This is my story

1. Attendance Goal 

Evidence toward this goal will take the shape of RTI team data in ClEVR.  This includes the number of referrals, meeting notes, and completed files. 

A reflection will be written regarding the school-wide initiatives and the investigation into PBIS for attendance. 

Artifacts from our parent campaign will be used as evidence. Posts from our socials, Edsby, and other materials. 

REFLECTION: 

Attendance

YRHS committed to analyzing attendance data regularly, identifying at-risk students, implementing school-wide initiatives to promote a positive school climate, engaging parents, and using RTI processes to address attendance issues. Additionally, we explored reward and recognition programs from other jurisdictions to encourage regular attendance. While we did meet our goal of a 2% increase in student attendance, I would determine this is an area we should continue to focus on. We have learned valuable lessons and identified key areas for growth. With continued dedication and strategic adjustments, we are confident that we can create a school environment that supports the regular attendance and overall success of all students.

Next Steps:

We have reevaluated our current attendance policy and look to align more closely with AP 340 in the 2024-25 school year.

2. Blended Learning Goal 

-          Creation of a Staff Committee (Minimum two meetings)

-         Learning Leaders participate in PD on 1 to 1 blended learning.

•         Professional Development event planned and executed for the entire staff – survey results of staff as to what is needed to authentically incorporate blended learning into their pedagogy. 

The transition towards 1-to-1 devices at YRHS has been marked by significant progress in adopting blended learning practices. This work began at the Learning Leader level and moving forward these instructional strategies will be shared with all staff.

3. ELA GOAL

• The Humanities Learning Leader will create an executive summary of the activities his department engaged in. 
• Staff meeting notes discussing writing strategies
•  Holistic rubric data

Reflection: 

Midway through the year this data was abandoned by the school division. This will not be a goal in the years to come or will take a different shape. We did send staff to the writing PD as we look to strengthen our pedagogy in the area of ELA. A list of look-fors has been created and shared with the Humanities department as a starting point on this journey. 

Admin Team - Brandon 

RTI Team - Jess and AL 

Student Services - Jen

Humanities Learning Leader (Cory Johnson) 

Money from the budget will support the creation of a survey 

Chromebooks will be needed to support this goal. 

• 10-5’s
• # pf staff with MH First Aid training
• The data from the OurSchool survey and an executive summary of actions coming out of the data
• A copy of the presentation conducted by the admin. 
• Survey results

Reflecting on our goal to create a school environment that prioritizes and supports the mental health and well-being of both students and staff, we have made meaningful progress in fostering emotional wellness, resilience, and overall positive mental health within our community.

One of our key initiatives was providing training to staff on recognizing signs of mental health issues in students and colleagues and on how to respond effectively. This year, we successfully offered Mental Health First Aid training to those staff members who had not yet received it. This training has equipped our staff with the necessary skills to identify and address mental health concerns, ensuring that support is available when needed. We had two staff get the Mental Health course and three staff take the Indigenous Mental Health course.

The work of the school division's Wellness Committee did not trickle down to the school level – we will wait for further instructions. During the Nov 10 PD day, we delivered a session with all staff. The presentation was titled "Staff Wellness Presentation. This came out of conversations we were having with staff during PGP discussions. 

Also, the 10-5's offered an opportunity to hope for a line of communication between myself and the staff. We asked The ‘10-5 Report’ is so named because it should take about 10 (ten) minutes to write and 5 (five) minutes to read.  I would welcome the submission of ‘10-5’s’ twice a year.

Each report is divided into three parts:

1. A quick update on job-related activities (pass along your success stories from the classroom – with individual students or from extra-curricular activities)
   1. Don’t forget your own personal success.
      1. A blunt description of your morale and your opinion of the overall morale of the school.
         1. An idea for improving the efficiency or effectiveness of your job, the school, or our system.
   2. I engaged with each of the staff to address concerns or celebrations they had. 

To gauge the mental health and well-being of students and staff, we administered OurSchool and SOS-Q survey and found that by most metrics students are above the replica school. In the Fall we join the Mental Health Capacity Building pilot, which will allow us to support our work. The initial plan is to use RTime and have our Grade 9's take part a 10-part wellness series led by the staff. 

Another measure we looked at was the number of R 360 incidents compared year over year. You can see that there were significantly fewer incidents this year compared to last. The climate and culture of the building are very important when it comes to the overall well-being of the staff and students. We will continue to build strong relationships with one another to create a warm and caring space for all. 

