High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Most Responsible Person/People	Resources
Improving student outcomes	Implement the Dr. Georgiou early literacy interventions. Explore best practices for teaching writing in the middle years. Provide additional classroom complexity-related student supports in the areas of math, literacy, behaviour, and credit attainment.	Literacy intervention teacher, student support teacher, classroom complexity teacher, classroom teachers.	Support from division consultants, time allocated in the timetable, professional development for staff.
Implementing the “Inspiring Success” Policy	Attend the Treaty 4 Gathering in Fort Qu'Appelle. Recognize the National Day for Truth and Reconciliation, Indigenous Storytelling Month, and National Indigenous Peoples' Day through school-wide learning opportunities. Implement the “Under One Sun” and “Take Action for Reconciliation” resources.	Social studies and Indigenous Studies 10 teachers.	Budget, classroom resources.
Developing GSSD leaders	Provide in-class mentoring and coaching supports to teachers. Establish a school shared leadership team consisting of administrators, student support teacher, classroom complexity teacher, and school counsellor. Create new opportunities for students to develop leadership skills (e.g., office club.)	Administrators, classroom complexity teacher, student support teacher, administrative assistant.
Ensuring consistent practices across GSSD schools	Increase myBlueprint usage in Grades 7-12. Implement the “FRIENDS” and “Project Alert” programs in Grades 1, 4, 6, 7, and 8 health education. Introduce Robotics and Automation modules into middle years practical and applied arts courses. Incorporate the UFLI program into early literacy instruction.	Administrators, grad coaches, health education teachers, school counsellor, practical and applied arts teachers, early literacy teachers.	Support from division consultants (e.g., myBlueprint family resources, robotics kits, UFLI training.) SaskCode classroom resources. Professional development for staff (e.g., UFLI, FRIENDS, robotics.)
Delivering high-quality teaching and learning resources	Implement the “MathUP Classroom" and “MathUP Student” resources in Grades 4-9. Establish a library advisory committee consisting of teachers and library technician to prioritize needs and plan for the purchase of new instructional resources. Continue partnering with SaskDLC to ensure that high school students have access to a variety of online courses. Access online programming through SaskAbilities to support students with complex needs.	Grades 4-9 math teachers, classroom complexity teacher, administrator, library technician, online learning facilitator, student support teacher.	Curriculum consultant support and professional development relating to MathUP, library budget, access to SaskDLC staff and resources.
Providing equal access to technology	Install new SMART panel interactive displays in the Kindergarten and Grade 1/2 classrooms. Continue to implement the provicinal cell phone policy. Explore the introduction of e-sports as an extracurricular opportunity for older students.	Administrators, classroom teachers.	Budget, technology support.

Healthy, Sustainable Physical and Social Environments

Division Priorities	School Level Work Plan(s)	Most Responsible Person/People	Resources
Enhancing mental health and well-being for students and staff	Integrate social-emotional learning into classroom instruction. Continue with animal care program (e.g., goats, sheep, chickens.) Increase school signage related to mental health supports.	Classroom complexity teacher, classroom teachers, school counsellor, administrators, student support teacher.	Classroom resources and budget.
Offering safe and inviting facilities	Investigate possible upgrades for the “dome” (taping) and band/art room (acoustic treatments, ventilation.) Explore options for the purchase of a new gymnasium score clock. Create and furnish a sensory room in the Grade 1-6 hallway. Investigate options for refreshed seating in the Grade 8/9 classroom.	Outdoor Leadership teacher, band teacher, administrators, athletic director, student support teacher, Grade 8/9 teacher.	School budget, fundraising (Kaminski Golf Tournament, Chargerfest) and grant funding (e.g., Family & Friends Foundation.)
Promoting equity, diversity, and inclusion	Establish new clubs and activities in response to student interests (e.g., crochet club.) Begin planning to incorporate student artwork displays in the front entryway (including art representative of the various cultures and languages present in our school.) Continue integrating complex needs students into classrooms whenever possible.	Classroom complexity teacher, administrators, visual art teacher, student support teacher.	Supplies for student activities and art projects.

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

Integrate social-emotional learning into classroom instruction.

Continue with animal care program (e.g., goats, sheep, chickens.)

Increase school signage related to mental health supports.

Classroom complexity teacher, classroom teachers, school counsellor, administrators, student support teacher.

