YORKDALE CENTRAL SCHOOL SCHOOL ANNUAL REPORT

2015-16

School Mission Statement In partnership with the community, Yorkdale Central School will provide a nurturing environment where each student can develop to one’s full potential in preparation for the future.

School Profile Yorkdale Central School is located in the community of Yorkton, a community of almost 20 000 nestled in the Parkland region of Saskatchewan. It is a part of the Good Spirit School Division, which is responsible for over 6000 students in 29 schools in 18 communities. Located on the southern edge of the city, Yorkdale Central School provides an educational home for approximately 480 urban & rural students. As much as 75% arrives by school bus. Within Yorkdale Central School, over 40 staff members work collaboratively to provide each student with success. These include a principal, a vice principal, two student-support teachers, and two literacy teachers. There are at least two classes at each grade level from Kindergarten to Grade 8. Yorkdale Central School also receives services from a superintendent of education, a student services coordinator, a speech pathologist, a school psychologist, and an occupational therapist. Literacy, math, technology & behavioural coaches assist the development of skills in teachers & students. Yorkdale Central provides a wealth of programming options including Woods, Foods, Core French & several forms of band, drama & music programming. Beyond the classroom, YCS students are served with an extensive extra-curricular program where students can participate in a variety of sports and activities. Student athletes regularly experience high levels of success in competitive play. Outdoor education, guest educators & performers, and other events supplement an extensive learning curriculum. Yorkdale also serves as an educational program hub for Practical & Applied Arts students from other public schools in Yorkton & surrounding areas. Yorkdale enjoys a comprehensive maintenance & custodial program ensuring that all students & staff are provided with a clean, safe, & secure learning environment. A Before & After School program offers child care convenience to parents and guardians. The community aspect of Yorkdale Central School is observed closely by a dedicated School Community Council, which regularly coordinates and celebrates events within the school. Yorkdale is also unique in that it has evolved into “a third generation school,” where grandchildren are now attending the school once attended by their grandparents. Staff, students, parents, & community members think highly of the Royals at Yorkdale Central School, and all its stakeholders work together in planning, improving, and providing opportunities for students to learn and grow.

Message from the Principal It’s June, and the classroom lessons are leaning a bit more on the “fun curriculum” than the Science curriculum. The report cards are finished. The last assembly is prepared. We should all be happy with the idea that it’s all sunshine, swimming pools & relaxation ahead. However, over the last week, students are telling me that the year went too quickly & they aren’t sure they want it to end. While I am caught slightly off guard at this remark, I take some pride in it, for I know the Yorkdale teachers have planned & worked hard to create relevance & engagement in their lessons. When students are engaged & having fun while learning, there is no old school boredom. Yes, I made an old school reference. I’m guilty. I made this because I also think I would enjoy school more today than when I was a student. Today, teachers recognize that students learn differently. They no longer insist on one way for all. Teachers differentiate & allow for individual interest & creativity. Assignments & projects take a variety of forms. Teachers consider kinesthetic learning & understand that learning also involves touching, feeling & moving. They create space for activity. Classrooms are also more visual, auditory & verbal all at the same time. Learning as an individual & within a group is okay. Teachers are teaching less by subject. Outcomes are integrated and made relevant. Students are more obliged to learn something because it is delivered in a way that makes it matter. Kids are smart, they really are, and they know if it doesn’t matter, it isn’t worth learning. Teachers are adding life to the quotient of their lessons. Even better, they are adding failure to learning. A cram session towards a perfect test score results in little learning, but mistakes teach a great deal- including reflection & inquiry skills which results in grit. All of these are skills for life. Today’s teachers incorporate deeper levels of learning. Sure some rote memorization can assist with the math facts, but memorizing the dates of WWII fails badly when compared to understanding the social themes of this time period’s atrocities. Teachers whet the learning appetites of students & facilitate the learning without giving the answers. When students find the answers, they become teachers of other students. Teaching others brings even deeper understanding. Technology speaks for itself. It assists inquiry, communication & engagement. Researchers even speak about “gamifying” learning. Making it a social experience. Finally, the teacher makes the learning the focus, not the mark. Through feedback, the student comes up with more questions. More questions leads to more learning. When a student is always learning, he or she doesn’t become bored. He or she doesn’t want the year to end. Here’s hoping the summer passes quickly so we can all get back to teaching and learning. Mr. S. Beatty, YCS Principal

