High-Quality Teaching and Learning

Division Priorities	School Level Work Plan(s)	Tell Your Story	Most Responsible Person/People
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.	Putting PD into practice - taking what we've learned from division or other PD into practice in our classroom or school. Aligning our school goals and/or LIP with the broader goals of the school division. Empowering staff to make their own decisions about the best practices that work in their respective classrooms. Multiple staff attended the Blended Learning PD offered from the division. Many staff attended the land-based learning forum offered by the Cote band and many teachers joined Clifford Crane at the land-based cultural camps at Madge Lake. Cara presented on Ready, Do, Done to the junior teachers and many implemented the technique within their classrooms. Grades 7-9 attended the Wellness Symposium offered by Cote band. Offered a Hairstyling and Esthetics course to meet student interests. All staff attended many early dismissal PD sessions surrounding indigenous culture.
Focusing on educational approaches that prioritize student success	Moved to the quad system in an attempt to help low attending students gain credits. We have opened a tutorial period every day to help students stay on task and complete work with the assistance they require. F & P testing and math screeners are used to give data for immediate feedback to teachers. Implementation of an attendance policy to encourage fewer missed classes. A strong focus on building relationships with all students encourages communication and a willingness to participate in class. Encouraging new ways to approach assessments. Setting up more PDs for staff to learn & collaborate ideas.	Implementing problem-based learning in classrooms Including teaching practices that include all types of learning and learners Using land-based learning to supplement and/or replace in-class instruction Inquiry based learning Being a "reflective practitioner" - realizing that something isn't working and changing your approach Attempting to incorporate community resources in the school for instruction and/or learning opportunities Teachers became more aware of trauma integrated practices. Classes attended cultural camps with Clifford Crane. Many different classes toured community organizations as part of their learning. Taking classes to the shop to help build a structure for the town golf course. This was them being able to see Math in action.	Ryan Lambert, Shelby Stefanyshyn, Taylor Deitrich, Joanne Schwartz, Cara Shabatoski, Laura Reilkoff, Lee Bowes, Dawn Rossett, Michael Woollard
Allocating resources to improve experiences for students, staff, and the community	Technology allocated to each classroom versus a central location for pick-up School van - transportation no longer a barrier for some excursions.	"Put your aces in their places" - put your staff in positions where they can or will make the most impact. Allocating EA and other supports in the most vital locations. Utilizing community resources, elders, and other areas of outside expertise to enhance in-school learning. The entire school utilized the van to go on field trips to enhance their classroom learning. Utilizing Donna Keshane, the ICW, to support and bring in resources to benefit all students at KCI. Utilizing Donna Keshane, the ICW, to help create relationships between KCI, Cote and Keeseekoose.

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.

Putting PD into practice - taking what we've learned from division or other PD into practice in our classroom or school.
Aligning our school goals and/or LIP with the broader goals of the school division.
Empowering staff to make their own decisions about the best practices that work in their respective classrooms.
Multiple staff attended the Blended Learning PD offered from the division.
Many staff attended the land-based learning forum offered by the Cote band and many teachers joined Clifford Crane at the land-based cultural camps at Madge Lake.
Cara presented on Ready, Do, Done to the junior teachers and many implemented the technique within their classrooms.
Grades 7-9 attended the Wellness Symposium offered by Cote band.
Offered a Hairstyling and Esthetics course to meet student interests.
All staff attended many early dismissal PD sessions surrounding indigenous culture.

Focusing on educational approaches that prioritize student success

Moved to the quad system in an attempt to help low attending students gain credits.
We have opened a tutorial period every day to help students stay on task and complete work with the assistance they require.
F & P testing and math screeners are used to give data for immediate feedback to teachers.
Implementation of an attendance policy to encourage fewer missed classes.
A strong focus on building relationships with all students encourages communication and a willingness to participate in class.
Encouraging new ways to approach assessments.
- Setting up more PDs for staff to learn & collaborate ideas.

