High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Upholding clear, high-quality Board of Education Policies	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.
Focusing on educational approaches that prioritize student success	Weekly Wednesday morning staff meeting to bring concerns regarding students forward to RTI team. Weekly RTI meeting to address student concerns and discuss actions and interventions to support students with actions recorded in RTI template for relevant students. Provide high interest activities within and outside the classroom to improve student engagement in learning. Provide student choice in completing assignments to encourage engagement. Provide a homework support group at lunch time from Monday to Thursday for any students Gr. 6 to 12 who would like to attend or those assigned to attend. Staff are to be mindful to implement Hattie's most impactful strategies (providing feedback, formative assessment, student self assessment, clarity on success criteria, student teacher relationships) Staff will guide students to take ownership of their learning by using their TAG time effectively (homework, studying, seek help from teachers, reading , or completing math puzzles and games put together by Jarret). Include more land-based learning practices in and out of the classroom. Shayna Offer hockey academy to junior students before school once per 6 day cycle for those interested and have vice-principal join sometimes to skate with them and make connections.	Consistent weekly Wednesday morning staff meetings and afternoon RTI meetings that address concerns in a timely manner and improve student outcomes. eg. weekly monitoring of grades and attendance for successful credit attainment. Junior Homework Club is well utilized and senior mandatory study hall for any students not passing classes has successfully worked to have almost every student improve their marks to over 50%. (only one class not passed by one student despite all our efforts). We also ran mandatory noon study halls during the second semester as well along with credit rescue during finals. · The LEAP program is an assigned intervention for students who are struggling to achieve credits, and is also a space used for credit rescue toward the end of the semester. LEAP is also an additional support to students on Alternate and Functionally Integrated programs who enjoy spending a period with a variety of students from Grade 10 to 12 working on different courses at their own pace. · Teachers have focused on differentiating the ways they assess such as 'talk to text', conferencing to assess understanding of outcomes, more triangulation. Vice-principal participates in hockey academy to make connections with junior students.	RTI Team: Tracy, Rick, Christy, Sue, Chelsea and Jeannine Wed. Morning Meeting lead: Kent All staff for Hattie's impactful strategies	GSSD RTI template
Allocating resources to improve experiences for students, staff, and the community	Provide a LEAP period to senior students who require a reduced course load and additional support to be successful. Provide tutorial support and/or interventions to junior students who are removed from French due to academic struggles. The SST will guide and model various ways to adapt and modify programming to school personnel, who reach out for assistance	LEAP, the Career Counsellor, and our SSTs have been providing additional support to senior students to help students who require additional support to be successful with high school credits. Various students come to the library to get additional support from SST and OLF during their LEAP periods. · Grade 7 students receive SST intervention support (Math, ELA, and EAL) during their tutorial times · SST provides classroom support for building reading skills Grade 6 which has been very helpful. TAG is used by many ELA teachers for individual writing conferencing and to provide verbal feedback to students. · Teaming and co-teaching among Grade 7 teachers - they have been combining their classes to work on different projects together to connections among peers and deeper collaboration between teachers. · LEAP has been support to many senior students who otherwise fall between the cracks. The LEAP teacher provides mental health check ins, monitors student progress in classes, and helps students stay on track. LEAP is also build into some students’ schedules as a tutorial support to help them be successful in other academic classes they require support with. We re-allocate EA support at the end of each semester in order to support senior students who struggle academically and were at risk of not passing classes.	Mike - LEAP Sue and Christy - SST Jeannine - Career Counsellor
Improving student literacy outcomes	Use of F&P results to guide instruction & center activities – Aimee & Dawn - Grade 6 Continue to assess reading level of students in junior years until they reach level Z - Sue/SST Highlight various library books for students and parents to sign out via Facebook posts/Edsby - Shelley/LT All teachers to have students read/study in TAG if they have no homework Have students set goals for their writing and have them focus heavily on the writing process for each type of writing they complete (escriptive, expository, persuasive, narrative) - Rebecca Use of mentor text before writing and having students understand the importance of each writing form - Rebecca Provide students with a low stakes formative writing assessments to give them an idea of where they stand before completing summative writing assessments - Rebecca Provide feedback to students on their writing and allow them to re-submit assignments to improve - Rebecca Use of mentor texts to guide students' writing and focusing on mimicking author's craft and daily quick writes - Noelle Complete free writes regularly to build writing stamina - Kelly & Jasmin Use of mentor texts and and focusing on different forms of writing such as autobiographies, poems, short stories, paragraphs, and letters - Kelly & Jasmin Provide the option of paper/pencil or using chromebooks for daily writing - Kelly & Jasmin Students set and reflect on goals they established for reading and/or writing - Taylor Use of 'quick writes' to increase writing stamina, comfort, creativity, and risk taking. They will begin with writing for 4 minutes and time will steadily increase throughout the year - Taylor Daily independent reading to increase comprehension, fluency and vocabulary - Taylor Use of independent book club meetings and/or student-led conferences to increase students' public speaking skills and listening. The book clubs and mentor texts will help introduce new writing traits to students and they will practice these in their own writing. - Taylor Students will use focus on the writing process when completing various writing assignments in Grade 6 - Dawn & Aimee Quick Writes every other day in Grade 6 where students choose a writing prompt and free write for 5 minutes. They are encouraged to write creatively without interruption focusing on ideas over mechanics - Dawn & Aimee Student choice is used to engage students in their writing - describing their favourite place, writing a personal narrative, and choosing topics for their expository writing - Dawn and Aimee TAG is used for individual conferencing writing conferences where feedback is collaborative - Dawn & Aimee SST will incorporate a writing center into Grade 6 ELA twice per 6 day cycle - Dawn & Aimee The SST will work with students to further their literacy schools within the classroom, and while working one on one on tasks associated to their programming goals. Use self and peer assessment activities to have students reflect on their own reading, writing, and speaking abilities. Shayna Use conferencing with students to check for comprehension, and to improve specific speaking skills - Shayna Use teacher and student developed criteria for summative assessments and offer consistent and frequent feedback as students work to improve their writing skills - Shayna	· Balanced literacy centers continue to be used to guide instruction in Grade 6. All but 4 students are reading at grade level. Free write opportunities are implemented every other day and students have embraced the opportunity to write creatively without interruption. Student choice was offered for narrative and expository writing. Students have embraced their roles as writers. ELA A30, students individually conference with teacher to discuss novel studies, as well as first steps and progress throughout writing assignments. Students completed self and peer assessments throughout the course, including beginning, midterm and concluding self-reflections. Teacher co-constructed assessments on writing and multimedia assignments with students. SST created a writing support document for grade 6. Teacher Librarian/SST provides book choice support for students in the library to encourage reading/literacy. · Both Grade 8 classes are enjoyed involvement in a cross-school book club which culminated in a trip to LCS for a book fair. Grade 7 and 8 classes have been involved in independent reading, read alouds, free writes to build stamina, writing in different formats and genres with peer editing including friendly letters, parodies, humour sketches, and reviewing mentor texts. They participate in reading buddies with PPEP and have a wonderful classroom library to access on top of the school library. · RH continues to set writing goals with senior ELA students by looking at the six traits of writing and having students focus on one or two traits for assessments. RH also uses mentor text to read before writing and uses the "I do, We do, You do" teaching strategy. Continuing to focus on providing students feedback during formative assessment to support success on summative assessments. Students are allowed to resubmit assignments to improve their grades and skills. · To model a love for reading, NS has "Ms. Sapieha's Book Pics" posted outside her classroom. · "Great 8 Reading Challenge" between homerooms to foster a love for reading. · CH/SST scheduled into Grade 9 and 10 ELA to collaborate with teacher and provide instruction and support to students requiring ROAs and IIPs. · Grade 11 ELA students set and reflect on personal literacy goals in ELA. They start the semester with identifying an area of growth and make a plan to improve that skill. Throughout the semester, they are required to reflect and assess themselves with evidence to support their progress. · Utilization of book clubs and book talks in Grade 11 ELA has helped students' confidence in their public speaking and verbal listening cues. · Use of 'Quick-Writes' in Grade 11 ELA is increasing writing stamina and comfort, using a range of prompt styles such as photos, videos, songs, questions, etc. · Grade 9s follow a similar format but use feedback from recent assignments to guide their goals. This has helped students identify areas in which they need/want to improve, which has helped in the overall student success in ELA.	ELA teachers: Aimee, Dawn, Rebecca, Noelle, Kelly, Jasmin, Taylor Sue - SST & Teacher Librarian Shelley - Library Tech	Four Essential Studies - Kittle & Gallagher various Fountas & Pinnell resources
Improving student math outcomes	All junior math teachers to choose a few weak areas from last year’s screener to focus on and build skills overall Sue and Noelle to plan some interventions for a portion of Grade 9 class time and utilize TAG for additional one-on-one support - Noelle and Sue Use of screener data to address difficulties and mad minutes to build math fluency with basic facts - Jasmin Fractions were a weak area on Gade 6 March 2023 screeners as it hadn't been taught yet so it will be taught earlier this year - Dawn & Aimee TAG is used for Grade 6 small group instruction including extra reinforcement on whiteboards and use of Knowledgehook teacher support resources- Dawn and Aimee Partners/group work to help students who struggle and incorporating 'pass the marker' where everyone has to take part in solving a question. Use of algebra baseball and other fun activities to have students feel successful with questions at 4 levels - almost everyone can get a hit to at least first and maybe a homerun - Charlene Play Math Taboo to learn/review vocabulary for math - describe the word without using it or the definition and the group must guess the word - Charlene Incorporate surveys of different classes in the school and parents for our data collection unit - Charlene Use of screener results to plan questions of the day to begin Math class (review, teach new topics, provide challenge) - Charlene Strategies such as Be The Teacher (explain and do a question on the board) and Whiteboard Work (flash the teacher an answer) - Charlene The SST will create a small group intervention of 2 to 3 students to improve their math skills in the development of day to day living skills. As part of running the math contest, Blair will provide some instructional and practice sessions with the grades 6-8 students nominated by their teachers. This will provide enrichment/challenge to higher level students and will move towards exceeding grade level outcomes. Incorporate math puzzles and games into the daily routine of MWA 20 to engage students in critical thinking skills and opportunities to enjoy games together and practice social skills. Examples include cribbage, chess, sudoku puzzles, a variety of card games that use math strategy, solving a rubix cube, and geometric games like blokus).	SST math intervention support in Grade 9 Math SST math intervention provided for Grade 7 students in tutorial · Grade 7 and 8 math teachers reviewed screeners and pulled students in TAG to go over specific areas that require interventions. Also builds in questions regarding weaker areas (fractions and integers) for questions of the day and practice these in daily drills. Grade 6 teachers identified weak screener areas in place value, decimals, fractions, and equations. These areas are being addressed with additional classroom instruction, use of TAG to intervene with specific students, and use of Knowledgehook to reinforce and practice skills. Following ROAs for students Teachers providing math support in TAG Grade 7 teachers team teaching the integers unit to better meet the varying needs of students in this unit. Grade 7 Math teacher is Using Building Thinking Classrooms for students to learn new concepts and have a deeper understanding of big ideas related to outcomes. Grade 7 math teacher uses Around the World game to work on math facts and 99math – a free online game for students which works on different outcomes · Senior math teacher BD is working with Grades 6, 7, & 8 students participating in the math contest over some lunch hours to teach math problem solving strategies and practice the math contest. · Use of Mad minutes for Grade 7 to increase fact fluency · Junior science teachers apply cross curricular opportunities by using real life examples for students to apply basic math concepts in science. · Grade 9 math teacher has adopted thinking classrooms instruction approach to incorporate more inquiry, student led learning, and engagement. · NS utilizes daily few "Blast from the Past" questions for students to improve the retention of past concepts and tie them into current concepts. Use of individual white boards and markers for practice and use of IXL to reinforce concepts and build math fluency. · Senior MWA teacher JW incorporate online games, board games, logic puzzles, and other game puzzles such as Nerdle, Binerdle, Kakuro, Sudoko, Kenken, and Sumdoko to engage students and build problem solving skills. Students are also provided these puzzle and game options when they are done assignments early or in TAG . JW plans to build math puzzle and game packages for other TAG teachers to give students as an option when they don’t have homework or want to read. · Senior math teacher BF uses various logic based games in MWA 20 to get students thinking more in a fun way. Games include crib, sudoku, whist, hearts, kaiser, blokus, chess, various logic puzzles, and Rubik’s cubes. · Also used some formative assessments such as personal whiteboard work to identify struggling students and know where to focus my attention and some "be the teacher" assessments where I wrote an assignment for them and they would have to identify my mistakes. · SST/CH offering Alternative Math 18 and 28 programming for students who require functional math skills, hands on practice, and time & money management. · The PAA teacher supports math outcomes across grades in various ways including using careful measurements in drafting, estimating costs before starting projects and including a projected cost of both shop materials and labour, and then following the project, they calculate the actual project cost.	Math teachers: Noelle, Jasmin, Dawn, Aimee, Charlene, Kelly, Ben SST: Sue and Christy	Math Screeners Building Thinking Classrooms resources?

