THE BOARD OF EDUCATION OF THE SASKATOON PUBLIC S.D. #13 (SASKATOON PUBLIC SCHOOLS) ANNUAL REPORT OF SASKATCHEWAN

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1 THE BOARD OF EDUCATION OF THE SASKATOON PUBLIC S.D. #13 OF SASKATCHEWAN (SASKATOON PUBLIC SCHOOLS) ANNUAL REPORT

2 Table of Contents Table of Contents... i School Division Contact Information...ii Letter of Transmittal... 1 Introduction... 2 School Division Profile... 3 Governance School Division in the Community Strategic Direction and Reporting Demographics School Division Infrastructure and Transportation Financial Overview Summary of Revenue and Expenses Budget to Actual Revenue, Expenses and Variances Appendix A Payee List Appendix B Management Report and Audited Financial Statements Saskatoon Public School Board of Education Annual Report Page i

3 School Division Contact Information The Board of Education of the Saskatoon Public S.D. #13 of Saskatchewan st Street East Saskatoon, SK S7K 1M7 Phone: Fax: Website: Saskatoon Public School Board of Education Annual Report Page ii

4 Letter of Transmittal Honourable Bronwyn Eyre Minister of Education Dear Minister Eyre: The Board of Education of Saskatoon Public School Division #13 is pleased to provide you and the residents of the school division with the annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2016 to August 31, Respectfully submitted, Mr. Ray Morrison, Board Chairperson Saskatoon Public School Board of Education Annual Report Page 1

5 Introduction This annual report presents an overview of the Saskatoon Pubic Schools goals, activities and results for the fiscal year September 1, 2016 to August 31, This report provides a snapshot of the division, its governance structures, students, staff, programs and facilities. In addition to detailing 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. Saskatoon Public School Board of Education Annual Report Page 2

6 School Division Profile About Us Saskatoon Public Schools is located in Saskatoon and also includes Whitecap Dakota First Nation. We are the largest school division in the province, educating close to 25,000 students in 44 elementary schools, 10 collegiates, 2 associate schools, 1 alliance school, one grades 1-12 school, and in a variety of off-site educational programs. Saskatoon Public Schools is governed by a ten person elected Board of Education. The school division is organized into ten wards for purpose of elections, but once elected, the members of the Board of Education represent all students in the division. Each school is also represented by a School Community Council that works closely with the school administrative team to facilitate parent and community participation in planning and provide advice to the Board of Education, the school s staff, and other agencies involved in the learning and development of students. Saskatoon Public School Board of Education Annual Report Page 3

7 Division Philosophical Foundation Purpose Saskatoon Public Schools inspire and sustain learning. We are open to all children and youth so they may discover, develop, and act upon their potential, thereby enriching their lives and our community. Strategic Goals and Values GOALS ACADEMIC DEVELOPMENT Communication and computation Critical and creative thinking Life-long learning PERSONAL DEVELOPMENT Healthy lifestyles A sense of personal worth and dignity Moral, ethical and spiritual values SOCIAL AND CULTURAL DEVELOPMENT Growing with change Democratic and responsible decision-making Respect for others World citizenship VALUES Respect Joy Responsibility Excellence Saskatoon Public School Board of Education Annual Report Page 4

8 Vision We envisage a future in which enthusiasm runs like an undercurrent of energy throughout Saskatoon Public Schools. Our schools will be vibrant and proud. Our students and staff will feel that they are part of something fresh and innovative. There will be a sense that exciting things are happening and students and staff will meet each day with optimism. When you walk down the hallways in Saskatoon's public schools you will be greeted warmly by students and staff. You will hear the sounds of those engaged in learning, including the sound of laughter. When students finish the day in our schools, they will have a feeling of accomplishment. They will have focused their energy on meeting challenges, asking questions, offering solutions, and opening new doors. Each day they will renew their curiosity, passion, and joy through learning. In our school division, every individual will be valued. We will recognize that every person has personal, physical, spiritual, emotional, and intellectual needs. We will acknowledge a multitude of learning styles to ensure that all members of our learning community have the opportunity to develop their potential. We will build our confidence by acknowledging and celebrating success, by accepting mistakes as a natural and necessary part of learning, by nurturing the imagination, and by supporting individual growth. In the pursuit of our vision, we will be value-driven and people-centered. We will honour our commitments. We will invest in relationships to strengthen our sense of place and purpose in the educational and broader communities. Saskatoon Public Schools envision a learning community that is caring, committed to celebrating diversity, and respected for its focus on learning. We believe we can create a future in which students eagerly embrace learning. We believe that learning has the power to build confidence and inspire hope. Saskatoon Public School Board of Education Annual Report Page 5

9 Principles We adhere to the following principles: Integrity; Trust; Honesty; Mutual respect; Courage; and Commitment. Beliefs We believe that: Students are our top priority; Public education provides a valuable service to society; Education is a shared responsibility among school, family, and community; Our organization is accountable to students, parents, and rate-payers; Diversity, inclusion, and equity are the keys to building a supportive climate; Planning, research, innovation, and evaluation improve education; Life-long learning is critical to the success of our students and staff; and Creativity, initiative, and teamwork enhance learning. Saskatoon Public School Board of Education Annual Report Page 6

10 Division Goals Student Learning Goals Academic Development Goals Communication and Computation - Students will learn to read, write, speak and listen effectively. Students will learn important mathematical skills, concepts and problem solving processes. Critical and Creative Thinking - Students will learn and apply critical and creative thinking processes. Lifelong Learning - Students will develop the skills, interests and desire to pursue learning throughout their lives. Personal Development Goals Healthy Lifestyles - Students will practice healthy lifestyles that promote physical and emotional well-being. A Sense of Personal Worth and Dignity - Students will develop a sense of personal worth and dignity. Saskatoon Public School Board of Education Annual Report Page 7

11 Moral, Ethical and Spiritual Values - Students will display ethical conduct harmonious with the ideals of a democratic society and consistent with the values of respect, responsibility, excellence and joy. Social and Cultural Development Goals Growing with Change - Students will develop knowledge, attitudes and behaviours to both influence and accept change. Democratic and Responsible Decision-Making - Students will develop the knowledge and respect for democratic institutions and the process of government, as well as the desire to participate in the democratic decision-making process. Respect for Others - Students will demonstrate a respect for cultures, values, political and religious beliefs of others. World Citizenship - Students will participate actively in the local community, realize the rights and responsibilities of citizenship, and demonstrate a commitment to social justice. Student Values Respect - cooperation, compassion, acceptance of diversity, respect for others, respect for self, self-control, honesty. Responsibility - freedom, service, justice, respect for the environment, responsibility. Excellence - pursuit of truth, excellence. Joy - self-fulfillment, joy. Saskatoon Public School Board of Education Annual Report Page 8

12 Core Strategies For each of our four goal areas, we have identified a number of core strategies to help us achieve our goals and, ultimately, our vision. Specific action plans for each core strategy are developed and monitored on a regular basis. Strategies and related action plans are subject to modifications based on new information, changes in the environment, and availability of resources. Our Students Learning Safe caring and accepting schools Literacy for Life Collegiate Renewal First Nation, Inuit, and Métis education Learning, teaching, and assessment models Technology for learning Special education and student services Innovative programming English as an additional language Career and work education Our People Recruitment and retention of staff Staff development Staff supervision Our Organization Strategic planning Facilities for Learning Enrolment growth Fiscal management Our Community School Community Councils First Nation, Inuit, and Métis partnerships Community partnerships Saskatoon Public School Board of Education Annual Report Page 9

