High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People
Improving student outcomes	Goal: By June 30, 2025, the three-year graduation rate will increase by 2% from the June 2024 data. To achieve this, YRHS will focus on identifying students at risk of not graduating within three years and implement targeted interventions. Staff will actively monitor credit attainment and course completion, referring students not on track to the RTI (Response to Intervention) team for support. Additionally, credit recovery options will be expanded to help students catch up on missed coursework. Plans include developing a "storefront" environment, offering personalized support, and fully implementing 1-1 tech access for all high school students. An off-site space for students whose needs are not being met in a traditional learning environment will be explored. The development of a Continuous Intake classroom for Grade 9/10 students whose learning is interrupted by absenteeism. Individualized graduation plans will be created for each student in grades 9-12, utilizing MyBluePrint software to track their pathway to graduation. Departments will continue offering relearning and reassessment opportunities, ensuring students have multiple chances to succeed. The base policy for these opportunities has been adapted to meet departmental requirements. YRHS will also engage parents and guardians through regular meetings and workshops to involve them in the graduation process. Grade 11 and 12 students will be encouraged to attend post-secondary exploration sessions offered by SUTIL during instructional time, and a Grad Information Night will be organized to help families navigate the path to graduation.	Artifacts of this work will include individualized graduation plans developed for each student through MyBluePrint, which will track their progress and pathway to graduation. Regular reports on credit attainment and course completion, generated by designated staff, will provide data on students at risk of not graduating within three years. Additionally, there will be documentation of RTI team interventions, outlining the targeted support given to students not on track. Artifacts might also include schedules and materials from credit recovery programs, as well as evidence of student participation in flexible, continuous intake classrooms. Lastly, parent engagement efforts, such as attendance at Grad Information Nights and workshop participation, will be documented, further showcasing the collaborative effort toward improving graduation rates. Summary of Progress – Goal 1: Increasing the Three-Year Graduation Rate Yorkton Regional High School remains committed to increasing its three-year graduation rate by 2% by June 2025. Focused efforts have been made to identify students at risk of not graduating and to provide targeted interventions through the RTI process. Staff are closely monitoring credit attainment and course completion, ensuring timely support for students falling behind. Credit recovery options have been expanded as we had 7 students successfully complete credits, and the development of a Continuous Intake classroom for Grade 9/10 students addresses the needs of those with interrupted learning due to absenteeism. Continuous intake Classroom for Grade 9's Planning is underway for a “storefront” learning environment and an off-site support space to personalize further learning for students who do not thrive in traditional settings. Plan was submitted to division for this initiative. The full implementation of 1-to-1 technology access supports flexible, student-centered learning pathways, helping students stay connected and on track toward graduation. These collective strategies reflect a proactive and inclusive approach to improving student outcomes.	Brandon Needham Jen Ingham
Developing GSSD leaders
Ensuring consistent practices across GSSD schools
Delivering high-quality teaching and learning resources
Inspiring Success	At YRHS, we are committed to valuing and supporting First Nations and Métis languages and cultures by enhancing our collective cultural competence. We will focus on deepening our understanding of Indigenous identities, histories, worldviews, and the systemic barriers Indigenous communities face through continuous learning and school-wide initiatives. To honour this commitment, our involvement in the Ministry of Saskatchewan's Following Their Voices (FTV) book club will play a crucial role in enhancing our understanding of school reform. This initiative will provide valuable insights into the educational experiences of Indigenous students and contribute to our ongoing efforts to improve practices within our school. Cultural activities will be further explored at the YRHS, this includes ribbon skirt/shirt making, beading, and ceremony. PD will be given to staff following the Inspiring Success sign-post implementation model. Additionally, we aim to create meaningful connections with Indigenous families by providing a safe and welcoming space for engagement. One such initiative will be a showcase night featuring performances by the drum group, artistic displays, and activities highlighting diverse groups within the school community. This event will foster connections, celebrate culture, and build stronger relationships between students, families, and staff	FTV reflection Drum group presentation Orange Shirt Assembly Artifacts from cultural activities Summary of Goal: Summary of Progress – Goal 2: Enhancing Cultural Competence and Indigenous Engagement Yorkton Regional High School continues to prioritize the celebration and integration of First Nations and Métis languages, cultures, and perspectives. Through staff participation in the Following Their Voices book club and professional development guided by the Inspiring Success framework, YRHS is deepening collective understanding of Indigenous histories, identities, and systemic barriers. Being selected for Following Their Voices implementation funding is a pivotal moment that will change the trajectory for Indigenous students at YRHS. This initiative provides critical support for relationship-based, student-centered learning and will strengthen outcomes through culturally responsive teaching, increased student voice, and enhanced community engagement. Hands-on cultural activities such as ribbon skirt and shirt making, beading, and ceremonial participation have been introduced to promote cultural pride and awareness among students. These initiatives reflect YRHS’s ongoing commitment to creating a school culture where all students see themselves reflected, respected, and empowered.	Brandon Needham FTV Team ICW

