Amanda Kornaga

The board discussed and reviewed an accountability report on credit attainment and graduation rates. Various operational and administrative items were addressed, including an out-of-scope salary and benefits review, the awarding of a facilities contract for roof replacement, and the authorization for the purchase of ten new school buses. Additionally, the board approved the budget development framework for the upcoming school year, the technology integration plan, the school year calendar, and multiple board policy updates.

The meeting commenced with the delegation from the Maciborski Family, after which the Board upheld the Administration's decision to deny their out-of-attendance area application and later denied their transportation request. The Board approved the accountability report on Fall 2025 Early Literacy Data. During the closed session, items related to Human Resources, the Transportation Committee (including the Nicol Family request), the Finance Committee (Bus Purchase), and the Little Miners Rent Relief Request were reviewed. Action items included the approval of the recommendation to deny the Nicol family transportation request, the approval to purchase ten new school buses from Warner Industries, and the approval of the rent relief request from Little Miners Early Learning Centre, authorizing lease agreement amendments. New business focused heavily on policy review and adoption, including Policy 7 (Board Operations), Policy 8 (Committees of the Board), and several specific committee terms of reference policies. The Board also approved the French Immersion Designation for Melville Comprehensive School for the 2026-27 school year, and repealed and adopted a new Policy 14 regarding Hearings on Teacher Matters. Discussion items involved updates on the Board Chair Council, SSBA, Public Section, and the City of Yorkton's Planning and Infrastructure Commission.

The meeting included the presentation of the Accountability Report on Improving Student Outcomes, focusing on credit attainment and graduation data, which showed strong overall performance but highlighted a persistent equity gap for First Nations and Métis students. The Board received an overview of Financial Oversight & Budgeting, emphasizing stewardship and sustainability. An advocacy session was held with representatives from the Good Spirit Teachers Association and DPEA. New business items included the approval of the 2026-27 Budget Development Framework, which prioritizes resources for class sizes, literacy, Indigenous supports, and wellness; approval of the Technology Integration Plan, which covered device access, software improvements, and cybersecurity enhancements; and approval of the 2026-27 School Year Calendar (Option 2). The Board also reviewed and approved updates to several policies (2A, 2B, 9, 10, 11, and 14). Updates were provided on transportation, noting ongoing driver recruitment challenges and the purchase of ten new buses. The Chief Financial Officer reported that revenues are on track and a settlement was received regarding an old bus issue. One Administrative Procedure (AP 435-7) was finalized and posted. Trustees shared positive updates regarding community council activities, including a significant food drive and a library renovation.

This accountability report from the Good Spirit School Division details performance in student credit attainment and graduation rates, focusing on the persistent equity gap affecting First Nations and Métis students. The report outlines current and future strategies, including expanding alternative pathways to graduation, revising assessment practices, enhancing grad coach roles, and strengthening partnerships with First Nations communities, all aimed at improving student outcomes and fostering greater equity across all learners.

This accountability report details the Good Spirit School Division's progress in improving student outcomes, particularly in early literacy, guided by strategic priorities such as high-quality teaching and learning. It analyzes Fall 2025 assessment data, identifies overall strong achievement, and highlights persistent literacy gaps for First Nations and Métis students. The report outlines current and future strategies, including research-based interventions, culturally responsive practices, and ongoing monitoring, with specific student achievement targets set for June 2026.