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Upholding clear, high-quality Board of Education Policies

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.

Focusing on educational approaches that prioritize student success

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

Weekly RTI meeting to address student concerns and discuss actions and interventions to support students with actions recorded in RTI template for relevant students.

Provide high interest activities within and outside the classroom to improve student engagement in learning.

Provide student choice in completing assignments to encourage engagement.

Provide a homework support group at lunch time from Monday to Thursday for any students Gr. 6 to 12 who would like to attend or those assigned to attend.

Staff are to be mindful to implement Hattie's most impactful strategies (providing feedback, formative assessment, student self assessment, clarity on success criteria, student teacher relationships)

Staff will guide students to take ownership of their learning by using their TAG time effectively (homework, studying, seek help from teachers, reading , or completing math puzzles and games put together by Jarret).

Include more land-based learning practices in and out of the classroom. Shayna

Offer hockey academy to junior students before school once per 6 day cycle for those interested and have vice-principal join sometimes to skate with them and make connections.

Consistent weekly Wednesday morning staff meetings and afternoon RTI meetings that address concerns in a timely manner and improve student outcomes. eg. weekly monitoring of grades and attendance for successful credit attainment.

Junior Homework Club is well utilized and senior mandatory study hall for any students not passing classes has successfully worked to have almost every student improve their marks to over 50%. (only one class not passed by one student despite all our efforts). We also ran mandatory noon study halls during the second semester as well along with credit rescue during finals.

· The LEAP program is an assigned intervention for students who are struggling to achieve credits, and is also a space used for credit rescue toward the end of the semester. LEAP is also an additional support to students on Alternate and Functionally Integrated programs who enjoy spending a period with a variety of students from Grade 10 to 12 working on different courses at their own pace.

· Teachers have focused on differentiating the ways they assess such as 'talk to text', conferencing to assess understanding of outcomes, more triangulation.

Vice-principal participates in hockey academy to make connections with junior students.

RTI Team: Tracy, Rick, Christy, Sue, Chelsea and Jeannine

Wed. Morning Meeting lead: Kent

All staff for Hattie's impactful strategies

GSSD RTI template

Allocating resources to improve experiences for students, staff, and the community

Provide a LEAP period to senior students who require a reduced course load and additional support to be successful.

Provide tutorial support and/or interventions to junior students who are removed from French due to academic struggles.

The SST will guide and model various ways to adapt and modify programming to school personnel, who reach out for assistance

LEAP, the Career Counsellor, and our SSTs have been providing additional support to senior students to help students who require additional support to be successful with high school credits.

Various students come to the library to get additional support from SST and OLF during their LEAP periods.

· Grade 7 students receive SST intervention support (Math, ELA, and EAL) during their tutorial times

· SST provides classroom support for building reading skills Grade 6 which has been very helpful.

