High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Upholding clear, high-quality Board of Education Policies Ensuring consistent practices across GSSD Schools.	GSSD Board Policies will be reviewed at each regular board meeting. Updates and revisions will be tracked, and the newly revised policies will be communicated to the sector using the From the Board Report. Macdonald School Handbook is shared with all families. Hard copies provided to all new families (Kindergarten & New Enrollments). Consistent messaging/expectations around student code of conduct. Teachers and Administrators. Copies of Student Transportation Guide for Students & Parents will be provided to each family in September. Admin “Bus Talks” will also happen in Sept. to review transportation guide. Cell phones in schools AP followed and Macdonald School policy will be developed and shared with students. GSSD screeners are implemented, reviewed, and used to guide instructional practices/ interventions for students.	Macdonald School Handbook: The school handbook was shared with all families once all fall revisions were complete. Information about the upcoming school handbook is shared during Kindergarten Orientation evening. All Kindergarten families receive the handbook. New families also receive a copy of the handbook. Cell Phone Policy: Saskatchewan Ministry mandated that cell phones are not to be on students or a distractions to students during instructional time. This was implemented at MAC in Sept. Teachers needed to revisit this rule with students frequently. Bus Talks: Students/families received information on bus expectations. This is an area that could be reviewed more frequently in the future. A reminder that the bus driver's job is to get students to and from school safely. Students should not be a distraction to the driver. Screeners: Screeners have been implemented through each appropriate cycle. SST and administrator meet to review data. SST met one on one with each teacher to review data and plan for upcoming responses to data as well as RTI and intervention plans. Teachers are responsive to math screener data. RTI groups are formed according to data.	Administrator - Mrs. Melissa Johanson All Staff Bus Drivers	Macdonald School Handbook Link GSSD Administrative Procedures https://www.gssd.ca/division/administrative-procedures GSSD Student Code of Conduct https://www.gssd.ca/download/389402 Attendance Monitoring https://www.gssd.ca/download/389426 Cell Phones in Schools AP https://www.gssd.ca/download/389391 Student Transportation Guide for Students & Parents https://www.gssd.ca/download/389842
Focusing on educational approaches that prioritize student success	Reading Success is supported by: UFLI program - K/1/2, Guided Reading Gr. 3-9, F&P benchmarking, elementary Student Support Teacher reading/writing support. Writing Success is supported by: Quick writes are implemented in Gr. 3-9 to build stamina. Teachers will influence "student writing engagement & attitudes" by incorporating writing projects that include student choice, writing conferences that focus on encouragement and strengths. Math Success is supported by: GSSD math screeners and analysis with SST/Teachers/Admin to develop grade level plans. Mathology as a resource to implement for Gr. 1-3. Teachers connecting math to "real life experiences" at least once monthly. Teachers will display a Growth Mindset poster in each classroom and will refer to the poster throughout the year. By November, teachers will develop "Math Norms" and posters to display in classrooms. Teachers will commit to implementing a "Blast from the Past"into math at least bi-weekly to support solidifying math facts and number sense curricular area.	Reading Success: Kindergarten completed first session and found it to be very successful. Grade ½ UFLI - Grade 1 and 2 were separated and taught by 2 teachers to provide smaller group instruction. Grade ½ - Grade 1 and 2 scope and sequence have been divided so each class is being taught to the scope & sequence that aligns to their grade level. SST teaches Grade 1 and classroom teacher grade 2. UFLI Centers are used to target areas of struggle to review and solidify concepts. UFLI develops reading and writing practices. Writing is delivered with guided and modeled writing at first with grades 1 and 2, eventually they move to quick free writes. Grade ¾ UFLI- whole group lessons; as per student needs (including core phonics data/results). Practise of skills taught are done in ELA stations. UFLI interventions are provided for students who need to develop areas of weakness. Grade 5/6 UFLI - (whole group) starting with ‘Reading Longer Words’ lessons and focusing on punctuation as well. Grade 5/6 F&P - reading assessments were completed with all students who were not reading independently at level z during the fall assessment. Intervention support : Clear Fluency Program - Gr. 6 Grade 5/6 students have written and published books for the classroom library; their books were showcased at the SLCs in February. They also wrote play scripts in small groups. Students rehearsed and recorded their plays. The class celebrated with a screening and popcorn! Writing: Grade ¾ uses the Idea Jar. Here the students can place in ideas that interest them and/or they feel would interest others. When students are struggling to come up with ideas, they are welcome to choose from the Idea Jar. Teacher also encourages quick writes. The goal is that students see themselves as writers and willingly want to share their writing. Topics are fun and engaging. With student permission, we revise and edit a student's work together. We always give a compliment and a suggestion. We celebrate the sharing of the writing, just as much as the writing itself. We try to connect math to everyday life, on a daily basis. There are 23 students and we need 6 groups for gym. How many students in each group? Students also generate their own problems and classmates solve them. Teacher also generates everyday life problems using Magic School AI. Students use various menus and book orders for math concepts. Math Success: MATH: Grade 1 and 2 review and practice areas of concern based on math screener data during Math Centers. Mathology is being used as a main resource along with IXL and teacher made resources. BLAST FROM THE PAST: Grade 1 and 2 - First thing in the morning students are given questions on the white board to answer after they unpack for the day. Each grade is given 2-3 questions to answer independently. After announcements and attendance we correct them whole group. Grade ¾ also does Blast From the Past but it is included in their math stations. Grade ¾ has developed Math Norms. These norms are posted and reviewed on a regular basis. Math growth mindset posters are also rotated each month. Math screeners A and B were completed in grade 5/6. The data from the screeners informed Math RTI groupings and concepts taught. Grade 5/6 BLAST FROM THE PAST - After completing the Math Screener B, grade 5/6 began regular review of number sense skills on a weekly basis. Individually and as a whole group, the class tracks their progress using charts and graphs. Together the class notices the areas to focus lessons on and practices skills. Celebrating the class growth in skill areas is motivating for students. Math data was reviewed on an individual teacher-SST basis to discuss plans moving forward. Data is Responded to during RTI time.	K-9 Teachers Administrator School Counsellor	Ufli Foundations Screener Data IXL Online Grades 1-9 Mathology GSSD ELA, MATH, WRITING RESOURCES Word Study Jennifer Serravallo Resources Google Read and Write GSSD Reading, Writing, Math - Look Fors Writing Conferences -Carl Anderson Ministry Module 4 - Writing Expression GSSD Anchor Resources Building Thinking Classrooms Math Classroom Checklist K-8 Math Classroom Checklist 9-12 Math Common Assessments GSSD Math Interventions Page Number Talks Math printouts Math Word Wall
