School Plan

• Strengthen authentic implementation of Treaty Education outcomes through consistent use of GSSD Treaty Rubrics in Edsby and classroom assessment.

• Embed reconciliation learning and anti-racist education within ongoing staff meetings and collaborative professional inquiry cycles.

• Continue diversifying school library resources to include Indigenous authors, voices, and perspectives.

• Create opportunities for students and families to engage with reconciliation work through advisory groups, classroom projects, and cultural events.

• Review and refine school policies and procedures through a reconciliation and equity lens to strengthen belonging and inclusion.

School Plan

• Promote shared leadership among staff and the broader school community.

• Include dedicated “Leader Share” segments in staff meetings to highlight individual and team leadership practices.

• Promote GSSD leadership initiatives through school-based pilot projects, including:

  • UFLI implementation with Grade 1 teachers

  • Grade 2 Literacy Research Project participation

• Strengthen collaboration and instructional leadership through the addition of a Classroom Complexity Teacher (CCT) working alongside classroom teachers.

School Plan

• Strengthen Edsby leadership and consistency in teacher usage rates and parent communication.

• Maintain and refine the phonics scope and sequence from Kindergarten to Grade 3.

• Use phonics screeners and data discussions to guide Tier 1 and 2 instruction.

• Continue consistent implementation of Gradebook and communication tools in Edsby.

• Deepen Building Thinking Classrooms practices across classrooms and grade levels.

• Expand SPARK Reading implementation and progress monitoring.

• Participate in the Grade 2 Literacy Research Project to align early literacy instruction with divisional goals.

• Provide ongoing support for EAL learners through targeted strategies, resources, and staff collaboration.

• Sustain One School, One Book as a shared literacy experience.

• Continue UFLI implementation and calibration across primary classrooms.

• Integrate FRIENDS programming into SEL instruction school-wide.

• Use common school-wide assessment tools to support consistency in instructional decisions.

School Plan

• Model and reinforce M.C. Knoll’s school standards — Relationships, Growth, Community — to guide positive behaviour, recognition, and corrective conversations.

• Use SOS-Q, teacher input, and observational data to identify students for targeted groups such as Teen Boost and Lego Club that promote connection and self-regulation.

• Continue playground improvement projects in partnership with the SCC and community sponsors to support active, inclusive play opportunities.

• Encourage and expand extra-curricular programming that reflects a variety of student interests, abilities, and strengths.

• Implement and sustain the Teen Boost program throughout the school year.

• Provide early intervention through SST and CCT collaboration during the first weeks of school for students requiring individual behaviour plans.

• Maintain consistent use of CLEVR for tracking behaviour patterns and interventions, ensuring entries reflect behaviour above baseline levels.

• Continue bi-weekly Behaviour Intervention Team meetings to analyze data and respond proactively to emerging student needs.

• Offer Adventure Education for Grades 7–8 to strengthen teamwork, confidence, and connection to community-based physical activity opportunities.

• Build staff capacity around supporting anxious behaviours and emotional regulation, emphasizing “soft landings,” co-regulation, and restorative approaches.

• Increase visibility of mental-health literacy through classroom lessons, announcements, and school-wide events that promote belonging and wellness.

• Complete the Outdoor Learning Classroom installation (August 2025) and develop an ongoing plan for community use and instructional integration.

• Continue HVAC system upgrades to improve air quality and climate control throughout the school.

• Update exterior signage at the school driveway and back entrance to improve visibility and safety.

• Upgrade outdoor volleyball courts (August 2025) to support active play and student well-being.

• Finalize library furniture purchasing plan in collaboration with St. Michael’s School to ensure consistency and functionality in shared spaces.

• Maintain consistent, high-quality furniture purchasing practices aligned with division standards.

School Plan 

• Continue to build staff cultural capacity through professional learning focused on equity, reconciliation, and belonging.

• Encourage and host visible events that celebrate Indigenous culture and traditions throughout the year.

• Support Orange Shirt Day through classroom learning, assemblies, and participation in the Yorkton Tribal Council community walk and event (September 2025).

• School administration will participate in Anti-Racist Education Training (October 2025) and share learning with staff to guide continued growth.

• Organize culminating June events that honour reconciliation, pride, and community connection.

• Embed equity and inclusion discussions within staff meetings, ensuring school practices reflect diverse student identities and experiences.

• Create opportunities for students to share cultural traditions, languages, and personal stories within classrooms and school-wide initiatives.

• Partner with The Soup Haven to provide access to quality, nutritious lunches for students, strengthening community ties and promoting equitable nutrition for all Knights.

School Plan 

Reading

• Continue to improve phonics outcomes across Grades 1–3, targeting growth in LENS and CC3 data through consistent guided reading and direct literacy instruction (Grades 1–5) and independent reading in Grades 6–8.