Classroom resources and budget.

Offering safe and inviting facilities

Investigate possible upgrades for the “dome” (taping) and band/art room (acoustic treatments, ventilation.)

Explore options for the purchase of a new gymnasium score clock.

Create and furnish a sensory room in the Grade 1-6 hallway.

Investigate options for refreshed seating in the Grade 8/9 classroom.

Outdoor Leadership teacher, band teacher, administrators, athletic director, student support teacher, Grade 8/9 teacher.

School budget, fundraising (Kaminski Golf Tournament, Chargerfest) and grant funding (e.g., Family & Friends Foundation.)

Promoting equity, diversity, and inclusion

Establish new clubs and activities in response to student interests (e.g., crochet club.)

Begin planning to incorporate student artwork displays in the front entryway (including art representative of the various cultures and languages present in our school.)

Continue integrating complex needs students into classrooms whenever possible.

Classroom complexity teacher, administrators, visual art teacher, student support teacher.

Supplies for student activities and art projects.

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Most Responsible Person/People	Resources
Upholding clear, high-quality Board of Education Policies
Maintaining transparent, high-quality administrative procedures aligned with Board policy	Ensure that all co-curricular and extra-curricular field trips are planned in accordance with AP 261. Implement Form 552-2, Transportation of Students in Private Vehicles, as appropriate. Review school policies and procedures related to Safe Schools (e.g., signage, visitor access, etc.) Display the Canadian flag, the Saskatchewan flag, the Treaty Four flag, and the Metis flag as outlined in AP 205.	Administrators, administrative assistant, caretaker.	Flags, signage.
Focusing on educational approaches that prioritize student success	Improve outcome-based assessment practices in Edsby gradebook. Explore the use of “Building Thinking Classrooms” instructional strategies. Increase staff capacity in the areas of trauma-integrated approaches and executive functioning supports.	Administrators, classroom complexity teacher, student support teacher.	Staff professional development, classroom whiteboards, division consultant support.
Allocating resources to improve experiences for students, staff, and the community	Allocate new federal nutrition funds in ways that best foster equity and support student learning. Continue offering school snack program. Partner with community organizations and businesses to continue offering the Millwright program. Implement a new course interest survey process to ensure staffing and high school course offerings continue to be responsive to student interests and community needs.	Administrators, millwright teacher, Superintendent of Schools.	Nutrition funds, fundraising proceeds and grants.

Engagement of All Students, Families, and Communities

Division Priorities	School Level Work Plan(s)	Most Responsible Person/People	Resources
Fostering connections and supporting transitions	Pair junior and senior students together for “Reading Buddies” program. Review the roles and expectations of the graduation coaches to ensure transitions to post-secondary, work, and life are being supported effectively. Continue partnering with community preschool to support transitions to Kindergarten. Foster cross-grade student connections through the establishment of “house colors” and associated activities.	Classroom teachers, administrators, grad coaches, SRC leaders, Kindergarten teacher.
Valuing input from students, families, staff, and the community	Create multiple opportunities for family and community involvement in school-based events. Continue offering Band Boosters and graduation committees. Participate in the GSSD student senate. Implement and respond to data from the OurSCHOOL survey.
Communicating openly and clearly	Continue exploring multiple channels for home-school communication, including for non-verbal students. (E.g., Edsby, social media, home-school Google documents, etc.) Investigate the possibility of creating a mental health and wellbeing communication campaign (e.g., “Mental Health Mondays.")	Administrators, administrative assistant, student support teacher, school counsellor.
Forming partnerships to support GSSD's priority areas	Reintroduce the Big Brothers Big Sisters school-based mentorship program. Partner with community members, businesses, and organizations to increase the number of special project credits, volunteerism credits, and apprenticeship credits earned.	Administrators, graduation coaches, GSSD career education liaison.	Big Brothers Big Sisters of Yorkton and area staff and supports.

Motto	Students Come First
Mission	“Building Strong Foundations to Create Bright Futures”
Vision	“Learning Without Limits ... Achievement for All"
Values	Belonging, Diversity, Learning, Perseverance, Responsibility
Aspiration Statements	High Quality Teaching and Learning, Engagement of All Students, Families, and Communities, Effective Policy Healthy, Sustainable Physical and Social Environments

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

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