High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Improving student outcomes	RTI/Differentiation/Intensive Intervention Learning about and incorporating the Science of Reading screeners and lessons Home/School Communications School to School Communications Student Interest Inquiry Projects Family Engagement Opportunities	Teacher schedules have permanent RTI/DIFF/II times that have been timetabled. This time is specific to individual teachers allowing them dedicated time to perform the necessary literacy, numeracy, or social interventions with individual students. RTI meetings have also been scheduled on a regular basis allowing the school level RTI team (teachers, SST, CCT, Admin, PSP's) the opportunity to discuss Tier 1 and 2 intervention supports and problem solve necessary ongoing or changing supports with individual or small groups of students. RTI tracking boards help to guide conversations and student groupings. The CLEVR RTI template will also provide a tracking template of interventions tried, and successes attained. Student Interest Inquiry - this looks different at all ages and stages but the idea that it is of student interest is always an important aspect and should look different for each student. In PreK and Kindergarten it is setting up play invitations that are set up to look like real world spaces (kitchen, restaurant, library, building blocks). There are lots of natural nature materials that help to support calming environments and wholistic learning opportunities through play. Home reading programs are encouraged. Grade 1 is mixture of play and structured learning. Opportunities are provided for some risk taking to begin with sounds, letters, numbers, and play. Demonstrating that is is ok to make mistakes and problem solve is very important at this age. Words and simple sentences are the focus. Much of what is done at this grade is pictorial. Home reading programs are set up for families and are strongly encouraged. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Grade 2 provides inquiry opportunity with the beginnings of more structured learning with sounds, blends, letters, numbers, and socialization. 3-5 simple sentences development is worked on. Beginning to communicate ideas is strengthened through many different teaching and learning strategies. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Home reading programs are set up for families and are encouraged. Grade 3 provides opportunity for students to begin some very basic research skills by giving proof or reason for their ideas. Reading and writing strategies working together are a focus. Short paragraphs written to support a topic are key. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Individualized student home reading programs are encouraged. Grade 4 provides students the ability to begin to utilize multiple resources to support their ideas. Multiple paragraphs are the norm with a topic focus. Key elements of paragraph and proof writing are developed. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Individualized student home reading programs are encouraged. Research shows us that the more engaged parents are with their children's learning the better children learn. We are committed to offering and providing many different parent engagement opportunities throughout the school year so that students can show off what they know and how they are learning at school.	Principal All teachers and staff PSP Teams Families	Quality teaching and learning resources GSSD recommended Key resources
Implementing the "Inspiring Success" Policy Inspiring Success is the umbrella for all actions related to First Nations and Métis education. It offers a comprehensive approach to improving student engagement and achievement through policy, programs, curriculum, building partnerships, shared decision-making and accountability, and helps ensure alignment of ministry and sector actions with the goals of the ESSP. Inspiring Success supports the infusion of Indigenous content, perspectives and ways of knowing into renewed curricula to benefit all learners; teaching Indigenous cultures, languages and histories in the classroom; building positive relationships; reconciliation; and mandatory treaty education.	Tracking Learning Data and Attendance Indigenous Community Worker (ICW) - Yulinda Ponicappo Indigenous Cultural Advocate - Robert Severight Indigenous Superintendent - Angela Pinay Jordans Principle -On hold nationally Cultural Walk Through of the school TRC Calls to Action Utilizing resources such as Under One Sun to support Treaty Outcomes Beading Club Drumming/Singing Group Teach about and participate in Indigenous focused days and celebrations throughout the school year (Orange Shirt Day, National Day of Truth, February is Indigenous Storytelling Month, and Reconciliation, National Indigenous Day, etc) CJE staff will participate in professional development around anti-racism and Indigenous teachings to support the "Inspiring Success" policy. Land Acknowledgement every morning with announcements. Student opportunities to share what "Reconciliation Means to Me" with morning announcements as well. CJES and CCS will be joint hosts for the GSSD Feast and Round Dance for Reconciliation this January 2026. Staff and community are encouraged to participate, work a shift, and learn together.	Tracking Learning Data and Attendance of all students and disseminating the data that reflects our FNMI learners. Providing RTI and further Tiered supports if and when necessary to support learning for all. Working with both the Indigenous Community Worker from CCS - Yulinda Ponnicappo and Indigenous Cultural Advocate - Robert Severight to support teachers and students in the teaching and learning of Treaty Outcomes, Cultural ceremony and traditions, and provide opportunities to further learning in the area of reconciliation. Indigenous Superintendent - Angela Pinay - to provide a better understanding of using the "inspiring success" document in our day-to-day workings at the school. Working in collaboration with CCS and Division Office staff to plan for and host the GSSD Feast and Round Dance for Reconciliation in January 2026. ON-HOLD - Continue to work with GSSD personnel regarding Jordan's principle requests and letters of support when additional family supports are required.	Principal All teachers	Data Warehouse for attendance and achievement results Teachers: good teaching practices, literacy/numeracy RTI and Tiered interventions GSSD leadership learning regarding the Inspiring Success Policy
Developing GSSD leaders	Grade 4 - SCC members Daily reminders of good character education on morning announcements. Alignment of CJE Values with GSSD values (belonging, diversity, learning, perseverance, and responsibility) In the moment learning to support peer conflict and/or problem solving. Development of SST and CCT roles within our school. Principal Designates: Jennifer Prychak, Lindsey Ostafie, and Lisa Fast	Grade 4 SCC Student Reps - helping to make some decisions for the student population throughout the school year (Movie afternoons, spirit days, etc.) Every morning on our announcements there are good character stories, quotes and reminders given to our students and staff. Peer conflict or problem solving that needs to occur is done with the guidance of a supervising staff member in our building. GSSD's values are utilized in this manner to talk things through and provide a safe place for all student voices to be heard and problem solve a way for everyone to move on. Repetitive behaviours are documented and tracked at the office with communication made home if necessary. SST and CCT roles are support and leadership roles for both teachers and EA's in the building. Both of these individuals are working collaboratively to ensure student supports are firmly in place for all students who require.	Principal All Staff	Grade 4 SCC student reps All Staff GSSD Value Statements Atrieve Student Behaviour Tracking
Ensuring consistent practices across GSSD schools	GSSD Rubrics for teaching, learning, and assessment Literacy Universal screeners for K-Grade 3 LeNS CC3 Word Chains Sentence/Picture Matching UofA Research Study for Literacy Intervention with Grade 2 students. Numeracy MathUP Resource PD, Onboarding, and Implementation with Grade 4. Utilizing GSSD identified and recommended key teaching and learning resources Defined teaching of Library time (good fit books, reading strategies, research strategies) to support further literacy and literate learning practices. Begin working with the Ministry of Education Literacy Student Assessment Role out during the 2025-2026 school year and then continue implementation in subsequent years.	Teachers to utilize the recommended GSSD rubrics of expectation regarding subject level teaching, work, learning, and assessment to aid and support grading and understanding of student achievement. Utilize GSSD Literacy assessments for Kindergarten to Grade 3 that correlate with new professional development specific to the Science of Reading with Dr. Georgios and Dr. Kierstead. Grade 4 teachers will receive PD, Onboarding, and Implementation with Numeracy resource called MathUP. There are numerous GSSD recommended key teaching resources that will support student learning, intervention and final outcome supports. We have already identified these key resources earlier in this document and feel they are key to student success.	All teaching staff	GSSD Rubric Bank GSSD consultants UFLI Phonics Companion Bug Club Books Decodables Heggerty Rime Magic Core Phonics Jolly Phonics EPIC and Starfall Lexia for English as Additional Language learner Under One Sun Mathology (main resource, little books, online resources) Math Makes Sense MathUP Math manipulative Informed Number Talks Various Literacy and Numeracy apps Google Read and Write Various consultant expertise from GSSD. Dedicated Teacher professional development in these areas.
Delivering high-quality teaching and learning resources	Utilize the GSEC library	As a staff we will organize a visit the GSEC central resource library to better learn what is available to us to use on loan for our professional learning use and what can be used with students in our school.	Teaching Staff SST Admin Central Librarian	GSEC Library