• Maintain administrator walkthroughs and intervention touchpoint meetings following each data submission (November, February, May).

• Refine the M.C. Knoll phonics scope and sequence for Grades K–3 to ensure alignment and progression of skills.

• Use foundational GSSD literacy resources with fidelity as part of the division-wide “science of reading” shift.

• Maintain a responsive student services referral process that adjusts small-group instruction in real time and reduces delays in supports.

Writing

• Increase the percentage of students writing at or above grade level in Grades 4 and 7 by focusing on explicit instruction and feedback.

• Continue using goal-setting based on the Fountas & Pinnell Continuum to individualize growth.

• Provide explicit mini-lessons on writing strategies, revision, and idea generation.

• Embed conferencing and formative assessment practices to improve engagement and writing stamina.

Math

• Improve student achievement in Grades 2, 5, and 8 by strengthening a balanced math block that includes conceptual understanding, fluency, and problem solving.

• Promote Building Thinking Classrooms strategies and vertical learning to deepen reasoning, collaboration, and student agency.

• Use screener and assessment data to guide intervention at both classroom and school-wide levels.

• Sustain the use of flexible groupings and push-in SST support to meet Tier 1 and 2 needs.

• Continue consistent use of Mathology in Grades 1–3 and MathUp in Grades 5–8, with follow-up walkthroughs to monitor implementation.

• Maintain visible math routines (number talks, word walls) and promote engagement through initiatives such as Games Club and Math Days.

School Plan 

• Continue offering a daily breakfast program available to all students to support wellness, belonging, and readiness to learn.

• Reimagine and utilize the CCT classroom space as a flexible environment to meet student needs through calm breaks, social-emotional support, and small-group instruction.

• Provide a daily soft-landing approach each morning, ensuring every student has access to full-school support through staff stationed in key locations to greet, connect, and assist as needed.

• Strengthen Kindergarten transition processes through collaboration with early learning partners and communication with families prior to school entry.

• Support Grade 8 to 9 transitions through information sharing, student visits, and collaboration with Yorkton Regional High School.

• Use SST and CCT collaboration to ensure consistent transition planning for students requiring additional academic or behavioural supports.

• Maintain open communication with families during key transitions (new students, mid-year moves, grade-level changes) to ensure smooth adjustment.

• Promote connection and mentorship through cross-grade activities and school-wide initiatives that foster a sense of community and belonging.

School Plan 

• Use consistent family, student, and staff surveys to collect input on school climate, communication, and areas for improvement.

• Engage the M.C. Knoll Student Senate in authentic school-level decision-making, ensuring student perspectives influence planning, events, and policy discussions.

• Continue participation in the City of Yorkton Youth Council to extend student leadership beyond the school community.

• Establish parent advisory and feedback opportunities (e.g., SCC meetings, Parent Feedback Group sessions) to ensure voices are heard and acted upon.

• Foster partnerships with community organizations and local businesses to support student learning, wellness, and experiential opportunities.

• Maintain leadership in Edsby usage for communication and data transparency with families.

• Use feedback collected through surveys and advisory groups to inform the Plan–Do–Check–Act (PDCA) cycle for school improvement.

• The principal’s ongoing doctoral research on parent feedback will inform practices for engaging families as partners in school decision-making.

School Plan 

• Maintain consistent and professional use of Edsby for school-wide communication, including learning stories, weekly newsletters, classroom “window” photos, Gradebook updates, instant messaging, and permission management.

• Use ongoing family surveys to assess the clarity and effectiveness of school communication and identify areas for improvement.

• Ensure personal, compassionate phone calls are made when addressing complex or sensitive issues to maintain trust and transparency with families.

• Provide timely updates to families about school events, student learning, and safety information through multiple channels (Edsby, newsletters, and direct communication).

• Continue to model open communication among staff through weekly updates, shared calendars, and clear follow-up systems.

• Share division and school initiatives in plain, accessible language to strengthen community understanding and engagement.

School Plan 

• Foster and sustain community partnerships that enhance school projects and learning opportunities.

• Celebrate the successful collaboration with NL Construction (Gold Sponsor) on the completion of the Outdoor Learning Space (September 2025).

• Continue partnership with St. Michael’s School on the Library Furniture and Design Project to promote shared learning environments and cost efficiency.

• Work with the City of Yorkton on parking, signage, and traffic flow improvements to ensure safe and efficient student drop-off and pick-up.

• Maintain strong relationships with local businesses and service organizations to support initiatives such as the Breakfast Program and extracurricular opportunities.

• Promote student leadership and community connection through school-wide “giving back” campaigns, volunteer efforts, and service projects.

• Explore future partnership opportunities that align with M.C. Knoll’s focus on wellness, outdoor learning, and community engagement.