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	Goal: To foster a school environment that supports and prioritizes the mental health and well-being of both students and staff, promoting emotional wellness, resilience, and a positive mental health culture. To achieve this, the school will provide ongoing professional development for staff, focusing on recognizing and addressing mental health concerns among students and colleagues. Mental Health First Aid training will continue to be offered to those staff members who have not yet received it, ensuring that more of the school community is equipped to respond to mental health needs effectively. Collaboration with the school division's Wellness Committee and mental health professionals will be a key aspect of this goal. The school will work closely with these experts to implement recommended practices and initiatives designed to support mental health and well-being across the school community. In order to measure progress, the school will administer the Tell Them From Me survey and other assessments to evaluate the mental health and well-being of both students and staff. Working alongside the Mental Health Capacity Building team will allow us to collaborate to co-create new initiatives aimed at addressing specific mental health challenges in the school. Additionally, the YRHS Connects - will assist students in feeling like they have a voice in things that concern them in the school. This will create a direct line to from the school to the admin team. Staff well-being will also be monitored through the biannual YRHS Connects 10-5 report, a tool that allows staff members to self-report on their own morale as well as the general well-being of their colleagues. This information will help guide efforts to improve the overall mental health climate within the school.	10-5’s # pf staff with MH First Aid training The data from the OurSchool survey and an executive summary of actions coming out of the data A copy of the presentation conducted by the admin. Survey results YRHS Connects activities Summary of Progress – Goal 3: Supporting Mental Health and Well-Being While Yorkton Regional High School did not fully meet its target in fostering a mentally healthy school environment this year, significant foundational work has been laid, and a strong commitment to the goal remains. Collaborating closely with the Mental Health Capacity Building team, the school continues to prioritize emotional wellness, resilience, and a positive mental health culture for both students and staff. The ongoing partnership with the school division’s Wellness Committee has been slow to develop. Student voice and engagement have been amplified through the YRHS Connects initiative, which creates a clear channel for student input and concerns to reach the administrative team. This initiative has resulted in 35 reports sent to the admin. Similarly, staff well-being is being monitored through the biannual YRHS Connects 10-5 report, offering insight into morale and collective wellness. Additionally, data was collected from the Student Senate work that revealed more work in this area is needed. While progress has been slower than anticipated, the use of data from the Tell Them From Me survey and other tools is guiding the co-creation of new initiatives. These steps reflect YRHS’s enduring focus on building a supportive, inclusive, and mentally healthy learning environment for all.	Brandon Needham	Money for PD will be needed to support having staff get mental health FA training
Offering safe and inviting facilities
Promoting equity, diversity, and inclusion	Goal: To create a school environment that embraces and promotes equity, diversity, and inclusion, ensuring that all students, staff, and community members feel respected, valued, and supported, regardless of their backgrounds or identities. The school will work towards fostering an inclusive culture by embedding principles of equity and diversity into all aspects of school life, from curriculum design to extracurricular activities. Teachers will be provided with professional development opportunities to better understand and address the diverse needs of students, including those related to cultural, racial, gender, and ability differences. A key component of this goal will involve revising school policies and practices to eliminate any barriers that may prevent equitable access to learning opportunities. This includes creating safe spaces for open dialogue, where students and staff can engage in meaningful conversations about social justice, inclusion, and the celebration of differences.	Images of the change of the physical spaces that have changed at the YRHS. The school will actively seek input from students, staff, and community members to guide these efforts. By involving Student Voice YRHS, the school will co-create initiatives aimed at promoting inclusivity, respect, and cultural understanding, ensuring that everyone’s voice is heard and valued. Following Their Voices groups work Summary of Progress – Goal 4: Promoting Equity, Diversity, and Inclusion Yorkton Regional High School is actively working to build a school environment where all students, staff, and community members feel respected, valued, and included—regardless of background or identity. This commitment is reflected in the school’s efforts to embed equity and diversity into curriculum design, extracurricular programming, and physical learning spaces. Staff have engaged in professional development to better support culturally responsive teaching, while school policies are being reviewed to remove barriers to equitable learning. Physical spaces have been transformed with student artwork, inclusive messaging, and culturally significant displays to reflect and celebrate community diversity. Through the work of Following Their Voices groups and the involvement of Student Voice YRHS, the school is co-creating initiatives that foster dialogue, promote respect, and build cultural understanding. Safe spaces and structured opportunities for conversations around inclusion and social justice are helping to establish a more welcoming and representative school culture. These ongoing efforts mark a significant step forward in building a truly inclusive school community.	Brandon Needham FTV Team