Improving student outcomes	Response to Intervention staff meetings every 6 weeks to review data, consider next intervention phase. 30 minutes of Response to Intervention time scheduled into each day to support students. Record of Adaptations are carefully constructed by classroom teachers for students when necessary. Cross-grade groupings for Jr. High and elementary students in art & phys. ed. Student support teacher meetings with SST & Teacher to review policies and procedures, review goal writing, review data, ROA writing, and RTI expectations.	Our RTI team is a whole school team. We meet to discuss student need, mental health concerns, attendance and collaborate to make plans to meet student need. RTI and interventions are tracked in CLEVR. Each classroom teacher responds to student needs in either math or ELA. Our school works as a team in which all people throughout the school are involved in RTI through either RTI groups or classroom coverage. Goals and updates are added to ROA templates to update parents on a per term basis. Discussion was had that ROA’s will be shared with students during a private meeting between classroom teacher and student to allow for student input and advocacy. This will begin in the Fall of 2025. Student support teacher has a block of time during each staff meeting for updates, new information, etc. Cross Grade Groupings in Art and PE worked well. We do find it too large a jump from Gr. 7 to Gr. 9. Future groupings will be 7/8 and 8/9.	All Teachers Administrator Student Support Teacher	GSSD Student Services Module 1 - Multilevel Instruction: Planning for Student Diversity Module 2 - Reading Instruction Module 3 - Instruction in Mathematics
Implement the “Inspiring Success Policy”.	Professional Development with Inspiring Success happened in 2023/24. Review of document throughout the year at staff meetings - Oct., Feb., Apr. Treaty 4 flags will be displayed in entrance and gymnasium alongside Canada and Saskatchewan flags. Gr. 7-9 Alternate Environment Activities implementation of Indigenous Outcomes with guidance from Megan Schreiner and Robert Severeight. Sept. 30 - Orange Shirt Day Celebration Gr. 7-9 students will attend Treaty celebration in Fort Qu'Appelle in September 2024. Staff Meeting in October, staff will review GSSD Treaty Education presentation and explore resources.	Alternate environment : Students had the chance to learn about Indigenous Feasts along with the proper protocols and procedures. Beading: Students were able to design and create their own loom beading wampum belts. They learnt about a wampum belt and then designed and created their own mirrored patterns. Tree planting: students will be taking part in giving back to mother earth by planting donated trees around the town. ORANGE SHIRT DAY: On this day the whole school took part in learning about reconciliation. Each classroom teacher taught them about Orange shirt day, then we gathered as a school to learn about smudging, laying tobacco, and making bannock. We gathered as a school in our outdoor space listened to Indigenous inspired music while we practiced smudging, laying tobacco and cooking bannock on an open fire. Students of all ages gathered after they ate bannock and made bracelets or drew pictures. Grade 7-9 students bussed to Fort Qu’Appelle for the 150 year anniversary of the signing of Treaty 4. Students took in a variety of presentations set up in tipis around the perimeter of the grounds and watched cultural pow wow dances on the pow wow grounds.	All staff Admin Gr. 7-9 Teachers Megan Schreiner - Alt. Env. Act. - Indigenous Ed.	First Nations and Metis Education - Saskatchewan Government Inspiring Success Document Provincial Education Plan Strengthening Relationships Building Partnerships GSSD Treaty Education Professional Development
Delivering high-quality teaching and learning resources	"Blended Learning" by Catlin Tucker resources provided to all staff. Book club will begin in Jan. 2025. Wyatt, Krysten, Sam will share resources/professional development around blended learning, AI professional development at October staff meeting. FRIENDS curriculum delivered to students in Gr. 1-6. A Little Spot resource used in Kindergarten and Grade ½ classrooms. GSSD ELA and Math recommended resources, screeners, Early Literacy professional development.	Time is built into the schedule each day in Kindergarten for teaching and using the Little Spot resource. Time is also built into the Grade 1/2 schedule for Little Spot. UFLI programming is happening on a daily basis in Grade 1,2 and responsively in Grades 3/4 and 5/6 to address learning gaps. K UFLI scope and sequence began in late January.	All teachers Admin SST	Blended Learning - Catlin Tucker FRIENDS RESILIENCE
Providing equal access to technology.	1-1 Chromebooks for Grades 5-9. Kindergarten - no iPads 1/2 iPads - currently 8 that are up to date and work properly 3/4 - 1-1 ipads but do not always work and/or turn on.	Rollout has happened. We have 1:1 chromebooks in Gr. 5-9. Grade 1/2 currently have 13 ipads. Enough for 1-1 for one grade at a time. Grade ¾ currently have 1:1 chromebooks. A couple of them have stopped working and could not be repaired. Courtney has replaced them with new ones (or at least..new to us). Chromebook damage continues to be an issue. Strategic planning to decrease the amount of damaged chromebooks must be adhered to in 2025/2026. Ex. - do not store chromebooks in lockers/desks. Must cart the chromebooks when finished using them. Chromebooks should not be permitted usage during recess'.	GSSD tech department
Developing GSSD Leaders	Professional Growth Plans - Teachers will meet with admin 3X/year. Use PD continuum. Professional Learning Communities (PLC's) meet to review SLP and discuss. Meeting minutes are recorded with notes and action items. Professional Development opportunities. GSSD Service Commitments reviewed at staff meetings MAC meeting norms developed in September and reviewed at each staff meeting.	SLP topics included: Science fair transition to Curiosity Fair. Gr. ½ - Science Fair Gr. ¾ Science Fair Gr. ⅚ - Heritage Fair Gr. ⅞ - Probability Carnival Gr. 9 - Genius Hr Project Meeting Norms were created and adopted. They are reviewed each staff meeting.	All staff All teachers Admin

