Continue to lead the school-wide shift from balanced literacy to structured literacy to ensure all learners develop the foundational reading skills necessary for success.

K–3 teachers will implement Science of Reading (SoR) strategies with fidelity, supported through ongoing professional learning, coaching, and collaborative planning.

Grade 4–5 teachers will deepen their understanding and application of SoR practices, intentionally reducing reliance on levelled literacy resources and incorporating evidence-based instructional routines.

Expand library collections to include high-quality decodable texts and structured literacy resources that align with SoR principles.

Collaboratively develop and implement a comprehensive K–5 Literacy Plan to ensure consistency, coherence, and fidelity in literacy instruction across all grades.

Monitor progress through classroom observations, literacy data, and collaborative team discussions to ensure alignment with GSSD’s literacy priorities.

PJ Gillen will develop a school-level literacy intervention plan for Grades 1–4.

The plan will identify targeted supports for students who require additional literacy instruction beyond Tier 1 programming.

Teachers will collaborate to implement interventions with fidelity and monitor student progress regularly.

Data from assessments will guide ongoing adjustments to the plan to ensure effectiveness and responsiveness to student needs.

PJ Gillen administrators will share GSSD’s Treaty Outcomes presentation with teaching staff to strengthen understanding of treaty education and highlight available classroom resources.

Teachers will engage in grade-alike collaboration to review and unpack the Treaty Education outcomes specific to their grade level.

Staff will identify opportunities to embed treaty education outcomes meaningfully within their existing curricular plans.

Ongoing support and follow-up discussions will ensure teachers feel confident in planning and delivering Treaty Education with accuracy, respect, and consistency.

The PJ Gillen Library will continue to curate and expand resources that support structured literacy and Science of Reading practices in all classrooms.

Administrators and the Library Technician will collaborate to ensure teachers are informed about new and existing literacy resources available in the Resource Room.

A clear organization and communication plan will be established to make resource access efficient and transparent for all staff.

Resource development will be guided by data, teacher feedback, and divisional literacy priorities to ensure alignment and impact on classroom instruction.

Continue to refine and communicate PBIS expectations across the school to promote consistency and clarity.

Update the PBIS Matrix to reflect clear expected and unexpected behaviors for all school settings.

Develop and share PBIS Look-Fors to support classroom teachers in reinforcing positive behaviors.

Produce and update PBIS videos to model expectations and support staff and student understanding.

Engage staff in ongoing discussion and professional learning to ensure PBIS practices are implemented with fidelity.

PJ Gillen will develop a Mentorship Program to support new teachers in their professional journey during their first one to two years at the school.

The program will foster strong, positive, and supportive relationships between mentors and mentees, building professional capacity and confidence through collaboration, feedback, and shared learning experiences.

Mentorship activities will emphasize reflective practice, alignment with school and division priorities (PBIS, SEL, RTI, and effective literacy and math instruction), and the development of a positive school culture.

The ultimate goal of the Mentorship Program is to enhance professional satisfaction, and collective efficacy through meaningful professional relationships and a shared commitment to continuous growth.

Staff are invited to participate in a book study for Dr. Shelley Moore's book titled “One Without the Other: Stories of Unity Through Diversity and Inclusion.” 

The goal is to strengthen our collective capacity to create inclusive classrooms where every student feels seen, values, and able to succeed.

Teachers will plan a one 30-minute Math Fact period into their timetables. This period will repeat throughout the year within the 6-day cycle. Math Facts are continually practiced throughout the school year.

PJG provides breakfast, snack, and lunch programs for students, supported by a $3,000 annual community grant from North Valley Credit Union.

All nutrition supports are delivered in a confidential manner that ensures student dignity and privacy.

PJG will participate in the National School Food Program to further enhance access to nutritious meals for all students.

Staff will continue to monitor and refine programming to ensure it meets student needs and supports overall well-being and learning.

PJ Gillen will provide SEL resources and a school-wide plan, incorporating The Little Spot of Feelings and Emotions resource.

The SEL plan will focus on Kindergarten to Grade 2 students while supporting individualized program planning as needed.

Teachers will implement lessons and strategies to help students recognize, understand, and manage their emotions effectively.

Teachers will plan a one 30-minute SEL period (Health) into the 6-day cycle.

Ongoing collaboration, monitoring, and reflection will ensure SEL practices are consistent, responsive, and embedded in daily routines.

Implement Zones of Regulation as the primary resource to support student self-regulation in Grades 3–5.

Teachers will integrate lessons and strategies from Zones of Regulation into daily routines to help students recognize, understand, and manage their emotions.

Ongoing professional development and collaboration will ensure staff use the resource consistently and effectively across classrooms.