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

Goal: To foster a school environment that supports and prioritizes the mental health and well-being of both students and staff, promoting emotional wellness, resilience, and a positive mental health culture.

To achieve this, the school will provide ongoing professional development for staff, focusing on recognizing and addressing mental health concerns among students and colleagues. Mental Health First Aid training will continue to be offered to those staff members who have not yet received it, ensuring that more of the school community is equipped to respond to mental health needs effectively.

Collaboration with the school division's Wellness Committee and mental health professionals will be a key aspect of this goal. The school will work closely with these experts to implement recommended practices and initiatives designed to support mental health and well-being across the school community.

In order to measure progress, the school will administer the Tell Them From Me survey and other assessments to evaluate the mental health and well-being of both students and staff. Working alongside the Mental Health Capacity Building team will allow us to collaborate to co-create new initiatives aimed at addressing specific mental health challenges in the school.

Additionally, the YRHS Connects - will assist students in feeling like they have a voice in things that concern them in the school. This will create a direct line to from the school to the admin team.

Staff well-being will also be monitored through the biannual YRHS Connects 10-5 report, a tool that allows staff members to self-report on their own morale as well as the general well-being of their colleagues. This information will help guide efforts to improve the overall mental health climate within the school.

10-5’s
# pf staff with MH First Aid training
The data from the OurSchool survey and an executive summary of actions coming out of the data
A copy of the presentation conducted by the admin.
Survey results
YRHS Connects activities

Summary of Progress – Goal 3: Supporting Mental Health and Well-Being

While Yorkton Regional High School did not fully meet its target in fostering a mentally healthy school environment this year, significant foundational work has been laid, and a strong commitment to the goal remains. Collaborating closely with the Mental Health Capacity Building team, the school continues to prioritize emotional wellness, resilience, and a positive mental health culture for both students and staff.

The ongoing partnership with the school division’s Wellness Committee has been slow to develop.

Student voice and engagement have been amplified through the YRHS Connects initiative, which creates a clear channel for student input and concerns to reach the administrative team. This initiative has resulted in 35 reports sent to the admin. Similarly, staff well-being is being monitored through the biannual YRHS Connects 10-5 report, offering insight into morale and collective wellness. Additionally, data was collected from the Student Senate work that revealed more work in this area is needed.

While progress has been slower than anticipated, the use of data from the Tell Them From Me survey and other tools is guiding the co-creation of new initiatives. These steps reflect YRHS’s enduring focus on building a supportive, inclusive, and mentally healthy learning environment for all.

Brandon Needham

Money for PD will be needed to support having staff get mental health FA training

Offering safe and inviting facilities

Promoting equity, diversity, and inclusion

Goal: To create a school environment that embraces and promotes equity, diversity, and inclusion, ensuring that all students, staff, and community members feel respected, valued, and supported, regardless of their backgrounds or identities.