Yorkdale Central School Staff Shaune Beatty (Principal), Noel Budz (Vice Principal), Cindy van Eeden, Tammy Danylko, Kristine Vaughan & Sharalee Kulcsar (SST/Literacy), Cyndie Landstad (Kindergarten), Kerrilyn Trost, Tricia Parsons & Brittany Ward (Grade 1), Deb Ivanochko (Grade 1/2), Sandra Diduck, Genna Mortenson & Jacquie Barton (Grade 2), Tanya Breitkreuz & Tanis Sandercock (Grade 3), Jillian Hicks & Julie Wilson (Grade 4), Neil Wendell & Christa Schmelinsky (Grade 5), Elora Wiest (Grade 5/6), Renee Kindiak & Karen Ward (Grade 6), Grant Edgar & Evan Neibrandt (Grade 7), Kendra Helfrich, Cody Penrose, Michelle Pfeifer & Mark Jacobs (Grade 8), Brenda Ortynsky (Health/Foods), Eric Bellamy (Woods), Jason Boyda (PE), Kerry Linsley & Scott Yemen (Band), Bob Buhler (Counsellor) Kacey Giroux & Bonnie Jones (Speech), Deb Bulitz (Ed Psych) Cheryl Els & Faith Hedley (Administrative Assistants), Kathy Balysky & Prudence Achtymichuk (Library), Darlene Arnold, Valdene Belous, Emma Markham, Stephanie Newsham, Adrianne Walsh, Corinna Wheeler & Kathy Nelson (Educational Assistants), Randy Fleury (Technology), Kelly Betker, Ryan Halstead, Sharlene Henry (Custodians)

Purpose of This Report The purpose of this report is: (1) to celebrate the successes of students and staff within their learning environment; (2) to monitor school growth (strength and weaknesses); (3) to inform parents and community; and (4) to contribute to continual school planning.

Learning Improvement Plan Planning for Continuous Improvement

Background Information Saskatchewan’s Ministry of Education requires all schools, including Yorkdale Central School, to have a Learning Improvement Plan. The Ministry sees the Pre-K to Grade 12 Continuous Improvement Framework as a common strategic planning mechanism for Saskatchewan Learning, boards of education and school community councils. The Learning Improvement Plan is aimed at several renewal priorities, including: Higher levels of literacy and achievement; Equitable opportunities for all students; and Smooth transitions into and through the system. YCS administration and staff members strive to make school and learning improvement continuous. Committee members meet regularly to discuss the direction of the school. Past successes and failures, and current concerns are topics of discussions. The school focuses its efforts on four priorities: Improving School Literacy, Implementing an Outcome- Based Report Card, Improving School Numeracy, and Fostering a Collaborative School Climate. The increased involvement of parents and students in the process of school improvement is also a priority of development. Discussions, formal and informal, and parent surveys are a part of the process of creating an environment where parental perspectives are welcomed and valued. Goals, outcomes, strategies, and indicators of success are developed through a collaborative process involving school administration, staff, and school community. Action plans, progress meetings, and amendments take place at staff and committee meetings as well as at SCC Meetings.

Priority #1: Develop a mastery of skills in student literacy at the Kindergarten to Grade Eight levels.