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Upholding clear, high-quality Board of Education Policies

Ensuring consistent practices across GSSD Schools.

GSSD Board Policies will be reviewed at each regular board meeting. Updates and revisions will be tracked, and the newly revised policies will be communicated to the sector using the From the Board Report.

Macdonald School Handbook is shared with all families. Hard copies provided to all new families (Kindergarten & New Enrollments).

Consistent messaging/expectations around student code of conduct. Teachers and Administrators.

Copies of Student Transportation Guide for Students & Parents will be provided to each family in September. Admin “Bus Talks” will also happen in Sept. to review transportation guide.

Cell phones in schools AP followed and Macdonald School policy will be developed and shared with students.

GSSD screeners are implemented, reviewed, and used to guide instructional practices/ interventions for students.

Macdonald School Handbook:

The school handbook was shared with all families once all fall revisions were complete. Information about the upcoming school handbook is shared during Kindergarten Orientation evening. All Kindergarten families receive the handbook. New families also receive a copy of the handbook.

Cell Phone Policy:

Saskatchewan Ministry mandated that cell phones are not to be on students or a distractions to students during instructional time. This was implemented at MAC in Sept. Teachers needed to revisit this rule with students frequently.

Bus Talks:

Students/families received information on bus expectations. This is an area that could be reviewed more frequently in the future. A reminder that the bus driver's job is to get students to and from school safely. Students should not be a distraction to the driver.

Screeners:

Screeners have been implemented through each appropriate cycle. SST and administrator meet to review data. SST met one on one with each teacher to review data and plan for upcoming responses to data as well as RTI and intervention plans.

Teachers are responsive to math screener data. RTI groups are formed according to data.

Administrator - Mrs. Melissa Johanson

All Staff

Bus Drivers

Macdonald School Handbook Link

GSSD Administrative Procedures https://www.gssd.ca/division/administrative-procedures

GSSD Student Code of Conduct

https://www.gssd.ca/download/389402

Attendance Monitoring

https://www.gssd.ca/download/389426

Cell Phones in Schools AP

https://www.gssd.ca/download/389391

Student Transportation Guide for Students & Parents

https://www.gssd.ca/download/389842

Focusing on educational approaches that prioritize student success

Reading Success is supported by: UFLI program - K/1/2, Guided Reading Gr. 3-9, F&P benchmarking, elementary Student Support Teacher reading/writing support.
Writing Success is supported by: Quick writes are implemented in Gr. 3-9 to build stamina. Teachers will influence "student writing engagement & attitudes" by incorporating writing projects that include student choice, writing conferences that focus on encouragement and strengths.
Math Success is supported by: GSSD math screeners and analysis with SST/Teachers/Admin to develop grade level plans. Mathology as a resource to implement for Gr. 1-3. Teachers connecting math to "real life experiences" at least once monthly. Teachers will display a Growth Mindset poster in each classroom and will refer to the poster throughout the year. By November, teachers will develop "Math Norms" and posters to display in classrooms. Teachers will commit to implementing a "Blast from the Past"into math at least bi-weekly to support solidifying math facts and number sense curricular area.

Reading Success:

Kindergarten completed first session and found it to be very successful.

Grade ½ UFLI - Grade 1 and 2 were separated and taught by 2 teachers to provide smaller group instruction. Grade ½ - Grade 1 and 2 scope and sequence have been divided so each class is being taught to the scope & sequence that aligns to their grade level. SST teaches Grade 1 and classroom teacher grade 2. UFLI Centers are used to target areas of struggle to review and solidify concepts. UFLI develops reading and writing practices. Writing is delivered with guided and modeled writing at first with grades 1 and 2, eventually they move to quick free writes.

Grade ¾ UFLI- whole group lessons; as per student needs (including core phonics data/results). Practise of skills taught are done in ELA stations.

UFLI interventions are provided for students who need to develop areas of weakness.

Grade 5/6 UFLI - (whole group) starting with ‘Reading Longer Words’ lessons and focusing on punctuation as well.

Grade 5/6 F&P - reading assessments were completed with all students who were not reading independently at level z during the fall assessment.

Intervention support : Clear Fluency Program - Gr. 6

Grade 5/6 students have written and published books for the classroom library; their books were showcased at the SLCs in February. They also wrote play scripts in small groups. Students rehearsed and recorded their plays. The class celebrated with a screening and popcorn!

Writing:

Grade ¾ uses the Idea Jar. Here the students can place in ideas that interest them and/or they feel would interest others. When students are struggling to come up with ideas, they are welcome to choose from the Idea Jar.

