-Implementing and promoting GSSD rubrics in EDSBY for Treaty Education

-Continue to build staff capacity 

-Improve ordering and selection process in library 

-Promote shared leadership throughout staff and community

-Implement a staff meeting section for individual leaders to share

-Promote GSSD leaders through piloting

 - UFLI - grade one teachers

 - Kindergarten mentorship Mrs. Bishop 

-SEL team leadership throughout the year (building staff capacity) 

-EDSBY leadership in usage rate 

-Create a phonics scope and sequence from Kindergarten to grade three

-Use phonics screeners to make decisions about tier one and two instruction 

-Implement Gradebook and home-school communication consistently 

-Building Thinking Classrooms implementation 

-SPARK Reading 

-Deepen staff understanding of resources and processes to support EAL learners 

-One School, One book

-UFLI implementation 

-FRIENDS 

-Classroom library development 

Mental Health: By June 30, 2025, the number of students in Grades 4 to 8 reporting high levels of anxiety will reduce by 2% from fall 2024 data. 

1.    Overall school standards (Relationships, Growth, Community) have been co-constructed and the school administration will model using these school values to both “point out the good” and “be corrective” when it comes to student behaviour.

2.       Using SOSQ and teacher data, Teen Boost and Lego club groups will be periodically set up and delivered.

3.       Further work on the playground improvement project to provide creative and well-constructed physical activity opportunities for students. (SCC, Admin.) 

4.       Staff will promote (safe) extra-curricular activities which reflect a variety of interests and skills.

5.       Teen Boost program throughout the year.

6.       The first 2 weeks of school SST’s will work with students on specific behaviour plans for students in need (Sept.) 

7.       R360 will be used to track behaviour incidents. Staff will input behaviour incidents that are above a student’s baseline behaviour. 

8.       The Behavior Intervention Team will flag and intervene with students who have an inordinate amount of R360 entries or have demonstrated a red behaviour. This includes an RTI meeting every two weeks. 

9.       Intramural programming across grades will encourage school-wide relationships.

10.   Adventure Education will be offered for students in grades 7 & 8 to show the venues and activities Yorkton has that can promote positive mental health.

Continue to build staff capacity around anxious behaviours and impellent soft landings, meeting students where they are at, don’t pick up the rope, etc.

-Major library renovation project to be implemented in the summer of 2025 including flooring, blinds, creative shelving and seating, lighting update (completed summer 2024), and more. 

-Outdoor learning space targeted for summer 2025 

-Update HVAC systems facility-wide

-Consistent furniture purchasing practices

At M.C. Knoll we will continue to increase the cultural capacity of staff. Additionally, we will focus on a sense of belonging for our Knights.

 1. Continue to encourage visible events which celebrate Indigenous culture and traditions.

2. Support Orange Shirt Day and hold multiple events in June.

3. Focus on professional development as a staff in this area.

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. 

      Reading: By June 30, 2025, 5% more of M.C. Knoll students in Grades 1 to 3 will be assessed at an “85” or above      on the Lenz and CC3 phonics data screeners. 

Current Progress (Septemer 2024):

Grade 1 
Sound Accuracy - 84%

Grade 2
Sound Accuracy - 100%
Regular Words - 86%
Irregular Words - 83% 

Grade 3
Regular Words - 74%
Irregular Words - 75%
NonWords - 86%
 

1.    Focus on Guided Reading and direct literacy instruction in 1-5 and independent reading 6-8. Admin. will commit to walk-throughs and intervention touchpoint meetings after each section of data is submitted (Nov, Dec, May). 

2.   Staff will co-create an M.C. Knoll scop and sequence plan which ensures consistency and goal setting through grade K-3 (started January 7, 2025)

3.    Foundational and recommended GSSD resources will be used consistently as we fully implement a “science of reading” shift in grades K-4. 

4.       Student service referral team and referral process in place. This will include monitoring and adjusting small group instruction in real time and limit delays. 

Writing: By June 30, 2025, there will be 2% more M.C. Knoll students writing at or above grade level in Grades 4 and 7 compared to the June 2024 data.

1.      Continued exploration of student choice (journaling, topic choice, etc.)

2.       Teaching explicit mini-lessons on writing techniques.

3.       Goal setting using the FandP continuum

4.       Staff have generated feedback regarding the main areas that need focus and barriers to student success:

     -  Student engagement

      -  Student revision

     - Generating Ideas

    - Individual and small group conferencing (supporting individual goals) 

Math: 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.

1. A balanced instructional model will be implemented

2. Flexible groups and individualized support.

3. Screener data will be used to structure intervention at the small group table. Screener data will be used also to assess “vertical” and “horizontal” needs for each classroom and the school (Nov – Jan)

4. SST will use a “push-in” model in grades 5-8 and where possible in grades 1-4 to support intervention

5. Mathology will be implemented in grades 1-3.

6.  Individuals “best practice” and look-fors have been set in grades 1-3.

7. Math word wall and number talks common in primary.

8. School-wide push for engaging events and initiatives (i.e. games club).

9. Implementation of MathUp in grades 5-8 classrooms with follow-up walkthroughs to ensure consistency. 

-Consistent use of surveys to incorporate family, student, and community perspectives on decision-making.

-Foster community partnerships to support student needs.

-Continue to be a division leader in EDSBY usage 

-EDSBY communication includes:

 -Learning stories, weekly newsletters, "window" photos, consistent use of grade book, instant messaging, EDSBY permissions

-Foster community partnerships to support ongoing projects such as the outdoor classroom and breakfast program.

-Promote our students "giving back" to the community.