The school will work towards fostering an inclusive culture by embedding principles of equity and diversity into all aspects of school life, from curriculum design to extracurricular activities. Teachers will be provided with professional development opportunities to better understand and address the diverse needs of students, including those related to cultural, racial, gender, and ability differences.

A key component of this goal will involve revising school policies and practices to eliminate any barriers that may prevent equitable access to learning opportunities. This includes creating safe spaces for open dialogue, where students and staff can engage in meaningful conversations about social justice, inclusion, and the celebration of differences.

Images of the change of the physical spaces that have changed at the YRHS.
The school will actively seek input from students, staff, and community members to guide these efforts. By involving Student Voice YRHS, the school will co-create initiatives aimed at promoting inclusivity, respect, and cultural understanding, ensuring that everyone’s voice is heard and valued.
Following Their Voices groups work

Summary of Progress – Goal 4: Promoting Equity, Diversity, and Inclusion

Yorkton Regional High School is actively working to build a school environment where all students, staff, and community members feel respected, valued, and included—regardless of background or identity. This commitment is reflected in the school’s efforts to embed equity and diversity into curriculum design, extracurricular programming, and physical learning spaces.

Staff have engaged in professional development to better support culturally responsive teaching, while school policies are being reviewed to remove barriers to equitable learning. Physical spaces have been transformed with student artwork, inclusive messaging, and culturally significant displays to reflect and celebrate community diversity.

Through the work of Following Their Voices groups and the involvement of Student Voice YRHS, the school is co-creating initiatives that foster dialogue, promote respect, and build cultural understanding. Safe spaces and structured opportunities for conversations around inclusion and social justice are helping to establish a more welcoming and representative school culture. These ongoing efforts mark a significant step forward in building a truly inclusive school community.