Teacher also encourages quick writes. The goal is that students see themselves as writers and willingly want to share their writing. Topics are fun and engaging. With student permission, we revise and edit a student's work together. We always give a compliment and a suggestion. We celebrate the sharing of the writing, just as much as the writing itself.

We try to connect math to everyday life, on a daily basis. There are 23 students and we need 6 groups for gym. How many students in each group? Students also generate their own problems and classmates solve them.

Teacher also generates everyday life problems using Magic School AI.

Students use various menus and book orders for math concepts.

Math Success:

MATH: Grade 1 and 2 review and practice areas of concern based on math screener data during Math Centers. Mathology is being used as a main resource along with IXL and teacher made resources.

BLAST FROM THE PAST: Grade 1 and 2 - First thing in the morning students are given questions on the white board to answer after they unpack for the day. Each grade is given 2-3 questions to answer independently. After announcements and attendance we correct them whole group.

Grade ¾ also does Blast From the Past but it is included in their math stations.

Grade ¾ has developed Math Norms. These norms are posted and reviewed on a regular basis. Math growth mindset posters are also rotated each month.

Math screeners A and B were completed in grade 5/6. The data from the screeners informed Math RTI groupings and concepts taught. Grade 5/6 BLAST FROM THE PAST - After completing the Math Screener B, grade 5/6 began regular review of number sense skills on a weekly basis. Individually and as a whole group, the class tracks their progress using charts and graphs. Together the class notices the areas to focus lessons on and practices skills. Celebrating the class growth in skill areas is motivating for students.

Math data was reviewed on an individual teacher-SST basis to discuss plans moving forward. Data is Responded to during RTI time.

K-9 Teachers

Administrator

School Counsellor

Ufli Foundations
Screener Data
IXL Online Grades 1-9
Mathology
GSSD ELA, MATH, WRITING RESOURCES
Word Study
Jennifer Serravallo Resources
Google Read and Write
GSSD Reading, Writing, Math - Look Fors
Writing Conferences -Carl Anderson
Ministry Module 4 - Writing Expression
GSSD Anchor Resources
Building Thinking Classrooms
Math Classroom Checklist K-8
Math Classroom Checklist 9-12
Math Common Assessments
GSSD Math Interventions Page
Number Talks
Math printouts
Math Word Wall

Improving student outcomes

Response to Intervention staff meetings every 6 weeks to review data, consider next intervention phase.

30 minutes of Response to Intervention time scheduled into each day to support students.

Record of Adaptations are carefully constructed by classroom teachers for students when necessary.

Cross-grade groupings for Jr. High and elementary students in art & phys. ed.

Student support teacher meetings with SST & Teacher to review policies and procedures, review goal writing, review data, ROA writing, and RTI expectations.

Our RTI team is a whole school team. We meet to discuss student need, mental health concerns, attendance and collaborate to make plans to meet student need. RTI and interventions are tracked in CLEVR.

Each classroom teacher responds to student needs in either math or ELA. Our school works as a team in which all people throughout the school are involved in RTI through either RTI groups or classroom coverage.

Goals and updates are added to ROA templates to update parents on a per term basis. Discussion was had that ROA’s will be shared with students during a private meeting between classroom teacher and student to allow for student input and advocacy. This will begin in the Fall of 2025.

Student support teacher has a block of time during each staff meeting for updates, new information, etc.

Cross Grade Groupings in Art and PE worked well. We do find it too large a jump from Gr. 7 to Gr. 9. Future groupings will be 7/8 and 8/9.

All Teachers

Administrator

Student Support Teacher

GSSD Student Services

Module 1 - Multilevel Instruction: Planning for Student Diversity

Module 2 - Reading Instruction

Module 3 - Instruction in Mathematics

Implement the “Inspiring Success Policy”.

Professional Development with Inspiring Success happened in 2023/24. Review of document throughout the year at staff meetings - Oct., Feb., Apr.

Treaty 4 flags will be displayed in entrance and gymnasium alongside Canada and Saskatchewan flags.

Gr. 7-9 Alternate Environment Activities implementation of Indigenous Outcomes with guidance from Megan Schreiner and Robert Severeight.

Sept. 30 - Orange Shirt Day Celebration

Gr. 7-9 students will attend Treaty celebration in Fort Qu'Appelle in September 2024.

Staff Meeting in October, staff will review GSSD Treaty Education presentation and explore resources.

Alternate environment : Students had the chance to learn about Indigenous Feasts along with the proper protocols and procedures.

Beading: Students were able to design and create their own loom beading wampum belts. They learnt about a wampum belt and then designed and created their own mirrored patterns.

Tree planting: students will be taking part in giving back to mother earth by planting donated trees around the town.

ORANGE SHIRT DAY: On this day the whole school took part in learning about reconciliation. Each classroom teacher taught them about Orange shirt day, then we gathered as a school to learn about smudging, laying tobacco, and making bannock. We gathered as a school in our outdoor space listened to Indigenous inspired music while we practiced smudging, laying tobacco and cooking bannock on an open fire. Students of all ages gathered after they ate bannock and made bracelets or drew pictures.

Grade 7-9 students bussed to Fort Qu’Appelle for the 150 year anniversary of the signing of Treaty 4. Students took in a variety of presentations set up in tipis around the perimeter of the grounds and watched cultural pow wow dances on the pow wow grounds.

All staff

Admin

Gr. 7-9 Teachers

Megan Schreiner - Alt. Env. Act. - Indigenous Ed.