Outcomes (Goal Statement) By June 2016, 90% of Grade 4 students will be reading at a Level R/S according to the Fountas & Pinnell benchmarking system. In sync, baseline data will be collected in determining the progress of Grades 1-3 students, including targets of Level G/H at Grade 1, Level L/M at Grade 2, and Level O/P at Grade 3. At Grades 5, Fountas & Pinnell data will continue to be collected to gauge sustained learning (Level T/U). * The Ministry of Saskatchewan set a 2020 goal that 80% of students will be at grade level literacy. YCS takes pride in setting higher expectations achieving greater results this year and every year.

Strategies (What We Wanted to Accomplish) By September 2015, we will train additional staff members in Levelled Literacy Intervention strategies and Fountas & Pinnell benchmarking so as to address the changes within the instructional staff. Due to the need for some interventions at Grade 5 and beyond, this will include the use of an additional “red kit” for literacy interventions.

By October 2015, the first of three “prompted” student progress checks using Fountas & Pinnell benchmarking data will be completed. Others will occur in February 2016 & May 2016. Students not meeting expectations will be supported through classroom guided reading, remedial reading sessions, Seeing Stars program, or Levelled Literacy Intervention (LLI) by one of three trained teachers. By November 2016, YCS staff members will begin staff development activities related to the Ministry’s Sask Reads document. Already shared, this document will affirm some of the positive literacy practices at Yorkdale and shape staff development activities in literacy as well as give direction to school environment literacy initiatives. Through May 2016, YCS staff members will attend professional conferences, partake in professional development sessions, and visit other schools and divisions in pursuit of further developing skill sets. By June 2016, K-8 literacy data will be collected and evaluated. A school community report will be created. ELA unit plans utilizing Understanding by Backwards Design template will be submitted.

Indicators of Success (What We Accomplished/Measured)

Overall, YCS can celebrate an impressive inclusion literacy rate of 83%. If this figure is further dissected where students with IIPs and high transiency are filtered out, the instructional and intervention success of YCS staff members reveals a literacy success rate of 96%. This success was supported by Tier 1 classroom instruction, supportive homes & Levelled Literacy Interventions (LLI). LLI efforts supported 20 of 31 at-risk readers to reach grade level reading. One LLI highlight included a Grade 2 student growing 11 levels in just 8 months.

Priority #2: Facilitate understanding/acceptance/comfort of outcome-based reporting within the school community.

Outcomes (Goal Statement)

By June 2016, YCS will have successfully implemented an outcome-based report card from K to Grade 8. 90% of YCS teachers & 75% of school community members will relate with comfort to the use of the new report card.

Strategies (What We Wanted to Accomplish) Throughout 2014-16, YCS teachers will utilize outcome-based outcomes, rubrics of assessment, and formal reporting to reflect student learning levels. Grades K-4 will be experiencing their second year of implementation. Grades 5-8 teachers will utilize the report card for the first time. In an effort to educate students in outcome-based learning, teachers will promote student learning outcomes through posted learning outcomes, assessment indicators of achievement, “Bump It Up” boards and goal setting. In September 2015, YCS will send a team of educators to the SELU Assessment Conference. YCS staff members will be briefed on further planning & assessment practices through GSSD module presentations. In October 2015, administration will open discussions with students on the guidelines related to the student honour roll, as a change in criteria will be required if the school is to maintain it. In addition, the creation of a ‘Request to Re-Assess” practice will be set out. Through 2015-16, YCS will refine the use of outcome-based instruction, rubrics of assessment, and formal reporting across all grade levels. Parent comments and feedback will be collected during Student- Parent- Teacher Conferences. By June 2016, YCS staff members will use their professional growth portfolios as a means of demonstrating their growth within outcome- based instruction and assessment. This will be ongoing.

Indicators of Success (What We Accomplished/Measured) YCS was one of only two schools to implement an outcome based report card from K-8. Springside was the other. Most parents & guardians have taken a neutral position placing their trust in YCS educators. While there remain some discussions and critics on the use of outcome- based report cards, supportive advocacy groups are developing. Theoretically, with supports, there should be less limitations on learning. The combination of posted outcomes in “student friendly” language and “Bump It Up” boards have assisted in educating students on the merits of learning outcomes. The use of student choice, anchor activities, and exemplars is eliminating the limitations of learning within grade levels. Ultimately, the goal of engagement is coming around. There was a noticeable number of truly high-level & creative learning projects and performance tasks carried out this year. At the same time, the Honour Roll was maintained though it will require further tweaking in 2016-17.