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Improving student outcomes

RTI/Differentiation/Intensive Intervention

Learning about and incorporating the Science of Reading screeners and lessons

Home/School Communications

School to School Communications

Student Interest Inquiry Projects

Family Engagement Opportunities

Teacher schedules have permanent RTI/DIFF/II times that have been timetabled. This time is specific to individual teachers allowing them dedicated time to perform the necessary literacy, numeracy, or social interventions with individual students. RTI meetings have also been scheduled on a regular basis allowing the school level RTI team (teachers, SST, CCT, Admin, PSP's) the opportunity to discuss Tier 1 and 2 intervention supports and problem solve necessary ongoing or changing supports with individual or small groups of students. RTI tracking boards help to guide conversations and student groupings. The CLEVR RTI template will also provide a tracking template of interventions tried, and successes attained.

Student Interest Inquiry - this looks different at all ages and stages but the idea that it is of student interest is always an important aspect and should look different for each student.

In PreK and Kindergarten it is setting up play invitations that are set up to look like real world spaces (kitchen, restaurant, library, building blocks). There are lots of natural nature materials that help to support calming environments and wholistic learning opportunities through play. Home reading programs are encouraged.
Grade 1 is mixture of play and structured learning. Opportunities are provided for some risk taking to begin with sounds, letters, numbers, and play. Demonstrating that is is ok to make mistakes and problem solve is very important at this age. Words and simple sentences are the focus. Much of what is done at this grade is pictorial. Home reading programs are set up for families and are strongly encouraged. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning.
Grade 2 provides inquiry opportunity with the beginnings of more structured learning with sounds, blends, letters, numbers, and socialization. 3-5 simple sentences development is worked on. Beginning to communicate ideas is strengthened through many different teaching and learning strategies. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Home reading programs are set up for families and are encouraged.
Grade 3 provides opportunity for students to begin some very basic research skills by giving proof or reason for their ideas. Reading and writing strategies working together are a focus. Short paragraphs written to support a topic are key. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Individualized student home reading programs are encouraged.
Grade 4 provides students the ability to begin to utilize multiple resources to support their ideas. Multiple paragraphs are the norm with a topic focus. Key elements of paragraph and proof writing are developed. Hands on learning experiences and field trips are always encouraged and utilized to further develop and solidify learning. Individualized student home reading programs are encouraged.

Research shows us that the more engaged parents are with their children's learning the better children learn. We are committed to offering and providing many different parent engagement opportunities throughout the school year so that students can show off what they know and how they are learning at school.