13 Strategic Priorities The Board has identified two priority areas to receive significant focus for the school division. These priorities are Literacy for Life and Collegiate Renewal. Literacy for Life All kindergarten to grade 8 students will achieve at or above grade level in reading, writing, and mathematics. They will be engaged in their learning and graduate as active participants in lifelong learning and as responsible, caring, culturally responsive citizens in the community, nation, and world. In pursuit of this goal, we will focus intensively on the engagement, achievement and graduation rates of First Nation, Inuit, and Métis students. The significant characteristics of Literacy for Life include: A strong focus on student engagement, achievement and early learning; Intensive professional development for our staff regarding powerful teaching, learning and assessment strategies; Ongoing measurement of our results; and A long-term commitment to this change initiative. Collegiate Renewal All collegiate students will be engaged in their learning so that they graduate as competent, active participants in lifelong learning and as responsible, caring, culturally responsive citizens in the community, nation, and world. In pursuit of this goal, we will focus intensively on the engagement, achievement and graduation rates of First Nation, Inuit and Métis students. The significant characteristics of Collegiate Renewal include: Ongoing assessment of student engagement through the following four dimensions: competency, relevancy, potency, and sense of belonging; Intensive professional learning opportunities for staff that focus on powerful teaching, learning, and assessment strategies; and Honouring student, parent/guardian, and community partner voice and perspective in the learning process. Program Overview The students in Saskatoon Public Schools are diverse. They vary in personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all our students, the division offers a wide range of programs in its 58 schools. Central to the program in every school is the provincially mandated core curricula, broad areas of learning, and cross-curricular competencies. Classroom instruction is designed to incorporate differentiated instruction; First Nation and Métis content, perspectives, and ways of knowing; and the adaptive dimension. Saskatoon Public School Board of Education Annual Report Page 10

14 In addition, schools in the division offer specialized programming that responds to the needs of their students. The following list identifies some of the programs offered at one or more schools. Prekindergarten (offered in 15 schools) Music/Band programming Alternative programming for vulnerable students Special Education programming Online learning centre operating out of City Park School International baccalaureate program (in two collegiates) Advanced Placement courses (in several collegiates) Saskatoon Public Schools Academically Gifted Education (SAGE) (grades 5 8 congregated gifted education program offered in three elementary schools and also in three collegiates) Community school initiatives and programming Secondary locally developed courses approved by the Ministry and taken for credit o For example: World Religions, Entrepreneurship, Applied Global Citizenship, Active Living and Fitness Leadership, Animation, and Mental Health and Addictions. Language Programs Core French instruction French Immersion (offered at seven elementary schools and four collegiates) Cree language and culture Michif and Métis culture English as an Additional Language programming (EAL) German, Japanese, Mandarin, and Spanish language programming Saskatoon Public Schools has also developed a number of innovative and unique programming opportunities for students. A few of our innovative programs are highlighted below: Media School (grade 11 program) in which students spend a semester obtaining high school credits in an integrated learning environment by studying all aspects of media production. Grades 1-8 Montessori program at City Park School. The Intergenerational learning program (igen) for grade six students is located at the Sherbrooke Centre and allows students an opportunity to learn with the support and guidance of both their classroom teacher and the seniors at the centre. The Flexible Learning Educational Program (FLEX) is designed for students in grades 7-12 who wish to combine their education with pursuits that are often found outside of school such as fine arts or athletics. Integrated outdoor education programs for grade 8 students such as EcoQuest, Let s Lead - Nikanetan, and Science Trek. Saskatoon Public School Board of Education Annual Report Page 11

15 Collegiate academies such as soccer, dance, science and technology, softball, and hockey. The Brightwater program, an out of school education project, focuses on environmental awareness and the role that people play in their local, regional, and global environments. Royal West Campus is a centre of excellence for adult learners. Nutana Collegiate offers an Integrated School Linked Services program that involves a number of human service agencies working within the school alongside our teaching staff. The Saskatoon Trades and Skills Centre, housed at Mount Royal Collegiate, is comprised of partners from industry, Saskatoon Public Schools, Gabriel Dumont Technical Institute, the Apprenticeship Board, and the Saskatchewan Ministries of Education and Advanced Education. The initiative was established to address the skilled worker needs of Saskatoon and area employers and to prepare youth and young adults for employment and career opportunities. Additional services and supports are offered to students and teachers by specialized school division staff including: Curriculum consultants in specific subject areas, Educational psychologists, English as an additional language consultants, Speech and language pathologists, and Student counsellors. Saskatoon Public School Board of Education Annual Report Page 12

16 Governance The Board of Education Saskatoon Public Schools is governed by a ten-person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to govern the school division. The school division is organized into ten wards for the purpose of elections, but once elected, the members of the Board of Education represent all students in the division and are committed to providing the very best education possible for each and every student. The current Board of Education was elected on October 26, 2016 and will serve a four-year term. Board of Education members as of August 31, 2017 are: Ward 1... Holly Kelleher Ward 2... Vernon Linklater Ward 3... Donna Banks Ward 4... Cameron Scott Ward 5... Colleen MacPherson Ward 6... Kathleen Brannen Ward 7... Ross Tait Ward 8... Suzanne Zwarych Ward 9... Charmaine Bellamy Ward Ray Morrison (Board Chair) Saskatoon Public School Board of Education Annual Report Page 13

17 School Community Councils Fifty four of our 58 schools established School Community Councils (SCCs). Our three associate/alliance schools Saskatoon Christian School, Saskatoon Misbah School, and Whitecap Elementary School are not required by legislation to have SCCs (although all three schools have parent/community governance structures such as Boards of Directors or Chief and Council). Royal West Collegiate did not establish an SCC. The Education Regulations, 2015 require school divisions to undertake orientation, training, development, and networking opportunities for their SCC members. In , Saskatoon Public Schools conducted three SCC assembly meetings for the purpose of orientation, development, and networking. The Regulations also require SCCs to work with school staff to develop an annual Learning Improvement Plan that is aligned with the school division s strategic plan and to recommend that plan to the Board of Education. In , all division SCCs participated in the review of these plans. The Board of Education provided funding of $2,066 to each SCC with an overall allocation of $111,564 for the school year. SCCs use this funding in a variety of ways, including covering meeting expenses, sponsoring surveys of school parents to gain input to school-level actions, and supporting guest speakers at school-level events for parents/caregivers. School Community Councils are expected to facilitate parent and community participation in planning and provide advice to the Board of Education, the school s staff, and other agencies involved in the learning and development of students. The SCCs give the Board of Education advice about a wide range of issues including policies, programs, and educational service delivery. At the school level, SCCs provide advice related to the school s programs. Recruitment and retention of SCC members remains a challenge. Sometimes prospective members are approached by the principal or the SCC chair. Of the 54 schools that have established a SCC 15 schools have 9 members, and 39 schools have 5 or more members. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students, and educators. Saskatoon Public School Board of Education Annual Report Page 14