TAG is used by many ELA teachers for individual writing conferencing and to provide verbal feedback to students.

· Teaming and co-teaching among Grade 7 teachers - they have been combining their classes to work on different projects together to connections among peers and deeper collaboration between teachers.

· LEAP has been support to many senior students who otherwise fall between the cracks. The LEAP teacher provides mental health check ins, monitors student progress in classes, and helps students stay on track. LEAP is also build into some students’ schedules as a tutorial support to help them be successful in other academic classes they require support with.

We re-allocate EA support at the end of each semester in order to support senior students who struggle academically and were at risk of not passing classes.

Mike - LEAP

Sue and Christy - SST

Jeannine - Career Counsellor

Improving student literacy outcomes

Use of F&P results to guide instruction & center activities – Aimee & Dawn - Grade 6

Continue to assess reading level of students in junior years until they reach level Z - Sue/SST

Highlight various library books for students and parents to sign out via Facebook posts/Edsby - Shelley/LT

All teachers to have students read/study in TAG if they have no homework

Have students set goals for their writing and have them focus heavily on the writing process for each type of writing they complete (escriptive, expository, persuasive, narrative) - Rebecca

Use of mentor text before writing and having students understand the importance of each writing form - Rebecca

Provide students with a low stakes formative writing assessments to give them an idea of where they stand before completing summative writing assessments - Rebecca

Provide feedback to students on their writing and allow them to re-submit assignments to improve - Rebecca

Use of mentor texts to guide students' writing and focusing on mimicking author's craft and daily quick writes - Noelle

Complete free writes regularly to build writing stamina - Kelly & Jasmin

Use of mentor texts and and focusing on different forms of writing such as autobiographies, poems, short stories, paragraphs, and letters - Kelly & Jasmin

Provide the option of paper/pencil or using chromebooks for daily writing - Kelly & Jasmin

Students set and reflect on goals they established for reading and/or writing - Taylor

Use of 'quick writes' to increase writing stamina, comfort, creativity, and risk taking. They will begin with writing for 4 minutes and time will steadily increase throughout the year - Taylor

Daily independent reading to increase comprehension, fluency and vocabulary - Taylor

Use of independent book club meetings and/or student-led conferences to increase students' public speaking skills and listening. The book clubs and mentor texts will help introduce new writing traits to students and they will practice these in their own writing. - Taylor

Students will use focus on the writing process when completing various writing assignments in Grade 6 - Dawn & Aimee

Quick Writes every other day in Grade 6 where students choose a writing prompt and free write for 5 minutes. They are encouraged to write creatively without interruption focusing on ideas over mechanics - Dawn & Aimee

Student choice is used to engage students in their writing - describing their favourite place, writing a personal narrative, and choosing topics for their expository writing - Dawn and Aimee

TAG is used for individual conferencing writing conferences where feedback is collaborative - Dawn & Aimee

SST will incorporate a writing center into Grade 6 ELA twice per 6 day cycle - Dawn & Aimee

The SST will work with students to further their literacy schools within the classroom, and while working one on one on tasks associated to their programming goals.

Use self and peer assessment activities to have students reflect on their own reading, writing, and speaking abilities. Shayna

Use conferencing with students to check for comprehension, and to improve specific speaking skills - Shayna

Use teacher and student developed criteria for summative assessments and offer consistent and frequent feedback as students work to improve their writing skills - Shayna

· Balanced literacy centers continue to be used to guide instruction in Grade 6. All but 4 students are reading at grade level. Free write opportunities are implemented every other day and students have embraced the opportunity to write creatively without interruption. Student choice was offered for narrative and expository writing. Students have embraced their roles as writers.

ELA A30, students individually conference with teacher to discuss novel studies, as well as first steps and progress throughout writing assignments. Students completed self and peer assessments throughout the course, including beginning, midterm and concluding self-reflections. Teacher co-constructed assessments on writing and multimedia assignments with students.

SST created a writing support document for grade 6.

Teacher Librarian/SST provides book choice support for students in the library to encourage reading/literacy.

· Both Grade 8 classes are enjoyed involvement in a cross-school book club which culminated in a trip to LCS for a book fair.

Grade 7 and 8 classes have been involved in independent reading, read alouds, free writes to build stamina, writing in different formats and genres with peer editing including friendly letters, parodies, humour sketches, and reviewing mentor texts. They participate in reading buddies with PPEP and have a wonderful classroom library to access on top of the school library.

· RH continues to set writing goals with senior ELA students by looking at the six traits of writing and having students focus on one or two traits for assessments. RH also uses mentor text to read before writing and uses the "I do, We do, You do" teaching strategy. Continuing to focus on providing students feedback during formative assessment to support success on summative assessments. Students are allowed to resubmit assignments to improve their grades and skills.

· To model a love for reading, NS has "Ms. Sapieha's Book Pics" posted outside her classroom.

· "Great 8 Reading Challenge" between homerooms to foster a love for reading.

· CH/SST scheduled into Grade 9 and 10 ELA to collaborate with teacher and provide instruction and support to students requiring ROAs and IIPs.

· Grade 11 ELA students set and reflect on personal literacy goals in ELA. They start the semester with identifying an area of growth and make a plan to improve that skill. Throughout the semester, they are required to reflect and assess themselves with evidence to support their progress.

· Utilization of book clubs and book talks in Grade 11 ELA has helped students' confidence in their public speaking and verbal listening cues.

· Use of 'Quick-Writes' in Grade 11 ELA is increasing writing stamina and comfort, using a range of prompt styles such as photos, videos, songs, questions, etc.

· Grade 9s follow a similar format but use feedback from recent assignments to guide their goals. This has helped students identify areas in which they need/want to improve, which has helped in the overall student success in ELA.

ELA teachers: Aimee, Dawn, Rebecca, Noelle, Kelly, Jasmin, Taylor

Sue - SST & Teacher Librarian

Shelley - Library Tech

Four Essential Studies - Kittle & Gallagher

various Fountas & Pinnell resources

Improving student math outcomes

All junior math teachers to choose a few weak areas from last year’s screener to focus on and build skills overall

Sue and Noelle to plan some interventions for a portion of Grade 9 class time and utilize TAG for additional one-on-one support - Noelle and Sue

Use of screener data to address difficulties and mad minutes to build math fluency with basic facts - Jasmin

Fractions were a weak area on Gade 6 March 2023 screeners as it hadn't been taught yet so it will be taught earlier this year - Dawn & Aimee

TAG is used for Grade 6 small group instruction including extra reinforcement on whiteboards and use of Knowledgehook teacher support resources- Dawn and Aimee

Partners/group work to help students who struggle and incorporating 'pass the marker' where everyone has to take part in solving a question. Use of algebra baseball and other fun activities to have students feel successful with questions at 4 levels - almost everyone can get a hit to at least first and maybe a homerun - Charlene

Play Math Taboo to learn/review vocabulary for math - describe the word without using it or the definition and the group must guess the word - Charlene

Incorporate surveys of different classes in the school and parents for our data collection unit - Charlene

Use of screener results to plan questions of the day to begin Math class (review, teach new topics, provide challenge) - Charlene

Strategies such as Be The Teacher (explain and do a question on the board) and Whiteboard Work (flash the teacher an answer) - Charlene

The SST will create a small group intervention of 2 to 3 students to improve their math skills in the development of day to day living skills.

As part of running the math contest, Blair will provide some instructional and practice sessions with the grades 6-8 students nominated by their teachers. This will provide enrichment/challenge to higher level students and will move towards exceeding grade level outcomes.

Incorporate math puzzles and games into the daily routine of MWA 20 to engage students in critical thinking skills and opportunities to enjoy games together and practice social skills. Examples include cribbage, chess, sudoku puzzles, a variety of card games that use math strategy, solving a rubix cube, and geometric games like blokus).

SST math intervention support in Grade 9 Math

SST math intervention provided for Grade 7 students in tutorial

· Grade 7 and 8 math teachers reviewed screeners and pulled students in TAG to go over specific areas that require interventions. Also builds in questions regarding weaker areas (fractions and integers) for questions of the day and practice these in daily drills.

