ASPIRATIONAL STATEMENTS INTO ACTION

High Quality Teaching and Learning

• Provincial curricula and related resources that are developmentally appropriate and culturally responsive.
• Employ play-based learning experiences that support a sense of personal competency, self-efficacy, and social responsibility; and,
• A wide range of opportunities to learn, practice, experience and demonstrate understanding, confidence, and motivation for a healthy and balanced life

Division Level	School Level
Division Outcomes	School Level Work Plans	Tell Your Story	Most Responsible Person	Budget
By June 30, 2023, 25% more students will exit Kindergarten at appropriate development (green) than when entering Kindergarten.	%F?	abcdefg	asdf	*What does the Fox* say?**
By June 30, 2023, there will be 10% more Grades 1 to 3 reading at or above grade level as compared to fall 2022 data.	Teachers in Grades 1- 6 will administer the F & P assessment for all students. With those identified in Grade 7, 8, and 9 as below grade level. All grade 1-3 teachers will continue to implement reading strategies (word-study/guided reading/shared reading/modelled reading/independent reading)	The data generated from the F & P testing in the Fall will allow us to understand where the areas of growth are in Grades 1 – 6. The testing in the Spring will confirm the results of this work. This data is in the Clevr Software program and easily accessible.	Elementary teachers LLI interventionist SST Admin Bla blab lab	Funds will be provided to ensure appropriate resources are available. Examine the cost of EPIC. Use of the Sub Bank to release teachers for

ASPIRATIONAL STATEMENTS INTO ACTION

Effective Policy and Procedures

• Protocols for collaboration on policy development and related protocols practices for health and well-being.
• Ongoing evaluation and monitoring of needs and effectiveness of efforts to improve well-being.
• Promising practices that enhance well-being.
• Clear practices, procedures, protocols and regulations regarding health and safety in children and youth (e.g., nutrition, anti-bullying, physical activity, pandemic planning, air quality).

Division Level	School Level
Division Outcomes	School Level Work Plans	Tell Your Story	Most Responsible Person	Budget
By June 30, 2023, each school within GSSD will demonstrate improvement in services through the development, review, and revision of processes/practices that reduce barriers and enhance student success.	Test	TEST		sadfsdfasdfasdf

ASPIRATIONAL STATEMENTS INTO ACTION

Healthy, Sustainable Physical and Social Environments

• Access to and support for healthier options.
• A welcoming, caring, and inclusive environment.
• Healthy relationships among and between students, staff, and the community.
• Responsive and inclusive leadership of students, staff, and community.
• Relationships that influence and are influenced by families, cultural perspectives, and the community.
• Responsible infrastructures are built and maintained to current standards, with practices and procedures in place to plan for a strong and vibrant future.
• External and internal efficiencies will be implemented to ensure appropriate resources are targeted to key focus areas such as school buildings, grounds, materials, equipment, and routes to and from school.

Division Level	School Level
Division Outcomes	School Level Work Plans	Tell Your Story	Most Responsible Person	Budget
By June 30, 2023, students and staff will report feeling welcomed, safe, and included at school.	LCS staff will seek to create opportunities for students to foster their sense of belonging at school through: SRC activities (House colours/points) Eagle Recognition GSA Diversity Director BBBS Pastoral Care Universal Breakfast program RTI team referrals Target areas of concern within the school where student’s have indicated they feel unsafe. - Playground (Add additional supervisors) - Changing areas (Private stalls)	OurSchool survey results will measure the students’ sense of belonging and their perception of LCS having a positive climate and culture. Clevr will be used to track RTI referrals Supervision schedule will reflect the change CSCH application	This is a test
By June 30, 2023, students and staff will develop strategies for identifying emotions and accessing supports to enhance mental well-being.	Further the development of the Four Pillars of CSCH framework throughout the school. High-quality teaching and learning - Explicit teaching of strategies to students		School Counsellor Admin	Budget may need to be diverted to create materials for the poster.

Motto	Students Come First
Mission	“Building Strong Foundations to Create Bright Futures”
Vision	“Learning Without Limits ... Achievement for All"
Values	Belonging, Respect, Responsibility, Learning, Nurturing, Perseverance and Diversity
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".

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