18 School Division in the Community Community Involvement Research has shown that students achieve at higher levels in school when their parents/ guardians and other community members are involved in education. Saskatoon Public Schools has programs and initiatives to encourage community and parent involvement. These programs vary from school to school and are unique to each community. For example, Princess Alexandra Community School has a parents room sponsored and staffed by the School Community Council where the coffee is always on and families are always welcome. The Saskatoon Public Schools Foundation provides the community with an avenue to engage directly in improving education for prekindergarten to grade 12 students. Through the Foundation s community engagement and fundraising activities, projects such as the Brightwater Science and Environmental Centre, the literacy tutor program, and the Summer Literacy Learning Camps have been made possible. These and many other Foundation sponsored projects have provided valuable learning experiences for our students. Howard Coad School has been working alongside Dr. Debbie Pushor from the University of Saskatchewan, to enhance parent engagement at Howard Coad School. The purpose of the project is to reimagine how we work with parents and how the physical space of a school can be better utilized as a centre for family learning. As part of this work, Howard Coad School offered a variety of student and parent programming over the summer. Community Partnerships Saskatoon Public Schools and individual schools within the division have established a range of formal and informal community partnerships to promote student learning and ensure that students school experiences are positive and successful. Saskatoon Public Schools has a longstanding formal partnership with Whitecap Dakota First Nation to ensure smooth transitions for students as they move from Charles Red Hawk School to schools within our division. This partnership has evolved over time and Charles Red Hawk School is an alliance school within the Saskatoon Public Schools family. We look forward to exploring this partnership further and to enhancing the learning of students and families from both Saskatoon Public Schools and Whitecap Dakota First Nation. The Okicīyapi Partnership, a provincially and nationally recognized alliance, brings together the Saskatoon Tribal Council, the Central Urban Métis Federation Inc., and Saskatoon Public Schools to support the success not only of First Nation, Inuit, and Métis students but also of all students in the division. Several schools in the division use an integrated services model in which they partner with social service agencies to ensure that students physical, social, and psychological needs are Saskatoon Public School Board of Education Annual Report Page 15

19 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, in Princess Alexandra and Pleasant Hill community schools, a partnership between the division and the Saskatoon Health Region has formed a School Wellness Team. This team, comprised of a nurse practitioner, occupational therapists, a mental health counselor and a speech and language pathologist, comes into the schools to provide families with services on a regular basis. Several schools in the division have partnered with local businesses. The purpose of these partnerships is 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 the business may also sponsor school events. Students, for their part, may sing at business events, help to hand out business awards, and help decorate business facilities at Christmas and other special times. Calls to Action Truth and Reconciliation Commission The Truth and Reconciliation Commission (TRC) released its Calls to Action after completing hearings into the effects of residential schools in Canada. Recognizing that we have a duty to educate students about this difficult period in Canada s history, Saskatoon Public Schools engaged in collaborative consultation with key groups in the division to develop our response to the commission s Calls to Action. This response is quoted below. Saskatoon Public Schools, located on traditional Indigenous territory (Cree, Dakota, Dené, Lakota, Métis, Nakota, Saulteaux), exists to promote growth and opportunity for all students. We are committed to answering the Calls to Action of the Truth and Reconciliation Commission that pertain to education. We believe our students hearts and minds are open for learning. We are responsible for teaching them about Canada s history of colonialism and the impact of residential schools, which is a difficult yet essential aspect of their educational journey. This knowledge is foundational to the goal of reconciliation. Our school division focuses on integrating Indigenous knowledge in the classroom and through experiential learning. We ensure these vital lessons are age appropriate and respectfully presented in order to ensure student comprehension. Developing relationships with our students will strengthen our work together on this journey. We answer the call to honour Indigenous identity by providing respectful, culturally responsive environments that foster positive learning relationships and by teaching the curriculum that infuses Indigenous ways of knowing. Saskatoon Public Schools staff members are leaders and role models. We strive to provide our staff members with a richer understanding of Indigenous history on this land and the resources they need to carry this learning in their work. We know that our division must model the changes we seek to realize. We answer the call by building our organization s cultural competencies through division-wide processes and professional learning that grow our Saskatoon Public School Board of Education Annual Report Page 16

20 collective understanding about Indigenous identity, histories, worldview, and systemic barriers. We believe strong partnerships with families, elders and communities are vital to reconciliation. Our Okicīyapi Partnership with Saskatoon Tribal Council and Central Urban Métis Federation Inc. has strengthened our Cree and Métis language and culture programs. Our alliance agreement with Whitecap Dakota First Nation demonstrates a collaborative vision to provide the best available education to students. We answer the call by enriching our partnerships in order to enhance educational opportunities for our students. At Saskatoon Public Schools, we believe in creating safe spaces where knowledge of our past is seamlessly embedded in our work. Striving for a more respectful, inclusive community is our common goal. We honour the survivors of residential schools and their descendants and purposefully answer the Truth and Reconciliation Commission's Calls to Action by aspiring to live by our school division values: Respect, Excellence, Joy and Responsibility. Saskatoon Public School Board of Education Annual Report Page 17

21 Strategic Direction and Reporting The Education Sector Strategic Plan Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students was the third year of deployment of the ESSP. Enduring Strategies The Enduring Strategies in the ESSP are: 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. Saskatoon Public School Board of Education Annual Report Page 18

22 Reading, Writing, Math at Grade Level and Unified Student Information System Business Case OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Develop a business case to explore the feasibility of a provincial Unified Student Information System. We will identify a set of SPS-specific core research-supported expected practices for reading, writing, and mathematics instruction. School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority Education superintendents will work closely with school administrative teams to support the implementation of the Saskatoon Public Schools expected practices in reading, writing, and mathematics. This will be done through formal school visits, professional development at leadership meetings, and through an increased emphasis on learning walks in all schools. To develop and enact plans for the implementation of the provincial writing rubrics in grades 4, 7, and 9. Superintendents support schools in developing and enacting plans for the implementation of provincial writing rubrics in grades 4, 7, and 9. To utilize a distributed leadership model (math leadership communities) to increase use of research based, culturally informed practices aimed at improving the computational fluency of our students (K-8). To improve secondary mathematics instruction through the development of instructional leaders (mathematics learning coordinators) and distributed leadership within each Collegiate. School division actions taken during the school year to achieve the targets and outcomes of the Reading, Focus groups met to review Saskatchewan Reads. This included consultation with principals, vice-principals, staff development, student services, EAL, and our First Nation, Inuit and Métis (FNIM) team. Saskatoon Public School Board of Education Annual Report Page 19