There are so many wonderful things happening at the YRHS when it comes to supporting the overall well-being of our staff and students. One thing we found is that many groups were going in many different directions. To tackle this issue, we have created YRHS Connects - this idea allows us to focus our initiatives to support staff and students under one umbrella. For example, YRHS Connects … Students with Breakfast - YRHS Connects students to safe and inclusive spaces - YRHS Connects students when they are in need. Each of those slogans represents an action taken by the school. Whether it be our universal breakfast program - our pantry or the new clothing store to clothe students - each of these represents our willingness to create a safe and caring space. 

Brandon Needham

Money for PD will be needed to support having staff get mental health FA training 

• Images of the change of the physical spaces that have changed at the YRHS.
• Notes from the committee meeting

Reflection: 

Reflecting on our journey, it is clear that we have made significant strides in achieving this objective. Our inclusive atmosphere has ensured that every student feels valued and supported. We have actively worked to recognize and honour the diverse backgrounds, perspectives, and experiences of our students. Through our efforts, we have fostered a sense of belonging and acceptance within the school community.

One of our major accomplishments has been the integration of diverse materials and resources into the library. We created a small group, led by Brenda Wong to procure items that reflect various cultures, identities, and experiences.

We have also created a “homegrown” survey for students to share their unique perspectives and contribute to the school’s inclusive culture. Under the banner of YRHS Connects, the survey seeks to truly hear students. We had plans of connecting with the broader community but did not achieve those goals, this is something we would like to do next year.

Moreover, we have taken steps to ensure that our school policies and practices are inclusive and equitable. By critically examining and revising our approaches, we have worked to eliminate any systemic barriers that may hinder the success of our students. Attendance policies and dress code procedures have been updated.

As we move forward, we will continue to build on this foundation, striving to make our school a place where every student feels seen, respected, and valued.

Brandon Needham

Shelly Westberg 

Money will be needed to support the changing of the physical spaces - 5 to 10 Thousand. 

• Photos of activities done at the YRHS to engage parents in the graduation process.
• Number of CR opportunities and completions
• The usage of MyBlueprint software
• Student Services Learning Leader will provide an executive summary of the Grad plan activities. 

GRADUATION RATE

Identifying At-Risk Students and Implementing Interventions:

We have successfully identified students at risk of not graduating within three years. This has been achieved through close monitoring of credit attainment and course completion by student services staff.

RTI Team Referrals: Students not on track to complete their current courses receive timely referrals to the Response to Intervention (RTI) team. This proactive approach ensures that at-risk students receive the support they need promptly. This year we had 100 students get referred to the RTI Team.

Credit Recovery Programs: Credit recovery supports for students who have fallen behind in their coursework or fallen short at the end of the semester. 23 students were qualified for CR and 12 credits were successfully achieved.

Storefront Environment: We are exploring the creation of a “storefront” type environment that offers flexible learning opportunities and additional support for students needing further assistance. A total of 150 students used the A 2 – Academic support room at various times throughout the year.

MyBluePrint Software: Students in grades 9-12 are actively using MyBluePrint software to track their pathway to graduation. This tool empowers students to take ownership of their academic journey and stay on track. 

Post-Secondary Exploration: Grade 11 and 12 students participate in sessions offered by SUTIL during instructional time to explore post-secondary possibilities. We also host a Grad Information Night to provide crucial information about graduation requirements and opportunities.

Work needs to be done to address further the discrepancy between Indigenous and non-Indigenous students at YRHS.

 There is a concerning trend if you examine the data from the last 3 years - both grad rates continue to fall for both Indigenous and non-Indigenous students. 

Brandon Needham 

Jen Ingham 

https://app.powerbi.com/reportEmbed?reportId=7d299f82-95b3-488d-a4cc-d872802265e7

Execution of a round dance

Drum Group participation

Announcements changed to reflect the Treaty acknowledgment

Reflection: 

Our efforts have focused on increasing cultural competencies among our staff and students, fostering an inclusive environment, and strengthening connections with Indigenous communities.

YRHS is committed to enhancing our understanding of Indigenous identity, histories, worldview, and systemic barriers through dedicated professional development. Our staff participated in Learning to Lead PD led by the Vice-Principals. This session provided invaluable insights into the rich cultural heritage and contemporary issues faced by Indigenous communities. As a result, our staff is now better equipped to incorporate Indigenous perspectives into their teaching practices and to support Indigenous students more effectively. There is more work to do to unsettle the systemic barriers for Indigenous youth, but that good work as begun. 