Implementing problem-based learning in classrooms
Including teaching practices that include all types of learning and learners
Using land-based learning to supplement and/or replace in-class instruction
Inquiry based learning
Being a "reflective practitioner" - realizing that something isn't working and changing your approach
Attempting to incorporate community resources in the school for instruction and/or learning opportunities
Teachers became more aware of trauma integrated practices.
Classes attended cultural camps with Clifford Crane.
Many different classes toured community organizations as part of their learning.
Taking classes to the shop to help build a structure for the town golf course. This was them being able to see Math in action.

Ryan Lambert, Shelby Stefanyshyn, Taylor Deitrich, Joanne Schwartz, Cara Shabatoski, Laura Reilkoff, Lee Bowes, Dawn Rossett, Michael Woollard

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

Technology allocated to each classroom versus a central location for pick-up
School van - transportation no longer a barrier for some excursions.

"Put your aces in their places" - put your staff in positions where they can or will make the most impact.
Allocating EA and other supports in the most vital locations.
Utilizing community resources, elders, and other areas of outside expertise to enhance in-school learning.
The entire school utilized the van to go on field trips to enhance their classroom learning.
Utilizing Donna Keshane, the ICW, to support and bring in resources to benefit all students at KCI.
Utilizing Donna Keshane, the ICW, to help create relationships between KCI, Cote and Keeseekoose.

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	Stay engaged with students and other staff members. Create welcoming environments for all students and staff.	Making sure each student has a "person". Inclusive sports Fall football home opener Grandmother’s Tea Kishaun Gervais (hockey player) - presentation about mental health Peter Godber (RoughRider football player) - presentation about mental health School Counsellors - presented to grades 5 - 8 Connecting with families prior to Student-Led Conferences/PTIs Round Dance Pow Wow Fall Culture Camps Snow fort building Skating Orange Shirt Day Walk MMIW&G Walk Terry Fox - flag football Yorkton Terriers visit/scrimmage Balls of Fury Volleyball Game Assemblies Christmas Dinner	Laura Blender Rhea Morin Brooke Olson Reilee Slusarchuk Lisa Hausermann Brian Angeloni Michelle Guillet Karlee Allan Charlene Hermary	- counselors PDF - Using environmental strategies to promote positive social interactions Zones of regulation Interoception Mental health first aid Help phone lines - Kids help phone Hope for wellness line (FN, Metis, Inunit) Engagement and collaboration with: Elders Physician mental health social workers community connections with youth groups
Offering safe and inviting facilities	Counsellors provide a safe place for all students. The student cultural center is a place where many students find comfort.	- Welcoming environments from classrooms to hallways Staff mentorship / Student buddies (Sr & Jr) a safe space/ GSA		GSA - government guidelines - classroom guidelines funding flexible seating
Promoting equity, diversity, and inclusion	Equitable education, extra curr, and staff acknowledgement for all students.

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

Stay engaged with students and other staff members.
Create welcoming environments for all students and staff.

Making sure each student has a "person".
Inclusive sports
Fall football home opener
Grandmother’s Tea
Kishaun Gervais (hockey player) - presentation about mental health
Peter Godber (RoughRider football player) - presentation about mental health
School Counsellors - presented to grades 5 - 8
Connecting with families prior to Student-Led Conferences/PTIs
Round Dance
Pow Wow
Fall Culture Camps
Snow fort building
Skating
Orange Shirt Day Walk
MMIW&G Walk
Terry Fox - flag football
Yorkton Terriers visit/scrimmage
Balls of Fury Volleyball Game
Assemblies
Christmas Dinner

Laura Blender

Rhea Morin

Brooke Olson

Reilee Slusarchuk

Lisa Hausermann

Brian Angeloni

Michelle Guillet

Karlee Allan

Charlene Hermary

- counselors

PDF - Using environmental strategies to promote positive social interactions
Zones of regulation
Interoception
Mental health first aid
Help phone lines - Kids help phone
- - - Hope for wellness line (FN, Metis, Inunit)
Engagement and collaboration with:
Elders
Physician
mental health
social workers
community connections with youth groups

Offering safe and inviting facilities

Counsellors provide a safe place for all students.
The student cultural center is a place where many students find comfort.