23 Writing, Math at Grade Level outcome and the Unified Student Information System Business Case priority Focus groups met to review current expected/consistent practices. This included consultation with principals, vice-principals, staff development, student services, EAL, and our FNIM team. Our data leadership teams met 5 times during the year to review school-based data, and to discuss plans for responding to the information. New teachers participated in several professional development sessions on reading, writing, and mathematics instruction. Instructional consultants supported our new teachers formally through this process, and informally through a mentorship relationship. Literacy learning leaders provided support in 14 schools. Community school principals met four times during the year to discuss common issues and to collaborate to improve instruction in reading, writing, and mathematics. Year at a Glance documents were created for kindergarten to grade 3. The learning walk process was reviewed, and will be refined in the future. Leading from the Classroom professional learning opportunities were offered. Collaborative Inquiry Teams (CIT s) in each school focused on responding effectively to student needs through analysis of school based data. Professional development sessions were offered during the week before school opening. Math community meetings were a key professional development mechanism for improving instructional practice in mathematics. Math screeners (mini-assessments) were developed and used in almost every school. Measures for Reading, Writing and Math at Grade Level Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are an indicator of future student performance. Saskatoon Public School Board of Education Annual Report Page 20

24 The following bar graph displays the percentage of grade 3 students (FNMI, non-fnmi, all) by reading level grouping. The charts below the graph indicate the percentage of grade 3 students in the province reading at or above grade level, as well as the proportion of grade 3 students with reported reading levels. Notes: 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 Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017 Analysis of results The following has been noted: Saskatoon Public School Board of Education Annual Report Page 21

25 Approximately 76% of the total grade 3 student population that was assessed in the spring of the school year was reading at or above the established benchmark. This result is similar to those of and Based on the statistics reported in the line graph in the lower-left section of the graphic above, the results for the entire population of Saskatoon Public Schools grade 3 students mirror provincial trends. Approximately 80% of the non-first Nation, Métis, and Inuit students and about 51% of the First Nation, Métis, and Inuit students who were assessed in the spring of the school year were reading at or above the established benchmark. Provincial comparators for these two subpopulations were not provided by the Ministry; therefore, observations about this have not been made. About 5% of non-first Nation, Métis, and Inuit students and 25% of First Nation, Métis, and Inuit students were more than one full grade below the expected year-end benchmark after the spring 2017 assessment. While it is our objective that all students would read at or above grade level, it is encouraging to note that we came very close to meeting our objective for non-first Nation, Métis, and Inuit students. On the other hand, while staff continue to work hard to help our First Nation, Métis, and Inuit become proficient readers, there is still a considerable gap between our present results and our stated objectives. Saskatoon Public School Board of Education Annual Report Page 22

26 Improving First Nation and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nation and Métis and non-first Nation and Métis partners will result in significant improvement in First Nation and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nation and Métis stakeholders, implement the Following Their Voices Initiative Saskatoon Public Schools continues to establish and support partnerships with several First Nation and Métis and non-first Nation and Métis organizations for the purpose of supporting students learning. School division goals aligned with the First Nation and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority Following Their Voices (FTV): Two collegiates from Saskatoon Public Schools will continue to be direct participants in Following Their Voices. Our teachers will commit to several goals in service of improved student learning. These goals include: o Responding to student s needs from within teachers spheres of influence; o Committing to continuous learning, unlearning, and relearning; and o Changing practice that accelerates achievement for First Nation, Métis, and Inuit students. Saskatoon Public Schools First Nation and Métis Education Achievement Fund (FNMEAF) goals included: All First Nation, Inuit and Métis kindergarten students will be assessed in mid-october using the EYE-TA. Students who are identified as struggling (in the yellow and red zones) will receive targeted support from the Speech-Language Pathologist designated to support First Nation, Inuit and Métis learners. By June 2017, all students who were identified as struggling will be assessed as ready for grade 1. Saskatoon Public School Board of Education Annual Report Page 23

27 By June 2017, we will increase the percentage of First Nation, Inuit and Metis students graduating on time (within three years of entering grade 10) from 36% to 50%. To support growth in reading comprehension, we will utilize assessment performance indicators to identify two schools that require additional literacy instructional support for First Nation, Inuit and Métis students from grades 1 to 6. We will place a literacy support teacher in both of these schools and will establish baselines and targets from October 2016 assessments. o The literacy support teacher will focus particularly on providing leveled literacy support intervention (LLI). Progress will be measured using Fountas and Pinnell Benchmark System during each of the three rounds of LLI per year, October, February and May. Invitational Shared Services Initiative (ISSI) goals (in partnership with Whitecap Dakota First Nation) will include: Using collected baseline data to transition students successfully from Charles Red Hawk School to Saskatoon Public Schools successfully. To develop a coherent student transition tracking process to ensure consistent support for students. Ensuring that all students will be at or above grade level expectations in reading and mathematics. School division actions taken during the school year to achieve the targets and outcomes of the First Nation and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority FTV participation: Two Saskatoon Public Schools collegiates were part of the provincial FTV cohort of schools. These schools also participated in all congregated FTV-related professional learning. Both schools identified in-school facilitators, mobilized structures for classroom observations and feedback, identified struggling students, set up processes to monitor students progress, and created support strategies for students who continued to struggle. Saskatoon Public School Board of Education Annual Report Page 24

28 FNMEAF grant actions: Elders and Traditional Knowledge Keepers worked with ten schools to support increased parental, community, and student engagement. Specifically, the focus was to help students and families struggling with identity and to support teachers in strengthening curricular connections to First Nation and Métis ways of knowing and history. In two schools, a full-time teacher was assigned to provide Levelled Literacy Intervention instruction to First Nation and Métis students. The student transition support worker worked with grade 8 students and families to help them develop a plan for successful transition between grade 8 and high school and worked with students and families that have been identified by school counsellors as needing additional support. Career facilitators and collegiate counselors encouraged and assisted First Nation, Inuit and Métis students in applying to post-secondary programs. It is expected that all students will have an exit plan upon graduation. First Nation, Inuit and Métis learning leaders worked in the high schools with the highest number of First Nation, Inuit and Métis students. They helped the schools focus the schools attention on First Nation, Inuit and Métis student achievement and retention data. All collegiate administrators made a commitment to having fewer student transitions. When transitions were necessary, communication between schools focused on supporting the academic and social needs of First Nation, Inuit, and Métis students. In the five schools with the most First Nation and Métis children, a Speech Language Pathologist worked directly with students in kindergarten and grade 1 to help them build strong language skills. ISSI grant actions: A literacy tutor actively supported students at Charles Red Hawk School by assessing their reading levels, delivering individualized instruction catered to their needs, Saskatoon Public School Board of Education Annual Report Page 25

29 communicating with families about progress, and providing just right books for them to take home as well as to read during school hours. A speech language pathologist regularly assessed students progress, provided therapy when required, and supported teachers in developing skills to respond to students needs during regular instruction. This individual also worked with Whitecap Dakota students as they transitioned to other Saskatoon Public Schools to ensure they received the support they require. Dakota Elders worked with all Charles Red Hawk School students attending public schools off reserve. They focused specifically on enhancing students understanding and experience of Dakota ways of knowing by leading Dakota ceremonies, hosting traditional lunches with students, and highlighting Dakota history in classrooms. Measures for Improving First Nation and Métis Student Engagement and Graduation Rates and Following Their Voices Average Final Marks Teacher-assigned marks are important indicators of students performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for post-secondary education, to determine eligibility for scholarships and awards, and by some employers when hiring. The following data display shows average final marks in selected secondary-level courses for all students, and by non-first Nation, Métis and Inuit and First Nation, Métis and Inuit student subpopulations in the division, along with provincial results for each category. Saskatoon Public School Board of Education Annual Report Page 26

