High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Improving student outcomes	1. Middle Years Math Intervention Middle years math teachers will regularly monitor student achievement and refer students to the RTI team for additional support. Time has been allocated in the schedule to allow for regular push-in interventions. Grade 9 math classes will pilot the new math screener, and Grade 7 and 8 math classes will use the new MathUP resource. 2. High School Assessment All high school teachers will complete the online course, “Outcomes-Based Assessment for High School Learning”. High school teachers will ensure that all assessments are linked to curriculum outcomes in Edsby gradebook. 3. Blended Learning There will be a focused effort to incorporate Blended Learning into middle years and high school classes. Middle years teachers attended Blended Learning PD. 4. Attendance The attendance team will regularly monitor student attendance data, and classroom teachers will refer students through the RTI process. A portion of the grad coaching time has been allocated to the creation of a new position to support attendance. The ICW and attendance counsellor will provide supports to families such as home pick-ups and phone calls. The student center, breakfast and lunch programs will continue to facilitate soft landings. 5. Graduation Rates Graduation coaches will monitor credit attainment data and facilitate opportunities for students that prepare them for post-secondary career, work, and life (e.g., SUTIL, Job Fair.) Alternate credit attainment opportunities will be shared with students such as Apprenticeship, Special Project Credits, and Volunteerism. All students in Grades 9-12 will create and maintain graduation plans in myBlueprint.	Middle Years Math Intervention Starting in January, a second teacher was assigned to Grade 9 math classes for one period per day to facilitate differentiation and flexible groupings. Grade 9s completed the new screener in the fall. MathUP was implemented in Grade 7 and was also used to facilitate a Building Thinking Classroom approach. High School Assessment High school teachers completed the online course and are working towards attaching assessments to outcomes in Edsby gradebook as per the GSSD three-year roadmap. Blended Learning Blended learning in middle years involved station-rotation models and the use of playlists. LanSchool Air was a valuable resource in monitoring student activity while they worked online. Attendance An attendance team was established consisting of admin, SSTs, ICW, school counsellor, and grad coaches. The team met regularly throughout the year and reviewed data sources such as GSSD monthly attendance reports. The team also set up a spreadsheet where teachers could refer students of concern. Each meeting, a lead from the team was appointed to follow up with each family. This resulted in the implementation of many strategies to encourage more regular engagement with school such as home visits, use of Room 173 (student centre) as home base/soft landing, accessing online classes through the DLC, and more. Graduation Rates Graduation coaches facilitated student attendance at several events related to post-graduation plans including THINK events, Ag Tech expo, and SUTIL/career fairs. There was a large increase in the number of MCS students accessing alternative credits such as Special Projects, Volunteerism, Apprenticeship, and Dual Credit. Some students began working on their graduation plan in myBlueprint and this work will continue next year.	Middle years math teachers, high school teachers, student support teachers, RTI team, attendance counsellor, school counsellor, graduation coaches, GSSD graduation liaison, administrators.	New Grade 9 math screener, MathUP, professional development (outcomes-based assessment and blended learning), RTI planning document, myBlueprint.
Implementing the “Inspiring Success” Policy	Plan cultural events and experiences that focus on Indigenous culture (e.g., beading night, ribbon skirt making, smudge walk, etc.)	MCS held an “Orange Shirt Day” t-shirt design contest and sold t-shirts to staff and students. All staff and students participated in a smudge walk and ate bannock to celebrate the National Day for Truth and Reconciliation. MCS received a grant from the Painted Hand Community Foundation to support Indigenous cultural programming and to begin work on an outdoor reconciliation garden. Select students attended a “Blanket Exercise” in partnership with the City of Melville. A group of students participated in Ribbon Skirt Making. Elders visited select classrooms, and an Elder and drummer were present at spring student-led conferences in April. MCS hosted a multi-school celebration of Indigenous People's Day on June 11, which included tipi teachings and tipi raisings as well as Indigenous games.	Indigenous Community Worker, staff Indigenous planning committee.	Grant funding through the Comprehensive School Community Health initiative (GSSD) and Painted Hand Community Foundation.
Developing GSSD leaders
Ensuring consistent practices across GSSD schools	Continue to offer credit recovery and credit extension to students where appropriate.	Five credits were successfully attained through the credit recovery process this year.	Teachers, administrators, graduation coaches, student support teachers.
Delivering high-quality teaching and learning resources	Establish a library advisory committee consisting of teachers and library technicians to prioritize needs and plan for the purchase of new instructional resources.	This plan has been deferred to the 2025-26 school year.	Library technicians, teachers, administrators	GSSD library consultant, library budget
Providing equal access to technology	Ensure that all students have equitable access to Chromebooks and other technology necessary to meet curriculum outcomes.	All students at MCS have access to 1-to-1 Chromebooks, with students in Grades 9-12 able to sign them out for the year (and Grade 7 and 8 students having access via classroom carts.) Students who experience challenges with maintaining and caring for Chromebooks may check them out for daily use through the library. Computer labs continue to be maintained and available for sign-out as well.	Library technicians, GSSD IT department, classroom teachers.	SCC funding to be able to maintain a small set of spare Chromebooks in the library.