First Nations and Metis Education - Saskatchewan Government

Inspiring Success Document
Provincial Education Plan
Strengthening Relationships
Building Partnerships

GSSD Treaty Education Professional Development

Delivering high-quality teaching and learning resources

"Blended Learning" by Catlin Tucker resources provided to all staff. Book club will begin in Jan. 2025.

Wyatt, Krysten, Sam will share resources/professional development around blended learning, AI professional development at October staff meeting.

FRIENDS curriculum delivered to students in Gr. 1-6.

A Little Spot resource used in Kindergarten and Grade ½ classrooms.

GSSD ELA and Math recommended resources, screeners, Early Literacy professional development.

Time is built into the schedule each day in Kindergarten for teaching and using the Little Spot resource. Time is also built into the Grade 1/2 schedule for Little Spot.

UFLI programming is happening on a daily basis in Grade 1,2 and responsively in Grades 3/4 and 5/6 to address learning gaps. K UFLI scope and sequence began in late January.

All teachers

Admin

SST

Blended Learning - Catlin Tucker

FRIENDS RESILIENCE

Providing equal access to technology.

1-1 Chromebooks for Grades 5-9.

Kindergarten - no iPads

1/2 iPads - currently 8 that are up to date and work properly

3/4 - 1-1 ipads but do not always work and/or turn on.

Rollout has happened. We have 1:1 chromebooks in Gr. 5-9.

Grade 1/2 currently have 13 ipads. Enough for 1-1 for one grade at a time.

Grade ¾ currently have 1:1 chromebooks. A couple of them have stopped working and could not be repaired. Courtney has replaced them with new ones (or at least..new to us).

Chromebook damage continues to be an issue. Strategic planning to decrease the amount of damaged chromebooks must be adhered to in 2025/2026.

Ex. - do not store chromebooks in lockers/desks. Must cart the chromebooks when finished using them. Chromebooks should not be permitted usage during recess'.

GSSD tech department

Developing GSSD Leaders

Professional Growth Plans - Teachers will meet with admin 3X/year. Use PD continuum.

Professional Learning Communities (PLC's) meet to review SLP and discuss. Meeting minutes are recorded with notes and action items.

Professional Development opportunities.

GSSD Service Commitments reviewed at staff meetings

MAC meeting norms developed in September and reviewed at each staff meeting.

SLP topics included:

Science fair transition to Curiosity Fair.

Gr. ½ - Science Fair

Gr. ¾ Science Fair

Gr. ⅚ - Heritage Fair

Gr. ⅞ - Probability Carnival

Gr. 9 - Genius Hr Project

Meeting Norms were created and adopted. They are reviewed each staff meeting.

All staff

All teachers

Admin

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	Kindergarten to Gr. 9 Mental Health Plan K - Little Spot, We Thinkers ½ - Little Spot, FRIENDS resilience ¾ - FRIENDS resilience, MindUp 5/6 - Growth Mindset & Goal setting (FRIENDS, Social Thinkers, Energy Bus) 7/8 - Solo Time & Growth Mindset 9 - Depression Education & Cognitive Distortions: Mixed check-ins (digital & in person) Apprenticeship Program - walking students through "real life experience" of applying, interviewing and working for a job. Creating a sense of belonging. Throughout the year, students will have opportunities to be a part of the apprenticeship program if they desire. Outdoor Education. Teachers will commit to taking students to learn in/for/about the Outdoors at least once monthly. After school programs: Spirit Coordinators, Friends of the Forest RTI meetings will address mental health. 2 Mental Health/Mindfulness rooms have been set up and will be encouraged usage for our K-9 students. School Counselor - aka: SC will work collaboratively with nurse practitioner to ensure students needs are met. SC will support facilitation of FRIENDS program. SC will provide classroom supports and presentations as requested by staff for health classes. SC will post resources for students and parents on Edsby as they become available. SC will refer students/families to Mental Health, Addictions services, GSSD addictions counselor, Child & Family Services, RCMP, Income Assistance, SIGN when further intervention is necessary for wellness and will advocate for the needs of the student and/or family. SC will connect with families and carry out home visits to support attendance if deemed necessary by administration. RCMP liason officer is welcome at Macdonald School to pop in, to support topics, to support students and form connections with students/families.	K - 2 confirms using “A Little Spot.” Grade ¾ confirms Mind-Up and Friends Grade ¾ manages to get outside at least once a month for Science, Social and/or math. A section to address new mental health concerns is part of every RTI team meeting and discussion. Mindfulness room time is built into the schedule for students who require this time daily. Students are always supervised by an adult while in the mindfulness room. Mindfulness activities/strategies are built into class. Students have opportunities to practise them. They also have access to a classroom calming corner. Grade ¾ complete morning check-ins. This gives the teacher an opportunity to check-in with students who may need it and/or at least keep an eye on them throughout the day.	Teachers Administrator Support Staff School Counsellor Macdonald School SCC RCMP Liason	MAC Mental Health Continuum Social Thinkers We Thinkers A Little Spot Superflex Resources MindUp FRIENDS Zones of Regulations Buddy Bench
Offering safe and inviting facilities	Macdonald School will work to develop welcoming entrances that support diversity, equity, and inclusion. Gymnasium changerooms are a priority and need to be renovated/reconsidered to be “Safe Spaces”. Staff meetings to review and develop action items for GSSD TIPS sheet at October and February staff meetings. Macdonald School will work to develop "safe spaces" for all students during recesses and unstructured times. Macdonald School will support having a "healthy" playground area for K-6 students and "healthy" outdoor space for Gr. 7-9s.	Playground - Shed Managers to provide equipment and safety equipment for students. Multiple nets for all ages to play sports. Update sportscourt to provide a tennis net, basketball options. Construction Zone for our students who like to build, construct and be creative. Pop-up surprise themes - ex. fairy garden materials, christmas themes, easter eggs for easter, etc. Art area for students who like to draw and be creative. Recess Year Plan to reduce boredom. Outdoor Classroom - for our explorers. Supervision required. Trees to climb safely. Gr. 7-9 - Cross Net Volleyball, Hockey nets for hockey, patio benches for gathering, outdoor volleyball court. Goal is to get a new volleyball net and tetherball pole for the Gr 7-9s.	All Staff Admin - Recess Year Plan (K-6, 7-9) SCC Students	Our School Data SOS-Q
Promoting equity, diversity, and inclusion	GSSD TIPS sheet will be analyzed by staff and SCC. Learning Commons - Diverse Literature. Budget allocation. Spirit Day Considerations (inclusive themes & alternate suggestions)	Leo's Learning Commons is the heart of the school. It is a place that all students, staff, our SCC, and community gathers. Together as a Macdonald School Staff and SCC, we will continue to develop an equitable, diverse, and inclusive environment in our Learning Commons by allocating funds to build resources in Learning Commons. $2000.00 was allocated for the resource room this year. The consideration of the Learning Commons environment transformation will be the catalyst that sparks a more critical eye throughout our entire school environment.	All staff Librarian Admin	Inspiring Success Document: https://publications.saskatchewan.ca/#/products/90278 Welcoming Schools Website/Resources & Starter Kit https://welcomingschools.org/ https://greatlakesequity.org/resource/starter-kit-introductory-materials-welcoming-schools Cultivating Diversity, Equity, and Inclusion in Education Environments Diversity, Inclusion, Equitable environments GSSD PD Continuum https://pd.gssd.ca/