30 Average Final Marks in Selected Secondary-Level Courses, All Students Non-FNMI FNMI Subject Saskatoon Saskatoon Saskatoon Province Province Province Public Public Public English Language Arts A 10 (Eng & Fr equiv) English Language Arts B 10 (Eng & Fr equiv) Science 10 (Eng & Fr equiv) Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) English Language Arts 20 (Eng & Fr equiv) Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) Math: Foundations 20 (Eng & Fr equiv) Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to selfidentify. Source: Ministry of Education, 2017 Analysis of results It is noted that, with the exception of Math: Workplace and Apprenticeship 10, our non-first Nation, Métis and Inuit students final grades are within 2 percentage points of provincial results for their peers. Saskatoon Public Schools First Nation, Métis and Inuit students final grades in English Language Arts A10 and B10 as well as Math: Workplace and Apprenticeship 10 were considerably below those of the provincial population; for these students, final grades in the remaining courses reported above were very similar to those of the provincial cohort. Considering the tremendous changes in Saskatoon s demographics over the last few years, it is encouraging that, for the most part, Saskatoon Public Schools students final marks tend to be similar to those of the provincial cohort. However, there remains a substantial difference between the final marks for First Nation, Métis and Inuit students and their non-first Nation, Métis and Inuit counterparts. It is important to acknowledge that there is much work to do to improve outcomes for all students particularly for First Nation, Métis and Inuit students. Through our division s strategic plan and individual departmental work plans, efforts will be intensified to support all of our students to achieve to the best of their abilities. Credit Attainment Saskatoon Public School Board of Education Annual Report Page 27

31 Credit attainment is a strong predictor of a school division s graduation rate (both on-time and extended-time). While students choose a variety of paths to earn credits toward graduation, it is true that those who earn eight or more credits per year are more likely to complete high school within three years of beginning grade 10 as compared to those who do not achieve eight or more credits per year. The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-fnmi and FNMI student subpopulations in the division, along with provincial results for each category. Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017 Analysis of results The percentage of Saskatoon Public Schools students who attained eight credits or more per year is below provincial statistics in the three years shown in the graph. Over the course of these years, approximately two-thirds of non-fnmi students (ranging from 64% to 65%) attained eight or more credits yearly; whereas, about 71% of the provincial non-fnmi population attained this number of credits. Saskatoon Public School Board of Education Annual Report Page 28

32 The percentage of Saskatoon Public Schools First Nation, Métis, and Inuit students who attained eight or more credits per year is below that of the provincial First Nation, Métis, and Inuit population. However, the difference between Saskatoon Public Schools results and the provincial results has fallen from 9 percentage points in to 6 percentage points in (the difference was 2 percentage points in ). Our First Nation, Métis, and Inuit students results were also significantly below that of our non-first Nation, Métis, and Inuit students. However, there has been improvement between the baseline year and in the difference in credit attainment rates between First Nation, Métis, and Inuit and non-first Nation, Métis, and Inuit students. In , there was a 48 percentage point difference between the percentage of First Nation, Métis, and Inuit students who achieved at least eight credits per year and non-first Nation, Métis, and Inuit students who did so; whereas, by , the difference between these two groups was reduced to 40 percentage points. Overall, there is room for improvement both in terms of comparisons to provincial statistics for all student groups as well as in absolute terms. Ideally, students credit attainment rates would be equal to or higher than those for provincial populations for both First Nation, Métis, and Inuit and non-first Nation, Métis, and Inuit student groups. We intend to redouble our efforts through professional learning and intensified focus on formative assessment, outcomes based assessment, and responsive instruction to identify students who struggle as early as possible and to provide them with the supports they require to be successful. Saskatoon Public School Board of Education Annual Report Page 29

33 Graduation Rates OUTCOME: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate. PRIORITY: Identify and implement high impact strategies for supporting student engagement, retention, and graduation. By June 2017 School Division goals aligned with the Graduation Rates outcome and priority School division actions taken during the school year to achieve the targets and outcomes of the Graduation Rates outcome On time graduation rate will be 70%. Extended time graduation rate will be 85%. 60% of secondary students will have high attendance. The average number of credits earned by FNIM students will increase by 10% over Early identification of and intervention with students who require additional support to earn credits. Activation of school-based data teams to study and respond to trends in student learning. Renewal of professional learning processes focused on meeting the needs of students who struggle to gain credits. Measures for Graduation Rates Grade 12 Graduation Rate: On-Time Review of attendance supports and incentives. To graduate within the typical three-year period after beginning grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of twenty-four secondary level credits by the end of grade 12. On-time graduation rates are one measure of the efficacy of a school system in supporting students toward graduation. The following graph displays the percentage of students (all students, First Nation, Métis, and Inuit, and non- First Nation, Métis, and Inuit) in the division who graduated within three years of entering grade 10, along with provincial results in each of these categories. Saskatoon Public School Board of Education Annual Report Page 30

34 Notes: 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 fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to selfidentify as First Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017 Analysis of results The following has been noted: The on-time graduation rate for all students in Saskatoon Public Schools has been consistent over time from the baseline year to In , 70% of the total student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 70% graduated on time in and 72% did so in The difference between Saskatoon Public Schools graduation rate and that of the total provincial student population has also remained fairly consistent (with the provincial rate for the last two years at 76% overall). Saskatoon Public School Board of Education Annual Report Page 31

35 The on-time graduation rate for Saskatoon Public Schools non-first Nation, Métis, and Inuit students has also remained relatively consistent between the baseline year and In , 78% of the non-first Nation, Métis, and Inuit student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 77% of the non-first Nation, Métis, and Inuit student population graduated in and 78% did so in The difference between Saskatoon Public Schools non-first Nation, Métis, and Inuit graduation rate and that of the total provincial student population has also remained fairly consistent. The on-time graduation rate for Saskatoon Public Schools First Nation, Métis, and Inuit student population improved substantially between the baseline year and (from 20% in to 37% in ); however, the and results are essentially the same. The difference between Saskatoon Public Schools First Nation, Métis, and Inuit graduation rate and that of the provincial First Nation, Métis, and Inuit population has remained consistent between and While we have worked very hard to support First Nation, Métis, and Inuit students in their efforts to complete more secondary level credits that count toward on-time graduation, there was little improvement over the previous year s results. Furthermore, the results for non-first Nation, Métis, and Inuit students have also plateaued over the period of time covered by the graphic above. We acknowledge that there is much work yet to be done in this area. We continue to evolve our practice in light of both our results and current research findings and we believe that through the hard work of our students, staff, and families, we will see improvements in our students on-time graduation rates. Grade 12 Graduation Rate: Extended-Time Some students require more time than the typical three years of high school to complete the courses necessary to graduate. Extended-time graduation rate (up to five years after beginning grade 10) is another indicator of the efficacy of the education system. The following displays the percentage of students (all students, non-first Nation, Métis, and Inuit, and First Nation, Métis, and Inuit) in the division who graduated within five years of entering grade 10 along with provincial results for each of these subpopulations. Please note that these statistics include those who graduated on time. Saskatoon Public School Board of Education Annual Report Page 32

