Ile a la Crosse School Division #112 2014publications.gov.sk.ca/documents/11/99897-Ile a La Crosse School... · Division Philosophical Foundation ... Education the power and authority

Ile‐a‐la Crosse Board of Education Annual Report – 2014‐15 – Page i

Ile‐a‐laCrosseSchoolDivision#1122014‐15AnnualReport

Ile‐a‐la Crosse Board of Education Annual Report – 2014‐15 – Page ii

Contents Letter of Transmittal ....................................................................................................................... 3

Introduction .................................................................................................................................... 4

School Division Profile..................................................................................................................... 5

About Us ...................................................................................................................................... 5

Division Philosophical Foundation .............................................................................................. 6

Division Organizational Chart ………………………………………………………………………………………………..7

School List .................................................................................................................................... 8

Program Overview .......................................................................................................................... 9

Strategic Direction and Reporting ................................................................................................ 10

Introduction of the Education Sector Strategic Plan ................................................................ 10

Enduring Strategies ................................................................................................................... 10

2014‐15 One Year Priorities ...................................................................................................... 10

ESSP One Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative. ................................... 10

ESSP One Year Priority Area: Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in 2014‐15. ............ 11

2014‐15 Two to Five Year Priorities .......................................................................................... 12

ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math. .............................................................................. 12

ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non‐ First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates. .................. 14

ESSP Two to Five Year Priority Area: Saskatchewan’s graduation rate will be 85% by 2020. ...................................................................................................................................... 16

ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes. .......................................................................................................... 20

ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE). ................................................................................................ 21

2014‐15 School Division Local Goals and Actions for Two to Five Year Priority Area: ...... 23

The School Division in the Community ......................................................................................... 25

Community and Parent Involvement ........................................................................................ 25

Ile‐a‐la Crosse Board of Education Annual Report – 2014‐15 – Page iii

Community Partnerships ........................................................................................................... 25

Governance ................................................................................................................................... 26

The Board of Education ............................................................................................................. 26

School Community Councils ...................................................................................................... 26

Demographics ............................................................................................................................... 27

Students .................................................................................................................................... 27

Staff ........................................................................................................................................... 28

Senior Management Team ........................................................................................................ 28

Facilities Transportation and Infrastructure Projects ................................................................... 29

Facilities ..................................................................................................................................... 29

Infrastructure Projects .............................................................................................................. 30

Student Transportation ............................................................................................................. 30

Financial Overview ........................................................................................................................ 31

Summary of Revenue and Expenses ......................................................................................... 31

Budget to Actual Revenue, Expenses and Variances ................................................................ 32

Appendices .................................................................................................................................... 33

Appendix A – Payee List ............................................................................................................ 33

Board Remuneration ............................................................................................................. 33

Personal Services ................................................................................................................... 33

Supplier Payments ................................................................................................................. 34

Other Expenditures................................................................................................................ 34

Appendix B – Management Report and Audited Financial Statement ..................................... 35

Ile‐a‐la Crosse Board of Education Annual Report – 2014‐15 – Page iv

School Division Contact Information

Ile‐a‐la Crosse School Division #112 Box 89, Ile a la Crosse, SK, S0M 1C0 Phone: 306‐833‐2141 Fax: 306‐833‐2104 Website: www.icsd.ca Email: [email protected] An electronic copy of this report is available at www.icsd.ca

Ile‐a‐la Crosse Board of Education Annual Report – 2014‐15 – Page 3

Letter of Transmittal Honourable Don Morgan, QC Minister of Education Dear Minister Morgan: The Board of Education of Ile‐a‐la Crosse School Division #112 is pleased to provide you and the residents of the school division with the 2014‐15 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2014 to August 31, 2015. Respectfully submitted

Duane Favel

Duane Favel Chairperson


Introduction This annual report presents an overview of the Ile‐a‐la Crosse School Division’s goals, activities and results for the fiscal year September 1, 2014 to August 31, 2015.

This report provides a snapshot of the Ile‐a‐la Crosse School Division, including its governance structure, students, staff, programs and facilities. It includes information such as an organizational chart, school list, and payee list. In addition to providing the school division’s goals, activities and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.


School Division Profile

About Us The Ile‐a‐la Crosse School Division is located in north‐west Saskatchewan on a peninsula which extends into Lac Ile‐a‐la Crosse. The community of Ile‐a‐la Crosse is the second oldest community in Saskatchewan and has a rich Metis history. The village of Ile‐a‐la Crosse has a population of 1,365 (2011). Ninety‐three percent of the population identify themselves as Aboriginal (2006).

There are two schools in the Ile‐a‐la Crosse School Division and both are located within Ile‐a‐la Crosse and serve the village and the surrounding rural area. Rossignol Elementary Community School is a uniquely designed school which provides education for Prekindergarten to Grade 6. Rossignol High School serves Grades 7 to 12 and is part of an integrated services centre which includes a health centre, daycare, government offices, and extended seniors’ care.

The economy of the community is related to the natural resources and service industries which include mining, government services, fire‐fighting, education and medical care.