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	Continue offering Mental Health and Wellbeing 20L course. Promote a variety of extra-curricular opportunities for all students such as MCS Cares Club, GSA, and Student Representative Government. Hold regular full school events such as assemblies, pep rallies, and spirit weeks to encourage positive school culture and pride while connecting middle years and high school students. Implement the newly co-created student Code of Conduct and the “Heart of Cobra” award.	The Mental Health and Wellbeing 20L course was offered in Semester 1 with nine students receiving a credit. A variety of extra-curricular activities were offered including the addition of a new Dungeons and Dragons Club. Two pep rallies/assemblies were held, as well as a school Talent Show and several spirit weeks organized by the SRG and SADD. The SRG introduced the “Cobra of the Month” initiative to recognize students for their contributions. MCS Cares ran a mental health awareness campaign and bake sale. Two guest speakers presented on the topic of mental health: Alvin Law and a representative from jack.org. The “Cobra Heart Award" was implemented in middle years, recognizing not only academic achievement (mastery) but also citizenship and spirit.	Mental Health and Wellbeing 20L teacher, school counsellor, administrators.	Possibly outside presenters/community partnerships.
Offering safe and inviting facilities	Upgrade school elevator and washrooms to ensure facilities are accessible for all staff and students. Replace aging school van to ensure students can be transported safely to athletic events and field trips. Renovate cafeteria and student seating area ("the well"). Upgrade school track in partnership with CTTSD. Employ a school nutrition worker to ensure quality meals are regularly available to students and staff.	All washrooms were upgraded including improvements to accessibility and new partitions. Elevator renovations are forthcoming. $4000 donated from Damon Severson Golf event (summer 2024) towards the purchase of a school van. Plans for cafeteria renovation and fundraising are underway, including preliminary architect drawings and the construction of playhouses for raffle (partnership between Construction and Carpentry classes and the SCC.) Plans for track refurbishment have begun. The school nutrition worker was a positive addition for students and staff.	Administration, building maintenance staff, GSSD facilities team, MCS SCC, MCS SRG.	Funding through SRG fundraising, SCC loan, and PAA high-cost budget.
Promoting equity, diversity, and inclusion	Continue purchasing new resources to support the French Immersion program. Continue diversifying library resources, including the purchase of materials in additional languages such as Vietnamese and Mandarin. Convert additional washrooms to unisex (gender neutral), including a washroom in the PAA wing. Offer an EAL credit course and provide dedicated time towards supporting students new to Canada.	Purchasing of additional French Immersion resources was deferred. There continue to be grant funds available for this. Six students received a credit in the locally developed English as an Additional Language course. Gender neutral washroom facilities are available in many locations throughout the school, including in the PAA wing (previously, only male washrooms in that area.) Work has begun on an outdoor Reconciliation Garden project.	French Immersion teacher, library technicians, vice principal, student support teachers, building maintenance staff.	Federal-provincial funding to support French Immersion program.

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

Continue offering Mental Health and Wellbeing 20L course.

Promote a variety of extra-curricular opportunities for all students such as MCS Cares Club, GSA, and Student Representative Government.

Hold regular full school events such as assemblies, pep rallies, and spirit weeks to encourage positive school culture and pride while connecting middle years and high school students.

Implement the newly co-created student Code of Conduct and the “Heart of Cobra” award.

The Mental Health and Wellbeing 20L course was offered in Semester 1 with nine students receiving a credit.

A variety of extra-curricular activities were offered including the addition of a new Dungeons and Dragons Club.

Two pep rallies/assemblies were held, as well as a school Talent Show and several spirit weeks organized by the SRG and SADD. The SRG introduced the “Cobra of the Month” initiative to recognize students for their contributions. MCS Cares ran a mental health awareness campaign and bake sale. Two guest speakers presented on the topic of mental health: Alvin Law and a representative from jack.org.

The “Cobra Heart Award" was implemented in middle years, recognizing not only academic achievement (mastery) but also citizenship and spirit.

