Junior teachers will implement various blended learning strategies to enhance understanding across curriculum outcomes:

Gr. 6 teachers will incorporate the following tools into student learning:

Google classroom - teaching videos are posted here, students create and complete assignments on this platform

Edpuzzle – this is a new tool we have introduced to students

Station Rotation examples - ELA Centers, Math learning centers, Science jigsaw activities

Whole Group Rotation – students consistently rotate through various activities during a class period (For example, social is first this, then this, and finally this)

Students choice is used in all core subjects – for example math was complete the exit slip or working through kahoots/booklets/online activity.

Gr. 7 teacher KW's blended learning goal is to use the “Would You Rather” in Free Writes, and explore the use of “Playlists” and “Choice Boards” in both ELA and Social Studies to update assignments and create assignments that students are excited about.

Gr. 7/8 science teacher AC will be using interactive and simulation activities to enhance learning in a variety of topics in Science 7 and Science 8 (ie: photosynthesis simulation, sheep eye interactive lab, buoyant force demos, convection currents activity) 

Gr. 8 teacher DV uses stations in Math where students move around the room to stations that include Math Up digital games and activities, as well as, Math Up Your Turn Questions and Card Games.

Senior Science teacher BD will be using Minecraft Education Edition for learning and simulations.  He is currently utilizing it for supporting the health science 20 human body outcomes.  

Acknowledgement of Treaty 4 territory in weekly Warrior Whistles, assemblies, awards programs, and other gatherings - Admin, teachers leading activities

Use of Under One Sun & Take Action for Reconciliation resources in Gr. 6 to 9 ELA and/or Social Studies - Aimee, Kristy, and Social 7, 8 and 9 teachers 

Embedding a focus on Circle of Courage Components (Mastery, Belonging, Independence, and Generosity) in ELA and Social Studies/History/Indigenous Studies  

Use of Building Bridges Resource to build understanding of current events that impact Indigenous Peoples and all Canadians - Kristy & Aimee

Financial Literacy 10 teacher PS will connect with and bring in local members of the financial community for presentations throughout the semester to enhance student learning in this new Ministry course.

CCK classes offer a Hot Lunch program for students & staff which builds in a variety of important meal preparation skills and safe food handling. 

Students are provided a variety of opportunities in PE and Wellness classes to experience wellness and opportunities to be physically active in the community including cross country skiing, ski trip to Asessippi, bowling, experiencing the various fitness centers in Esterhazy, and various outdoor education opportunities. 

Many students participate in a number of vocational/applied arts programs including welding, millwright, construction, 3D printing, metal fabrication, computer animation, digital video and audio production, CWE work placements and apprenticeship credits.

Monday Morning Warrior Whistle Student Celebrations & Acts of Kindness Winners

Mental Health First Aid training for all Grade 11 students in spring

Pairing of Big Brothers and Sisters Mentors and Mentees 

Mental Health and Addictions 10 and Mental Wellness 30 offered through LEAP as an elective for any interested students 

Positive and inclusive messaging on display TVs around school  

safeTalk Training to be offered by LivingWorks facilitator and cost covered by mental health grant. - Chelsea

Acknowledge World Suicide Day as a school by sharing an announcement by Chelsea about Suicide Prevention and the ESA gave provided bracelets to all students with saying such as “The world needs you” and “you can never be replaced.” This was followed by TAG teachers reviewing some online info shared by Chelsea in their TAGs with students.  We connected with a local family prior to this to support a family of students who lost an older sibling to suicide recently.

Opioid Poisoning Response Training by St. Johns Ambulance offered. - Chelsea

Spring Teen Yoga sessions after school.

Chelsea, Admin, & SSTs will continue working collaboratively with Wanda/Nurse Practitioner & new Public Health Counsellor to provide holistic care and ensure students physical, social/emotional needs are met.

SSTs will work in small student group environment to further develop social & emotional skills by utilizing the peers platform.

Counsellor will provide resources in the student newsletter when available.

School Counsellor to support facilitation of FRIENDS program in Grade 6.

School Counsellor referrals and advocacy to Mental Health, Addictions Services, GSSD Addictions Counselor, Child and Family Services, RCMP, Income Assistance, SIGN when further intervention is necessary for student and family wellness. 

School counsellor will connect with families and carry out home visits to support attendance if deemed necessary by administration.