Principal

All teachers and staff

PSP Teams

Families

Quality teaching and learning resources

GSSD recommended Key resources

Implementing the "Inspiring Success" Policy

Inspiring Success is the umbrella for all actions related to First Nations and Métis education. It offers a comprehensive approach to improving student engagement and achievement through policy, programs, curriculum, building partnerships, shared decision-making and accountability, and helps ensure alignment of ministry and sector actions with the goals of the ESSP. Inspiring Success supports the infusion of Indigenous content, perspectives and ways of knowing into renewed curricula to benefit all learners; teaching Indigenous
cultures, languages and histories in the classroom; building positive relationships; reconciliation; and mandatory treaty education.

Tracking Learning Data and Attendance

Indigenous Community Worker (ICW) - Yulinda Ponicappo

Indigenous Cultural Advocate - Robert Severight

Indigenous Superintendent - Angela Pinay

Jordans Principle -On hold nationally

Cultural Walk Through of the school

TRC Calls to Action

Utilizing resources such as Under One Sun to support Treaty Outcomes

Beading Club

Drumming/Singing Group

Teach about and participate in Indigenous focused days and celebrations throughout the school year (Orange Shirt Day, National Day of Truth, February is Indigenous Storytelling Month, and Reconciliation, National Indigenous Day, etc)

CJE staff will participate in professional development around anti-racism and Indigenous teachings to support the "Inspiring Success" policy.

Land Acknowledgement every morning with announcements. Student opportunities to share what "Reconciliation Means to Me" with morning announcements as well.

CJES and CCS will be joint hosts for the GSSD Feast and Round Dance for Reconciliation this January 2026. Staff and community are encouraged to participate, work a shift, and learn together.

Tracking Learning Data and Attendance of all students and disseminating the data that reflects our FNMI learners. Providing RTI and further Tiered supports if and when necessary to support learning for all.

Working with both the Indigenous Community Worker from CCS - Yulinda Ponnicappo and Indigenous Cultural Advocate - Robert Severight to support teachers and students in the teaching and learning of Treaty Outcomes, Cultural ceremony and traditions, and provide opportunities to further learning in the area of reconciliation.

Indigenous Superintendent - Angela Pinay - to provide a better understanding of using the "inspiring success" document in our day-to-day workings at the school.

Working in collaboration with CCS and Division Office staff to plan for and host the GSSD Feast and Round Dance for Reconciliation in January 2026.

ON-HOLD - Continue to work with GSSD personnel regarding Jordan's principle requests and letters of support when additional family supports are required.

Principal

All teachers

Data Warehouse for attendance and achievement results

Teachers: good teaching practices, literacy/numeracy RTI and Tiered interventions

GSSD leadership learning regarding the Inspiring Success Policy

Developing GSSD leaders

Grade 4 - SCC members

Daily reminders of good character education on morning announcements.

Alignment of CJE Values with GSSD values (belonging, diversity, learning, perseverance, and responsibility)

In the moment learning to support peer conflict and/or problem solving.

Development of SST and CCT roles within our school.

Principal Designates: Jennifer Prychak, Lindsey Ostafie, and Lisa Fast

Grade 4 SCC Student Reps - helping to make some decisions for the student population throughout the school year (Movie afternoons, spirit days, etc.)

Every morning on our announcements there are good character stories, quotes and reminders given to our students and staff.

Peer conflict or problem solving that needs to occur is done with the guidance of a supervising staff member in our building. GSSD's values are utilized in this manner to talk things through and provide a safe place for all student voices to be heard and problem solve a way for everyone to move on. Repetitive behaviours are documented and tracked at the office with communication made home if necessary.

SST and CCT roles are support and leadership roles for both teachers and EA's in the building. Both of these individuals are working collaboratively to ensure student supports are firmly in place for all students who require.

Principal

All Staff

Grade 4 SCC student reps

All Staff

GSSD Value Statements

Atrieve Student Behaviour Tracking

Ensuring consistent practices across GSSD schools

GSSD Rubrics for teaching, learning, and assessment

Literacy Universal screeners for K-Grade 3

LeNS
CC3
Word Chains
Sentence/Picture Matching

UofA Research Study for Literacy Intervention with Grade 2 students.

Numeracy MathUP Resource PD, Onboarding, and Implementation with Grade 4.

Utilizing GSSD identified and recommended key teaching and learning resources

Defined teaching of Library time (good fit books, reading strategies, research strategies) to support further literacy and literate learning practices.

Begin working with the Ministry of Education Literacy Student Assessment Role out during the 2025-2026 school year and then continue implementation in subsequent years.

Teachers to utilize the recommended GSSD rubrics of expectation regarding subject level teaching, work, learning, and assessment to aid and support grading and understanding of student achievement.

Utilize GSSD Literacy assessments for Kindergarten to Grade 3 that correlate with new professional development specific to the Science of Reading with Dr. Georgios and Dr. Kierstead.

Grade 4 teachers will receive PD, Onboarding, and Implementation with Numeracy resource called MathUP.

There are numerous GSSD recommended key teaching resources that will support student learning, intervention and final outcome supports. We have already identified these key resources earlier in this document and feel they are key to student success.