More information about this historic community can be found at www.icsd.ca and www.sakitawa.ca


Division Philosophical Foundation Division Mandate Through The Education Act, 1995 the Minister of Education has vested in the Board of Education the power and authority to govern the school division. Accordingly the mandate of the Board is to provide the students within the school division the required curriculum and to ensure that they are successfully learning that curriculum with the necessary resources to support teaching and learning. Division Vision Statement To ensure that students are empowered to reach their full potential within the global community. Division Mission Statement To provide effective leadership and stewardship on a foundation of effective and meaningful relationships. Relationship Significant, effective, open honest association with others, respect;

care and compassion; empathy

Stewardship Managing and administering the affairs of the school division in an effective, ethical and accountable manner.

Leadership The act of guiding or directing in a transformative, professional and collaborative way as leaders of leaders.

Division Guiding Principles The Board has adopted the following principles to guide its activities, its mandate, mission and vision.

The Division shall be learner‐focused.

The Division shall be outcome‐oriented.

The Division shall focus on accountability and transparency.

The Division shall focus on continual improvement for all.

The Division shall ensure that communication is open and honest.

The Division shall ensure that people have input into decisions that affect them.

The Division shall ensure that relationships are rooted in fairness, equity and respect.

The Division shall ensure it is governed by professional and ethical conduct.

The Division shall conduct its affairs based upon current research and best practice


1Division Organizational Chart

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Board of Education (7 Trustees)

Director of Education Dr. Laura Vilness

Maintenance Supervisor Alfred Bouvier

Bus Supervisor Howard Morin

School-Based Administrators Secretary-Treasurer George Luhowy

Administrative Assistant

Teachers

Support Staff

Caretakers

Bus Drivers Maintenance Staff


School List

School Grades Location

Rossignol Elementary Community School Prekindergarten‐Grade 6 Ile‐a‐la Crosse

Rossignol High School Grades 7‐12 Ile‐a‐la Crosse


Program Overview The majority of students in the Ile a la Crosse School Division are of First Nations and Metis descent. They vary in age, personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all students, the School Division offers a wide range of programs in the schools.

The provincial curriculum is central to the learning program. Classroom instruction incorporates First Nations and Metis content, perspectives and ways of knowing. The adaptive dimension, differentiated instruction, and learning supports are provided to students to help them achieve.

Additional programs include:

Storefront program for vulnerable high school students Michif language instruction Distance education (online high school courses) Career counselling Prekindergarten (Ministry funded and partnership with Aboriginal Headstart) Traditional lifestyle and culture Outdoor/Wilderness Site – inclusion of environment and traditional lifestyle in the

learning program Driver Education Music (fiddle) Nutrition Recreation Coordinator (Northern Community & School Recreation Coordinator)

Additional services include:

Specialists – psychologist, speech language pathologist, occupational therapist (contracted services)

Consultant – Outdoor/Experiential Learning (includes traditional lifestyle and culture) Music Instructor Driver Education Instructor


Strategic Direction and Reporting

Introduction of the Education Sector Strategic Plan Saskatchewan’s PreK‐12 education sector has undergone a significant shift in strategic planning. Throughout 2013‐14, provincial school divisions and the Ministry of Education collaboratively developed an Education Sector Strategic Plan (ESSP) for 2014‐2020. The ESSP aligns the work of all school divisions and the Ministry of Education. The plan was developed using a new planning methodology that integrated priority identification; strategic planning; performance measurement, reporting and review; and, course correction to achieve outcomes. The ESSP identified two one‐year, short term priority areas, and five two‐to‐five year priority areas. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. The Ile‐a‐la‐Crosse School Division’s Board of Education approved the strategic plan in 2014, along with the Government of Saskatchewan. The first cycle of the ESSP was deployed in 2014‐15.

Enduring Strategies As a part of the ESSP, education sector leaders developed enduring strategies. Enduring strategies are an expression of the core beliefs of the education sector. The enduring strategies support a Student First approach by placing the student front and centre and ensuring all students in Saskatchewan have the education and skills needed to succeed when they graduate from high school. The Enduring Strategies include:

Culturally relevant and engaging curriculum Differentiated, high quality instruction Culturally appropriate and authentic assessment Targeted and relevant professional learning Strong family, school, and community partnerships Alignment of human, physical, and fiscal resources

2014‐15 One Year Priorities ESSP One Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative.

2014‐15 ESSP Actions for the One Year Priority Actions within this priority area include the establishment of an action research model to inform teachers’ professional development in culturally responsive pedagogy, the development of a centralized assessment management and delivery system to measure, track and report student growth, and the development and implementation of data‐sharing protocols that facilitate transition plans for students moving through and between systems.