GSA/GSD Group - Advisors Chelsea, & Jaidy,  Meet during lunch to offer support group day 1 out of 6-day schedule.

SADD Advisor Chelsea and Tyla will provide awareness and prevention of substance use and driving.  Offer activities throughout the year to engage students.  Every Friday at 2pm will be on intercom to do SADD Facts, to inform students of facts of substance use.

Teen Boost from Sask. Health Authority with Public Health will be completed in Grade 6.  Chelsea will arrange and support.

Chelsea to complete Project Alert with Grade 7.  Substance awareness and prevention.

Gr. 7 teacher KW did a call with Kids Help Phone had the presentation on Counsellor in the Classroom so that the students know what it is like if they wish to connect with someone from Kids Help Phone. 

Staff Wellness:

Wednesday morning meeting celebrations - all staff responsible

Mental wellness/team building component at staff meetings – Chelsea

Pair new teachers with experienced mentors  

A few staff arts and crafts nights are organized by Jodi for staff to express themselves creatively while enjoying time together.

Beyond the Bell (BTB) - Team connection offered to staff, going out once a month for supper.

TVs with inspiring messages, pictures of celebrations, and various activities for students to join.

GSA to provide various inclusive messaging that can be displayed on TVs around school.

Heart of Hazy high weekly draws for students who are kind, helpful, good mentors to others, make our school a better place (exemplify Excellence, Honour, Spirit).  Staff can nominate students each week by putting their names with reason in a weekly draw. All entries will be posted in the open area of the school to recognize the positive contributions of these students to our school.

Providing lunch for students who need it and accessing grants to have healthy snacks including fruit around the school for all students to enjoy.

Have students referred to the office complete a behaviour reflection plan. Teachers to enter a description of incident in Edsby or Clevr.  As students complete the form to discuss with admin, they are to reflect on what they could have done differently and what actions they can take to make the situation better.

Applying a trauma informed lens to interactions with students - considering the the why behind the behaviour, what happened to you…rather than what's wrong with you.  Be curious not furious.

Expressing a genuine interest in the stories, roots, and culture of students - all staff

Various Junior/Senior ESA Activities to promote school spirit and connection to school.

Diversity bins from GSSD – Library will access some to share with teachers for use in their lessons.

Add learning activities that connect students to community or occur outside the classroom.

School counsellor and teacher continue to facilitate our GSA to bring awareness and offer a safe space that connects peers across the school.

Teachers will infuse equity, diversity, and inclusion into classroom discussions, activities, and assignments.

All staff will look for and support opportunities to include EHS students with intensive needs into their classrooms and peer interactions.  SSTs will set up opportunities for students with intensive needs to carry out responsibilities around the school that peers can recognize as adding value and contributing to our school.

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. 

Weekly Wednesday morning staff meetings to bring concerns regarding students forward to RTI team.

Weekly RTI meetings to address student concerns and discuss actions/interventions to support students.  SSTs will record actions in RTI template for relevant students.

Teachers will return assessments in a timely manner (eg. within a week) and provide oral or written feedback to enhance student learning.

The Grad Coach and Gr. 9 Career Ed teacher will ensure that each Grade 9 student starts Graduation Portfolio in MBP and adds certificates and other important documentation to it throughout their high school years.  

Outcome Based Assessment goals for Gr. 10 to 12:

Band teacher RM will incorporate Bloom's Taxonomy into instructional strategies to promote higher-order analytical skills - eg. use Bloom's Taxonomy question prompts during music analysis discussions and assignments.

PE teacher BF will create more assessments that reach higher levels of learning on Bloom's Taxonomy. He wants to create some PE assessments that have to show their learning by creating something such as a game or drill.  

Math teacher BF will create some higher level assessments including a project for his financial unit and a "Be The Teacher" project where they have to mark an exam I wrote with errors and then give him feedback on the errors made to incorporate higher levels of level of Bloom's taxonomy (analyze, evaluate).

Science teacher BD is using Minecraft Education Edition to adapt learning to various levels within the circulatory system world.  The assessment is a mix of formative which can have various levels for the HB1 and HB2 learning outcomes, as well as traditional pen and paper summative assessments.  The summative assessments include many different cognitive levels of assessments.  We review these assessments together and I provide detailed written feedback and I also go over the assessments one on one with students during tag or in class if time allows.  Students can see example assignments to see different levels of exemplars of work.

