davidson, J.Andrychuk, S.Campbell
Focusing on educational approaches that prioritize student success	Staff will go through benchmarking activities as a group at staff meetings in November, January, & February.	As a staff, we had calibrating activities twice this school year. This is a practice we will continue and enhance next year.	Classroom Teachers
Focusing on educational approaches that prioritize student success	Starting in November, classrooms will rotate highlighting student writing in the library. The rotations will change out monthly.	This goal was not met this year.	Classroom Teachers Library Tech - A.Smith
Focusing on educational approaches that prioritize student success	Math instruction will follow the Thinking Classroom framework that focuses on collaboration and exploration.	The Thinking Classroom approach has been adopted by all staff and is the primary instructional strategy used in most subjects.	C.Davidson, S.Campbell, J.Andrychuk
Focusing on educational approaches that prioritize student success	Students in grades K-3 will receive instruction based on the Mathology resource. Students in grades 4-9 will receive instruction based on the MathUp resource.	Mathology and MathUp continue to be our primary math resources. Ms. Andrychuk was the MathUp Lead for the division and having her working in our building increased and enhanced other staff's understanding and use of MathUp within our own building.	C.Davidson, S.Campbell, J.Andrychuk
Allocating resources to improve experiences for students, staff, and community	Student Leadership Council funds will be used to bring various presenters and experts (local and other) to our school throughout the year to supplement curricular learning.	In response to some ongoing peer conflict, we invited Sitruc James to come and share his “Making Bullying Disappear” presentation to our whole school. The presentation was engaging for all students and carried an impactful message as well.	Admin J.Andrychuk	SLC Budget
Allocating resources ot improve experiences for students, staff, and community	A portion of the school based budget will be allocated to enhancing our current collection of math manipulatives. These purchase will be determined throughout the year on an as-needed basis.	Math manipulatives including: rekenreks, protractors, calculators, hexagonal weights, cuisinaire rods etc… were purchased to enhance our current math manipulative collection.	Admin	School based budget
Maintaining transparent, high-quality administrative procedures aligned with Board Policy	Admin will develop a Grayson School Handbook to be shared with staff, Superintendent, and SCC by the end of the year.	Grayson School's first handbook was shared with families at the end of May. It was created as an infographic, rather than as a word document to make it easier to navigate and find all of the information that is shared.	Admin