2014‐15 School Division Goals and Actions for the One Year Priority

The student population of the Ile‐a‐la Crosse SD is primarily First Nations and Metis students (over 95%). The Ile a la Crosse SD did not have a specific goal that was either connected to or was part of a partnership with First Nations and/or Metis stakeholders. Because of our high First Nations and Metis population, First Nations and Metis education is always a priority for our school division. The Board’s strategic plan and the school plans identified the following actions which contributed to this priority area:

Inclusion of local culture ‐ Michif language, fiddle instruction, traditional lifestyle

Actualization of FNM content, perspectives and ways of knowing in the curriculum

Support of Elders in the schools to improve student achievement by providing student wellness support

The school division does have a plan that outlines how the First Nations and Metis Education Achievement Funds (FNMEAF) are allocated. Goals supported by this plan include: To promote culture, language and heritage and to enhance student well‐being and healthy lifestyles. Specific actions in the FNMEAF plan included:

Elders provided teachings as part of the cultural learnings program (including the Wilderness site)

Elders were available to students to offer advice and support in time of crisis and need

An Elder served on the School Community Council (SCC) An Elder was available to assist in the Storefront program Elders were invited into the classroom to share their knowledge and skills

regarding the culture, language and arts to help students work through the challenges of life

ESSP One Year Priority Area: Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in 2014‐15.

2014‐15 ESSP Actions for the One Year Priority Actions within this priority area included the collection of Grade 3 reading levels for all students in Saskatchewan, the development of a sector reading strategy, and the creation of provincial and school division primary grade reading literacy teams.

2014‐15 School Division Goals and Actions for One Year Priority The elementary school administered the Fountas & Pinell Benchmark Reading Assessments for Grades 1 to 6, in the fall, winter and spring to determine students’ reading levels. The required data was submitted to the owner of the priority area. Balanced literacy (Daily 5) comprised the ELA program. Leveled Literacy Intervention was provided for identified students who needed additional support. The teachers were part of a school based literacy team, collectively and at each grade level. The Saskatchewan Reads document was followed closely to enhance instruction.


2014‐15 Two to Five Year Priorities ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math.

2014‐15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include the purchase of a provincial data system to track student achievement, the development of an instructional practices model for reading, writing, and math, the development of a job‐embedded professional learning model, and the development and implementation of division‐based common math assessments.

2014‐15 ESSP Improvement Targets for the Two to Five Year Priority By June 2015, at least 78% of Grade 3 students will be reading at or above grade level. By June 2018, 80% of Grades 5 and 8 students will be proficient on identified numeracy outcomes on the provincial math assessment. By June 2020, at least 80% of Grades 4, 7, and 10 students will be proficient on the provincial writing assessment.

2014‐15 School Division Goals and Actions for the Two to Five Year Priority The school division focused on the improvement of reading skills at the elementary level. The reading goal was to have a 10% increase in the Guided Reading levels. Actions to support this goal included:

Literacy Carnival

Take Home Reading

Family Literacy Day in January

Summer Literacy Camps

Scholastic Reading Counts ‐ awards 3 times a year

Kindergarten speech and language screens

Animated Literacy PreK‐3

Reading buddies

Implement Raz‐kids.com

School wide Guided Reading, Kindergarten to start Guided Reading )

Full implementation of Leveled Literacy Intervention


Measures

Note: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self‐identify. Source: Ministry of Education, Student Data System (Data run on July 20, 2015).

The percentage of students in Grade 3 who were reading at or above grade level declined from 70.6% in 2014 to 55.0% in 2015. However, approximately 83% of Grade 3 student were within 1 level (or higher) of the Grade 3 level reading benchmark. This is a small cohort group and, thus, there will be variances in the results from year to year depending on individual student characteristics and results. Leveled Literacy Intervention was fully implemented during the 2014‐15 school year and will be sustained. We feel this will help to improved reading results.


ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non‐ First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates.

2014‐15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include the engagement of First Nations and Métis leaders to develop partnerships and plans to increase student achievement and graduation rates, the identification or development of instruments to measure student progress, the facilitation of student transition plans, and the development of First Nations language programming.

2014‐15 ESSP Improvement Target for the Two to Five Year Priority Achieve an increase **% increase in the First Nations and Métis graduation rate per year.

2014‐15 School Division Goals and Actions for the Two to Five Year Priority The student population of Ile‐a‐la Crosse schools is comprised primarily of FNM student and, thus, the goal for the graduation rate of FNM students was identical to the goal for the graduation for all students in the Ile a la Crosse SD. Specific actions that were undertaken during the 2014‐15 school year are presented in the next section, which addresses the ESSP graduation rate priority area.


Measures Credit Attainment – Ile à la Crosse SD

Note: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight of more credits yearly. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self‐identify. Source: Ministry of Education, 2015

The rate for credit attainment (8 or more credits yearly) increased slightly (26.9% to 31.4%) during the past six years (2008‐09 to 2014‐15). It was comparable to the provincial FNMI rate (30.3%) and well below the provincial “all” rate (60.6%) for 2014‐15. This data will be used to set local goals for improvement and the identification of strategies to support credit attainment for 2015‐16. Strategies will include learning supports, improved attendance, and a focus on student well‐being.