CCT will explore different approaches to provide support to students and classrooms.

Staff will participate in a session regarding adaptations and modifications with VR, our SCC, to support new and experienced staff in learning more about effective ways to adapt and modify.

SSTs will support with adapting, modifying, and intervening for students on IIPs to build skills and support student success.  

Lib Tech will highlight various library books for students and parents to sign out via Facebook posts/Edsby and creation of library displays to entice student to read.  Create a Book Graffiti Wall for students to add favourite quotes and reviews on books they are reading.  

Grade 6 ELA students will be able to write clear, well-structured paragraphs within their 5-paragraph writing. They will demonstrate the ability to write strong topic sentences, supporting details and conclusions while using proper grammar, spelling and punctuation.  This will be done throughout the following writing pieces: Narrative writing – “Fears and Excitements” and “My Personal Narrative”, Descriptive writing – “My Favorite Place”, Expository writing – “Mythical Creature Research”, Persuasive writing – “Argumentative Essay”

Gr. 7 ELA writing goal is based on the needs of their students this year and will be done through a blended learning model using paper/pen and chromebooks:  In their writing pieces, students will revise and edit independently using tools they have such as spell check, proofreading and peer edits. This will also be modelled in daily mini grammar lessons.   Gr. 7 students will work on building stamina in their writing in order to write for longer amounts of time and create longer pieces in order to meet their goal of writing a cohesive text between 500-700 words (CC7.8). 

Gr. 8 ELA writing goal is to help students explore their creativity at the same time as having them focus on different elements of stories, different themes, and genres.  We are doing quick writes throughout the year where students, for example, might focus on characterization by writing a paragraph on a hero while studying the Adventures Unit. We may look at setting while writing a short Hallowe'en story.  By helping students find their voices, we help them organize thoughts to help them become better communicators.

ELA 20 teacher RH will continue with having students set goals on their writing and have students focus heavily on the writing process for each type of writing they complete: Descriptive, expository, persuasive, narrative, etc. Also using mentor text to read before writing and going through the importance of each writing form.  RH will also foster a love for reading in students by having them pick a novel/magazine of interest to read independently every day, and do an independent book club with students to allow for student choice and empower ownership of learning.

ELA A30 students will work on grade appropriate reading levels through independent reading commitments, comprehension and various other reading activities.  They will also develop grade level writing skills through the use of the writing process, goal setting, self-reflection and assessment. 

Grade 6 - 9 Math teachers will begin to implement the new MathUp resource.

Grade 6-9 Math Teachers will begin to explore the Building Thinking Classroom methods to increase student engagement and critical thinking skills by incorporating collaborative problem-solving tasks that encourage mathematical discourse and promote a growth mindset.

All junior math teachers to review their screeners and choose the weak areas to focus on and build understanding and skills overall - perhaps during bell work or questions of the day.

Credit tracking each semester by Grad Coach & Admin 

Teachers will keep marks updated in Edsby to communicate progress with student and parents and and provide students with feedback on how to improve.

Admin will mandate credit rescue in LEAP daily at end of semester for students not passing until the credit is complete to avoid credit recovery or a failing grade. 

Career Counsellor will meet with other EHS Career Ed teachers to ensure all items on GSSD myBlueprint checklist are completed with junior students.   

Career Counsellor will ensure all Grade 9, 10 and 11 students complete their graduation plan in my Blueprint in March/April prior to choosing their classes for next year in Aspen. 

LEAP teacher will provide various blended learning classes to support credit attainment and more elective options at EHS for students. 

Admin. and school counsellor will check-ins with new students to ensure transitions to EHS are going well. 

SSTs will work with TYE and Big Brothers Big Sisters coordinators to enhance transition planning and student success.

SSTs will facilitate work placements for senior students and teach required skills to increase their knowledge, communication, and advocacy skills to support them in being successful in a work environment.

SSTs will work with relevant students to develop life skills within and outside of the school to increase functional living skills.

SSTs will continue to work collaboratively with educational psychologists, speech and language pathologists, occupational therapists, and outside agencies to create smooth transitions with relevant and achievable goals for students.

Admin will seek input and feedback from our School Community Council members through meetings and other communication during the school year.  