36 Notes: 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 fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nation (Registered/Treaty/Status Indian, Non- Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017 Analysis of results The following has been noted: The extended-time graduation rate for all students in Saskatoon Public Schools has improved modestly over time from the baseline year to In , 79% of the total student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 82% graduated in and 85% graduated in The difference between Saskatoon Public Schools extended-time graduation rate and that of the total provincial student population has remained relatively consistent over time (with the provincial rate in at 84% overall). The extended-time graduation rate for Saskatoon Public Schools non-first Nation, Métis, and Inuit student population has improved modestly between the baseline year and In , 85% of the non-first Nation, Métis, and Inuit student population graduated within five years of having started grade 10. In the two Saskatoon Public School Board of Education Annual Report Page 33

37 additional years shown on the graphic above, 88% graduated in and 89% graduated in The difference between the graduation of non-first Nation, Métis, and Inuit student in the province versus Saskatoon Public Schools has been consistent over time. The extended-time graduation rate for First Nation, Métis, and Inuit students in Saskatoon Public Schools has improved substantially over the time represented in the graphic above. In , 32% of First Nation, Métis, and Inuit graduated within five years of starting grade 10. In the additional two years depicted on the graphic above, 52% graduated in and 58% did so in The difference between Saskatoon Public Schools First Nation, Métis, and Inuit extended-time graduation rate and that of the comparable provincial student population has narrowed over time from 15 percentage points in to 2 percentage points in The difference between the extended-time graduation rates for Saskatoon Public Schools non-first Nation, Métis, and Inuit and First Nation, Métis, and Inuit student populations has also narrowed over time. In , the difference was 54 percentage points; by , the difference narrowed to 29 percentage points. Overall, the results for this metric are encouraging especially for the First Nation, Métis, and Inuit student population. The trends for both the First Nation, Métis, and Inuit and the non-first Nation, Métis, and Inuit student populations is positive; therefore, the results for the entire student population are also improving. We acknowledge that there is much work yet to be done in this area. As well, we continue to evolve our practice in light of both our results and current research findings and we believe that through the hard work of our students, staff, and families, we will see improvements in our students extended-time graduation rates. Grade 9 to 10 Transition The transition from grade 9 to 10 can be difficult for some students for many reasons, including not having reached all outcomes from every subject in the elementary grades. This measure is intended to show how well grade 9 students adjust in the transition to grade 10. Achieving eight or more credits per year particularly in grade 10 is important for steady progress towards graduating on time. The following displays the percentage of grade 9 students (all students and the First Nation, Métis and Inuit subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average. Saskatoon Public School Board of Education Annual Report Page 34

38 Notes: Percentages are calculated as the number of students attaining eight or 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 Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017 Analysis of results The percentage of grade 9 students achieving eight or more credits the following school year were monitored in two ways (i) an 8-year average and (ii) paired trend lines covering the 8- year period. When the 8-year average is examined, 75% of Saskatoon Public Schools overall student population successfully made the transition between grade 9 and 10 by achieving at least eight credits a number that is on par with the provincial average. The statistics for the First Nation, Métis and Inuit population show that about 35% of FNMI students successfully made this transition as compared to the provincial average of about 40%. Saskatoon Public School Board of Education Annual Report Page 35

39 The eight-year trend line for Saskatoon Public Schools total population mirrors that of the provincial population. For both groups, there has been modest improvement over the eight years represented in the graphic above; however, the results have plateaued since The eight-year trend for the First Nation, Métis and Inuit student populations at both the provincial and local level are similar to those of the overall student population albeit more dramatic. Results for both groups especially for students in Saskatoon Public Schools improved dramatically between and However, the percentage of grade 10 First Nation, Métis and Inuit students at both the provincial and local levels attaining eight or more credits in the year following their transition from grade 9 has plateaued since The grade 10 credit attainment gap between Saskatoon Public Schools First Nation, Métis and Inuit students and the provincial First Nation, Métis and Inuit population has shrunk from about 9 percentage points in to about 2 percentage points in Students year-to-year transitions have been supported overall, with a particular focus on the grade 9-10 transitions. While it is pleasing to see improvements over time, it is concerning that progress has plateaued in the last few years. Our overall population tends to mirror provincial trends over time. Of particular significance, however, is the trend for First Nation, Métis and Inuit students. Our First Nation, Métis and Inuit students have been less successful in making the grade 9-10 transition in terms of achieving eight or more credits in grade 10 both in comparison to their provincial peers and to the overall population. However, improvements have been achieved. The focus on facilitating this important transition for all students will continue. Saskatoon Public School Board of Education Annual Report Page 36

40 Sector-Wide Efficiencies OUTCOME: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs. School division goals aligned with the Sector-Wide Efficiencies outcome Saskatoon Public Schools set two broad goals with respect to finding efficiencies and reducing sector-wide efficiencies. These included: Planning and executing continuous improvement events, and Looking for opportunities to optimize fiscal management. School division actions undertaken during the school year to achieve the goals of the Sector-Wide Efficiencies Outcome focused on three areas: (i) facilities, (ii) operations, and (iii) classroom/school operations. Some examples of this work included: School division actions taken during the school year to achieve the targets and outcomes of the Sector-Wide Efficiencies outcome Facilities Continued monitoring and verification on a periodic basis of energy savings resulting from the implementation of the Energy Smart Program upgrading of facility infrastructure to realize cost savings while at the same time honoring our responsibilities to model responsible stewardship of resources. Use of an external cost consultant/value engineering expert on minor and major capital projects to ensure that appropriate cost/value decisions are made in a timely fashion that reduce the cost of such projects and/or increase the value to the end users of the facility and the school division. Retrofit of existing lighting systems and components with LED light-efficiency systems and components, as such work comes due for replacement. This has reduced energy costs and associated maintenance and operations support for these items going forward. Operations Participation in joint tenders with other school divisions to ensure best value at the best price: Our print centre has reworked how it uses paper to realize significant savings. For efficient and economical transportation, many elementary schools offset their bell times in order to share school bus Saskatoon Public School Board of Education Annual Report Page 37

41 transportation. In addition, transportation costs are minimized for students who require intensive supports by utilizing a combination of school buses and taxi service. Classroom/school A Continuous Improvement event was held in continuing to review the examination of division-mandated student assessment, this time with an emphasis on the supports required for teachers in order to efficiently and effectively provide the assessments. Saskatoon Public School Board of Education Annual Report Page 38

42 Early Years OUTCOME: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades. School division goals aligned with the Early Years outcome Confident language skills prepare students leaving kindergarten for success in later grades. At Saskatoon Public Schools the creation and distribution of holistic language and developmental milestones strategies, correlated to the Early Years Evaluation (EYE), and shared with school teams and families, will support language development. School division actions taken during the school year to achieve the targets and outcomes of the Early Years outcome Families received information on developmental and language milestones through family engagement events, home visits, contact with division and health region speech and language pathologists and conversations with teachers. Schools participated in professional development on language milestones through: Hanen training, principals attending early learning site visits for principals, EYE training and school team meetings, EYE administrators review, access to provincial documents, principals attending community education planning sessions, prekindergarten networking meetings. Central office members learned about developmental language and milestones through: attending EYE teams meetings to review data, staff development; FNIM, EAL and student services representatives aligning researchbased information on age appropriate milestones; creating specific actions associated with reaching those milestones; and supporting family engagement events. Measures for Early Years Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a school readiness screening tool that provides information about each child s development and learning with a focus on Saskatoon Public School Board of Education Annual Report Page 39