All teaching staff

GSSD Rubric Bank

GSSD consultants

UFLI

Phonics Companion

Bug Club Books

Decodables

Heggerty

Rime Magic

Core Phonics

Jolly Phonics

EPIC and Starfall

Lexia for English as Additional Language learner

Under One Sun

Mathology (main resource, little books, online resources)

Math Makes Sense

MathUP

Math manipulative

Informed Number Talks

Various Literacy and Numeracy apps

Google Read and Write

Various consultant expertise from GSSD.

Dedicated Teacher professional development in these areas.

Delivering high-quality teaching and learning resources

Utilize the GSEC library

As a staff we will organize a visit the GSEC central resource library to better learn what is available to us to use on loan for our professional learning use and what can be used with students in our school.

Teaching Staff

SST

Admin

Central Librarian

GSEC 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	Providing time and support for student clubs and or activities to be offered in areas appropriate for our Kindergarten to Grade 4 learners. Dedicated time for all staff to meet, participate, and learn together on Professional Learning Days based on Division wide Professional Development offerings in the areas of Trauma Informed spaces, Anti-Racist Education, as well as individual learning in the areas of Mental Health First Aid. By the end of 2026, CJE will implement tools and resources to support Social Emotional Learning school-wide based on PD that will be offered to our school team.	Cross Country NASP Yoga Choir Beading Drumming/Singing Group (with ideas for this to evolve into Pow Wow Club) Craft Club Trauma Informed PD for staff Mental Health First Aid for staff FRIENDS	Staff who choose to volunteer their time to coach or lead an activity group. Indigenous Community Worker - Yulinda Ponnicappo Indigenous Cultural Advocate - Robert Severight Division wide PD for all staff to attend and participate in.	Musical background of staff NASP coaching of staff Mindfulness training of staff Learning from community, division, and each other.
Offering safe and inviting facilities	Provide spaces and places within our school and playground that are welcoming, inviting, inclusive, safe, respectful, and supportive of student safety, protection, and learning. SEL PD and training in April of 2026 for: Admin SST School Counsellor 2 other teachers Continued work with our Grade 4's on completing the OUR School Survey that takes a look at mental health components of student life. Staff will continue to plan outside of school staff events for collegiality, team building, and mental health supports.	School Garden Development and expansion of the Sensory Room (transition name to Comfort Room) for individual students and purposeful classroom experiences. Breaking ground and building of Inclusive Outdoor Classroom and Playground. Offering and promoting Family Engagement Opportunities (Harvest/Fall Celebration, Winter Wonderland, Kindergarten Family Engagement Days, Pre-Kindergarten Family Days, Student Led conferences, House Teams, Play Day, Picnic Lunch, Celebration of Learning, 3-way Conferences, Little Spot Fair, etc) More will be added as the year goes on and conversations develop. Continued work and partnership with Ministry of Social Services, Child Protection Services, Local RCMP and school resource officer, PECIP, SWIS Worker, Newcomer Center in Yorkton, etc. regarding student support, intake, and retention. Tragic Events and School Level Safety Plan Abiding by School Board Privacy and Security AP's for our children. OH&S Committee	All school staff, SCC, community, and local agencies	FRIENDS program Little Spot program Our School Survey Agriculture in the Classroom and local horticulturalists for Garden. Trips to the greenhouse, Food/Pizza Farm, Harvest Showdown. Occupational Therapist and SLP suggestions for additions to and correct use of our Sensory (Comfort) Room. Addition of a Sensory Wall and some classrooms have a calming corner. Community agencies such as: Ministry of Social Services, Child Protection Services, Local RCMP and school resource officer, SWIS Worker, Newcomer Center in Yorkton, Saskatchewan Health Authority, etc.
Promoting equity, diversity, and inclusion	Fundraising efforts and grant writing to fund the building of our Inclusive Outdoor classroom and Swing playground area. Expand the plan to include a paved sidewalk from the front of the school to the area where the outdoor classroom and swing will be so that other family members and or visitors to the area can enjoy this space in a more accessible manner. Build upon the resources and calming tools available in our Sensory Room to support students with emotional dysregulation. Cultural/Accessibility/Inclusivity Walk through of the school.	Outdoor Classroom Inclusive Playground Sensory Room	All staff SCC Community members Consultants/Superintendents	Various agencies and organizations to request funding and grants.

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

Providing time and support for student clubs and or activities to be offered in areas appropriate for our Kindergarten to Grade 4 learners.

Dedicated time for all staff to meet, participate, and learn together on Professional Learning Days based on Division wide Professional Development offerings in the areas of Trauma Informed spaces, Anti-Racist Education, as well as individual learning in the areas of Mental Health First Aid.

By the end of 2026, CJE will implement tools and resources to support Social Emotional Learning school-wide based on PD that will be offered to our school team.

Cross Country

NASP

Yoga

Choir

Beading

Drumming/Singing Group (with ideas for this to evolve into Pow Wow Club)

Craft Club

Trauma Informed PD for staff

Mental Health First Aid for staff

FRIENDS

Staff who choose to volunteer their time to coach or lead an activity group.

Indigenous Community Worker - Yulinda Ponnicappo

Indigenous Cultural Advocate - Robert Severight

Division wide PD for all staff to attend and participate in.

Musical background of staff

NASP coaching of staff

Mindfulness training of staff

Learning from community, division, and each other.

Offering safe and inviting facilities

Provide spaces and places within our school and playground that are welcoming, inviting, inclusive, safe, respectful, and supportive of student safety, protection, and learning.