Brandon Needham

FTV Team

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	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.	This is my story
Focusing on educational approaches that prioritize student success	1. Student Attendance: Our school is committed to improving student attendance as a key driver of academic success and overall student well-being. For the 2024-2025 school year, we are setting a goal to achieve a 10% reduction in the number of students with 20 or more absences. To reach this goal, we will implement targeted interventions, track attendance closely, and provide support to students and families where chronic absenteeism is identified. By fostering stronger connections between students, staff, and families, we aim to ensure that every student has the opportunity to succeed and thrive in their educational journey. The YRHS will regularly analyze attendance data to identify trends and areas of concern. Students who are deemed at-risk will be identified by Student Services and RTI teams. Implement school-wide initiatives that promote a positive school climate with the help of the Mental Health Capacity Building Team. Engage parents in understanding the importance of attendance and providing them with strategies to support their children through our school socials. Use our RTI processes for students facing attendance issues, addressing underlying causes such as academic difficulties, social challenges, or family issues. Explore other jurisdictions' use of a reward and recognition program to encourage regular attendance and recognize improved attendance. To truly support these learners, we need to implement alternative programming options and adopt a continuous intake model that better serves students who, for various reasons, are not regularly attending school. This will be targeted at Grade 9's. 2. Strengthening Instructional Strategies i) Blended Learning Goal The educators at YRHS will transition towards the adoption of 1-to-1 devices, and this transition involves an exploration of the educational implications of blended learning. Provide comprehensive training for educators on effectively integrating 1-to-1 devices into their teaching practices, emphasizing pedagogical implications. Organize workshops and professional development sessions focused on the principles and strategies of blended learning, ensuring that educators understand the concept and its application. Acquire and distribute the necessary digital resources, software, and educational apps to support teachers in their transition to 1-to-1 device classrooms. Form a pedagogical support team or learning communities where teachers can collaborate, share experiences, and receive guidance on implementing 1-to-1 device strategies and blended learning. ii) Building Thinking Classrooms Building Thinking Classrooms in Grade 9 and 10 Math To create engaging, student-centred learning environments in Grade 9 and 10 math by implementing Building Thinking Classrooms strategies. This will encourage students to think critically, collaborate effectively, and solve complex problems, helping them take ownership of their learning and apply concepts in meaningful, real-world contexts. All Grade 9/10 teachers will implement and Goal: Implement Building Thinking Classrooms in Grade 9 and 10 Math To ensure that all teachers in Grade 9 and 10 math and science adopt Building Thinking Classrooms strategies, fostering collaboration and deep thinking among students. This includes utilizing random grouping, vertical non-permanent surfaces, rich tasks, and a shift from direct instruction to facilitation, creating an engaging and supportive learning environment.	1. Attendance Goal Evidence toward this goal will take the shape of RTI team data in ClEVR. This includes the number of referrals, meeting notes, and completed files. AP 340 - Attendance of School forms will also be an artifact of this work. A reflection will be written regarding the school-wide initiatives and the investigation into PBIS for attendance. Artifacts from our parent campaign will be used as evidence. Posts from our socials, Edsby, and other materials. Notes from Attendance meetings The creation of the Continuous Intake Classroom. Summary of Progress – Goal 5: Improving Student Attendance Yorkton Regional High School remains committed to improving student attendance as a foundation for academic achievement and student well-being. With a target to reduce the number of students with 20 or more absences by 10%, the school has launched a multi-pronged approach focused on data-driven intervention, enhanced student support, and family engagement. Through regular analysis of attendance data, at-risk students are identified early by Student Services and RTI teams, allowing for timely, targeted responses. The RTI process continues to be central to addressing the root causes of absenteeism, including academic, social, and family-related challenges. YRHS has also explored incentive-based strategies, investigating reward and recognition programs used in other jurisdictions, and is laying the groundwork for PBIS-based attendance interventions. Parent outreach efforts—delivered through school socials, Edsby, and targeted communication—have helped raise awareness of the critical link between attendance and student success. Importantly, a new Continuous Intake Classroom was established for Grade 9 students who struggle with traditional attendance expectations, providing flexible, responsive programming to meet diverse learner needs. These actions, combined with the ongoing support of the Mental Health Capacity Building Team, are helping to create a school climate where students feel safe, connected, and motivated to attend regularly. Evidence of progress includes RTI data in CLEVR, documentation from attendance team meetings, AP 340 forms, reflections on school-wide efforts, and artifacts from the school’s parent engagement campaign. 2. Strengthening Instructional Strategies i) Blended Learning Goal - Creation of a Staff Committee (Minimum two meetings) - Learning Leaders participate in PD on 1 to 1 blended learning. Professional Development event planned and executed for the entire staff – survey results of staff as to what is needed to authentically incorporate blended learning into their pedagogy. ii) Building Thinking Classrooms Teacher reflections Lessons Plans Walk-throughs Summary of Progress – Goal 6: Strengthening Instructional Strategies Yorkton Regional High School continues to strengthen instructional practices by advancing two key areas: the integration of blended learning and the implementation of Building Thinking Classrooms in Grades 9 and 10. i) Blended Learning and 1-to-1 Technology Integration To support the transition to 1-to-1 devices, YRHS formed a dedicated staff committee and engaged Learning Leaders in targeted professional development focused on the pedagogical implications of blended learning. The school also prioritized access to digital tools and resources that enhance blended instruction and foster student engagement. We worked collaboratively with Shawk K to develop lessons and activities that would promote this work. ii) Building Thinking Classrooms in Math and Science YRHS prioritized the implementation of Building Thinking Classrooms strategies in all Grade 9 and 10 Math and Science classes. Teachers adopted core practices such as random grouping, vertical non-permanent surfaces, and rich, collaborative tasks that move students from passive reception to active problem-solving. This shift toward student-centered learning has been supported through classroom walk-throughs, lesson plan analysis, and teacher reflections, which show a strong commitment to deep thinking and learner ownership. We sent four teachers to the Day 3 learning event offered at the division office. These initiatives mark a significant step in fostering more dynamic, inclusive, and responsive instructional environments at YRHS.	Admin Team - Brandon RTI Team - Jess and AL Student Services - Jen Math/Science Learning Leader - Tara Haugen	Money from the budget will support the creation of a survey Chromebooks will be needed to support this goal. PD for BTC
Allocating resources to improve experiences for students, staff, and the community

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Upholding clear, high-quality Board of Education Policies

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.