43 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. Responsive Tiered Instruction is a preventive approach that allows educators, school teams, and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding. In the RTI model, Tier I means that the child is at the appropriate level of development and he or she is likely to be able to make the transition to grade 1 successfully without extra instructional supports. Tier II means that the child is a bit behind the expected level of development but, with some extra instructional supports, is likely to be able to make the transition to grade 1. Students identified at Tier III may also make the transition to grade 1 successfully but will require considerable extra instructional support to do so. The following displays the percentage of students identified as Tier I at kindergarten entry and at exit between and inclusive as well as the provincial results for each category. Saskatoon Public School Board of Education Annual Report Page 40

44 Notes: Research shows early identification followed by a responsive, tiered approach to instruction from kindergarten to grade 3 can substantially reduce the prevalence of reading challenges. The primary role of EYE is to help inform educational practice. EYE screening at kindergarten entry is used by classroom teachers and school divisions to identify children who experience difficulties with important skills when they arrive in kindergarten, and who may need closer monitoring or further assessment during the year. Children who have difficulty with important skills at kindergarten entry are also re-assessed before the end of the kindergarten year, allowing school divisions to measure the impact of their supports and responses. Children assigned Tier I RTIs are able to complete developmental tasks without difficulty. These children have a high probability of reading at grade level by grade 3 - an important predictor of school success, including grade 12 graduation. The format of EYE-TA results reported previously in school division annual reports varies from the format used here. Prior to , displays showed percentage results for all RTI Tiers at kindergarten entry and exit of the assessment year. The amended displays now show only the percentage of children assessed as Tier I at Saskatoon Public School Board of Education Annual Report Page 41

45 kindergarten entry and after the Kindergarten year at exit. In addition, school division EYE-TA displays also now show results for self-declared First Nation (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk children (FNMI), and for those who do not identify as FNMI (non-fnmi), provided both comparison groups consist of a minimum of 10 children. It should be noted that the non-fnmi group may include FNMI students who choose not to self-identify. Source: Ministry of Education, Early Years Branch, 2017 Analysis of results A child s first few years are critically important to his or her lifelong learning trajectory. One measure used to monitor students readiness to learn in grade 1 is the Early Years Evaluation Teacher Assessment (EYE-TA). The EYE-TA provides teachers and parents with a wealth of information about children s readiness to learn in several key domains consistently shown to be indicators of future success. In addition, the results can be used to estimate the likelihood that a student will require special education supports in the future using a statistical analysis called logistic regression. This analysis accounts for various demographic factors such as the socioeconomic characteristics of the students neighbourhoods and identifies the likelihood that students will require extra supports. The graphic above shows a comparison of the percentage of kindergarten students who were at the appropriate level of development (Tier I) at kindergarten entry and the percentage of students who were at Tier I at the end of their kindergarten year over the last three years by demographic group including: (i) all ; (ii) First Nation, Métis, and Inuit (FNMI); and (iii) non-first Nation, Métis, and Inuit (non-fnmi). At kindergarten entry, about two-thirds of non-fnmi children in Saskatoon Public Schools were at the appropriate level of development in each year represented in the above graphic; whereas, about one-third of FNMI students were at this level at kindergarten entry. These statistics are roughly similar to provincial statistics. By the end of kindergarten, over 80% of non-fnmi students were at Tier I in each of the three years reported in this document (the long-term trend for this student population is also positive going from 81 percentage points in the baseline year to 84 percentage points in ). These figures are also similar to provincial numbers. About two-thirds of FNMI children in Saskatoon Public Schools were at Tier I by the end of their kindergarten year in (the baseline year) but that number has decreased over time to 55% in In and , Saskatoon Public Schools statistics in this area exceeded the provincial results; in , 55% of our FNMI students were at Tier I as compared to 58% for the provincial FNMI population. Saskatoon Public School Board of Education Annual Report Page 42

46 Based on responsive tiered intervention (RTI) research, the proportion of Saskatoon Public Schools population of non-fnmi kindergarten students who are on-track developmentally is about what should be expected. Typically, 15-20% of any student population will be experiencing some difficulty and require additional supports to be successful. In Saskatoon Public Schools, about 20% of non-fnmi students are experiencing some difficulty. However, there is an unacceptably high proportion of FNMI students who are experiencing some difficulty as they enter kindergarten and as they transition from kindergarten to grade 1. Having said this, we are mining these and other data carefully to identify the specific areas in which students need extra support, (e.g., cognitive development, language development, etc.), and are consulting relevant research to find ways to support their learning more effectively. Several instructional supports for grades 1-3 students have already been implemented and EYE data among other information sources have been instrumental in helping us to identify students who require additional supports so that the children can receive them as early as possible. Saskatoon Public School Board of Education Annual Report Page 43

47 Demographics Students In , 24,868 students were enrolled with Saskatoon Public Schools (including prekindergarten students). This represents an increase of 907 students over Over the course of the last three years, the population of the school division overall and of prekindergarten to grade 3 specifically has increased each year (see Figure 1). For example, in , we had 7,462 prekindergarten to grade 3 students; in , we had 7,648 students in these grades; and by , the population for these grades has grown to 7,919. If we look at the enrolment in terms of the size of subgroups of the population there are substantial increases in all groups (see Figure 2). For example, the population of First Nation, Métis, and Inuit students has grown from 4,002 in to 4,435 in (not including prekindergarten). Our French Immersion population has increased by a similar amount over this time from 2,097 to 2,382 students. Our fastest-growing subgroup is the students who require support to learn English as an additional language (EAL). In , the EAL population was 2,199; whereas, in , it was 2,714. Considering national and international immigration trends, it is anticipated that our student population will continue to grow over the next several years. Saskatoon Public School Board of Education Annual Report Page 44

48 Figure 1: Students Saskatoon Public SD Grade Kindergarten 1,767 1,789 1, ,732 1,801 1, ,731 1,744 1, ,626 1,723 1, ,484 1,657 1, ,597 1,543 1, ,572 1,646 1, ,497 1,602 1, ,568 1,562 1, ,687 1,757 1, ,853 1,813 1, ,829 1,901 1, ,876 2,832 2,979 Total 22,819 23,370 24,250 PreK Note: Enrolment numbers are based on the actual number of students enrolled in each grade as of September 30 of each year (not FTEs). Source: Ministry of Education, 2016 Subpopulation Enrolments Self-Identified FNMI French Immersion English as an Additional Language Figure 2: Students Subpopulation Enrolments Grades K to 3 1,054 1,057 1,102 4 to to to 12 1,254 1,311 1,477 Total 4,002 4,111 4,435 K to 3 1,019 1,110 1,138 4 to to to Total 2,097 2,258 2,382 1 to to to to Total 2,199 2,281 2,714 Note: The table above identifies the actual number of students enrolled in gradelevel groupings as of September 30 of each year. Source: Ministry of Education, 2016 Saskatoon Public School Board of Education Annual Report Page 45