Average Final Marks – Ile à la Crosse SD

Note: Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr). Categories where results are not available at this time are recorded as (na). FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self‐identify. Source: Ministry of Education, 2015

The average final marks in selected secondary level courses for the Ile‐a‐la Crosse School Division were comparable to those of the FNMI student population. When the Ile‐a‐la Crosse School Division results are compared to the All Students (provincial) results there are similarities and differences. Overall, the average marks for math courses were similar to the provincial results while the ELA and Science marks were lower than the provincial results. These results can be used as a guide as to where to provide learning supports to students.

ESSP Two to Five Year Priority Area: Saskatchewan’s graduation rate will be 85% by 2020.

2014‐15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include a review of provincial high school graduation requirements, the development of a Grade 9 transition from high school plan, and support for embedded professional development for teachers.

2014‐15 ESSP Improvement Targets for the Two to Five Year Priority Achieve a 3% total increase in the provincial graduation rate per year.

By June 2020, all students report high levels of engagement in their learning.

2014‐15 School Division Goals and Actions for the Two Five Year Priority The goal for the Ile‐a‐la Crosse SD for June 2015 was to attain a graduation rate of 80% or higher. Specific actions that were taken to support this goal included:

All students and parents were made aware of the high school credit program

ProvinceIle à la Crosse

SDProvince

Ile à la Crosse

SDProvince

Ile à la Crosse

SD

English Language Arts A 10 72.4 55.4 75.1 nr 61.5 55.4

English Language Arts B 10 72.7 68.8 75.2 nr 61.7 68.8

Science 10 71.2 54.1 74.1 nr 59.7 54.1

Math: Workplace and Apprenticeship 10 71.3 70.5 74.6 nr 59.2 70.5

Math: Foundations and Pre‐calculus 10 71.3 56.4 73.2 nr 60.5 56.4

English Language Arts 20 73.4 56.6 75.1 nr 64.4 56.6

Math: Workplace and Apprenticeship 20 67.2 70.9 69.3 nr 62.0 70.9

Math: Foundations 20 72.3 68.9 73.8 nr 64.4 68.9

Average Final Marks in Selected Secondary‐Level Courses 2014‐15

Subject

All Students Non‐FNMI FNMI


All students were made aware of the School Learning Improvement Plan and were able to promote it to parents

Parent visit & signature were required for course changes

Credit information was added to student agenda, web site, bulletin boards, place mats at feast & grad, and local media

Two parent sessions were offered to Grade 9 parents to present information about Grade 10

Individual student transcripts/credits were continuously monitored by school counselor and staff

Students were made aware of credits required for grade 10 and were made aware of career opportunities

Students counseled peers and sought help for peers who were in danger of failure

Measures

Ile à la Crosse SD

Note: On‐time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10.


Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self‐identify. Source: Ministry of Education, 2015

The on‐time graduation rate of 29.6% for the Ile‐a‐la Crosse School Division for the 2014‐15 school year was lower than the provincial FNMI rate of 40.1%. The Ile‐a‐la Crosse rate had risen to just above 50% in previous years. The number of students in the potential graduating class last year was less than 20 and variations in course success and credit attainment can have a noticeable effect on the graduation rate. The low rate last year provides motivation to carefully monitor student progress during each semester and to provide ongoing learning supports. Lower attendance also affects success in courses and the adherence to the attendance protocol is part of the plan for ensuring success.

Note: Extended‐time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on‐time). Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students.


FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self‐identify. Source: Ministry of Education, 2015

The extended‐time graduation rate for the Ile‐a‐la Crosse School Division, in contrast to the on‐time graduation rate, rose significantly from 50% (2013‐14) to 61.1% (2014‐15). It had previously remained static for several years. Identification and implementation of learning and other supports for students is a critical factor to improve the graduation rate, both on‐time and extended‐time.

Notes:

Grade 9 school year cohort is defined as the group of students enrolled in Grade 9 for the first time in a particular

school year (according to the ministry Student Data System), adjusted in the following ways: 1) Students 12 and

younger, and students 18 and older, as of Sep 30 of the Grade 9 school year, are excluded; and, 2) Students

without a base enrolment on or after Sep 30 are excluded; 3) Students enrolled in Functionally Integrated or

special education programs are excluded; and, 4) Students whose enrolment outcome is 'deceased', 'transferred to

out‐of‐province schooling', or 'transferred to out‐of‐country schooling' prior to June 1st of the school year

immediately following Grade 9 cohort placement are excluded. Students are assigned to the school division in

which the student last enrolled in the year that they became part of the Grade 9 cohort.

Percentages are calculated as the number of students attaining eight of more credits in the year immediately

following their Grade 9 year divided by the number of students in the Grade 9 cohort.


Results for populations of fewer than five have not been reported to avoid identifying individuals or very small

groups of students.

FNMI students are those who choose to self‐identify as First Nations (Registered/Treaty/Status Indian, Non‐Status

Indian), Métis, or Inuit/Inuk. Non‐FNMI students are those who do not identify themselves to be FNMI, and may

include FNMI students who choose not to self‐identify.