Grade 6 teachers identified weak screener areas in place value, decimals, fractions, and equations. These areas are being addressed with additional classroom instruction, use of TAG to intervene with specific students, and use of Knowledgehook to reinforce and practice skills.

Following ROAs for students

Teachers providing math support in TAG

Grade 7 teachers team teaching the integers unit to better meet the varying needs of students in this unit.

Grade 7 Math teacher is Using Building Thinking Classrooms for students to learn new concepts and have a deeper understanding of big ideas related to outcomes.

Grade 7 math teacher uses Around the World game to work on math facts and 99math – a free online game for students which works on different outcomes

· Senior math teacher BD is working with Grades 6, 7, & 8 students participating in the math contest over some lunch hours to teach math problem solving strategies and practice the math contest.

· Use of Mad minutes for Grade 7 to increase fact fluency

· Junior science teachers apply cross curricular opportunities by using real life examples for students to apply basic math concepts in science.

· Grade 9 math teacher has adopted thinking classrooms instruction approach to incorporate more inquiry, student led learning, and engagement.

· NS utilizes daily few "Blast from the Past" questions for students to improve the retention of past concepts and tie them into current concepts. Use of individual white boards and markers for practice and use of IXL to reinforce concepts and build math fluency.

· Senior MWA teacher JW incorporate online games, board games, logic puzzles, and other game puzzles such as Nerdle, Binerdle, Kakuro, Sudoko, Kenken, and Sumdoko to engage students and build problem solving skills. Students are also provided these puzzle and game options when they are done assignments early or in TAG . JW plans to build math puzzle and game packages for other TAG teachers to give students as an option when they don’t have homework or want to read.

· Senior math teacher BF uses various logic based games in MWA 20 to get students thinking more in a fun way. Games include crib, sudoku, whist, hearts, kaiser, blokus, chess, various logic puzzles, and Rubik’s cubes.

· Also used some formative assessments such as personal whiteboard work to identify struggling students and know where to focus my attention and some "be the teacher" assessments where I wrote an assignment for them and they would have to identify my mistakes.

· SST/CH offering Alternative Math 18 and 28 programming for students who require functional math skills, hands on practice, and time & money management.

· The PAA teacher supports math outcomes across grades in various ways including using careful measurements in drafting, estimating costs before starting projects and including a projected cost of both shop materials and labour, and then following the project, they calculate the actual project cost.

Math teachers: Noelle, Jasmin, Dawn, Aimee, Charlene, Kelly, Ben

SST: Sue and Christy

Math Screeners

Building Thinking Classrooms resources?