SEL PD and training in April of 2026 for:

Admin
SST
School Counsellor
2 other teachers

Continued work with our Grade 4's on completing the OUR School Survey that takes a look at mental health components of student life.

Staff will continue to plan outside of school staff events for collegiality, team building, and mental health supports.

School Garden

Development and expansion of the Sensory Room (transition name to Comfort Room) for individual students and purposeful classroom experiences.

Breaking ground and building of Inclusive Outdoor Classroom and Playground.

Offering and promoting Family Engagement Opportunities (Harvest/Fall Celebration, Winter Wonderland, Kindergarten Family Engagement Days, Pre-Kindergarten Family Days, Student Led conferences, House Teams, Play Day, Picnic Lunch, Celebration of Learning, 3-way Conferences, Little Spot Fair, etc) More will be added as the year goes on and conversations develop.

Continued work and partnership with Ministry of Social Services, Child Protection Services, Local RCMP and school resource officer, PECIP, SWIS Worker, Newcomer Center in Yorkton, etc. regarding student support, intake, and retention.

Tragic Events and School Level Safety Plan

Abiding by School Board Privacy and Security AP's for our children.

OH&S Committee

All school staff, SCC, community, and local agencies

FRIENDS program

Little Spot program

Our School Survey

Agriculture in the Classroom and local horticulturalists for Garden. Trips to the greenhouse, Food/Pizza Farm, Harvest Showdown.

Occupational Therapist and SLP suggestions for additions to and correct use of our Sensory (Comfort) Room. Addition of a Sensory Wall and some classrooms have a calming corner.

Community agencies such as: Ministry of Social Services, Child Protection Services, Local RCMP and school resource officer, SWIS Worker, Newcomer Center in Yorkton, Saskatchewan Health Authority, etc.

Promoting equity, diversity, and inclusion

Fundraising efforts and grant writing to fund the building of our Inclusive Outdoor classroom and Swing playground area.

Expand the plan to include a paved sidewalk from the front of the school to the area where the outdoor classroom and swing will be so that other family members and or visitors to the area can enjoy this space in a more accessible manner.

Build upon the resources and calming tools available in our Sensory Room to support students with emotional dysregulation.

Cultural/Accessibility/Inclusivity Walk through of the school.

Outdoor Classroom

Inclusive Playground

Sensory Room

All staff

SCC

Community members

Consultants/Superintendents

Various agencies and organizations to request funding and grants.

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.	Review any new AP's or policies as pertinent to the school, students, staff and community. There are many new ones so we will be in a bit of a transition year to ensure we are up to date with everything. Follow direction provided by the GSSD leadership team.	Principal All Teachers Admin Assistant Educational Assistants PSP's Bus Drivers	GSSD Website GSSD Portal Feedback emails through GSTA GSSD Communications
Focusing on educational approaches that prioritize student success	Response to Intervention and Differentiation (RTI/DIFF) Intensive Intervention (II) Early Years Evaluation (EYE) Ages and Stages Questionnaire (ASQ-3) Expanding Expression Tool Caterpillar (EET) Our School Survey for Grade 4	Teacher schedules have permanent RTIDIFF/II times that have been timetabled. This time is specific to individual teachers allowing them dedicated time to perform the necessary literacy, numeracy, or social interventions with individual students. RTI meetings have also been scheduled on a regular basis allowing the school level RTI team (teachers, SST, CCT, Admin, PSP's) the opportunity to discuss Tier 1 and Tier 2 interventions supports and problem solve necessary ongoing or changing supports with individual or small groups of students. RTI tracking boards help to guide conversations and student groupings. The newly updated CLEVR RTI template will also provide a tracking template of interventions tried and successes attained. The EYE will be conducted twice throughout the school year allowing our Kindergarten teachers the opportunity to assess student readiness in a variety of domains. This will aid in planning for ongoing instruction, potential intervention, and improved communication with families. The Ages and Stages Questionnaire is conducted with Pre Kindergarten families and their child in the school setting with the teacher acting as a facilitator with all activities ready. This is an informal assessment that is gauging developmental readiness of Pre Kindergarten children within a variety of domains specific to their age and stage of learning. This is a new assessment for Pre Kindergarten this year. Teachers are being trained and will be conducting this assessment throughout the year with families. PD with our SLP for implementing the use of EET in a variety of classrooms to support and assist with speech and language expansion with students as good teaching and intervention practice.	All teachers TRI school level team SST Admin Speech Language Pathologist	A variety of quality teaching strategies and Tier 1 and Tier 2 intervention supports. Dedicated teacher PD time with our GSSD consultants in the areas specific to Literacy. The EYE online assessment tool, classroom observation times. Dedicated Teacher time with our Early Learning GSSD consultant specific to Early Childhood Development. The Ages and Stages Questionnaire (ASQ-3) Resource Kit EET Caterpillar and follow up lessons and toolbox training and lessons provided to teaching staff by our Speech Language Pathologist. Our School Survey
Allocating resources to improve experiences for students, staff, and the community	Literacy resources include: University of Florida Literacy Institute (UFLI), Phonics Companion for all grades, Heggerty, Rime Magic, LeNS, CC3, Word Chains, and Sentence/Picture Match Universal Screeners, and Under One Sun UofA Research Study PD, Assessments and Interventions for Grade 2 students. Numeracy resources include: MathUP, Mathology, Math Makes Sense 1-1 Technology use (iPads, and Chromebooks)	Continued use of and professional development with the UFLI resource toolbox in supporting a strong balanced literacy structure. Teachers have obtained either school copies of UFLI or have purchased their own to support this teaching and learning specific to Grades 1, 1/2 and 2/3. Kindergarten to Grade 3 teachers will continue to participate in Professional Development sessions with Dr. Georgios and Dr. Kierstead regarding Early Literacy Learning and Teaching strategies specific to reading and writing. Both Susan Robertson and Kerrilynn Trost will continue to work with individual teaching staff in a variety of Professional Development sessions expanding this UFLI repertoire. Grades 3/4 and 4 will use the resource more in an RTI capacity. Under One Sun will continue to be used as a key resource to learn about, and learn from, Indigenous experiences, culture, and perspectives through contemporary content offered in a blended format to support balanced literacy learning. Continued use and expansion of our key numeracy resources that support and guide good numeracy teaching practices. Continued teaching and use of specific learning apps and platforms on our iPads and Chromebooks to aid and support student learning and success. Integrate online intervention tools (Google Read and Write, Starfall, etc.) where and when necessary.	Classroom Teachers, SST Susan Robertson and Kerrilyn Trost - Curriculum Consultants Michelle Morley - Technology Consultant	UFLI Phonics Companion Bug Club Books Decodables Heggerty Rime Magic Core Phonics Jolly Phonics EPIC and Starfall Lexia for English as Additional Language learner Under One Sun Mathology (main resource, little books, online resources) Math Makes Sense MathUP Math manipulative Informed Number Talks Various Literacy and Numeracy apps Google Read and Write Under One Sun Various consultant expertise from GSSD. Dedicated Teacher professional development in these areas.