This is my story

Focusing on educational approaches that prioritize student success

1. Student Attendance:

Our school is committed to improving student attendance as a key driver of academic success and overall student well-being. For the 2024-2025 school year, we are setting a goal to achieve a 10% reduction in the number of students with 20 or more absences.

To reach this goal, we will implement targeted interventions, track attendance closely, and provide support to students and families where chronic absenteeism is identified. By fostering stronger connections between students, staff, and families, we aim to ensure that every student has the opportunity to succeed and thrive in their educational journey.

The YRHS will regularly analyze attendance data to identify trends and areas of concern. Students who are deemed at-risk will be identified by Student Services and RTI teams.

Implement school-wide initiatives that promote a positive school climate with the help of the Mental Health Capacity Building Team.

Engage parents in understanding the importance of attendance and providing them with strategies to support their children through our school socials.

Use our RTI processes for students facing attendance issues, addressing underlying causes such as academic difficulties, social challenges, or family issues.

Explore other jurisdictions' use of a reward and recognition program to encourage regular attendance and recognize improved attendance.

To truly support these learners, we need to implement alternative programming options and adopt a continuous intake model that better serves students who, for various reasons, are not regularly attending school. This will be targeted at Grade 9's.

2. Strengthening Instructional Strategies

i) Blended Learning Goal

The educators at YRHS will transition towards the adoption of 1-to-1 devices, and this transition involves an exploration of the educational implications of blended learning.

Provide comprehensive training for educators on effectively integrating 1-to-1 devices into their teaching practices, emphasizing pedagogical implications.

Organize workshops and professional development sessions focused on the principles and strategies of blended learning, ensuring that educators understand the concept and its application.

Acquire and distribute the necessary digital resources, software, and educational apps to support teachers in their transition to 1-to-1 device classrooms.

Form a pedagogical support team or learning communities where teachers can collaborate, share experiences, and receive guidance on implementing 1-to-1 device strategies and blended learning.

ii) Building Thinking Classrooms

Building Thinking Classrooms in Grade 9 and 10 Math

To create engaging, student-centred learning environments in Grade 9 and 10 math by implementing Building Thinking Classrooms strategies. This will encourage students to think critically, collaborate effectively, and solve complex problems, helping them take ownership of their learning and apply concepts in meaningful, real-world contexts. All Grade 9/10 teachers will implement and

Goal: Implement Building Thinking Classrooms in Grade 9 and 10 Math
To ensure that all teachers in Grade 9 and 10 math and science adopt Building Thinking Classrooms strategies, fostering collaboration and deep thinking among students. This includes utilizing random grouping, vertical non-permanent surfaces, rich tasks, and a shift from direct instruction to facilitation, creating an engaging and supportive learning environment.

1. Attendance Goal

Evidence toward this goal will take the shape of RTI team data in ClEVR. This includes the number of referrals, meeting notes, and completed files.

AP 340 - Attendance of School forms will also be an artifact of this work.

A reflection will be written regarding the school-wide initiatives and the investigation into PBIS for attendance.

Artifacts from our parent campaign will be used as evidence. Posts from our socials, Edsby, and other materials.

Notes from Attendance meetings

The creation of the Continuous Intake Classroom.

Summary of Progress – Goal 5: Improving Student Attendance

Yorkton Regional High School remains committed to improving student attendance as a foundation for academic achievement and student well-being. With a target to reduce the number of students with 20 or more absences by 10%, the school has launched a multi-pronged approach focused on data-driven intervention, enhanced student support, and family engagement.

Through regular analysis of attendance data, at-risk students are identified early by Student Services and RTI teams, allowing for timely, targeted responses. The RTI process continues to be central to addressing the root causes of absenteeism, including academic, social, and family-related challenges.

YRHS has also explored incentive-based strategies, investigating reward and recognition programs used in other jurisdictions, and is laying the groundwork for PBIS-based attendance interventions. Parent outreach efforts—delivered through school socials, Edsby, and targeted communication—have helped raise awareness of the critical link between attendance and student success.