Source: Ministry of Education, 2015

The average percentage of the Ile a la Crosse SD Grade 9 cohort achieving 8 or more

credits the following school year (Grade 10) for FNMI and non‐FNMI was 37% which

matched the provincial FNMI average and was well below the overall provincial average

of 73%. While the provincial percentage rate remained fairly static for the period of

2007 to 2015, 70 to 75%, the Ile a la Crosse percentage rate varied (25 to 47% range),

The student population was quite small and, thus, individual student results in each

cohort group might have a notable effect on the yearly percentage rate. It continues to

be imperative to identify strategies to ensure a smooth transition from Grade 9 to 10

and course success.

ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes.

2014‐15 ESSP Actions for the Two to Five Year Priority A summary of actions within this priority area include an analysis of funding relative to costs, a review of the Deloitte report to identify areas of savings, the implementation of a LEAN philosophy across school divisions, and the opportunity to identify shared services across school divisions.

2014‐15 ESSP Improvement Target for the Two to Five Year Priority Achieve accumulated operational savings by 2016 to reassign to system strategies.

2014‐15 School Division Goals and Actions for the Two to Five Year Priority In the 2014‐15 school year, the Ile‐a‐la Crosse School Division had not yet engaged in the LEAN process. By June 2015, a plan was developed to engage in the identification of potential organizational areas to achieve efficiencies through targeted LEAN events. This plan is to be implemented in the fall of 2015 and includes two one day sessions, led by a facilitator, to identify two LEAN events and conduct a value‐stream mapping for each event in September and October 2015.


ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE).

2014‐15 ESSP Actions for the Two to Five Year Priority A summary of actions within this priority include the gathering of provincial Kindergarten baseline data, aligning the work of the ESSP with the SK Child and Family Agenda, completing an environmental scan of current data available across sectors, exploring additional formative early learning assessments, establishing of a bank of developmentally appropriate targeted supports, and creating an incremental plan for universal access to high‐quality early learning environments.

2014‐15 ESSP Improvement Targets for the Two to Five Year Priority In 2014‐15, all school divisions will administer the Early Years Evaluation to all Kindergarten students to establish baseline data. By June 2015, align the work of the Education Sector Strategic Plan with the Saskatchewan Child and Family inter‐ministerial table.

2014‐15 School Division Goals and Actions for the Two to Five Year Priority The School Division goal for Early Years was aligned with the education sector’s goal. By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE).

Actions for 2014‐15 included:

The engagement of local and regional teams – Early Childhood Committees (Ile‐a‐la Crosse and West‐side)

The engagement of a school‐based team – Prekindergarten and Kindergarten Teachers, Student Services Teacher, Administrators

Supports from specialists – occupational therapist, psychologist, speech/language pathologist

Parent engagement – school and community activities and events, home related support

Help Me Tell My Story

The ongoing implementation of Play & Exploration

Attention paid to the classroom environment (Eckers Scale) and resources

The use of the Early Years Evaluation –to guide program (child development)


Measures

Notes:

The EYE‐TA is a readiness screening tool that provides information about each child’s development and learning

with a focus on reading readiness skills. Results from the EYE‐TA allow educators and school‐based

interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten

year, based on their levels of skill development in five key domains at school entry. In addition to results for

specific domains, children are also assigned a comprehensive score known as a Responsive, Tiered Instruction (RTI)

level. Research shows early identification followed by a responsive, tiered approach to instruction from

Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Responsive, Tiered

Instruction (RTI) is a preventive approach that allows educators, school teams, and divisions to allocate resources

early and continuously, rather than waiting until children have experienced failure before responding. Children

who have Tier 2 or Tier 3 needs at Kindergarten entry are re‐assessed before Kindergarten exit, allowing school

divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator

of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from

Kindergarten to Grade 1.

Pie charts show the percentage of Kindergarten students in the division (left pie) and the province as a whole

(right pie) by RTI Tiers at Kindergarten exit in 2014‐15. Percent totals may not add to 100 due to rounding.

Source: Ministry of Education, Early Years Branch, 2015


The EYE‐TA results for the Ile a la Crosse School Division were notably different from the

provincial results. Twenty‐six percent of students in the Ile a la Crosse SD will require significant

learning supports as compared to 7% of students provincially. Forty‐one percent of Ile a la

Crosse students require some additional learning supports as compared to 14% of students

provincially. It is not clear as to why the results for the Ile a la Crosse School Division are

significantly lower than the provincial results. It will be important for Grade 1 teachers to

conduct relevant assessments at the beginning of the 2015 school year, determine the validity

of these results and provide supports where necessary. It was speculated that the inherent and

potential teacher rating subjectivity may have depressed the results somewhat with an overly

stringent application of ratings. It will be important to follow‐up with Grade 1 learning

outcomes assessments to determine students’ levels for instruction and provide learning

supports.

2014‐15 School Division Local Goals and Actions for Two to Five Year Priority Area: Improved attendance was a local goal at both the elementary and the high schools. The stated goal was: Student attendance rate for the two schools in the Ile‐a‐la Crosse School Division will be 90% or higher for the 2014‐2015 school year. Actions to improve attendance included:

Regular monitoring and contact with home, contact included phone calls and home visits

Attendance awards

Promotion of good attendance which included the development of a parent and community brochure


Measures

The SDS monthly attendance reports were used. Attendance was tracked on a monthly basis.