One of a number of authentic and

creative learning performance tasks carried out this year.

“Learning Without Limitations”

If you are looking for a full-colour digital version of the YCS School Community Report,

you can access one at the school’s webpage. http://central.gssd.ca/

We have shared a number of details from our school data collection within this report. Data collection allows Yorkdale Central School to make informed decisions about certain activities taking place within its school community. It also allows YCS to measure its growth and success. This is not unlike our school division.

If you would like to review Good Spirit School Division’s data wall, check this link. https://portal.gssd.ca/StrategicPlanning/datawall/Pages/default.aspx

If you are looking for further information and updates regarding Yorkdale Central School, you need to check

us out on social media. It will likely take a number of years before schools are truly ready to lose the newsletters, memos, agendas, permission letters and paper report cards, but you do not need to wait long to

get up to speed on the Royals. This year, we added ourselves to both Facebook and Twitter. Both avenues of social media will allow us to share our “school brand.” If you are up to it, get onboard and enjoy the

celebrations by the minute.

Check us out on Facebook! >>> Yorkdale Central School GSSD Check us out now on Twitter! >>> @PrideInThePaw

“Once a Royal. Always a Royal.”

Always Proud. Always Living the Code Together.

Priority #3: Develop mastery of skills in numeracy computation at the Kindergarten to Grade Eight levels.

Outcomes (Goal Statement) By June 2016, 75% of YCS students will correctly answer 90% of computation questions generated by xtramath.org. Students in grade 1 will focus on Addition/Subtraction with solution of 20 or less. Grade 2 students will concentrate on addition or difference under 100. Grade 3 addition, subtraction, and multiplication of 5x5. Students in grades 4-8 will complete all four methods of computation (addition, subtraction, multiplication, and division) of one digit numbers/factors.

Strategies (What We Wanted to Accomplish) Starting October 2015, staff members will be inserviced by VP on the capabilities of Xtramath & Mathletics as a means to support the development of student computational skills. By October 2015, student computational skills will be supported through the organization of “response to intervention” supports and tutor activities by student mentors. Between October 2015- June 2016, students will be recognized in a variety of ways for numeracy achievement. In June 2016, numeracy data related to computational skills will be collected and reported.

Indicators of Success (What We Accomplished/Measured)

Yorkdale Central School: A School Full of Programs

Yorkdale Central School offers a wide variety of curricular & extracurricular programs to students, including the

following: 1) a Grade 5-8 band program with further participation in jazz & marching programs, 2) a French program, 3) a dance club, 4) gymnastics, 5) a Grade K-8 intramural program, 6) a drama club,

7) a mentorship program, 8) an athletic program including cross country running, volleyball, badminton, curling, basketball, soccer, track & archery, 9) humanitarian clubs, and 10) the community’s only elementary football program.

Priority #4: Enhancing the collaborative & safe culture at Yorkdale Central School.

Outcomes (Goal Statement) By June 2016, as indicated through the TTFM Survey, 95% of staff and students will be able to indicate strategies & initiatives incorporated by YCS to improve the overall safety, health and climate for students.

Strategies (What We Wanted to Accomplish) Through September 2015- June 2016, staff members will regularly promote YCS’s school values, its “Living of the Code,” and its Behaviour Matrix. Topics related to previous Tell Them From Me surveys will be promoted at weekly assemblies. Starting in October 2014, new furniture will accompany a re-organized school library. Also, a canteen of healthier food selections will be introduced to the students. As part of a Comprehensive School Community Health grant, YCS will direct funds towards the health preferences of students. By October 2014, principal & VP will further implement the R360 program for reporting and monitoring student behaviours. By September 2016, R360 will be implemented school-wide. By October 2015, the YCS Code of Conduct will be reviewed & updated with the SCC Parent Council. By December 2015, YCS will improve its social media presence for community communication. By March 2016, a “Pride in the Paw” school clothing order will be completed. In May 2016, YCS staff members will conduct the Ministry of Saskatchewan’s Tell Them From Me.