- Welcoming environments from classrooms to hallways

Staff mentorship / Student buddies (Sr & Jr)
a safe space/ GSA

GSA - government guidelines -
classroom guidelines
funding
flexible seating

Promoting equity, diversity, and inclusion

Equitable education, extra curr, and staff acknowledgement for all students.

Effective Policies and Procedures

Division Priorities	School Level Work Plan(s)	Tell Your Story	Resources
Improving student outcomes graduation rates - attendance rates transient student	quad system tutorial period frequent phone calls home for teachers school behavior plan early intervention early dismissal PD pre math group strategic grade groupings	Created grades 10/11/12 binders as an easy way to track credit attainment and graduation progress. After moving to the quad system and introducing a tutorial period we have seen less classes being dropped for students below 30%. Conversations with students in unique learning styles have mentioned thriving in the quad system. We have taken time to have conversations about what students want to see in our building.	Division support. Student/Parent buy in. Staff team - communication between teachers is essential.
Implementing the "Inspiring Success" Policy	Implementing early dismissal days to allow for more PD focusing on anti-racism and trauma integrated practices.	Presentations on Trauma intergrated practices for pd Counsellors presenting on these topics to classrooms
Developing GSSD leaders	Educational PD for all staff members focusing on skills to develop student wellness. Developing teams to create, track, and share school level plans.	Encouraging phone calls home from staff SLC development Giving multiple staff members opportunities to be acting principal Breaking down days events with acting principals Making sure all staff feel welcomed and invited even though there is alot of staff turnover ICW and ISSL staff have worked hard to build capacity of many students
Ensuring consistent practices across GSSD schools	attend admin meetings monthly to ensure consistent messaging delivering those same messages back to our staffs at the school level ensuring staff and students are aware of local and division policies	We created a new behavior matrix that all students could see. Put forward school expectations and went over it with students.
Delivering high-quality teaching and learning resources	Teachers attending blended learning pd Teachers attending math pd Mental health first aid Wellness forum - Cote FN / YTC STOMP

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	Introduced new student registration process to help orientate new students into our classrooms and help teachers prepare for the new students they will be recieving. Providing university/ trades & apprenticeship presentations to allow students to gain insight on their transition out of high school. Creating relationships with students through communication and common interests. 40 Developmental Assets	Family Engagement Night Community Stories Meet the teacher day in the fall. Community BBQ and football game Mental Health Day at the OCC Career Fair (University/RCMP presentations) STOMP program – Antismoke/vaping program with the grade 9’s Blended learning program in WAM 20 – meeting students where they are at and allowing students to work at their own pace.	Mark Jacobs, Zac Fedorak, Darren Kitsch, Belle Watson	40 Developmental Assets
Valuing input from students, families, staff, and the community	2 x 10s - SEL - spend two minutes a day for 10 days with each student. First Nations Education Model Curriculum (Ex: Grade 8 identity/cultural components in ELA/Social Studies) School/Community Partnership - Usage of facilities	SCC Meetings Family Engagement Night Student Led Conferences Various PDs/Early Dismissals Pow Wow Teachings, Drum teachings, Grandmothers Tea, Smudging Protocols, Our School survey for students Clifford Crane culture camps Lindsay Keshane and Donna Keshane ice fishing program.
Communicating openly and clearly	Encouraging all students and parents to use edsby. Sending invites to all parents who are not currently on edsby. Using resources outside of Edsby (text, messenger, etc.) Multilingual signage in hallways. Digital Community Event Sign KCI events on Town of Kamsack Page	Qualitative Data Through Conversations with parents, teachers, etc. Data through Edsby Updating the noticeboard/calendar in the entrance by the office Frequent social media updates Making regular contact with families
Forming partnerships to support GSSD’s priority areas	Partnership PD events with Victoria School. Partnerships with Cote and Keeseekoose.	Agreements STOMP program (antismoking/anitvaping) with the grade 9’s Interschool Pow wow hosted by KCI Donna Keshane advocating for every student in the building. Keeseekoose students being provided with free lunch. Saskatchewan Wildlife Federation – Fish in the schools program

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