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.

Review any new AP's or policies as pertinent to the school, students, staff and community. There are many new ones so we will be in a bit of a transition year to ensure we are up to date with everything.

Follow direction provided by the GSSD leadership team.

Principal

All Teachers

Admin Assistant

Educational Assistants

PSP's

Bus Drivers

GSSD Website

GSSD Portal

Feedback emails through GSTA

GSSD Communications

Focusing on educational approaches that prioritize student success

Response to Intervention and Differentiation (RTI/DIFF)

Intensive Intervention (II)

Early Years Evaluation (EYE)

Ages and Stages Questionnaire (ASQ-3)

Expanding Expression Tool Caterpillar (EET)

Our School Survey for Grade 4

Teacher schedules have permanent RTIDIFF/II times that have been timetabled. This time is specific to individual teachers allowing them dedicated time to perform the necessary literacy, numeracy, or social interventions with individual students. RTI meetings have also been scheduled on a regular basis allowing the school level RTI team (teachers, SST, CCT, Admin, PSP's) the opportunity to discuss Tier 1 and Tier 2 interventions supports and problem solve necessary ongoing or changing supports with individual or small groups of students. RTI tracking boards help to guide conversations and student groupings. The newly updated CLEVR RTI template will also provide a tracking template of interventions tried and successes attained.

The EYE will be conducted twice throughout the school year allowing our Kindergarten teachers the opportunity to assess student readiness in a variety of domains. This will aid in planning for ongoing instruction, potential intervention, and improved communication with families.

The Ages and Stages Questionnaire is conducted with Pre Kindergarten families and their child in the school setting with the teacher acting as a facilitator with all activities ready. This is an informal assessment that is gauging developmental readiness of Pre Kindergarten children within a variety of domains specific to their age and stage of learning. This is a new assessment for Pre Kindergarten this year. Teachers are being trained and will be conducting this assessment throughout the year with families.

PD with our SLP for implementing the use of EET in a variety of classrooms to support and assist with speech and language expansion with students as good teaching and intervention practice.

All teachers

TRI school level team

SST

Admin

Speech Language Pathologist

A variety of quality teaching strategies and Tier 1 and Tier 2 intervention supports. Dedicated teacher PD time with our GSSD consultants in the areas specific to Literacy.

The EYE online assessment tool, classroom observation times. Dedicated Teacher time with our Early Learning GSSD consultant specific to Early Childhood Development.

The Ages and Stages Questionnaire (ASQ-3) Resource Kit

EET Caterpillar and follow up lessons and toolbox training and lessons provided to teaching staff by our Speech Language Pathologist.

Our School Survey

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

Literacy resources include: University of Florida Literacy Institute (UFLI), Phonics Companion for all grades, Heggerty, Rime Magic, LeNS, CC3, Word Chains, and Sentence/Picture Match Universal Screeners, and Under One Sun

UofA Research Study PD, Assessments and Interventions for Grade 2 students.

Numeracy resources include: MathUP, Mathology, Math Makes Sense

1-1 Technology use (iPads, and Chromebooks)

Continued use of and professional development with the UFLI resource toolbox in supporting a strong balanced literacy structure. Teachers have obtained either school copies of UFLI or have purchased their own to support this teaching and learning specific to Grades 1, 1/2 and 2/3. Kindergarten to Grade 3 teachers will continue to participate in Professional Development sessions with Dr. Georgios and Dr. Kierstead regarding Early Literacy Learning and Teaching strategies specific to reading and writing. Both Susan Robertson and Kerrilynn Trost will continue to work with individual teaching staff in a variety of Professional Development sessions expanding this UFLI repertoire. Grades 3/4 and 4 will use the resource more in an RTI capacity.