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

Kindergarten to Gr. 9 Mental Health Plan
K - Little Spot, We Thinkers
½ - Little Spot, FRIENDS resilience
¾ - FRIENDS resilience, MindUp
5/6 - Growth Mindset & Goal setting (FRIENDS, Social Thinkers, Energy Bus)
7/8 - Solo Time & Growth Mindset
9 - Depression Education & Cognitive Distortions: Mixed check-ins (digital & in person)
Apprenticeship Program - walking students through "real life experience" of applying, interviewing and working for a job. Creating a sense of belonging. Throughout the year, students will have opportunities to be a part of the apprenticeship program if they desire.
Outdoor Education. Teachers will commit to taking students to learn in/for/about the Outdoors at least once monthly.
After school programs: Spirit Coordinators, Friends of the Forest
RTI meetings will address mental health.
2 Mental Health/Mindfulness rooms have been set up and will be encouraged usage for our K-9 students.
School Counselor - aka: SC will work collaboratively with nurse practitioner to ensure students needs are met.
SC will support facilitation of FRIENDS program.
SC will provide classroom supports and presentations as requested by staff for health classes.
SC will post resources for students and parents on Edsby as they become available.
SC will refer students/families to Mental Health, Addictions services, GSSD addictions counselor, Child & Family Services, RCMP, Income Assistance, SIGN when further intervention is necessary for wellness and will advocate for the needs of the student and/or family.
SC will connect with families and carry out home visits to support attendance if deemed necessary by administration.
RCMP liason officer is welcome at Macdonald School to pop in, to support topics, to support students and form connections with students/families.

K - 2 confirms using “A Little Spot.”

Grade ¾ confirms Mind-Up and Friends

Grade ¾ manages to get outside at least once a month for Science, Social and/or math.

A section to address new mental health concerns is part of every RTI team meeting and discussion.

Mindfulness room time is built into the schedule for students who require this time daily. Students are always supervised by an adult while in the mindfulness room.

Mindfulness activities/strategies are built into class. Students have opportunities to practise them. They also have access to a classroom calming corner.

Grade ¾ complete morning check-ins. This gives the teacher an opportunity to check-in with students who may need it and/or at least keep an eye on them throughout the day.

Teachers

Administrator

Support Staff

School Counsellor

Macdonald School SCC

RCMP Liason

MAC Mental Health Continuum

Social Thinkers

We Thinkers

A Little Spot

Superflex Resources

MindUp

FRIENDS

Zones of Regulations

Buddy Bench

Offering safe and inviting facilities

Macdonald School will work to develop welcoming entrances that support diversity, equity, and inclusion.

Gymnasium changerooms are a priority and need to be renovated/reconsidered to be “Safe Spaces”.

Staff meetings to review and develop action items for GSSD TIPS sheet at October and February staff meetings.

Macdonald School will work to develop "safe spaces" for all students during recesses and unstructured times.

Macdonald School will support having a "healthy" playground area for K-6 students and "healthy" outdoor space for Gr. 7-9s.

Playground - Shed Managers to provide equipment and safety equipment for students. Multiple nets for all ages to play sports. Update sportscourt to provide a tennis net, basketball options. Construction Zone for our students who like to build, construct and be creative. Pop-up surprise themes - ex. fairy garden materials, christmas themes, easter eggs for easter, etc. Art area for students who like to draw and be creative.

Recess Year Plan to reduce boredom.

Outdoor Classroom - for our explorers. Supervision required. Trees to climb safely.

Gr. 7-9 - Cross Net Volleyball, Hockey nets for hockey, patio benches for gathering, outdoor volleyball court.

Goal is to get a new volleyball net and tetherball pole for the Gr 7-9s.

All Staff

Admin - Recess Year Plan (K-6, 7-9)

SCC

Students

Our School Data

SOS-Q

Promoting equity, diversity, and inclusion

GSSD TIPS sheet will be analyzed by staff and SCC.