Mental Health and Wellbeing 20L teacher, school counsellor, administrators.

Possibly outside presenters/community partnerships.

Offering safe and inviting facilities

Upgrade school elevator and washrooms to ensure facilities are accessible for all staff and students.

Replace aging school van to ensure students can be transported safely to athletic events and field trips.

Renovate cafeteria and student seating area ("the well").

Upgrade school track in partnership with CTTSD.

Employ a school nutrition worker to ensure quality meals are regularly available to students and staff.

All washrooms were upgraded including improvements to accessibility and new partitions. Elevator renovations are forthcoming.

$4000 donated from Damon Severson Golf event (summer 2024) towards the purchase of a school van.

Plans for cafeteria renovation and fundraising are underway, including preliminary architect drawings and the construction of playhouses for raffle (partnership between Construction and Carpentry classes and the SCC.)

Plans for track refurbishment have begun.

The school nutrition worker was a positive addition for students and staff.

Administration, building maintenance staff, GSSD facilities team, MCS SCC, MCS SRG.

Funding through SRG fundraising, SCC loan, and PAA high-cost budget.

Promoting equity, diversity, and inclusion

Continue purchasing new resources to support the French Immersion program.

Continue diversifying library resources, including the purchase of materials in additional languages such as Vietnamese and Mandarin.

Convert additional washrooms to unisex (gender neutral), including a washroom in the PAA wing.

Offer an EAL credit course and provide dedicated time towards supporting students new to Canada.

Purchasing of additional French Immersion resources was deferred. There continue to be grant funds available for this.

Six students received a credit in the locally developed English as an Additional Language course.

Gender neutral washroom facilities are available in many locations throughout the school, including in the PAA wing (previously, only male washrooms in that area.)

Work has begun on an outdoor Reconciliation Garden project.

French Immersion teacher, library technicians, vice principal, student support teachers, building maintenance staff.

Federal-provincial funding to support French Immersion program.

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People
Upholding clear, high-quality Board of Education Policies
Maintaining transparent, high-quality administrative procedures aligned with Board policy	Continually review and refine school policies and practices in alignment with division administrative procedures.	School practices around student supports, assessment, library materials, and dress code (headwear) were refined to fully align with GSSD administrative procedures. The cell phone and change room policies were also implemented effectively.	Administrators, administrative assistants
Focusing on educational approaches that prioritize student success	Implementing the provincial cell phone policy through the purchase and installation of cell phone pockets in all classrooms as well as the creation of school guidelines.	School guidelines were created and implemented, and cell phone pockets were installed in all instructional spaces.	All staff and students.
Allocating resources to improve experiences for students, staff, and the community

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	Establish a new program combining a hands-on PAA survey course with Financial Literacy 10 for students who learn best in non-traditional ways.	This program was established and offered in Semester 2. Ten students earned both their PAA B10 and Financial Literacy credits.	Teacher, administrators	Planning time, resources and materials
Valuing input from students, families, staff, and the community	Analyze and respond to the data collected through the OurSCHOOL survey. Seek feedback from support staff and review and clarify job responsibilities and processes through inclusion in staff meetings, monthly EA meetings, and regular library touchpoints.	OurSCHOOL survey was administered in the spring. Data was examined at the opening staff meeting in August. Monthly EA meetings were held and EAs were included in monthly staff meetings as well. Response to feedback included the establishment of an EA whiteboard that staff could check every morning, as well as a daily post in the EA Edsby group to alert staff to items such as school events, student absences, and schedule changes. Library touchpoints were also held to support the sharing of the role between two staff members. Duties were clarified in response to feedback including having the main office staff support daily announcement posting in Edsby.	Administrators and student support teachers
Communicating openly and clearly	Continue using Edsby to communicate about school events and student progress. Increase the number of students and parents accessing Edsby. Pilot the use of an online scheduler to increase attendance at Student-Led Conferences.	Edsby was used as the primary method of communication with parents/guardians. An area of focus for the future could be onboarding families who have come from St. Henry's Senior School. The online scheduler “SignUp Genius” was used for student-led conferences both in the fall and spring, and was particularly successful in Grades 7 and 8.	Administrative assistants, administrators, teachers, library technicians.	Edsby and “SignUp Genius” platforms
Forming partnerships to support GSSD’s priority areas	Provide a classroom space and dedicated timetable periods for students to access SaskDLC courses with the support of the Online Learning Facilitator.	A classroom space was provided for the OLF and students working on courses through the DLC. Timetable spaces were also created for students to work on their DLC courses, and attendance was taken each day to encourage student progress and accountability.	Administration, Online Learning Facilitator

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

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

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