Under One Sun will continue to be used as a key resource to learn about, and learn from, Indigenous experiences, culture, and perspectives through contemporary content offered in a blended format to support balanced literacy learning.

Continued use and expansion of our key numeracy resources that support and guide good numeracy teaching practices.

Continued teaching and use of specific learning apps and platforms on our iPads and Chromebooks to aid and support student learning and success. Integrate online intervention tools (Google Read and Write, Starfall, etc.) where and when necessary.

Classroom Teachers, SST

Susan Robertson and Kerrilyn Trost - Curriculum Consultants

Michelle Morley - Technology Consultant

UFLI

Phonics Companion

Bug Club Books

Decodables

Heggerty

Rime Magic

Core Phonics

Jolly Phonics

EPIC and Starfall

Lexia for English as Additional Language learner

Under One Sun

Mathology (main resource, little books, online resources)

Math Makes Sense

MathUP

Math manipulative

Informed Number Talks

Various Literacy and Numeracy apps

Google Read and Write

Under One Sun

Various consultant expertise from GSSD.

Dedicated Teacher professional development in these areas.

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	Pre-Kindergarten family visits and Family days SCC “Drop in for a Donut” School Open House Kindergarten Open House and Family Engagement times School wide events that promote Family Engagement, Fun and Learning Transition meetings for Grade 4 students moving from CJES to CCS. Continuing to build, support, and collaborate with our School Community Council (SCC) with events, learning, school supports, and fundraising. Communication and collaboration between the Canora Schools. RTI - discussions to support smooth transitions between classrooms Creating connections with our local First Nation regarding students who attend our school. Kindergarten Orientation Session with new Kinder students and their families. Consistent transition practices by all staff when working with students: line order voice levels timers if/then focused conversations bus line ups quiet hallway transition practice	Pre-Kindergarten family visits and Family days are ongoing and will continue throughout the school year. (Family visits to the classroom, parent activity days, trips in the community, etc.) Kindergarten Family Engagement times will also be ongoing and continue throughout the school year. (Open House, Teddy Bear Picnic Engagement Day, etc.) School wide events that promote Family Engagement, Fun and Learning (Drop In for a Donut Open House, Harvest Fall Celebration, Winter Wonderland, Winter Olympics, Play Day, Field Trips, etc.) Teacher meetings to improve transitions of students from classroom to classroom … as well as from school to school. meetings discussing strengths/supports RTI/DIFF IIP and QR Code data classroom organization and consistency Administrator meetings between the two schools to support transition events.	All staff SCC Families	GSSD consultants for ideas and consultation support. Our SCC CJE/CCS collaboration
Valuing input from students, families, staff, and the community	Continuing to work with and hopefully expand to a larger group of SCC parents by the end of the school year. Tell Them From Me Student Survey for Grade 4 Continue to welcome and invite respectful feedback.	Deepen conversations for broader perspectives with a larger group of interested individuals Continue the good work done with SCC and Grade 4 SCC members in event planning for the student body. Parent Feedback Sharing feedback from Grade 4 survey and all other student assessments.	Principal SCC Grade 4 teachers	GSSD supports and resources Tell Them From Me Survey
Communicating openly and clearly	EDSBY Communication In-person home communication (visit, conference, phone call) EDSBY Gradebook Training for teachers Accepting all conversation and feedback as learning and growth. School Handbook is revised and shared with all families yearly on EDSBY.	EDSBY Communication - EDSBY becomes the house of all communication from the school. Easier to have a one stop shop for all info shared. Set up EDSBY information sessions for families so that the app is easier to follow and understand. EDSBY Conference Bookings feature for families will continue to be used to book parent teacher conferences in November and then again in March. EDSBY Gradebook Training for teachers - teachers to be fully using Gradebook for reporting and assessment purposes and allow families a real time look at grading, reporting, comments, and report cards. EDSBY Insert reporting for those students in Grades 3 and up who have an Individualized Instruction Plan for Literacy and Numeracy but are working 2 or more grade levels below their grade placement is being used division wide this year. All families have access to the newly revised CJE Family Handbook which outlines our school processes and procedures.	Principal Admin Assistant All teachers	GSSD EDSBY Trainers GSSD IT consultants
Forming partnerships to support GSSD’s priority areas	SCC - becoming their own governing body in support of the school's learning plan Indigenous Community Worker - Yulinda Ponnicappo and Indigenous Cultural Advocate - Robert Severight to see how they can support Treaty Education Outcome learning in our classrooms as well as supports for our beading club, Drumming/singing group, as well as contacts with the local First Nations. Indigenous Education Superintendent - Angela Pinay - how she can support Treaty Education Outcome learning in our classrooms and contacts with the local First Nations SWIS (Settlement Worker In Schools) with the East Central Newcomer Welcome Center in Yorkton - Leah Lutz - Contact for support with newcomers to our community (Ukraine, Taiwan, China, Greece, Philippines, Spain, South Africa, etc). Board Member - Shannon Leson - invite to SCC meetings, open communication	SCC - Continuing to work with a larger group of SCC parents. Invite Yulinda, Robert, and Angela to become a part of our school community - Read aloud Willow Wednesday, support our beading club and drumming/singing group, infusing Treaty Education Outcomes into literacy/math/social/science curriculum with games and stories. SWIS - looking for supports in transitioning new families into our classroom (communication, help with paperwork, corroborating authenticity of documentation, etc.) Teachers to work with our EAL consultants regarding literacy, language, and communications strategies that best serve additional language learners.	Principal All teachers SCC	Yulinda Ponnicappo Robert Severight Angela Pinay GSSD EAL consultants SWIS - Leah Lutz Board Member - Shannon Leson