Learning Commons - Diverse Literature. Budget allocation.

Spirit Day Considerations (inclusive themes & alternate suggestions)

Leo's Learning Commons is the heart of the school. It is a place that all students, staff, our SCC, and community gathers.

Together as a Macdonald School Staff and SCC, we will continue to develop an equitable, diverse, and inclusive environment in our Learning Commons by allocating funds to build resources in Learning Commons. $2000.00 was allocated for the resource room this year.

The consideration of the Learning Commons environment transformation will be the catalyst that sparks a more critical eye throughout our entire school environment.

All staff

Librarian

Admin

Inspiring Success Document:

https://publications.saskatchewan.ca/#/products/90278

Welcoming Schools Website/Resources & Starter Kit

https://welcomingschools.org/
https://greatlakesequity.org/resource/starter-kit-introductory-materials-welcoming-schools

Cultivating Diversity, Equity, and Inclusion in Education Environments

Diversity, Inclusion, Equitable environments

GSSD PD Continuum

https://pd.gssd.ca/

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Upholding clear, high quality Board of Education Policies.	Staff will uphold board of education policies. Staff and admin will review Administrative Procedures and will be informed before making big decisions.	In September, Admin visited classrooms to review policies/procedures and consequences for actions. Admin reviewed transportation guide with students and sends home copies for families. Bus evacuation drill happened in October.	Administrator Staff Bus Drivers	Macdonald School Handbook GSSD student code of conduct Education Act Transportation Handbook
Maintaining transparent, high-quality administrative procedures aligned with board policy.	Cell phone policy from ministry, gssd, and tailored for Macdonald School. Physical Education Safety Guidelines are followed and reviewed by all staff. Attendance Monitoring and actions with teachers and administrator.	Students were all given a heads up in June 2024 that a Ministry mandated cell phone policy would be implemented in the next school year. Students were receptive to the change. By April, a tweak to the cell phone policy needed to be implemented. Students were now to “Park” their phones in a location provided or hand in to principal to park their phones in a more secure location. This proved to show more success with this policy.	Teachers Administrator
Focusing on educational approaches that prioritize student success.	Response to intervention for all grades K-9. Admin provides coverages so teachers are able to participate in Professional Learning Communities - Grade alike partners will meet every 6 weeks. K-6, 5-9.	RTI: Grade 3/4s RTI time is 1:15-1:50 when there is coverage. The additional EA support that we were given has allowed me to have RTI on a more regular basis. PLCs: K-6 and 5-9 (5/6 teacher attends both meetings) PLC meetings have been held every 6 weeks to allow time for vertical planning and alignment. The major project for grade 5-9 PLC this year was reformatting the school science fair to increase student interest/buy-in for this event. We’ve developed a new framework to provide variety from year to year - students will complete a variety of different types of projects over the years (heritage fair, science fair, money fair, probability carnival, and genius hour projects).	Teachers Administrator
Allocating resources to improve experiences for students staff, and the community.	Improving experiences for: STUDENTS: Online resources for all students. Community supplies in each classroom STAFF: Initial 1 on 1 meetings with SST - Allison Rice at the start of the year to develop initial RTI plans. COMMUNITY: Crop for Community learning opportunity in September Garden Market & Welcome back Barbecue - proceeds re-invested in garden project for next year. SCHOOL: School improvement Goals: Finish final 2 classroom renos (Kindergarten & Gr. ½) Gymnasium floor needs to be replaced. Gymasium needs to be painted. * Gymnasium physical education equipment upgrade. Gymnasium safety mats on end walls. BAND chairs and stands replaced.	Meetings were held with individual teachers to review data, discuss student/classroom areas of need to collaborate and create a plan moving forward. SST administered core phonics screeners for students who were on a literacy watch or identified as needing extra support. SST met with classroom teachers to discuss a plan to respond to the data and build responsive instruction where needed. Grade ¾ and ⅚ continue to manage and maintain the outdoor classroom garden. Families and community members assist over the summer. Gymnasium floor replacement - December 2025 Gymnasium painting - December 2025 Changeroom renovation - December 2025	All staff Richelle Matthews Admin GSSD Facilities

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Upholding clear, high quality Board of Education Policies.

Staff will uphold board of education policies.

Staff and admin will review Administrative Procedures and will be informed before making big decisions.

In September, Admin visited classrooms to review policies/procedures and consequences for actions.

Admin reviewed transportation guide with students and sends home copies for families.

Bus evacuation drill happened in October.

Administrator

Staff

Bus Drivers

Macdonald School Handbook

GSSD student code of conduct

Education Act

Transportation Handbook

Maintaining transparent, high-quality administrative procedures aligned with board policy.

Cell phone policy from ministry, gssd, and tailored for Macdonald School.

Physical Education Safety Guidelines are followed and reviewed by all staff.

Attendance Monitoring and actions with teachers and administrator.

Students were all given a heads up in June 2024 that a Ministry mandated cell phone policy would be implemented in the next school year.

Students were receptive to the change.

By April, a tweak to the cell phone policy needed to be implemented. Students were now to “Park” their phones in a location provided or hand in to principal to park their phones in a more secure location. This proved to show more success with this policy.

Teachers

Administrator

Focusing on educational approaches that prioritize student success.

Response to intervention for all grades K-9.

Admin provides coverages so teachers are able to participate in Professional Learning Communities - Grade alike partners will meet every 6 weeks. K-6, 5-9.

RTI:

Grade 3/4s RTI time is 1:15-1:50 when there is coverage. The additional EA support that we were given has allowed me to have RTI on a more regular basis.