School Counselor will attend SCC meetings to bring awareness and seek input and feedback.

Admin will review results/feedback collected from Our School and SOSQ surveys to inform our school level plan and actions.

Career Counsellor will record notes from meetings with Grade 11 and 12 students in the Edsby portfolio area on each student to engage parents in their child's post-secondary discussions and action plans.  

School was contacted by local First Aid/CPR trainer who offered to come into Grade 8 PE classes to give an overview of life saving skills and first aid to all Grade 8 students.  Grade 10 students take 2 day CPR & First Aid training as part of Wellness 10 each year to gain certification.

Staff will create assignments connected to curriculum that involve input from parents to keep them engaged in their child's learning - eg. students interviewing parents/grandparents, surveys, etc. 

ELA 20 students will conduct an interview with parents with student created interview questions to gain insight into their childhood, find out what they were like as a child, and their parents' perspectives on how they developed into the young adults they are today. 

Staff/coaches will continue to engage parents in various extra-curricular sporting events to support our athletes. 

PPEP staff will plan parent activities that engage parents in sharing advice and ideas with each other to help all parents develop knowledge and skills that will support them with their very important job as a parent.     

PPEP staff will engage children and families in activities that connect them to our community including the bowling alley, care homes (Sumner Place, Daisy Hill, The Manor), RCMP station, the dental clinic, grocery stores, Chicken Chef, St. Anthony's Hospital, Jean Pask Library, fire hall and the vet clinic.  

Weekly Warrior Whistle announcements which include celebrations and inspiring messages from staff regarding mental health, resilience, empathy, celebrating diversity, and truth and reconciliation. 

All teachers will keep Edsby up to date and use various flag options (incomplete, late, etc) to communicate progress with students and parents.

Teachers will email/call parents and involve administration if there are concerns about a student’s progress in class so there are no surprises to parents.

Admin Assistants will ensure daily announcements are available for families on Edsby.

Teachers will provide feedback on assignments so students are aware of how they can improve and what they did well.

All school staff will enter behaviours of concerns and office referrals in Edsby or Clevr and admin. will record actions to address behaviour.  

Admin will post introductions of new staff on Facebook for students/parents/community.

Staff will help document our learning experiences and celebrations on Facebook through pictures with captions of what students are doing/learning.

Teachers will communicate attendance concerns to parents and cc admin.  Admin will meet with students if attendance concerns continue and interventions will be discussed with the RTI committee.

Admin will work with Big Brothers & Sisters to run the Mentorship and Club Connect after school program for students who would benefit from connections with others.

CCK teacher will offer the Grade 10 Commercial Cooking students the opportunity to earn an EHS food safety certification to support life skills and employment opportunities. 

CWE teacher will facilitate the placement of various Career Work Exploration 20 & 30 students in various businesses in and around Esterhazy.   

Admin and Career Counsellor will support students who wish to pursue a trade apprenticeship by offering flexible schedules that work with employment and connecting the student to the GSSD Apprenticeship facilitator/Mike.    

Three forms of Financial Literacy 10 will be offered during the school year and will include some local presentations offered such as from the Credit Union. 

Danny/Career Counsellor will have at minimum 2 meetings with each Grade 12, and 1 meeting with Grade 11 students.  These meetings will focus on discussing career plans and required entry classes, and making students in trades aware of apprenticeship opportunities. 

Art classes will create cards for the elderly at various care facilities in Esterhazy to show care and bring them joy.  

Grade 7 teachers will have their students give back to others and connect with other generations by visiting care facilities to play games with the elderly.  

Alicia will connect her PE and Wellness 10 classes to various community facilities/personnel that support recreation and wellness eg. community gyms, cross country skiing, bowling, swimming 

Chelsea and Admin will continue partnering with Wanda/Nurse Practitioner from SHA to meet the medical and mental health needs of students. 

Admin/main office will continue to involve the SWIS worker with any students new to Canada and engage in discussions to meet the needs of students and their families.   

Junior and senior students will engage in various activities with the PPEP children and families to support their program - reading buddies, art buddies, special activities such as pumpkin carving/set up for family events, provide support to children/program through work experience classes, etc.

Admin will work with the town's administrator to support a student to represent EHS on town council, which also gives a student of ours the opportunity to learn about municipal politics and government.