Recognizing Treaty 4 territory has become a new practice at YRHS. We start every staff meeting,  Monday announcement, and assembly with a formal acknowledgment of the Treaty 4 lands. This consistent practice serves as a daily reminder of our respect for Indigenous peoples and our commitment to reconciliation. It has also sparked meaningful conversations among students and staff about the importance of these acknowledgments and the history they represent.

We have significantly expanded our library resources to include a curated collection focused on Indigenous knowledge and perspectives. These resources are easily accessible to both staff and students, providing a wealth of information on Indigenous histories, cultures, and contemporary issues. This initiative has enriched our educational content and supported teachers in integrating Indigenous knowledge into their curricula.

The round dance event was another significant success. It brought together students, families, and staff in a shared cultural experience that fostered community spirit and cultural understanding. The round dance was a powerful demonstration of our commitment to honouring and celebrating Indigenous traditions.

20231217_032900969_iOS.jpg

We included FNMI content, perspectives, and ways of knowing in our Remembrance Ceremony and hosted a BBQ for National Indigenous Peoples Day. 

Reflecting on these achievements, it is clear that YRHS has made substantial progress in valuing and supporting First Nations and Métis languages and cultures. The increased cultural competencies among our staff, the regular acknowledgment of Treaty 4 territory, the enriched library resources, and the successful family engagement initiatives have all contributed to creating a more inclusive and respectful school environment.

As we look to the future, we remain committed to sustaining and expanding these efforts. We will continue to seek out new opportunities for professional learning, enhance our educational resources, and create more events that celebrate Indigenous cultures. Our ongoing engagement with Indigenous families will remain a priority, ensuring that YRHS is a welcoming and supportive space for all.

Erin Nicolas 

Brandon Needham 

Money from the budget will be needed to support the drumming group and the round dance. 

Photos from workshops

Data from the exit survey

Reflection: 

Our goal is to establish a school environment that encourages positive connections, and relationships, and provides support during critical transitions for students, parents, and staff, we have made significant progress in fostering a supportive and connected community.

To begin, we implemented an orientation program at the start of the academic year to introduce new students and parents to our school culture, policies, and academic programs. This initiative has been successful in helping new members of our community feel welcomed and informed, setting a positive tone for their journey with us.

We have also emphasized the importance of regular communication between parents and teachers. By encouraging consistent dialogue, we have addressed concerns promptly and kept parents informed about their child's academic progress and well-being. This ongoing communication has strengthened the partnership between home and school, benefiting our students.

To support students and parents during major transitions, we offer to help families navigate changes such as moving from elementary to high school or from high school to university, 

Additionally, we had hoped to conduct an exit survey for students leaving our school to gather feedback on their experiences and suggestions for improvement. This plan was not developed in time this year, but we want to do this in the coming years. We are hoping the division survey can guide some of our future directions. 

Another aspect of this work focuses on removing barriers for Indigenous youth. Throughout the year, the work of our folks in A1 has sought to bring opportunity for our youth. This includes a focus on post-secondary transitions. We are connecting youth to funding and taking them to Saskatoon on a career exploration field trip. 

Brandon Needham 

Al Kyle 

Jen Ingham 

There may be a cost to administering the exit survey. 

Town hall held

Examples of connecting with parents

An executive summary will be writing sharing the details of our action towards the goal. 

Reflecting on our goal to establish and maintain open and clear communication channels within the YRHS school community, we have made significant strides in fostering transparency, collaboration, and engagement.

One of our major accomplishments was moving report cards online. This transition has provided parents and students with timely and convenient access to academic progress reports. The online system has streamlined the communication process and ensured that important academic information is readily available.

We also introduced Edsby as a key communication tool. To ensure its effective use, we created and shared a comprehensive How-To-Guide and actively encouraged messaging through the platform. This initiative has improved communication between teachers, parents, and students, facilitating more efficient and direct exchanges of information.

Regular updates, highlights, and important information have been consistently communicated to parents, staff, and students through our social media channels. This strategy has kept the entire school community informed and engaged with ongoing events, achievements, and critical updates, enhancing the sense of community and involvement.

While we have made significant progress, we also explored the possibility of open forums and town hall meetings where parents, students, and staff can discuss concerns, provide feedback, and engage in meaningful discussions. Although we have not yet fully implemented these forums, the groundwork laid this year has set the stage for their potential development in the future. These forums will provide a valuable space for open dialogue and collaborative problem-solving.

Overall, our efforts to enhance communication within the YRHS community have been fruitful. By leveraging technology and social media, and planning for future open forums, we have worked to ensure that communication is clear, open, and effective. As we move forward, we will continue to build on these initiatives to further strengthen the connections and engagement within our school community.

Brandon Needham