Student progress and engagement with self-regulation strategies will be monitored to inform instructional supports and adjustments.

Cover all entrance windows with one-way window coverings that display welcoming messages and reflect the diversity of our school community.

Ensure designs are visually engaging and representative of students, staff, and community values.

The PJ Gillen Library will continue to expand its collection to include diverse books that reflect the identities, cultures, and experiences of our school community.

Staff will collaborate with the Library Technician to identify and select high-quality, inclusive resources.

Library resources will be promoted and made accessible to students and teachers to support equity, inclusion, and culturally responsive learning.

To ensure the safety of all students and staff, PJ Gillen will maintain locked doors equipped with a doorbell and camera system.

Staff and visitors will follow established protocols to enter the building safely.

Ongoing monitoring and maintenance of security systems will ensure they remain functional and effective.

PJ Gillen will implement a school-wide “You’ve Been Booked” initiative.

Each classroom will receive a book and accompanying lesson plan each month focused on a specific SEL topic.

Teachers will deliver lessons to support students in developing emotional awareness, empathy, and positive social skills.

The initiative will be monitored and adjusted based on staff feedback and student engagement to ensure consistency and effectiveness across the school.

To revise the PJ Gillen Student Handbook to reflect anti-racist and equity-centered practices that promote inclusion, respect, and belonging for all students.

Staff will participate in CardiacCrash, an innovative program created by the Heart and Stroke Foundation of Canada that teaches CPR and AED use.

The PJG School Community Council (SCC) will review and engage with the modules of GSSD’s SCC Professional Development Plan.

These modules will support SCC members in understanding their roles and contributions to the school community.

Ongoing reflection and discussion will help SCC members apply their learning to strengthen school-family partnerships and community engagement.

Continue to expand and organize the Resource Room to house all subject-level resources for use across classrooms.

Ensure all items are tagged and catalogued through the library system to allow easy access for all teachers and staff.

Collaborate with staff to identify resource needs and maintain a system that supports efficient sharing and utilization of materials.

Regularly review and update resources to ensure relevance, alignment with curriculum, and accessibility for all educators.

Conduct a data dive into Grades 1–3 literacy assessment results to identify Tier 1 strengths and areas for improvement.

Collaborate with grade-alike partners to analyze findings and develop targeted improvement plans for Tier 1 literacy instruction.

Use data to inform instructional decisions, resource allocation, and professional learning to strengthen classroom literacy practices.

Monitor progress regularly to evaluate the effectiveness of Tier 1 interventions and adjust plans as needed.

Review, revise, and refine the RTI (Response to Intervention) process at PJ Gillen to ensure clarity, efficiency, and effectiveness.

Collaborate with teachers and support staff to identify strengths and gaps in the current RTI system.

Update procedures, documentation, and communication protocols to support timely identification and intervention for students.

Provide ongoing professional learning and support to staff to ensure consistent and effective implementation of the revised RTI process.

PJ Gillen will host a variety of events to welcome families and the community into the school.

Opportunities will include performances, engagement days, evening activities such as Family Fun Night, the Christmas Concert, sporting events, and drama/art productions.

Staff will actively promote and facilitate these events to strengthen school-community connections and foster a sense of belonging for all families.

Feedback from families and the community will be used to refine and expand engagement opportunities each year.

PJ Gillen will establish discussion groups—student, staff, and SCC—to review OURSCHOOL survey data collected from Grades 4 and 5 students.

These groups will analyze results and provide actionable suggestions to inform school improvement initiatives.

Feedback from the discussions will guide decision-making in areas such as teaching practices, student engagement, and school climate.

Ongoing follow-up will ensure that recommendations are considered and implemented where appropriate.

PJ Gillen classroom teachers will utilize Edsby to create classroom groups, manage gradebooks, and encourage family communication through this common platform.

Each classroom teacher will establish an Edsby group for their homeroom and provide monthly newsletters to families outlining planned outcomes and activities.

The school office will use Edsby as a central communication platform, including the News River, calendar updates, attendance reporting, and scheduling student conferences.

Staff will collaborate to ensure consistent use of Edsby, promoting clear, timely, and accessible communication with all families and stakeholders.

PJ Gillen will continue to strengthen and maintain relationships with key community partners, including North Valley Credit Union, Twin Valley Veterinary Services, Mosaic, Big Brother Big Sisters, Big Way, and Tim Horton's.

Collaborate with these agencies to identify opportunities for student support, programming, and engagement.

Leverage community partnerships to enhance school initiatives, events, and resources for students and families.

Monitor and evaluate partnerships to ensure they are mutually beneficial and aligned with school and student needs.