Indicators of Success (What We Accomplished/Measured) With student input, assemblies were moved to bi-monthly cycle with increased variety of activities. Behavioural matrices and the Code of Conduct remained largely intact with two additions: cell phone policy change and “Request to Re-Assess.” A clothing order was filled in March. The next order in Fall 2016. The school’s courtyard is in the process of some changes. There are plans for some renovations in the gymnasium. Soccer nets will be ready for September. The “Ketchup” Homework Room exceeded 800 “assigned” workers for the third time in seven years. That said, this year saw over 900 cases where students “volunteered” themselves to complete assignments. This was over twice the amount of the previous high. R360: Overall, there were 197 incidences where 146 cases of consequences were provided. Restitution was the most common form of consequence. This was followed by 36 cases of “documented” missed recesses and 26 parent conferences. The primary locations for concerning behavior were playground (68), classroom (63), hallways (23) and gymnasium (11). The busiest months for students incidents were October (40), March (25) and May (23). On top of this data, one intervention involving a Violence- Threat Risk Assessment was carried out.

This data represents out-of-school suspensions for YCS students over the 2009-2016 period.

Tell Them From Me (TTFM) remains a very solid tool for collecting student feedback, and the YCS principals remain committed to responding when students provide reliable, thought-provoking feedback. Some of the following data was pulled and was deemed worth highlighting with the school community. Only Grades 4-8 are included in TTFM reporting. 91% of students report feeling safe & respected at school. In past surveys and reporting,

Yorkdale Central has fallen in between the figures of 89% and 94%. Grade 7 & 8 students placed themselves 20% above the Canadian norm in terms of

intellectually engaged, interested & enjoying relevant learning. Other grades shared that they are also interested & engaged. They put themselves higher than Canadian norm in effort.

Advocacy, teacher-student relationships & positive learning climate have been above the Canadian norm in all years of TTFM. Thank you students & teachers. This is a big strength behind Yorkdale. Conflict is normal but how we deal with it can set us aside. Love this data!

This year, students reported advocacy at home as above the Canadian norm. Last year, this was below the norm. Thank you students and parents. We celebrate this news as well.

Bullying & student anxiety are issues across all of Canada. While most Royals report having a school adult to turn to, YCS has a challenge in how it will address anxiety. While prevalent at school also, students report 73% of this occurs to them outside of school. This is largely social & verbal. Not physical. Interestingly, cyber bullying represented just 6%.

Tobacco and drug use was reported at a level that was next to non-existence. Just 2% of Grade 7 and 8.

If the above holds true, Royals have a number of healthy assets to work with.

Academic Year

Out-of-School Suspensions Given

Days Lost Due to Suspensions

2009-10 8 28

2010-11 11 31

2011-12 8 30

2012-13 10 42

2013-14 18 32

2014-15 18 21

2015-16 12 39

Yorkdale Central monitored student absenteeism on a monthly basis. Principals & staff members shared & monitored concerning attendance patterns. Intermediate Intervention of 10-20% absenteeism included “letters of concern.” High Interventions of >20% absenteeism involved personal telephone calls, attendance monitoring, and home visits as required. There were four higher interventions this year. Of these, one case was met with expected success. In another case, the student moved away. The other two (2) cases will continue to be monitored and receive interventions as required. Grade Level  K  1 2 3 4 5 6 7  8 

No Concern for Absenteeism  100  91 92 96 96 89 91  89  85

Some Concern for Absenteeism  0  9 6 4 4 11 9 9  11

High Concern for Absenteeism  0  0 2 0 0 0 0 2  5 

Yorkdale Central School is Celebrating Learning!