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Fostering connections and supporting transitions

Pre-Kindergarten family visits and Family days

SCC “Drop in for a Donut” School Open House

Kindergarten Open House and Family Engagement times

School wide events that promote Family Engagement, Fun and Learning

Transition meetings for Grade 4 students moving from CJES to CCS.

Continuing to build, support, and collaborate with our School Community Council (SCC) with events, learning, school supports, and fundraising.

Communication and collaboration between the Canora Schools.

RTI - discussions to support smooth transitions between classrooms

Creating connections with our local First Nation regarding students who attend our school.

Kindergarten Orientation Session with new Kinder students and their families.

Consistent transition practices by all staff when working with students:

Pre-Kindergarten family visits and Family days are ongoing and will continue throughout the school year. (Family visits to the classroom, parent activity days, trips in the community, etc.)

Kindergarten Family Engagement times will also be ongoing and continue throughout the school year. (Open House, Teddy Bear Picnic Engagement Day, etc.)

School wide events that promote Family Engagement, Fun and Learning (Drop In for a Donut Open House, Harvest Fall Celebration, Winter Wonderland, Winter Olympics, Play Day, Field Trips, etc.)

Teacher meetings to improve transitions of students from classroom to classroom … as well as from school to school.

meetings discussing strengths/supports
RTI/DIFF
IIP and QR Code data
classroom organization and consistency

Administrator meetings between the two schools to support transition events.

All staff

SCC

Families

GSSD consultants for ideas and consultation support.

Our SCC

CJE/CCS collaboration

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

Continuing to work with and hopefully expand to a larger group of SCC parents by the end of the school year.

Tell Them From Me Student Survey for Grade 4

Continue to welcome and invite respectful feedback.

Deepen conversations for broader perspectives with a larger group of interested individuals

Continue the good work done with SCC and Grade 4 SCC members in event planning for the student body.

Parent Feedback

Sharing feedback from Grade 4 survey and all other student assessments.

Principal

SCC

Grade 4 teachers

GSSD supports and resources

Tell Them From Me Survey

Communicating openly and clearly

EDSBY Communication

In-person home communication (visit, conference, phone call)

EDSBY Gradebook Training for teachers

Accepting all conversation and feedback as learning and growth.

School Handbook is revised and shared with all families yearly on EDSBY.

EDSBY Communication - EDSBY becomes the house of all communication from the school. Easier to have a one stop shop for all info shared. Set up EDSBY information sessions for families so that the app is easier to follow and understand.

EDSBY Conference Bookings feature for families will continue to be used to book parent teacher conferences in November and then again in March.

EDSBY Gradebook Training for teachers - teachers to be fully using Gradebook for reporting and assessment purposes and allow families a real time look at grading, reporting, comments, and report cards.

EDSBY Insert reporting for those students in Grades 3 and up who have an Individualized Instruction Plan for Literacy and Numeracy but are working 2 or more grade levels below their grade placement is being used division wide this year.

All families have access to the newly revised CJE Family Handbook which outlines our school processes and procedures.

Principal

Admin Assistant

All teachers

GSSD EDSBY Trainers

GSSD IT consultants

Forming partnerships to support GSSD’s priority areas

SCC - becoming their own governing body in support of the school's learning plan

Indigenous Community Worker - Yulinda Ponnicappo and Indigenous Cultural Advocate - Robert Severight to see how they can support Treaty Education Outcome learning in our classrooms as well as supports for our beading club, Drumming/singing group, as well as contacts with the local First Nations.

Indigenous Education Superintendent - Angela Pinay - how she can support Treaty Education Outcome learning in our classrooms and contacts with the local First Nations

SWIS (Settlement Worker In Schools) with the East Central Newcomer Welcome Center in Yorkton - Leah Lutz - Contact for support with newcomers to our community (Ukraine, Taiwan, China, Greece, Philippines, Spain, South Africa, etc).

Board Member - Shannon Leson - invite to SCC meetings, open communication

SCC - Continuing to work with a larger group of SCC parents.

Invite Yulinda, Robert, and Angela to become a part of our school community - Read aloud Willow Wednesday, support our beading club and drumming/singing group, infusing Treaty Education Outcomes into literacy/math/social/science curriculum with games and stories.

SWIS - looking for supports in transitioning new families into our classroom (communication, help with paperwork, corroborating authenticity of documentation, etc.) Teachers to work with our EAL consultants regarding literacy, language, and communications strategies that best serve additional language learners.

Principal

All teachers

SCC

Yulinda Ponnicappo

Robert Severight

Angela Pinay

GSSD EAL consultants

SWIS - Leah Lutz

Board Member - Shannon Leson

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	Empowering Life-Long Learners
Vision	Working Together to Support Successful People in a Progressive World
Motto	Caring Education - Believing in Achieving