Healthy, Sustainable Physical and Social Environments

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Enhancing mental health and well-being for students and staff	For Students: Warrior Whistle Student Celebrations and positive messaging on TVs around school - Rick, Tracy, Jodi ESA co-presidents, and various staff doing Warrior Whistle each week Fall & Spring Teen Yoga sessions - Taylor Mental Health First Aid certification for all Grade 11 students in spring - Tracy, Sue, Britton/SHA BB&S Mentors - Christy, Irma/Big Brothers & Sisters, various high school students who volunteer as mentors Grade 6 and 7 – Reset/mindfulness moments after lunch for Grade 6 and 7 focusing on social/emotional learning, mindfulness & Zones of Regulation – Dawn, Aimee, Chelsea, Jas, Kelly Mental Health and Addictions 10 and Mental Wellness 30 offered through LEAP to any students who would like to take these as an elective - Mike, Tracy Addition of a Counsellor Corner in monthly newsletters and includes info/tips for parents - Chelsea Accessing a couple of presentations for juniors and seniors on Mental Health and/or Addictions this year funded through RBC Wellness grant - possibilities include Allan Kehler (addictions author/speaker), Tyler Smith (Humboldt Bronco – mental health/resilience), Reg Leidl (physical/mental wellness) Chelsea, Admin, & SSTs will continue working collaboratively with Wanda/Nurse Practitioner to provide holistic care and ensure students needs are met. Chelsea will support facilitation of FRIENDS program in Grade 6. Chelsea to provide classroom support and presentations in health classes - eg. "counsellor in the classroom" or other mental health related topics. Chelsea continue to post Mental Health Resources in Teams for staff to utilize in their teaching. Chelsea will share resources for students and parents on Edsby and through school newsletters. Chelsea will facilitate Project Alert in grade 7 (addictions education). Chelsea will run "Tell It Like It Is" program with a small group of vulnerable students to enhance learning. Chelsea will refer students/families to Mental Health, Addictions Services, GSSD Addictions Counselor, Child and Family Services, RCMP, Income Assistance, SIGN when further intervention is necessary for wellness and will advocate for the needs of the student (and/or family). Chelsea will work with students who bully/harass others and provide education on empathy. Chelsea will connect with families and carry out home visits to support attendance if deemed necessary by administration. Chelsea will offer a parent book club using "Anxious Kids, Anxious Parents" and provide supports to parents. Chelsea will offer a student book club using "Playing with Anxiety, Casey's Guide" for junior students who are affected by anxiety. Chelsea will offer life skills programming for a group of junior students. As part of her Mental Health unit of Wellness 10, Alicia will have students learn about managing stress, mental illnesses, and how to help someone with a mental illness. As part of PE 7 and 8, Alicia will teach students about relaxation techniques, healthy eating, stress reduction, managing stress, and using physical activity to improve mental health. This includes activities such as yoga, breathing exercises, and walking to help students find what works for them to support their mental health. Students will also have the opportunity to curl, hike, cross country ski, swim, skate and work out at local facilities to support ongoing wellness. Staff Wellness: Wednesday morning meeting celebrations - all staff responsible Wellness component on staff meetings – Chelsea Mental Health First Aid Certification for all new staff as the rest our staff all have this training – Taylor, Ben, Noelle, Sue Chelsea will take level 2 VTRA training and NVCI training to support school, students, and staff Chelsea/admin will support staff who would like to check in when they've had a tough day/situation Staffroom revitalization to make it an inviting and relaxing space for staff Pair new teachers with experienced mentors Friday morning breakfast - Noelle The SST will work in a small student group environment to further develop student’s social & emotional skills by utilizing the peers platform.	MHFA occurred for Grade 11's on March 6 and 7th delivered by SHA. It was very well received. School counsellor regularly submits helpful information regarding mental health to our school newsletter and this information is posted to our Facebook page as well. All staff participated in Dr. Joe Sanfelippo's presentation on Jan 31st which we found inspiring. It led to great discussion on ways we can communicate stories of all he great things that happen in our school. Brad Siroski presentation on Mental Health and Addictions occurred on Feb. 6th for Grades 6 to 12. Students of all grades found his story and struggles impactful. Sam Dema motivational speaker booked for March 1st for Grades 6 to 12 - mental health, kindness, inclusion, 'empty your backpack' and 'be someone's taco' are topics to be addressed. · Junior Art Club provides students a therapeutic opportunity to freely express themselves through art while practicing mindfulness. SC has submitted various resources for parents/students in newsletter, edsby and facebook and parent emails SC is carrying "Project Alert" in Grade 7 to be completed by end of Feb. SC has made various student and family referrals to community resources as needed. SC has met with small friend groups as needed regarding peer conflict and bullying to help mediate resolution. SC conducts home visits as needed in consultation with admin. SC will start Anxious Kids, Anxious Parents Book club on March 5th. SC will lead Casey’s Guide Student book club starting March 11. SC leads Mental Wellness/Gratitude exercises at staff meetings which staff really enjoy and appreciate. SC arranged Opioid Treatment Training twice this year after school for interested students, parents, and community members SC arranged SafeTalk training through Living Works SC completed Teen Boost for select students in grades 6-8 (related to IIP goals) SC has SADD group registered and will work with VP to make a game plan to reignite this group in our school. This spurred from a presentation with Drivers Ed., RCMP, and SADD on Dec 14th. VP and SC met with Grade 9 group of boys to build more positive behavior and decision making among these peers. Grade 6 students continue to have a daily reset moment as follows: Mindfulness Monday, Stories to Inspire - Tues., SEL videos - Wed., Podcast Thursday, and Fun Friday for team building. Zones of REgulation were explicitly taught in September and students now identify their zone and implement a tool to return to the green zone. Teacher TS has a consistent group of Teen Yoga attendees and it's been a great outlet and connection for middle years students. Moving forward it may be beneficial to offer senior and junior group sessions. Senior PE teacher BF has focused on the holistic effect of physical activity with students, not only on the body, but also the mind. Focus on physical activity as a stress-reliever and its connection to positive mental health. Wellness 10 teacher AC has focused on mental health outcomes by providing many opportunities to learn about mental health, mental illness, handling stress and how to be a support person to peers. Librarian/SST SD has taken over posting celebrations, information and positive messaging on our display TVs around the school. It is great to see all the wonderful things happening in our school displayed for students, staff, and visitors to our school.	Chelsea/SC, Tracy & Rick (admin), Alicia (Wellness 10), Aimee (Friends - Gr. 6), Sue, Christy, all staff	Friends Curriculum Anxious Kids, Anxious Parents Book & Casey's Guide various resources used in Mental Health & Addictions 10, Mental Wellness 30, Wellness 10 class
Offering safe and inviting facilities	Improving school/classroom physical environments - all staff Applying a trauma informed lens to interactions with students - all staff (finding the why behind the behaviour, what happened to you rather than what's wrong with you) Expressing a genuine interest in the stories, roots, and culture of students - all staff Forming authentic connections with students especially those who feel anxious about school or feel triggered by the school setting - all staff Providing lunch for students who need it and accessing grants to have healthy snacks including fruit around the school for all students to enjoy - Christy and Jodi Junior/Senior ESA Activities/School Spirit - Rebecca, Kelly, ESA co-presidents Heart of Hazy Draws – staff will nominate kids who are kind, helpful, good mentors to others, make our school a better place (exemplify Excellence, Honour, Spirit) each week by putting their names and reason in a weekly draw. All entries will be posted on in the open area of the school to recognize the positive contributions of these students to our school. - Jodi, Shelley, & Tracy  Access SK Lotteries grant to replace basketball court equipment and add benches as students use this space at noon and after school a lot – Jodi, Kent Admin will have students complete a behaviour reflection form when referred to the office by staff. The purpose of the form is for students to consider what they could have done differently and what actions they can take to make the situation/issue better. Our student activist club, admin, and GSSD Facilities will work together to make our 2 main entrances more inviting to students, parents and guests to the school. Plan is to include display cases for student artwork.	Heart of Hazy High weekly draws and announcements have been a great way to recognize kindness and good deeds of students. All nominees are posted in the school's open to celebrate students. Received 4 recent donations from local RM's and businesses towards our snack program so that we can continue to provide fruit and other healthy snacks. Yogurt granola cups added to school's canteen inspired by Grade 9 health class who suggested some healthy additions to the canteen options. Behaviour reflection form has been an excellent way to have students consider the effects of their behaviour and for admin. to have tracking of incidents by student. Admin also enter all suspensions and other serious behaviours into R360. Staff also document observations in Edsby that are helpful for other teachers teaching the same student to be aware of. Teacher NS and Library Tech. SM have created beautiful and inspiring bulletin boards around our school to share positive messaging and make our school look better. LEAP is a place where many students who struggle with academics and/or social connections experience a safe space and more relaxed atmosphere. They appreciate the additional support, ability to work at their own pace, and connect with a teacher who helps advocate for them. Admin have been collaborating with Facilities and advocating for the many changes necessary to support our students and staff who have to move out of the 100 wing before the end of June. This includes approximately 10 classroom moves around the school which is a huge undertaking in a short amount of time. Administration and the school counsellor meets with the Grade Seven girls to help foster healthier relationships amongst the girls in that grade.
Promoting equity, diversity, and inclusion	Chelsea will reconnect with students regarding a GSA to bring awareness and determine together how students wish to proceed in providing a safe and nurturing environment within 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. Admin will share expectations of zero tolerance for comments about marginalized populations or minority people to support all students to feel safety and belonging at EHS. Staff will refer all inappropriate comments/slurs by students in reference to minority populations to the office so that admin can speak with the students (understanding the why behind it) and impose consequences that fit the infraction. Create a display in open area celebrating the diversity in our school through a map of the world marking all countries representing our student and staff population. PPEP will have Clorice Delorme engage students in Indigenous story-telling and learning activities. PPEP will also utilize Indigenous stories and Diversity bins from GSSD, and ensure the classroom represents diversity in the toys such as dolls from diverse races. PPEP will host a family potluck celebration for families to share a food that represents their culture and share about a tradition that is important to their family.	Weekly Warrior Challenges led by the ESA and teacher SZ have students in TAG working together to be creative, problem solve, and develop as a team to complete weekly challenges. TAG groups bring together students to build relationships and connections across all grades in the school. SC started a GSA again and has bi-weekly lunch meetings with a nice group of consistent participants. CCK teachers engages student who need functional life skills in various valuable learning in the Home Ec Lab such as helping with laundry, folding, washing dishes, and basic meal preparation. PE/Wellness teacher AC puts a lot of planning into ensuring all students are included, supported and feel successful in PE opportunities in and outside of the classroom including skating, curling, cross-country skiing, swimming, community fitness facility visits, etc. PE teacher AC planned and organized Gr 6-9 Asessippi Ski/Snowboard Trip. Detailed planning went in to ensuring all students were not only included but were supported to have success at skiing, snowboarding or tubing. We hired a particular student’s day successful as he is only able to ski with support. Admin have dealt with any racial slurs or comments made by students this year more seriously - contacted parents and assigned a consequence such as an in-school suspension and restitution acts. Parents have been supportive of consequences.

Division Priorities

School Level Work Plan(s)

Tell Your Story

Most Responsible Person/People

Resources

Enhancing mental health and well-being for students and staff

For Students:

Warrior Whistle Student Celebrations and positive messaging on TVs around school - Rick, Tracy, Jodi ESA co-presidents, and various staff doing Warrior Whistle each week

Fall & Spring Teen Yoga sessions - Taylor

Mental Health First Aid certification for all Grade 11 students in spring - Tracy, Sue, Britton/SHA

BB&S Mentors - Christy, Irma/Big Brothers & Sisters, various high school students who volunteer as mentors

Grade 6 and 7 – Reset/mindfulness moments after lunch for Grade 6 and 7 focusing on social/emotional learning, mindfulness & Zones of Regulation – Dawn, Aimee, Chelsea, Jas, Kelly

Mental Health and Addictions 10 and Mental Wellness 30 offered through LEAP to any students who would like to take these as an elective - Mike, Tracy

Addition of a Counsellor Corner in monthly newsletters and includes info/tips for parents - Chelsea

Accessing a couple of presentations for juniors and seniors on Mental Health and/or Addictions this year funded through RBC Wellness grant - possibilities include Allan Kehler (addictions author/speaker), Tyler Smith (Humboldt Bronco – mental health/resilience), Reg Leidl (physical/mental wellness)

Chelsea, Admin, & SSTs will continue working collaboratively with Wanda/Nurse Practitioner to provide holistic care and ensure students needs are met.

Chelsea will support facilitation of FRIENDS program in Grade 6.

Chelsea to provide classroom support and presentations in health classes - eg. "counsellor in the classroom" or other mental health related topics.

Chelsea continue to post Mental Health Resources in Teams for staff to utilize in their teaching.

Chelsea will share resources for students and parents on Edsby and through school newsletters.

Chelsea will facilitate Project Alert in grade 7 (addictions education).

Chelsea will run "Tell It Like It Is" program with a small group of vulnerable students to enhance learning.

Chelsea will refer students/families to Mental Health, Addictions Services, GSSD Addictions Counselor, Child and Family Services, RCMP, Income Assistance, SIGN when further intervention is necessary for wellness and will advocate for the needs of the student (and/or family).