Check out some of the wonderful things that have happened, or that will be happening soon.

We Are Musical! >> Our Royals’ Band Program travels annually to Brandon, Regina & Moose Jaw. This includes a regular program, jazz program and a marching band that performed at the Grey Cup this year. Furthermore, we have piano lessons that occur in the school throughout the day.

We are Dramatic! >> This year’s cast put on a production that was worthy of a standing ovation. What’s more? The cast pulled off three packed house performances and received merits from the provincial drama festival.

<< We Are 21st Century!Over 200 wireless devices were deployed in the last year. Along with supplementing learning, the digital citizenship skills prepare our students for the world.

<< We Are Literate!Reading is to the mind what exercise is to the body. We want all our students to be avid readers. With summer here, we remind parents that you will be your child’s first teacher. Put them on your lap & read to prevent the summer drop-off.

We Are Champions! >> Ask around. Yorkdale Central is an institution of success that extends beyond the classroom. Championship efforts were logged in several sports. “Playing like a champion means training like a Royal.”

We Are Programs! >> Whether you have a flare for the academics, the arts or the athletics, there is something for you. Spelling Bees. Volleyball. Drama. Fishing. Chess. Quinzees. Pictured here are students taking in a SEVEC exchange in Port Hardy, BC.

<< We Are Leaders of the World! Royals were involved in fundraising for other countries, donating to food banks & charities, making Xmas suppers & writing to soldiers. Royals were even recognized by the Governor- General of Canada. Another is taking her efforts to Kenya this summer.

<< We Are United! Yorkdale Central places an emphasis on the development of the whole child. While we recognize ourselves as individuals, we know we live in a social world. Our work and achievements are better when shared. Our struggles are less with the help and company of others. We can bring credit to ourselves and others at the same time.

We Are Celebrations! >> There are always events to be enjoyed by YCS students. This year included: puppet shows, live theatre, magicians, drama, school dances, science presentations, skiing, outdoor education, fishing, swimming, PINK activities, We Day, art shows, spirit weeks, food challenges, field trips, bike rodeos, school presentations and more...

We do not believe this picture needs a special caption as the picture says all the words that need to be said, but in case you need to hear it… We Are Yorkdale We are Pride in the Paw!

What is Going to Happen in 2016-17?

Education is continually changing, and YCS recognizes that if you are not evolving, you are becoming stagnant. We are committed to bringing the most current research and effective practices into our classrooms. We want our teachers & students to be innovative leaders. That said- We know we will be doing

this without some of our good people next year. We are sharing goodbyes with Kerrilyn Trost (Grade 1)(Lit Coach), Brittany Ward (Grade 1)(Edmonton), Karen Ward (Grade 6)(Stockholm), Mark Jacobs (Grade 8)(Term completed), Cody Penrose (Grade 8)(Korea), Kathy Nelson (EA)(Term Completed),

Brenda Ortynsky (Foods)(Retirement) & Cindy van Eeden (SST)(Columbia). On the other hand, Yorkdale is pleased to introduce to its school community: Marlee Molnar (Grade 1), Carla DeWarle (Grade 4), Randeen Simonsen (Grade 6), Derek Serdachny (Grade 8) & Lori Betge (SST).

. “Have a safe and healthy summer holiday! See you in September!”

