Goal:
To enhance the quality of teaching and learning at Yorkton Regional High School by deepening the implementation of evidence-based instructional practices that promote engagement, clarity, and relational pedagogy. This work will focus on Following Their Voices (FTV) — to ensure that every student experiences meaningful, responsive, and high-impact learning opportunities.

Following Their Voices (FTV) Implementation
The school will continue to advance Following Their Voices as a cornerstone of relational and culturally responsive teaching. Through this work, teachers will:

Strengthen relationships with students by prioritizing voice, identity, and trust as foundations of learning.

Use FTV Clarity Pack and Check-in data to reflect on classroom practices, ensuring students understand learning intentions and can accurately assess their progress.

Incorporate Indigenous ways of knowing and holistic approaches to assessment and engagement.

Share successful FTV practices in staff meetings and PD sessions to build collective efficacy and consistency across classrooms.

At YRHS, we are committed to valuing and supporting First Nations and Métis languages and cultures by enhancing our collective cultural competence. We will focus on deepening our understanding of Indigenous identities, histories, worldviews, and the systemic barriers Indigenous communities face through continuous learning and school-wide initiatives.

Actions: 

Expand land-based and experiential learning opportunities embedded in the Saskatchewan Curriculum (e.g., Outdoor Education, Science, Wellness, and English Language Arts). These activities will promote cultural understanding, connection to place, and student engagement.

Explore the introduction of Indigenous Language courses and other elective options that reflect Indigenous worldviews, cultural identity, and local community knowledge.

Implement Elder- and Knowledge Keeper-led learning opportunities within classrooms. Staff will receive guidance on respectful engagement, protocol, and co-teaching practices to ensure meaningful inclusion of Indigenous voices.

Enhance student mentorship programs—pairing senior Indigenous students or graduates with Grade 9 and 10 students to provide connection, guidance, and cultural pride.

Continue Following Their Voices (FTV) implementation, focusing on relational pedagogy, authentic student voice, and improved academic outcomes.

Promote Indigenous cultural events and teachings within the school calendar (e.g., Orange Shirt Day, National Indigenous Peoples Day, and school events) to build community awareness and inclusion.

Utilize student surveys, conversation circles, and interviews to gain a deeper understanding of Indigenous students’ experiences, goals, and needs, ensuring their voices inform future programming.

Build partnerships with Métis Nation–Saskatchewan, local Elders, and post-secondary institutions to create smoother transitions and expanded opportunities for Indigenous learners.

Goal: To strengthen the mental health and overall well-being of both students and staff by building a school culture of belonging, balance, and proactive support. Yorkton Regional High School will foster a community where care, connection, and self-awareness are integrated into daily practice. 

Actions: 

Support staff well-being by promoting self-care practices, collegial connection, and professional resilience. 

Empower students to build belonging through active participation in sports, clubs, and extracurricular programs that emphasize teamwork and connection.

Promote a positive classroom climate through relational teaching practices, recognition of student strengths, and proactive classroom management.

Re-establish Wellness Wednesdays and implement regular Well-being Check-Ins (survey, reflection, or advisory activity) to monitor student and staff wellness.

Increase access to mental health supports, including visiting counsellors and partnerships with community agencies (e.g., Métis Nation-Saskatchewan, MHCB Team).

Offer clubs and creative outlets that foster positive mental health and self-expression (e.g., poetry, art, modelling clay, mindfulness activities).

Provide targeted mental health literacy sessions, resilience training, and workshops for staff and students to strengthen knowledge and capacity to support one another.

Promote awareness of available supports within the school through posters, announcements, and teacher-led discussions.

Goal: To create a school environment that embraces and promotes equity, diversity, and inclusion, ensuring that all students, staff, and community members feel respected, valued, and supported—regardless of background or identity. 

Actions: 
• Embed equity, diversity, and inclusion principles into curriculum design, school events, and extracurricular programming. 
• Provide staff professional development to enhance culturally responsive and trauma-informed practice. 
• Review and revise school policies and practices to remove barriers to participation and belonging. 
• Strengthen partnerships with Indigenous and community organizations to foster cultural understanding. Host cultural celebrations and learning opportunities such as Sweats/Drumming/Beading.
• Empower Student Voice groups to identify and lead initiatives that promote inclusion and equity. Develop clubs and activities that reflect diverse interests and identities (e.g., Rainbow Club, gaming, sports, arts, and cultural clubs) to promote belonging and connection.

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. 

1. Student Attendance: 

Our school is committed to improving student attendance as a key driver of academic success and overall student well-being. 

To reach this goal, we will implement targeted interventions, track attendance closely, and provide support to students and families where chronic absenteeism is identified. By fostering stronger connections between students, staff, and families, we aim to ensure that every student has the opportunity to succeed and thrive in their educational journey.

The YRHS will regularly analyze attendance data to identify trends and areas of concern. Students who are deemed at-risk will be identified by Student Services and RTI teams.

Implement school-wide initiatives that promote a positive school climate with the help of the Mental Health Capacity Building Team. 

Engage parents in understanding the importance of attendance and providing them with strategies to support their children through our school socials.

Use our RTI processes for students facing attendance issues, addressing underlying causes such as academic difficulties, social challenges, or family issues.

To truly support these learners, we need to implement alternative programming options and adopt a continuous intake model that better serves students who, for various reasons, are not regularly attending school. 

Goal: To strengthen the transition experience for students at all stages — from middle years to high school, and from high school to post-secondary, apprenticeships, or the workforce — by fostering meaningful connections between students, families, staff, and community partners.

Actions: 

Opening Evenings at key transition points (Grade 9 orientation, Grade 12 information sessions, and SLCs) to engage families and share important academic, attendance, and post-secondary planning information.

Send personalized email communication to parents and guardians emphasizing the connection between attendance and academic success, and encouraging partnership in supporting consistent school engagement.

Facilitate Career Fairs and Community Connection Events in collaboration with SaskAbilities, Partners in Employment, and local industry partners to highlight multiple post-secondary and career pathways.

Organize a Grade 12 Parent Information Night featuring representatives from the University of Saskatchewan, the University of Regina, and Saskatchewan Polytechnic, guiding applications, scholarships, and student life.

Use MyBlueprint as a digital transition tool to help students set goals, track post-secondary interests, and complete required transition planning tasks; monitor completion rates as a measure of engagement.

Support experiential opportunities such as Agribition, ThinkAG, and business education activities that promote career awareness and real-world learning connections.

Conduct exit surveys for graduating students to collect information on post-secondary destinations, scholarship applications, and career plans; use results to guide future programming.

Provide targeted graduation and scholarship information through Grad Google Classroom and in-person info sessions to ensure equitable access to opportunities.

Continue initiatives that strengthen belonging and readiness — for example, Positive Attendance Outreach (“Get to Green”) campaigns that encourage consistent attendance and celebrate growth.