Chelsea will work with students who bully/harass others and provide education on empathy.

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

Chelsea will offer a parent book club using "Anxious Kids, Anxious Parents" and provide supports to parents.

Chelsea will offer a student book club using "Playing with Anxiety, Casey's Guide" for junior students who are affected by anxiety.

Chelsea will offer life skills programming for a group of junior students.

As part of her Mental Health unit of Wellness 10, Alicia will have students learn about managing stress, mental illnesses, and how to help someone with a mental illness.

As part of PE 7 and 8, Alicia will teach students about relaxation techniques, healthy eating, stress reduction, managing stress, and using physical activity to improve mental health. This includes activities such as yoga, breathing exercises, and walking to help students find what works for them to support their mental health. Students will also have the opportunity to curl, hike, cross country ski, swim, skate and work out at local facilities to support ongoing wellness.

Staff Wellness:

Wednesday morning meeting celebrations - all staff responsible

Wellness component on staff meetings – Chelsea

Mental Health First Aid Certification for all new staff as the rest our staff all have this training – Taylor, Ben, Noelle, Sue

Chelsea will take level 2 VTRA training and NVCI training to support school, students, and staff

Chelsea/admin will support staff who would like to check in when they've had a tough day/situation

Staffroom revitalization to make it an inviting and relaxing space for staff

Pair new teachers with experienced mentors

Friday morning breakfast - Noelle

The SST will work in a small student group environment to further develop student’s social & emotional skills by utilizing the peers platform.

MHFA occurred for Grade 11's on March 6 and 7th delivered by SHA. It was very well received.

School counsellor regularly submits helpful information regarding mental health to our school newsletter and this information is posted to our Facebook page as well.

All staff participated in Dr. Joe Sanfelippo's presentation on Jan 31st which we found inspiring. It led to great discussion on ways we can communicate stories of all he great things that happen in our school.

Brad Siroski presentation on Mental Health and Addictions occurred on Feb. 6th for Grades 6 to 12. Students of all grades found his story and struggles impactful.

Sam Dema motivational speaker booked for March 1st for Grades 6 to 12 - mental health, kindness, inclusion, 'empty your backpack' and 'be someone's taco' are topics to be addressed.

· Junior Art Club provides students a therapeutic opportunity to freely express themselves through art while practicing mindfulness.

SC has submitted various resources for parents/students in newsletter, edsby and facebook and parent emails

SC is carrying "Project Alert" in Grade 7 to be completed by end of Feb.

SC has made various student and family referrals to community resources as needed.

SC has met with small friend groups as needed regarding peer conflict and bullying to help mediate resolution.

SC conducts home visits as needed in consultation with admin.

SC will start Anxious Kids, Anxious Parents Book club on March 5th.

SC will lead Casey’s Guide Student book club starting March 11.

SC leads Mental Wellness/Gratitude exercises at staff meetings which staff really enjoy and appreciate.

SC arranged Opioid Treatment Training twice this year after school for interested students, parents, and community members

SC arranged SafeTalk training through Living Works

SC completed Teen Boost for select students in grades 6-8 (related to IIP goals)

SC has SADD group registered and will work with VP to make a game plan to reignite this group in our school. This spurred from a presentation with Drivers Ed., RCMP, and SADD on Dec 14th.

VP and SC met with Grade 9 group of boys to build more positive behavior and decision making among these peers.

Grade 6 students continue to have a daily reset moment as follows: Mindfulness Monday, Stories to Inspire - Tues., SEL videos - Wed., Podcast Thursday, and Fun Friday for team building. Zones of REgulation were explicitly taught in September and students now identify their zone and implement a tool to return to the green zone.

Teacher TS has a consistent group of Teen Yoga attendees and it's been a great outlet and connection for middle years students. Moving forward it may be beneficial to offer senior and junior group sessions.

Senior PE teacher BF has focused on the holistic effect of physical activity with students, not only on the body, but also the mind. Focus on physical activity as a stress-reliever and its connection to positive mental health.

Wellness 10 teacher AC has focused on mental health outcomes by providing many opportunities to learn about mental health, mental illness, handling stress and how to be a support person to peers.

Librarian/SST SD has taken over posting celebrations, information and positive messaging on our display TVs around the school. It is great to see all the wonderful things happening in our school displayed for students, staff, and visitors to our school.

Chelsea/SC, Tracy & Rick (admin), Alicia (Wellness 10), Aimee (Friends - Gr. 6), Sue, Christy, all staff

Friends Curriculum

Anxious Kids, Anxious Parents Book & Casey's Guide

various resources used in Mental Health & Addictions 10, Mental Wellness 30, Wellness 10 class

Offering safe and inviting facilities

Improving school/classroom physical environments - all staff

Applying a trauma informed lens to interactions with students - all staff (finding the why behind the behaviour, what happened to you rather than what's wrong with you)

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

Forming authentic connections with students especially those who feel anxious about school or feel triggered by the school setting - all staff

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

Junior/Senior ESA Activities/School Spirit - Rebecca, Kelly, ESA co-presidents

Heart of Hazy Draws – staff will nominate kids who are kind, helpful, good mentors to others, make our school a better place (exemplify Excellence, Honour, Spirit) each week by putting their names and reason in a weekly draw. All entries will be posted on in the open area of the school to recognize the positive contributions of these students to our school. - Jodi, Shelley, & Tracy 

Access SK Lotteries grant to replace basketball court equipment and add benches as students use this space at noon and after school a lot – Jodi, Kent

Admin will have students complete a behaviour reflection form when referred to the office by staff. The purpose of the form is for students to consider what they could have done differently and what actions they can take to make the situation/issue better.

Our student activist club, admin, and GSSD Facilities will work together to make our 2 main entrances more inviting to students, parents and guests to the school. Plan is to include display cases for student artwork.

Heart of Hazy High weekly draws and announcements have been a great way to recognize kindness and good deeds of students. All nominees are posted in the school's open to celebrate students.

Received 4 recent donations from local RM's and businesses towards our snack program so that we can continue to provide fruit and other healthy snacks.

Yogurt granola cups added to school's canteen inspired by Grade 9 health class who suggested some healthy additions to the canteen options.

Behaviour reflection form has been an excellent way to have students consider the effects of their behaviour and for admin. to have tracking of incidents by student. Admin also enter all suspensions and other serious behaviours into R360. Staff also document observations in Edsby that are helpful for other teachers teaching the same student to be aware of.

Teacher NS and Library Tech. SM have created beautiful and inspiring bulletin boards around our school to share positive messaging and make our school look better.

LEAP is a place where many students who struggle with academics and/or social connections experience a safe space and more relaxed atmosphere. They appreciate the additional support, ability to work at their own pace, and connect with a teacher who helps advocate for them.

Admin have been collaborating with Facilities and advocating for the many changes necessary to support our students and staff who have to move out of the 100 wing before the end of June. This includes approximately 10 classroom moves around the school which is a huge undertaking in a short amount of time.

Administration and the school counsellor meets with the Grade Seven girls to help foster healthier relationships amongst the girls in that grade.

Promoting equity, diversity, and inclusion

Chelsea will reconnect with students regarding a GSA to bring awareness and determine together how students wish to proceed in providing a safe and nurturing environment within 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.

Admin will share expectations of zero tolerance for comments about marginalized populations or minority people to support all students to feel safety and belonging at EHS.

Staff will refer all inappropriate comments/slurs by students in reference to minority populations to the office so that admin can speak with the students (understanding the why behind it) and impose consequences that fit the infraction.

Create a display in open area celebrating the diversity in our school through a map of the world marking all countries representing our student and staff population.

PPEP will have Clorice Delorme engage students in Indigenous story-telling and learning activities. PPEP will also utilize Indigenous stories and Diversity bins from GSSD, and ensure the classroom represents diversity in the toys such as dolls from diverse races.

PPEP will host a family potluck celebration for families to share a food that represents their culture and share about a tradition that is important to their family.