Source: Ile‐a La Crosse School Division

The attendance rate for the Ile‐a‐la Crosse School Division, Prekindergarten to Grade 12, for the 2014‐2015 school year was 82%. This was comparable to the provincial FNMI attendance rate of 82% and below the provincial all rate of 90%. The highest attendance rate is 87% for Prekindergarten to Grade 6. The attendance rate for Grades 7 to 9 is 81% and for Grades 10 to 12 is 65%. There was a decline in attendance from elementary to high school. This is a complex issue as there are many factors that affect attendance. The schools have established an attendance protocol to follow‐up with poor attendance. This includes identifying supports in the school program to ensure student success.

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10

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30

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50

60

70

80

90

100

Attendance for Ile a la Crosse SD 2014‐2015

Gr. Prek‐6 Gr. 7‐9 Gr. 10‐12 Prek‐12


The School Division in the Community The Ile a la Crosse School Division is an integral part of community life in Village of Ile a la Crosse and north‐west Saskatchewan. The School Division and its schools are closely linked to the broader community in a multitude of ways. The Board of Education places a strong emphasis on parent and community involvement and on community partnerships.

Community and Parent Involvement Research shows that students achieve at higher levels in schools where their parents/guardians and other community members are involved in education. The two schools of the School Division have programs and initiatives to encourage community and parent involvement. These programs vary and are unique to each school. Examples of parent and community engage are the Christmas Feast and the Michif Festival.

The School Community Council acts as a mechanism for connecting the schools and the community. There is one SCC for the two schools. Regular SCC meetings are held and the SCC provides input into school programs, activities and student supports.

Community Partnerships The Ile‐a‐la‐Crosse School Division and schools have established a range of formal and informal community partnerships in order to promote student learning and ensure that the students’ school experience is positive and successful. The School Division partners with the Metis Local, Keewatin Yatthe Regional Health Authority, Northlands College, Gabriel Dumont Technical Institute, Saskatchewan Housing, the Village of Ile‐a‐la—Crosse and the Northwest School Division, to name a few organizations.

Schools in the Division also use an integrated services model in which they partner with other agencies to ensure that students’ physical, social, and psychological needs are met. This approach recognizes that students who are healthy and happy have greater capacity to learn and to succeed in school and in life. For example, the RCMP visit the both schools from time to time and topics such as the dangers of drug and alcohol abuse are presented by local representatives. Counseling services are accessed through the Health Authority.

In addition, the high school partners with local businesses to enrich students’ educational experience and to help them connect what they learn at school to the world of work. Typically, the partner business provides job shadowing opportunities for students and sends representatives to the schools to talk about their business or industry. In some cases a business, Cameco for example, sponsors school events and student activities.


Governance

The Board of Education The School Division is governed by a seven‐person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division”. The School Division Board of Education is the only public school board in Saskatchewan with an all First Nation and Metis membership. Trustees are elected at‐large and are committed to providing the very best education possible for each and every student.

The current Board of Education was elected on October 24, 2012 and will serve a four‐year term. Board of Education members are: Duane Favel (Chair), Barb Flett (Vice‐Chair), William Caisse, Yvette Daigneault, Mike Bouvier, Alex Laliberte, and Peter Durocher.

School Community Councils The Board of Education has established a School Community Council (SCC) for the two schools in the School Division.

The Education Regulations, 1986 require school divisions to undertake orientation, training, development and networking opportunities for their SCC members. More work is required and planned in this area. The Regulations also require School Community Councils to work with school staff to develop an annual school Learning Improvement Plan and to recommend that plan to the Board of Education.

School Community Councils are also expected to facilitate parent and community participation in planning and to provide advice to the Board of Education, the school’s staff, and other agencies involved in the learning and development of students.

The advice the SCC gives to the Board of Education encompasses policies, programs, and educational service delivery.

The advice the SCC gives to the school staff relates to the school’s programs.

SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students and educators.

The SCC is scheduled to meet at least five times per year and includes the two principals, student and teacher representatives, Elders, the Community School Coordinator, parents and community members.

The Board of Education provides $1,000.00 to the SCC annually. The SCC creates a work plan and uses the funds to support identified actions in the work plan.


Demographics This section has three components described in detail below.

Students Ile a la Crosse SD

Note: The table above identifies the actual number

of students enrolled in each grade as of September 30 of each year.


Note: The table above identifies the actual number of

students enrolled in grade‐level groupings as of September 30 of each year.


2012‐13 2013‐14 2014‐15

Kindergarten 30 26 26

1 36 32 26

2 24 38 32

3 25 18 37

4 27 30 20

5 25 30 30

6 27 20 25

7 26 27 22

8 19 27 27

9 30 22 27

10 69 61 56

11 19 25 21

12 32 33 35

Total 389 389 384

PreK Overall 36 49 48

GradeSchool Year

2012‐13 2013‐14 2014‐15

K to 3 32 34 32

4 to 6 70 58 47

7 to 9 74 75 72

10 to 12 120 119 112

Total 296 286 263

Subpopulation

EnrolmentsGrades

School Year

Self‐Identified

FNMI


Staff

Ile a la Crosse School Division is the second largest employer within the school division area. The Division employed the full‐time equivalent of 60.0 for the 2013‐2014 school year.