49 Staff Figure 3: Staff - Full Time Equivalents (FTE) Job Category FTEs Classroom teachers 1,455 Principals, vice-principals 122 Other educational staff (positions that support educational programming) e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists Administrative and financial staff e.g., Chief Financial Officers, accountants, Information Technology people, supervisors, managers, administrative assistants, clerks Plant operations and maintenance e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors, managers Transportation e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors, managers League of Educational Administrators, Directors and Superintents (LEADS) e.g., director of education, superintendents Total Full-Time Equivalent (FTE) Staff 2,512 Notes: The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal. Senior Management Team The Director of Education, Barry MacDougall, reports directly to the Board of Education. The Deputy Director, Shane Skjerven, reports to Barry MacDougall and oversees Education Council. The Chief Financial Officer, Garry Benning, reports to the Director and oversees the Business Council. Eight superintendents of education are responsible for teaching, learning, and curriculum. Each superintendent of education is responsible for seven or eight assigned schools from the various neighbourhoods in Saskatoon Public Schools: Education Council Superintendents of Education Dave Derksen Dean Newton Lisa Fleming Charlene Scrimshaw Brenda Green Donnalee Weinmaster Brent Hills Withman Jaigobin Saskatoon Public School Board of Education Annual Report Page 46

50 Business Council Garry Benning Chief Financial Officer Jason Dunk Chief Technology Officer Stan Laba Superintendent of Facilities Jaime Valentine Human Resources Superintendent ADMINISTRATIVE COUNCIL B. MacDougall Director S. Skjerven Deputy Director G. Benning Chief Financial Officer J. Dunk Chief Technology S. Laba Superintendent of Facilities J. Valentine H.R. Superintendent D. Derksen Superintendent of Education L. Fleming Superintendent of Education B. Green Superintendent of Education B. Hills Superintendent of Education W. Jaigobin Superintendent of Education D. Newton Superintendent of Education C. Scrimshaw Superintendent of Education D. Weinmaster Superintendent of Education Saskatoon Public School Board of Education Annual Report Page 47

51 School Division Infrastructure and Transportation School List School Grades Location Aden Bowman Collegiate 9-12 Queen Elizabeth Alvin Buckwold Elementary k-8 Eastview Bedford Road Collegiate 9-12 Caswell Hill Brevoort Park Elementary k-8 Brevoort Park Brownell Elementary k-8 Silverwood Heights Brunskill Elementary k-8 Varsity View Buena Vista Elementary k-8 Buena Vista Caroline Robins Elementary Prek-8 Westview Heights Caswell Elementary Prek-8 Caswell Hill Centennial Collegiate 9-12 University Heights Suburban Centre Charles Red Hawk Elementary Prek-4 Whitecap Dakota First Nation City Park School 1-12 City Park College Park Elementary k-8 Lakewood Confederation Park Elementary Prek-8 Confederation Park Dr. John G. Egnatoff Elementary k-8 Erindale Dundonald Elementary k-8 Dundonald Evan Hardy Collegiate 9-12 College Park Fairhaven Elementary Prek-8 Fairhaven Forest Grove Elementary k-8 Forest Grove Greystone Heights Elementary k-8 Greystone Heights Henry Kelsey Elementary k-8 Hudson Bay Park Holliston Elementary k-8 Holliston Howard Coad Elementary Prek-8 Mount Royal Hugh Cairns V.C. k-8 Adelaide/Churchill James L. Alexander Elementary k-8 Parkridge John Dolan k-12 Eastview John Lake Elementary k-8 Avalon King George Elementary Prek-8 King George Lakeridge Elementary k-8 Lakeridge Lakeview Elementary k-8 Lakeview Lawson Heights Elementary k-8 Lawson Heights Lester B. Pearson Elementary Prek-8 Pacific Heights Marion M. Graham Collegiate k-12 Silverwood Heights Mayfair Elementary Prek-8 Mayfair Montgomery Elementary k-8 Montgomery Mount Royal Collegiate 9-12 Mount Royal North Park Wilson Elementary k-8 North Park Saskatoon Public School Board of Education Annual Report Page 48

52 Nutana Collegiate 9-12 Nutana Pleasant Hill Elementary Prek-8 Pleasant Hill Prince Philip Elementary k-8 Nutana Park Princess Alexandra Elementary Prek-8 Riversdale Queen Elizabeth Elementary k-8 Queen Elizabeth River Heights Elementary k-8 River Heights Roland Michener Elementary k-8 College Park Royal West Campus 9-12 Mount Royal Saskatoon Christian School k-12 Corman Park Saskatoon Misbah School k-8 Grosvenor Park Silverspring Elementary k-8 Silverspring Silverwood Heights Elementary k-8 Silverwood Heights Sutherland Elementary Prek-8 Sutherland Tommy Douglas Collegiate 9-12 Blairmore Victoria Elementary k-8 Nutana Vincent Massey Elementary Prek-8 Massey Place Walter Murray Collegiate 9-12 Nutana Suburban Centre Westmount Elementary Prek-8 Westmount Wildwood Elementary k-8 Wildwood Willowgrove Elementary k-8 Willowgrove W.P. Bate Elementary Prek-8 Meadowgreen Infrastructure Projects School Project Details Cost Alvin Buckwold Roofing Replacing sections of roof 386,423 Confederation Park Roofing Replacing sections of roof 988,176 Lakeview Roofing Replacing sections of roof 368,916 Mount Royal Collegiate Roofing Replacing sections of roof 430,468 River Heights Roofing Replacing sections of roof 274,109 Vincent Massey Roofing Replacing sections of roof 222,801 Portables Portables Construction of portable classrooms 1,831,799 City Park Repurposing Various renovations 663,172 New School Bundle P3 Schools Construction of 4 new elementary schools 49,850,202 New School Bundle P3 Schools Furniture and equipment 5,582,419 New School Bundle P3 Schools Playground equipment 410,176 Total $61,008,661 Saskatoon Public School Board of Education Annual Report Page 49

53 Transportation Saskatoon Public Schools is an urban division with enrolment growth across the city, especially in the new neighbourhoods (9,000 to 13,000 people per subdivision). The growth results in significant annual increases in student transportation. Four new schools are planned to open for the school year. Students are transported to programs including French Immersion, Cree Language and Culture and Academically Gifted. In addition, students who require intensive supports are transported to programs or their neighbourhood school. Transportation is offered in neighbourhoods without schools and where there are enrolment concerns. Saskatoon Public Schools contracts transportation and utilizes the services of two bus companies, a taxi service, and a wheelchair shuttle service. Students are encouraged to ride Saskatoon Transit to and from school, particularly in grades nine to twelve. In order to be fiscally responsible, many elementary schools offset their bell times so they may share school bus transportation. This is possible through the support of our school communities. Saskatoon Public School Board of Education Annual Report Page 50

54 Financial Overview Summary of Revenue and Expenses Revenue Other 7% Property Taxation 38% Grants 55% Expense Other 6% Transportation 3% Plant 13% Gov & Adm 3% Instruction 75% Saskatoon Public School Board of Education Annual Report Page 51