 

2016 AUGUST / SEPTEMBER 2017 FEBRUARY

Day 1 Day 2 Day 4 Day 5 Day 6

8 9Day 3 Day 4 Day 5 Day 6 Day 1 Day 2 Day 3 Day 4 Day 5

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 1 Day 2 Day 3 Day 4

19 20 21 22 23 21 22Day 6 Day 1 Day 2 Day 3 Day 4

26 27 28 29 30 28Day 5 Day 6 Day 1 Day 2 Day 3 24 Day 5 Day 6 16

2016 OCTOBER 2017 MARCH3 4 5 6 7 1 2 3

Day 4 Day 5 Day 6 Day 1 Day 2 Day 1 Day 2 Day 3

10 11 12 13 14 6 7 8 9 10Thanksgiving Day 3 Day 4 Day 5 Day 4 Day 5 Day 6 Day 1 Day 2

17 19 20 21 13 14 15 16 17Day 6 Day 1 Day 2 Day 3 Day 4 Day 3 Day 4 Day 5 Day 6

24 25 26 27 28 20 21 22 23 24Day 5 Day 6 Day 1 Day 2 Day 3 Day 1 Day 2 Day 3 Day 4 Day 5

27Day 4 20 Day 6 Day 1 Day 2 Day 3 Day 4 23

2016 NOVEMBER 2017 APRIL1 3 4 5 6 7

Day 5 Day 6 Day 1 Day 2 Day 5 Day 6 Day 1 Day 2 Day 3

10 11 10 11 12 13Day 3 Day 4 Day 5 Day 6 Day 4 Day 5 Day 6 Day 1

17 21Day 1 Day 2 Day 3 Day 4

21 22 23 24 25 24 25 26 27 28Day 5 Day 6 Day 1 Day 2 Day 3 Day 2 Day 3 Day 4 Day 5 Day 6 14

29 30Day 4 Day 5 Day 6 21

2016 DECEMBER 2017 MAY1 2 2 3 4 5

Day 1 Day 2 Day 1 Day 2 Day 3 Day 4 Day 55 6 7 8 9 8 9 10 11 12

Day 3 Day 4 Day 5 Day 6 Day 1 Day 6 Day 1 Day 2 Day 3 Day 4

12 13 14 15 16 15 16 17 18 19Day 2 Day 3 Day 4 Day 5 Day 6 Day 5 Day 6 Day 1 Day 2 Day 3

19 20 21 22 23 Victoria 24 25 26Day 1 Day 2 Day Tchr. Con. Day 4 Day 5 Day 6

26 2915 Day 1 Day 2 Day 3 22

2017 JANUARY 2017 JUNE2 4 5 6 1 2

Day 3 Day 4 Day 5 Day 4 Day 5

9 10 11 12 13 5 6 7 8 9Day 6 Day 1 Day 2 Day 3 Day 4 Day 6 Day 1 Day 2 Day 3 Day 4

16 17 18 19 20 12 13 14 15 16Day 5 Day 6 Day 1 Day 2 Day 3 Day 5 Day 6 Day 1 Day 2 Day 3