The teaching staff, including school administrators, comprised 31.0 of the 60.0 FTE staff in the School Division. Additional professional positions included contracted specialist services (psychologist, speech‐language pathologist, and occupational therapist) and a program consultant. Support positions within the schools included caretakers, school secretaries, school library clerks, educational assistants, a Recreation Director and a Home School Student Support Worker. Additional school division positions include a Supervisor of Facilities, a Transportation Supervisor and Maintenance Worker, and bus drivers. There was also a contracted Building Projects Supervisor

The table below provides an overview of all Division staff.

Job Category FTEs

Classroom teachers 28.0

Principals, vice‐principals 3.0

Other educational staff – e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists

0.3 9.0 4.0 0.5

Administrative and financial staff – e.g., clerks, accountants, IT people, administrative assistants

3.3

Plant operations and maintenance – e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors

7.2

Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors 2.7

Senior management team – e.g. chief financial officer, director of education, superintendents

2.0

Total Full‐Time Equivalent (FTE) Staff 60.0

Notes:

• The number of employees listed above represents full‐time equivalents (FTEs). The actual number of employees is greater because some people work part‐time or seasonally.

• Information for all staff is at August 31, 2014.

Source: School Division

Senior Management Team The Director of Education, Dr. Laura Vilness, reported directly to the Ile a la Crosse Board of Education. The Director is the CEO of the School Division and is responsible for management (fiscal, facilities, transportation, schools, and staff) and education matters. George Luhowy was the CFO for the School Division and reported to the Director of Education. The CEO and CFO positions comprised the Senior Management Team.


Facilities Transportation and Infrastructure Projects

Facilities The Ile‐a‐la‐Crosse School Division’s facilities include:

Two schools located in one community: Rossignol Elementary Community School and Rossignol High School. The oldest school is 40 years old; the newest is eight years old.

The School Division administration office is located in Ile‐a‐la‐Crosse. The office building has had extensive renovations completed in 2004 and is adequate in size for present needs.

The School Division also has a Storefront School located off the high school grounds for students requiring an alternate education program. The building is owned by the School Division and the property is owned by the Village of Ile‐a‐la‐ Crosse.

Located on the property of the elementary school is the “Futures Building” that is used for storage and is rented by Northlands College for adult trade and skills training programs.

Located on the same property is the School Division’s maintenance and transportation shop.

The Board of Education has 25 housing units available for teachers at subsidized rental rates.

The Board of Education, in 2011 ‐12, using the skills training program (Women in the Trades), built an outdoor learning building approximately 20 km from the village to provide students Grades 1 – 12 outdoor learning experiences. Programming is based on the provincial curriculum and incorporates First Nation and Metis content and local cultural and traditional lifestyle.

There is an Outdoor Education/Cultural/Wilderness Site 22 km out of Ile a la Crosse. The buildings on this site include a large cabin for instruction and a storage shed.

Currently, the Grade 7 – 12 school is under‐utilized. The elementary school underwent installation of a boiler and replacement of flooring (started in the 2013‐2014 year and completed in the fall of 2014). The School Division pays careful attention to the maintenance of all buildings in the Division. Minor repairs are done as needed and a painting schedule ensures that the buildings are always fresh looking. All schools are cleaned every day and major cleaning such as washing of walls and shelving takes place during the summer.


Infrastructure Projects

Facility Project Details 2014‐2015 Cost

Elementary School Flooring Completion of new flooring on the remaining floor space (50%)

$150,000 ($300,000 Total)

Elementary School Boiler System Completion of installation of new boiler system

$20,000 ($350,200 Total)

Teacherages Built two houses Completion of two teacherages

$45,000

Purchase of duplex RTM

$185,000


Student Transportation A significant number of students, who live greater than 2.4 km from school, are transported to and from school, morning, noon and after school.

The School Division operates its own transportation service and owns a fleet of vehicles and buses to transport students K to 12. The current fleet of buses includes four 70 passenger buses with three on daily runs and the fourth being a spare. In addition, the School Division owns three fifteen‐passenger vans used for transporting students for extra – curricular activities and one of these vans provides transportation for rural students as required.

Transportation Statistics

Students transported 265

In‐town students transported (included in above) 250

Transportation routes 04

Number of buses 03

Kilometres travelled daily 244

Average age of bus 4.7 years

Capacity utilized on buses 100%

Average one‐way ride time 15 min.

Longest one‐way ride time 30 min.

Number of school trips per year 14

Kilometres per year travelled on school trips 30,500

Cost per student per year $9.87

Cost per kilometre travelled $4.84



Financial Overview Summary of Revenue and Expenses In 2014‐15, the Ile a la Crosse School Division’s largest expense was Instruction. Instruction includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. The second largest expense was plant operations. The school division receives the majority of its revenue from government grants and property taxes.