PLCs:

K-6 and 5-9 (5/6 teacher attends both meetings) PLC meetings have been held every 6 weeks to allow time for vertical planning and alignment.

The major project for grade 5-9 PLC this year was reformatting the school science fair to increase student interest/buy-in for this event. We’ve developed a new framework to provide variety from year to year - students will complete a variety of different types of projects over the years (heritage fair, science fair, money fair, probability carnival, and genius hour projects).

Teachers

Administrator

Allocating resources to improve experiences for students staff, and the community.

Improving experiences for:

STUDENTS:

Online resources for all students.

Community supplies in each classroom

STAFF:

Initial 1 on 1 meetings with SST - Allison Rice at the start of the year to develop initial RTI plans.

COMMUNITY:

Crop for Community learning opportunity in September

Garden Market & Welcome back Barbecue - proceeds re-invested in garden project for next year.

SCHOOL:

School improvement Goals:

*Finish final 2 classroom renos (Kindergarten & Gr. ½)

* Gymnasium floor needs to be replaced. Gymasium needs to be painted.

* Gymnasium physical education equipment upgrade.

*Gymnasium safety mats on end walls.

*BAND chairs and stands replaced.

Meetings were held with individual teachers to review data, discuss student/classroom areas of need to collaborate and create a plan moving forward. SST administered core phonics screeners for students who were on a literacy watch or identified as needing extra support. SST met with classroom teachers to discuss a plan to respond to the data and build responsive instruction where needed.

Grade ¾ and ⅚ continue to manage and maintain the outdoor classroom garden. Families and community members assist over the summer.

Gymnasium floor replacement - December 2025

Gymnasium painting - December 2025

Changeroom renovation - December 2025

All staff

Richelle Matthews

Admin

GSSD Facilities

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

PLC's will meet every 6 weeks throughout the school year. Aligning practices will support the continuity of our programming.

RTI staff meetings keep our practices current for the best interests of all students.

PAA partnerships with MACDONALD SCHOOL & GRAYSON SCHOOL. Students and staff connecting.

EHS intramural curling for students, driver instructor training.

EHS transition planning in spring. Student visits. Gr. 9 orientation with families.

JUNE - all students transitioning to next teachers/classroom will go through a transition plan to support the move. Meet with their upcoming teacher and see what being in the next grade is like.

Partnering up with other grades. Ex. Grade 9's with other grades for art.

Orange Shirt Day - Partnership:

Kindergarten with Grade 9 helpers

Grade ½ with Grade 7/8 helpers.

PAA: Grayson attends Macdonalds School every day 6 in the afternoon to take part in the PAA course they chose. Some courses being offered are: Cosmetology, Construction, Robotics, Commercial Cooking, Set Design, Outdoor Ed.

Gr. 9 transition plans completed.

MAC students - transitions happened in June.

Jr. High students - building great leadership skills by working with younger students.

Teachers

Administrator

Students

Valuing input from students, families, staff, and the community

Student Led Conferences - parent engagement.

Input from students - trusting staff relationships. OurSchool/ SOS-Q survey. Meetings with students.

Input from families: SCC meetings, trusting relationships with admin & staff

Community - immersing within community. Ex. Trade Show, Potluck, Christmas Concert.

Sharing the celebrations through social media.

Drama Production will happen in spring.

Assembly Awards each month for each grade: growth mindset, citizenship, student engagement.

SLC: Creating a warm and inviting room for parents to come and engage in their child learning. A center format is used in grade ½ where parents rotate through some activities where their child is the lead.

Student awards at monthly assemblies are a highlight for students of all ages. Each teacher presents 3 monthly awards (growth mindset, engagement and citizenship) and publicly speaks to students’ specific successes or behaviours deserving of recognition.

All Staff

Communicating openly and clearly

All teachers will use Edsby as the main source of communication.

Admin Assistant will connect with families who have not engaged with Edsby to help them navigate the download of app and how to access and use it.

Gradebook for Grades 1-9.

Learning Stories in Kindergarten.

Grade 9 Parent Package

Newsletters/monthly and weekly updates with each classroom.

Macdonald School Facebook celebrations and connections.

All homerooms use Edsby as the primary point of contact. Teachers maintain homeroom news feeds with daily or weekly updates summarizing the learning taking place, upcoming important dates, and recognizing and celebrating student success.

The grade 9 info booklet streamlines the majority of parent info for this grade to reduce the number of messages parents receive throughout the year. The booklet contains information on Edsby, report cards, student-led conferences, driver training, grade 9 overnight ski trip, grade 9 year end trip, grade 9 farewell and important dates for the full year.

All Staff

MAC Families

Forming partnerships to support GSSD’s priority areas

Student Engagement - Grayson connection with students and staff.

Outdoor education days will be promoted at Macdonald School.

Daycare/Macdonald School Connection. Allison Rice and Melissa Johanson will work to develop a relationship with younger children/families in the community.

Daycare joining with Macdonald School in events such as Garden Market/BBQ, Christmas Concert.

SCC annual trade show in November was a success.

The MAC Curiosity Fair took place April 17th and all community members were invited in to see what students from each homeroom created. Grade 1/2 completed a whole group project, Grade 3/4s made individual science fair displays, Grade 5/6s completed heritage fair presentations, Grade 7/8s set up a “probability carnival,” and Grade 9s presented individual Genius Hour projects.

Stockholm Community Daycare children and staff have joined us for community building activities including participation in the annual garden market, Christmas concert and year end “last day water fight.” The water fight is also supported by the Stockholm Fire Department who provide 2 full tanker trucks of water for the event.

All teachers

Administrator

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