23 24 25 26 19 20 21 22 23Day 4 Day 5 Day 6 Day 1 Day 4 Day 5 Day 6 Day 1 Day 2

30 31 26 School 30Day 2 Day 3 20 Day 3 Day 4 Day 5 Admin 22

Student Days 185 Days 197

Non-student contact days 9 Days

Days-in-lieu 3 Days

Holidays

27Inservice

27 28

Christmas Holidays

3Christmas Holidays

27 28 29 30 30 31

1

InserviceDay-in-Lieu Christmas Holidays

19 20Day-in-Lieu Easter Holidays

28

14 15 16 17 18 18

7 8 9 14Rem Day Good Friday

30 31

2 3 4

27

Inservice

18Inservice

31 28 29

20 23 24

7 8 10

Family Day Day-in-LieuWinter Break

Day

12 13 14 15 16 13

2 3Inservice Inservice InserviceLabour 6 7 9 6

14 15 16 17

Good Spirit School Division2016-17 School Calendar Draft

29 30 31 1 2 1

YORKDALE CENTRAL SCHOOL SUPPLY LIST 2016 - 2017

SCHOOL SUPPLIES

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Grad

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Grad

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Grad

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Grad

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Grad

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Ball Point Pens (blue) 2 3 3 10 10 10 Ball Point Pens (red) 2 3 2 5 5 5 Binder D-Ring (1-1 ½ inch) No Zipper Binders 1 3 3 Binder D-Ring (1 ½-2 inch) No Zipper Binders 1 3 Binder D-Ring (3 inch) (Zip binders fine) 2 Binder (View 1 inch) 4 2 Book Bag 1 1 1 1 Calculator 1 1 1 1 Crayons (Crayola wax crayons box of 24) 1 1 1 1 1 Dividers (tabbed) 1 pkg. 3 pkg. 3 pkgs. 3 pkgs. 3 pkgs. Duo Tangs 7 12 8 2 3 5 2 Duo Tangs with Pockets 3 6 2 Erasers – White 1 6 4 4 5 3 2 2 2 Facial Tissue (large box) 2 2 2 2 2 2 2 2 2 Felt Markers – Broad tip (preferably Crayola) 1 pkg. 1 pkg. 1 pkg. 1 pkg. 1 pkg. 1 pkg. Felt Markers - Fine tip (preferably Crayola) 1 pkg. 1 pkg. 1 pkg. 1 pkg. Felt Markers Crayola Original Colours 8 Count 1 box 2 boxes Geometry Set with Lockable Compass 1 1 1 Glue Elmers White 1 1 1 1 1 Glue Sticks Large 2 3 3 3 3 3 2 2 2 Graph Paper 3-hole Headphones (Not ear buds for Grade 1 students) 1 1 1 1 1 1 1 1 Highlighter 1 1 1 1 pkg. Loose Leaf 200 Sheet Package 2pkgs. 2 pkgs. 4 pkgs. 4 pkgs. 4 pkgs. Notebooks (Hilroy, not coil bound) 8 8 8 10 12 (32pg.) 4 (80pg) Paint Shirt Large Enough to Cover Clothes 1 1 1 Pencil Case (large soft sided) 2 1 1 or 1 or 1 or Pencil Box 1 1 2 1 1 1 1 Pencil Crayons (sharpened) Laurentian or Crayola 24 Pk. 1 1 1 1 1 1 1 1 Pencil Sharpener 1 1 1 1 1 1 1 1 Pencils 24 3 pkgs. 3 pkgs. 3 pkgs 3 pkgs. 3 pkgs. 3 pkgs. 3 pkgs. Reinforcements 1 pkg. 1 pkg. 1 pkg. Ruler 30 cm (not flexible) 1 1 1 1 1 1 Scissors (Preferably Fiskars) 1 pr. 1 pr. 1 pr. 1 pr. 1 pr. 1 pr. 1 pr. 1 pr. 1 pr. Sketch Book (Dollarama) 6/7 W only 1 Sticky Notes 3x3 - 12 Pack 3 3 1 Ziplock Bags (large box) 1 1 1 1 Ziplock Bags (small Box) 1 1

All students are asked to bring 3-6 gently used books or whatever your home is willing to part with. We have a celebration planned when we hit 2100 books. Trust us! This is going to be something to put Pride in the Paw on a new level! Prepare to hear us roar!

Please mark all supplies with the student’s name (including shoes, boots, clothing, jackets and each crayon, pencil crayon and marker).

Where indicated, please purchase the brand name suggested. Experience has shown these to be the ones best suited to our needs at school. Please do not buy novelty or fancy pencils.

A minimum number of other supplies may be required throughout the year. In this case a request will be sent home.

Grade 4 - 8 students are required to change for P.E. classes. T-shirts and either shorts or sweats are suitable. All students are asked to have non-marking indoor shoes for gym use. Shoes with laces are best, however, for those children who still might struggle tying laces, Velcro is an option. Shoes with zippers are not recommended.

Locks are recommended for lockers. Students may use combination locks or key locks. Whatever is easiest. Combinations and extra keys should be given to homeroom teachers.

Students in the Grade 6/7 split class, please purchase supplies from the Grade 6 column

Phone: 783-5412Fax: 783-8631