Property Taxation

3%

Grants84%

Other13%

Revenue 2014‐15

Instruction56%

Gov & Adm8%

Transportation3%

Other12%

Plant21%

Expense 2014‐15


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to

2015 2015 2014 Actual Actual %

Variance

Over / (Under)

Property Taxation 166,295 197,198 194,243 30,903 19% 1

Grants 5,379,835 5,906,885 6,731,629 527,050 10% 2

Tuition and Related Fees ‐ ‐ 18 ‐

School Generated Funds 44,000 58,259 75,132 14,259 32% 3

Complementary Services 340,861 392,893 268,494 52,032 15% 4

External Services 263,452 293,025 218,891 29,573 11% 5

Other 112,500 157,475 158,985 44,975 40% 6

6,306,943 7,005,735 7,647,392 698,792 11%

Governance 190,892 139,249 130,145 (51,643) ‐27% 7

Administration 511,196 433,129 430,095 (78,067) ‐15% 8

Instruction 3,738,523 3,796,754 3,672,768 58,231 2%

Plant 1,417,563 1,415,678 1,454,460 (1,885) 0%

Transportation 296,206 230,860 263,533 (65,346) ‐22% 9

Tuition and Related Fees ‐ ‐ ‐ ‐

School Generated Funds 44,700 69,502 83,281 24,802 55% 10

Complementary Services 385,661 393,659 399,733 7,998 2%

External Services 378,410 372,744 355,544 (5,666) ‐1%

Other Expenses 150 32 572 (118) ‐79% 11

6,963,301 6,851,607 6,790,131 (111,694) ‐2%

(656,358) 154,128 857,261

Note

1

2

3

4

5

6

7

8

9

10

11

An amount of $17,500 was recived from the donors of the Adult 12 which was due in the prior year.

Additional amounts were received for rentals that were not budgeted.

Professional development monies that were budgeted were not utilized in the current year.

An amount of $65,980 was included as other revenue which was not budgeted.

The Director of Education salary was transferred from out of scope instruction salary account to administration salary

during the year.

The amortization expense was overestimated by $49,520.

More fundraising activities were actually undertaken and more expenses were incurred as a result of higher activity.

This is a very insignificant expense.

Explanation for Variances (All variances that are greater than positive or negative 5% must be explained)

Explanation

The property tax revenue was underbudgeted as a result of the current year's rate being unknown at the time of the budget.

The variance for Operating Grants can be explained by the fact that the transitional funding component was not included in

the budget.

The actual school generated funds realized are based on requirements at the schools for fundraising needed.

Note

REVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

Surplus (Deficit) for the Year

Budget Actual


Appendices

Appendix A – Payee List

Board Remuneration

Name Remuneration Expenses Travel Total

Bouvier, Michael $5,900 $600 $2,864 $9,364

Caisse, William 8,450 230 3,252 11,932

Daigneault, Yvette 3,650 0 120 3,770

Durocher, Peter 2,500 1,000 958 4,458

Favel, Duane * 11,100 0 5,070 16,170

Flett, Barbara 11,450 2,550 6,699 20,699

Laliberte, Alex 5,950 1,125 3,244 10,319

TOTAL $49,000 $5,505 $22,207 $76,712

* Board Chair ** Professional development includes education, training and conferences

Personal Services

Name Amount

Ahenekew, Vince $106,453

Benns, Jessica 58,218

Birkham, Derek 84,306

Bouvier, Adelaide 84,956

Bouvier, Alfred 65,264

Bouvier, Glen 83,356

Bouvier, Karen 83,356

Brown, Susan 82,706

Brown, William 82,930

Daigneault, Christa 58,218

Daigneault, Edna 70,735

Dalton, David 60,506

Davies, Evan 86,584

Desmarais , Angela 69,978

Favel, Elaine 91,347

Favel, Michelle 82,706

Gardiner, Anna 60,145

Georges, Tanya 73,278

Hoffman, Sharon 99,026

Laliberte, Erin 79,292

Lambert, Kristina 86,584

Luhowy, George 120,000

McFetridge‐Kean, Pat 86,584

McKay, Tricia 63,375

McLean, Beverly 94,416

McLean, Marina 84,586

Morin, Barbara 104,899

Morin, Howard 54,702

Morin, Rodger 84,856

Vilness, Laura 170,000

Yole, Garnet 82,706


Supplier Payments

Name Amount

Alpine Interior Systems $145,576

CIBC 1,499,412

J&H Homes 191,112

Marsh Canada 91,925

Municipal Employees Pension Plan 148,060

Receiver General 1,136,929

Saskatchewan Power 217.231

Saskatchewan Teachers Federation 191,112

.


Appendix B – Management Report and Audited Financial Statement’s

Documents

Ile a la Crosse School Division #112 2014publications.gov.sk.ca/documents/11/99897-Ile a La Crosse School... · Division Philosophical Foundation ... Education the power and authority