Engagement of All Students, Families, and Communities

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Fostering connections and supporting transitions	Grayson School will foster and encourage opportunities for our grade 7-9 students to explore Melville Comprehensive School throughout the year (ie: participating in their badminton tournament, attending track and field events, accessing their winter phys. ed equipment, etc…) to build familiarity and to ease the transition once students move on to grade 10.	Our grade 7-9 students had several opportunities to explore Melville Comprehensive School this year. Many participated in both badminton and track at MCS and the grade 9s attended both a career fair and MCS's Cobra for a Day. These activities help the students become familiar with MCS in a low-pressure environment.	C.Davidson
Fostering connections and supporting transitions	During the August days before school starts, we will host a backpack drop off and BBQ supper (provided by the SCC). This will allow students to explore their new classrooms, meet their new teachers, and settle into a new school year with ease.	Our SCC hosted our backpack drop off evening on August 31. Families and students were welcomed to our building, enjoyed a meal, and got a sneak peek into their classroom.	SCC
Fostering connections and supporting transitions	In June, students will have the opportunity to spend a period in their next-year’s classroom with their future teacher. This will allow students an early opportunity to build relationships and build familiarity with new people in a new space.		Classroom Teachers
Fostering connections and supporting transitions	Grayson School’s team (Admin, SST, and Gr 9 Classroom teacher) will meet with MCS’s team in May/June for all grade 9 students heading to MCS. Grade 9 students will also be given the opportunity to tour MCS during their “Cobra for a Day” transition day.	This year we had our first in-person transition meetings. MCS's team (including SST and Admin) came to Grayson to meet the parents of our grade 9s. Structuring our transition meetings this way allowed for our parents to ask any questions that they had as well as to learn about the different programming opportunities that MCS offers.	Admin - S.Campbell Gr 9 Classroom Teacher - C.Davidson
Fostering connections and supporting transitions	Grayson School will continue to use Parent/Teacher Interview time to bring in speakers/supports for parents to access that may otherwise be inaccessible, and/or to highlight student learning in an interactive and engaging way.	This year we used our first Student Led Conference window to bring our families together to learn about the art and skill required to bead leather. This was led by one of our family members. The second Student Led Conference window was set up like more traditional Student Led Conferences where students shared a variety of different learning experiences with their families while connecting with the classroom teachers.	Admin Classroom Teachers
Fostering connections and supporting transitions	By October, Classroom Teachers will send out list of topics that will be covered in class to parents to see if there are any local experts on certain topics (ie: studying rocks and minerals in grades 4 and finding out a parent works at the nearby mine). This will help create connections and learning opportunities that we otherwise would have missed out on.	This goal was not met this year. However, it will remain a focus for next year.	Classroom Teachers
Fostering connections and supporting transitions	Teachers will commit to posting 1-2 Learning Stories per student per month. Teachers in older classrooms will show students how to post their own learning stories so that they can share the work that they are most proud of as well.	This year we experienced technical difficulties periodically throughout the year when posting learning stories, so having students build a routine for posting their own learning stories was challenging. However, we recognize the value of learning stories and hope to integrate them into our sharing in some capacity next year.	Classroom Teachers
Valuing input from students, families, staff, and the community	Students will be given the opportunity to make suggestions and requests to staff through a "Suggestion Box" that will be located in the library and accessible to everyone.	The suggestion box was used frequently throughout the year. Most requests were then highlighted during our monthly assemblies and it was shared whether or not those requests could be met. Student requests varied, including requests for canteen supplies, recess equipment, spirit days, among other things! Highlighting student voice was the main priority for this initiative and it definitely had a positive impact. This is something we will continue using next year.	Admin
Valuing input from students, families, staff, and the community	Our Student leadership Council is open to any students in grades 6-9, and they are responsible for planning spirit days, raising concerns with staff, budgeting their SLC account, etc...	Our SLC met twice a month and ran throughout the entirety of the year. They planned over 20 spirit days, a few evening activities, and even decided to make a large financial contribution to our playground fundraiser.	J.Andrychuk
Valuing input from students, families, staff, and the community	Our School Community Council will meet 5 times in a year to support the School Learning Plan, to address any immediate concerns, and to develop long-range plans for the future of Grayson School.	Our SCC met formally several times this year. The main focus of this year was establishing a plan for upgrading our school playground. This will remain a high priority for the next couple of years. Our SCC also participated in a variety of different fundraising events this year (ie: Dualling Pianos, Crooked Lake Classic, Rummage Sale, Baseball BBQs, etc…).	Admin
Communicating openly and clearly	Grayson School will continue to use Edsby as our primary method of communication. Each homeroom will have its own group for messages relevant to that class alone, messages that are important to all of our families will be posted in the stream, and the broadcast feature will be used for large message distribution as well. Teachers will be encouraged to use Edsby Messaging to communicate with parents on a regular basis.	Edsby remains our main communication tool with families. It was shared with us that families found it difficult to find whole school information because sometimes it was posted in classroom groups, and sometimes it was on the river. We decided to make a Grayson School group where all information pertaining to the whole school would be shared. We have received positive feedback since making this change.	All Staff
Forming partnerships to support GSSD's priority areas	This year we will continue to foster our relationship with Stockholm School by continuing with our combined PAA programming, our Science Fair, as well as our combined staff PD opportunities.	We continue to enjoy our partnership with Macdonald School in Stockholm. Our students enjoy having multiple options for PAA programming throughout the year. In January, we gathered our staff together to partake in an AI PD provided through GSSD. Fostering this relationship has even resulted in staff from both schools creating their own PLNs and meeting outside of school hours to collaborate.	S.Campbell C.Davidson
Forming partnerships to support GSSD's priority areas	Grayson School is appreciative of our continued partnerships with the GCDC, Painted Hand Casino, Grayson Community Daycare, Grayson Public Library, Parkland Regional Library, Kim's Independent Grocer, and we hope to build more partnerships as the year continues.	Grayson School has arranged to order our monthly hot lunches through the Grayson Community Daycare. This will serve as a fundraiser for the daycare and it reduces many of the barriers (ie: distance) of ordering hot lunches elsewhere.	Admin
Valuing input from students, families, staff, and the community	This year we will incorporate a “Student Shout Out” initiative where students will be given the opportunity to share when one of their peers does something nice/kind/worthy of a shout out. These shout outs will be read either during our weekly announcements or during our monthly assemblies.	This year our “Student Shout Out" bin was always overflowing with compliments and shoutouts that our students wanted to give their peers. This was a highlight during our assembly, and all of our students enjoyed being recognized AND recognizing others. This initiative will be continued into next year.	Admin
Fostering connections and supporting transitions	Grayson School will provide several different opportunities for staff and students alike to connect with community members, through sharing meals, acts of community service, and frequently scheduled senior visits.	This year, we hosted a pancake breakfast, a potluck, our science fair and BBQ, and a bottle drive and BBQ. Opening our doors to our community allows our community members to feel connected to our school and it also provides us with an opportunity to show off all of the great things that are happening at our school.	Classroom Teachers
Forming partnerships to support GSSD's priority areas	Grayson School will highlight and share any programming that is offered through the Grayson Public Library with our families through Edsby. We will share these dates on our school calendar as well as through our weekly announcements.	Grayson Public Library programming was shared with families through Edsby throughout the year.	Admin Library Tech Grayson Public Library Librarian

Signatures:
Principal Signature: Sara Campbell
SCC Signature: Terese Cowan