Weekly Warrior Challenges led by the ESA and teacher SZ have students in TAG working together to be creative, problem solve, and develop as a team to complete weekly challenges. TAG groups bring together students to build relationships and connections across all grades in the school.

SC started a GSA again and has bi-weekly lunch meetings with a nice group of consistent participants.

CCK teachers engages student who need functional life skills in various valuable learning in the Home Ec Lab such as helping with laundry, folding, washing dishes, and basic meal preparation.

PE/Wellness teacher AC puts a lot of planning into ensuring all students are included, supported and feel successful in PE opportunities in and outside of the classroom including skating, curling, cross-country skiing, swimming, community fitness facility visits, etc.

PE teacher AC planned and organized Gr 6-9 Asessippi Ski/Snowboard Trip. Detailed planning went in to ensuring all students were not only included but were supported to have success at skiing, snowboarding or tubing. We hired a particular student’s day successful as he is only able to ski with support.

Admin have dealt with any racial slurs or comments made by students this year more seriously - contacted parents and assigned a consequence such as an in-school suspension and restitution acts. Parents have been supportive of consequences.

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Improving student outcomes	Included above already
Implementing the "Inspiring Success" Policy	Acknowledgement of Treaty 4 territory in weekly Warrior Whistles, assemblies, awards programs, and other gatherings - Admin, teachers leading activities Ensuring all Grade 10 students take and engage in Indigenous Studies 10 this year - Admin, Jeannine, Christy & Taylor Have Robert Severight and his sons' drumming group perform at a Warrior football game for half-time show on Oct. 12th - Corine/football coach & Tracy Use of Under One Sun & Take Action for Reconciliation resources in Gr. 6 to 9 ELA and/or Social Studies - Aimee, Dawn, 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 - Dawn & Aimee Embedding Truth and Reconciliation into various learning activities to improve understanding of improving understanding of how the past has impacted our present and future, and actions to support walking in a good way together and hope for the future - all staff	As part of Indigenous Storytelling Month, Grade 6 students participated in division sessions. Their daily reset/mindfulness moment focused on the Seven Sacred Teachings, medicine wheel, and Indigenous Art. Under One Sun and Building Bridges resources are used in Grade 6 literacy centers and the Take Action for Reconciliation resources are used in the Power and Authority unit. Fall Awards program - child's chair with orange shirt & tobacco on stage to represent the children who aren't here today and the National Day for Truth & Reconciliation and what this means. Sept 30th Volleyball Tournament - student led acknowledgement of National Day for Truth & Reconciliation in both gyms. Oct 12 Indigenous drumming event at football game was a special moment for our school. The athletes, spectators, coaches, and officials were in awe and grateful to experience this. SZ's Canadian History class has included numerous activities connecting the past and present on Canada's historical injustices in Canada. Various engaging activities connected to the fur trade, residential schools, and the Indian Act raise awareness and understanding for students. Ribbon skirt day was acknowledged school-wide, and taught within classrooms to further understand the significance of this day. MLA Warren Kaeding came to speak to the Indigenous Studies 10 classes in December about his role within government and his collaboration regarding Indigenous relations. On June 21st, we held our school-wide extra-curricular awards program and had special acknowledgement for Indigenous People's Day. Our Indigenous Studies 10 classes participated in beading activities.	Christy & Taylor - Indigenous Studies 10 All staff - Truth & Reconciliation	Under One Sun & Take Action for Reconciliation Building Bridges
Developing GSSD leaders
Ensuring consistent practices across GSSD schools
Delivering high-quality teaching and learning resources	ELA 7 and ELA 30A to collaborate and engage their students to write poems together based on community landmarks, both historical and contemporary. - Jas, Kelly, Shayna To engage students in learning French from Grade 7 to 12, Ms Scharnatta Kerr will continue to play games to practice French conversational skills, and engage students in skits, sing songs, sampling food brought when we study our French culture unit, study a country and take part in French Olympics (for senior classes) , restaurant skits (life skills), fashion show, videos, newscast , fortune tellers, job interviews, run to the board, Taboo, Pictionary, and charades.	ELA teachers JL and RH have been collaborating on common assignments and practices. Their future goal would be to meet as a Humanities team for those who teach grade 9, 10, 11, and 12 to develop a plan regarding what novels and or major works we want to teach in each grade to avoid duplicating any materials. Grade 9 math teacher TC is part of GSSD team working to renew Grade 9 math screener to make it a more effective tool. Grade 10 Wellness class participated in a PARTY presentation focused on preventing Alcohol & Risk Related Trauma in Youth and Injury Prevention and Rehabilitation. CCK teacher is engaging students in further commercial cooking experiences through extra-curricular club practice and competing in the annual Skills Canada SK competition. 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 to experience wellness and opportunities to be physically active in the community including cross country skiing, ski trip to Asessippi, swimming trips to the Gallagher, bowling, experiencing the various fitness centers in Esterhazy, and various outdoor education opportunities. Various students participated in a number of vocational/applied arts programs including welding, millwright, construction, 3-D printing, metal fabrication, computer animation, digital video and audio production.	Various teachers