Importantly, a new Continuous Intake Classroom was established for Grade 9 students who struggle with traditional attendance expectations, providing flexible, responsive programming to meet diverse learner needs. These actions, combined with the ongoing support of the Mental Health Capacity Building Team, are helping to create a school climate where students feel safe, connected, and motivated to attend regularly.

Evidence of progress includes RTI data in CLEVR, documentation from attendance team meetings, AP 340 forms, reflections on school-wide efforts, and artifacts from the school’s parent engagement campaign.

2. Strengthening Instructional Strategies

i) Blended Learning Goal

- Creation of a Staff Committee (Minimum two meetings)

- Learning Leaders participate in PD on 1 to 1 blended learning.

Professional Development event planned and executed for the entire staff – survey results of staff as to what is needed to authentically incorporate blended learning into their pedagogy.

ii) Building Thinking Classrooms

Teacher reflections

Lessons Plans

Walk-throughs

Summary of Progress – Goal 6: Strengthening Instructional Strategies

Yorkton Regional High School continues to strengthen instructional practices by advancing two key areas: the integration of blended learning and the implementation of Building Thinking Classrooms in Grades 9 and 10.

i) Blended Learning and 1-to-1 Technology Integration
To support the transition to 1-to-1 devices, YRHS formed a dedicated staff committee and engaged Learning Leaders in targeted professional development focused on the pedagogical implications of blended learning. The school also prioritized access to digital tools and resources that enhance blended instruction and foster student engagement. We worked collaboratively with Shawk K to develop lessons and activities that would promote this work.

ii) Building Thinking Classrooms in Math and Science
YRHS prioritized the implementation of Building Thinking Classrooms strategies in all Grade 9 and 10 Math and Science classes. Teachers adopted core practices such as random grouping, vertical non-permanent surfaces, and rich, collaborative tasks that move students from passive reception to active problem-solving. This shift toward student-centered learning has been supported through classroom walk-throughs, lesson plan analysis, and teacher reflections, which show a strong commitment to deep thinking and learner ownership. We sent four teachers to the Day 3 learning event offered at the division office.

These initiatives mark a significant step in fostering more dynamic, inclusive, and responsive instructional environments at YRHS.

Admin Team - Brandon

RTI Team - Jess and AL

Student Services - Jen

Math/Science Learning Leader - Tara Haugen

Money from the budget will support the creation of a survey

Chromebooks will be needed to support this goal.

PD for BTC

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	Goal: To establish a school environment that encourages positive connections, relationships, and provides support during critical transitions for students, parents, and staff. Explore an orientation at the beginning of each academic year to introduce new students and parents to the school culture, policies, and academic programs. Encourage regular communication between parents and teachers to address concerns and provide information about student's academic progress and well-being. Offer workshops and information sessions to help students and parents navigate major transitions, such as moving from elementary to high school or high school to university. This includes U of R, U of S, and Suncrest College. Have students participate in job spotlights (Think Business/Think Ag) Conduct exit surveys for students who are leaving the school to gather feedback on their experiences and suggestions for improvement.	Photos from workshops Data from the exit survey SUTL event held U of R and U of S counsellor programming Grad Interviews Summary of Progress – Goal 7: Supporting Transitions and Strengthening Relationships Yorkton Regional High School is committed to fostering a supportive environment that strengthens relationships and eases critical transitions for students, staff, and families. This year, significant progress was made in reimagining Student-Led Conferences as transition-focused evenings. These events now provide targeted learning opportunities for both parents and students, including guidance on academic pathways and post-secondary planning. Workshops and information sessions were offered in collaboration with institutions such as the University of Regina, University of Saskatchewan, and Suncrest College, helping students and families navigate transitions from high school to post-secondary education. Initiatives like Think Business and Think Ag job spotlight events also exposed students to career possibilities, building confidence and direction for life beyond graduation. YRHS continued to explore orientation activities for new students and parents, helping them acclimate to school culture, expectations, and supports. Parent-teacher communication has been emphasized to ensure families remain informed and engaged in their child’s learning journey.	Brandon Needham Al Kyle Jen Ingham	There may be a cost to administering the exit survey.
Valuing input from students, families, staff, and the community
Forming partnerships to support GSSD’s priority areas

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