Engagement of All Students, Families, and Communities

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People	Resources
Fostering connections and supporting transitions EHS graduation and post-secondary planning	Credit tracking – Jeannine & Admin All Gr. 10 students will complete CWE 10 as a class with Jeannine/Career Counsellor Teachers will keep marks updated in Edsby to communicate progress with student and parents (and provide 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 the need for credit recovery Jeannine will meet with Career Ed teachers (Noelle and Ben) to ensure all items on GSSD myBlueprint checklist are completed with junior students. Jeannine will ensure all Grade 9, 10 and 11 students complete their graduation plan in my Blueprint mid-semester 2 prior to choosing their classes for next year in Aspen. Surpass last year’s grad rate (34/37 = 92%) Jeannine will implement learning about Covey’s 7 habits of highly effective people in her CWE 10 class  Mike, Tracy and Sue will provide various blended learning classes offered out of the LEAP room to support credit attainment and more elective options for students. Admin. and Chelsea will complete new student check-ins to ensure transitions to EHS are going well. Christy will work with TYE and Big Brothers Big Sisters coordinators to create transparent goals and networks within their programming. Christy 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. Christy and Sue will work with relevant students to develop life skills within and outside of the school to increase functional living skills. Christy and Sue will continue to work collaboratively with educational psychologists, speech and language pathologists, occupational therapists, and outside agencies to create smooth transitions with accurate and achievable goals for students.	Admin and RTI team have been carefully tracking student progress in senior classes for credit attainment by reviewing weekly mark reports and intervening with those falling behind by prescribing LEAP, tutorial, SST or mandatory noon study hall support and communicating the plan to parents. Over the February break, Principal TH reviewed every student's credit tracking form and transcript to ensure students have the required classes to graduate and are on track. Our students attending the Mosaic Safety Expo (Grades Ten and Eleven students) and had the opportunity to interact with various employers connected to mining in Saskatchewan. They also listened to keynote speakers regarding safety in the workplace. Our Grade Eleven and Twelve students travelled to Langenburg to attend the ‘Reality Check 2024’. This event, which was sponsored by the Churchbridge Credit Union, gave students the opportunity to experience budgeting and money management. Grad Coach and admin ran daily mandatory noon hour study hall every day in Dec. for senior students not passing classes, and this will continue in semester 2 for any students struggling to pass classes. RTI process monitors student progress weekly across school and builds in timely supports/interventions to keep students on track to graduate. Grade 10 Commercial Cooking received their food safety certification in semester 1 and the teacher is training students to write the examination for semester 2 classes. Various senior students participated in GSSD post-secondary events such as ‘Think Trades’, ‘Think Health’, and ‘Think Agriculture.’	Jeannine, Tracy, Rick, Mike, Christy, Sue, Senior Teachers	EHS Career Guidance page link: https://sites.google.com/view/ehs-careerguidance/home?authuser=1 Use of EHS Excel credit tracking document Edsby Gradebook and Portfolio CLEVR - IIPs, ROAs, RTI templates MyBlueprint Covey's 7 Habits of Highly Effective People
Valuing input from students, families, staff, and the community	Admin will seek input and feedback from our School Community Council members through meetings and other communication during the school year. Admin will review results/feedback collected from Our School and SOSQ surveys to inform our school level plan and actions. Jeannine/Career Counsellor will enter notes from meetings with Grade 11 and 12 students in the Edsby portfolio area on each student to keep parents and teachers updated as to post-secondary discussions and action plans. 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. Staff/coaches will continue to involve parents in various extra-curricular sporting events to engage parents and support our athletes. Richelle/Band teacher will work collaboratively with our parent group Esterhazy Band Booster's (EMBI) to fundraise and plan a trip to Toronto, since our senior band was invited to perform at Nationals. 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 parenting and concerns that arise. 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, Planned Parent Hood, the dental clinic, grocery stores, Chicken Chef, and the vet clinic.	School Level Plan has been reviewed and approved by SCC and a few updates are shared at each SCC meeting. Math 7/8 teachers had students connect with their parents about interest, mortgages, loans, taxes, budgeting, money talks etc. for learning beyond the classroom about these concepts Grade 10 Art students had their annual Art show at the end of semester 1 for peers, parents and staff to attend. The Art 20 & 30 students will undertake a similar Art show at the end of semester 2. We have a huge intramural curling program that has phenomenal support of grandparents, parents, and community members. Many wonderful prizes were donated from the community for the bonspiel. Our Band teacher worked closely with the EMBI parent group to fundraise for the trip to Nationals in Toronto. This was an incredible experience for our band students. Our band teacher also worked with the with the Potashville Music Festival Committee which was hosted at EHS/Esterhazy this year. Science 8 students will plan and share Science Fair projects in the spring with other classes and their parents will be invited in to see the displays and interact with the students. High School Orientation Night was held for Grade 9 students and their parents on March 19th which provides parents and excellent opportunity to engage with their child to develop their high school graduation plan and understand course options and requirements for graduation.	Tracy, Rick, Jeannine, various staff/coaches, PPEP staff	Edsby GSSD SCC modules
Communicating openly and clearly	Weekly Warrior Whistle announcements which include celebrations and inspiring messages 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 and/or attendance in class so there are no surprises to parents Jodi 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 R360 and admin. will record actions to address behaviour in R360. Admin will keep parents updated by including them in the R360 report generated. Rick will post introductions to all 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 – all teachers, Jodi, Tracy, Jeannine 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/school counsellor will create attendance plans/contracts with students who require this support.	Monday Morning Warrior Whistle celebrations are appreciated by students and staff. Each week ends with a message from a staff member and all teachers signed up to do at least one this year. Personal messages shared are motivational, vulnerable, inspiring, wise, and humorous; and are a fabulous way to start the week. Introductions were posted on Facebook for all staff members who wanted to participate which was most staff. Our community enjoyed the posts staff wrote about themselves. Our school Facebook page continues to be active with daily posts of student celebrations, classroom learning, extra-curricular activities, and other information that students, parents, staff, and our community really enjoy. We likely have one of the most active Facebook pages in the school division and parents often comment how much they enjoy the pictures and positive thing shared. Please check it out and follow us if you haven't already! Grad Coach JL communicates with students via the Career Guidance Message Board events and opportunities for scholarships, trades, and other items related to Career Guidance. Staff are using Edsby group for sports. For example, our Jr Girls Basketball coach uses Edsby to share the expectations, schedule, and updates this way so all athletes and parents have ongoing timely access to information. AC sends “doing good emails” to parents and students every week as a positive check in for students that are making progress regarding academics or behaviour. Throughout the year, teachers connected with parents regarding concerns about student progress and student learning to help ensure student success.	Admin, all school staff	Edsby/Aspen Attendance reports Edsby Gradebook and NewsRiver Monthly Newsletters to Parents including messages from the Principal and School Counsellor School Facebook Page to post celebrations and classroom activities
Forming partnerships to support GSSD’s priority areas	Admin will work with Big Brothers & Sisters to run the Club Connect Program for junior students after school. Tiffany will offer the Grade 10 Commercial Cooking students the opportunity to earn their food safety certification to support life skills and employment opportunities. Tracy will facilitate the placement of various Career Work Exploration 20 & 30 students in various businesses in and around Esterhazy. Admin and Jeannine 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. Admin will work with Nikki from the Credit Union to offer a Financial Literacy Presentation to all Grade 12 students in semester 1. Jeannine will host an EHS Career Fair on Oct 2 which will include panel discussions with local community people in the post secondary areas of trades, healthcare, and agriculture. Admin will continue a new partnership with Mosaic to educate students on various mining careers opportunities in our area. Jeannine/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. Notes/actions will be recorded in Edbsy's portfolio area so that parents and teachers can view it. Noelle will continue Christy's partnership with the town for Grade 7 students to participate in a mock town council meeting. Tiffany and Taylor will engage students in making cards for the elderly at various care facilities in Esterhazy. Kelly and Jasmin will provide an opportunity for their Grade 7 students to give back to others and connect with other generations by visiting care facilities to play games with the elderly. The RCMP & First Responders will connect with and build relationships with junior students over a few floor hockey games in the winter. 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. Jeannine will have some of her CWE students carry out tech support and staying safe online for the elderly in partnership with the Golden Jets Senior Centre as requested by the Town of Esterhazy. Admin, Jodi, and SSTs 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. Christy and Sue will support the Town of Esterhazy by engaging students in planting the community pots around town. Admin will work with the town's administrator to find a student to represent EHS on town council, which also gives a student of ours the opportunity to learn about municipal politics and government.	12 students successfully completed CWE 20 or 30 in Semester 1 through various workplaces in our community and area. 1 student completed an Apprenticeship credit, and 2 students completed a Special Project Credit for a French Immersion experience they participated in during summer. Big Brothers Big Sisters of Yorkton matches have continued throughout the year for one hour per week. High school students are paired with the younger students to build social skills and connections while playing games and enjoying time together over the lunch hour. TYE Employment Specialist has met with three high school students weekly in collaboration with SST to assist with job coaching. SSTs have also organized some work placements for students with barriers to employment. Grade 7s have been enjoying playing games and cards with the seniors at Daisy Hill and Sumner Place. KW/Gr 7 teacher received a $500 grant from passion2action and the STF to purchase games and cards with the seniors. SC working the door and greeting for drama and band to make connections with families and community. SC carrying out Club Connect after school programming for junior students in partnership with Irma from BB&S SC teams with Wanda, our SHA Nurse Practitioner, on a regular basis regarding various students and partnership is very beneficial. SWIS and SST have collaborated extensively to support a family with diverse needs access services needed. Reading buddies ELA 8B with PPEP supports literacy for all involved and connections across school. Commercial Cooking and PPEP bring students together build relationships across ages and enjoy activities together such as decorating sugar cookies for Valentine’s Day, Easter Egg Dyeing, etc. The Grade 10 Art students made Christmas cards that were delivered to Care Home residents in Esterhazy. Art 20 & 30 students will create and deliver more cards to local Care Home Residents in second semester. SST collaborates with GSSD contracted physiotherapist to expand on goals for two high school students on individualized programs. EHS will be partnering with SHSAA to host the Sr Boys Volleyball Provincial Championships in Nov 2024 so planning is already underway for this large scale event. Principal has applied for grants and accessed $30 000 of mental health funding over the last 6 years through RBC which has enabled us to access various quality presenters, training, and resources for our students. EHS formed partnerships with the Churchbridge Credit Union and Mosaic to address curricular outcomes such as financial literacy and career exploration.	Jeannine, Tracy, Rick, Sue, Christy, Tiffany, Jodi

Motto	Students Come First
Mission	“Building Strong Foundations to Create Bright Futures”
Vision	“Learning Without Limits ... Achievement for All"
Values	Belonging, Diversity, Learning, Perseverance, Responsibility
Aspiration Statements	High Quality Teaching and Learning, Engagement of All Students, Families, and Communities, Effective Policy Healthy, Sustainable Physical and Social Environments