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... 3 Introduction... 4 School Division Profile... 5 Governance... 8 School Division in the Community Strategic Direction and Reporting Demographics Facilities Infrastructure Projects and Transportation Financial Overview Summary of Revenue and Expenses Budget to Actual Revenue, Expenses and Variances Appendices Appendix A Payee List Board Remuneration Personal Services Transfers Supplier Payments Other Expenditures Appendix B Management Report and Audited Financial Statements Saskatoon Public S.D. #13 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 S.D. #13 Board of Education Annual Report Page ii

4 Letter of Transmittal Honourable Don Morgan Q.C. Minister of Education Dear Minister Morgan: The Board of Education of the 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, 2015 to August 31, Respectfully submitted, Mr. Ray Morrison, Board Chairperson Saskatoon Public S.D. #13 Board of Education Annual Report Page 3

5 Introduction This annual report presents an overview of Saskatoon Public Schools goals, activities, and results for the fiscal year September 1, 2015 to August 31, This report provides a snapshot of the division, its governance structures, students, staff, programs, and facilities. It includes information such as school and payee lists. 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 S.D. #13 Board of Education Annual Report Page 4

6 School Division Profile About Us Saskatoon Public Schools is located in Saskatoon, the largest city in Saskatchewan (see Figure 1). We have 44 elementary schools, 10 collegiates, 2 associate schools, 1 alliance school, 1 grade 7-11 school, and many off-site educational programs. Saskatoon Public Schools offers instruction in all provincial required areas of study, as well as within a diverse selection of secondary options. In addition to delivering the renewed provincial curricula, our teachers have developed specific courses to meet the needs and interests of our students. There are a number of examples of innovative delivery of education in the division. One example is the Media School Program in which students spend a semester obtaining high school credits in an integrated learning environment by studying all aspects of media production. Other examples include the International Baccalaureate Programme at Bedford Road and Aden Bowman Collegiates as well as the Advanced Placement courses available at a number of our high schools. Saskatoon Public Schools supports a number of unique program choices for students. The Outdoor School for grade 11 students and the EcoQuest, Let s Lead and ScienceTrek programs for grade 8 students offer educational experiences that utilize the outdoor context for learning. An intergenerational learning program (igen) for grade 6 students operates out of Sherbrooke Centre and allows students an opportunity to learn with the support and guidance of both their classroom teacher and the seniors with whom they interact at the Centre. Similarly, 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. Our collegiates offer a range of innovative programming such as soccer, dance, and science and technology academies as well as the hockey program. The Royal West Campus is a centre of excellence for adult learners and 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. This 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. Figure 1: Location Saskatoon Public Schools (Division #13) Saskatoon Public S.D. #13 Board of Education Annual Report Page 5

7 Division Philosophical Foundation 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. 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 focussed 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. 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 Nations and Métis content, perspectives, and ways of knowing; and the adaptive dimension. In addition, schools in the division offer specialized programming that responds to the needs of its students. The following list identifies programs in operation at one or more of the division s schools: Alternative programming for vulnerable students; Special Education programs Community school initiatives and programming; Core French instruction; Distance education; English as an Additional Language programming; Saskatoon Public S.D. #13 Board of Education Annual Report Page 6

8 French immersion programming; Music/band programming; Prekindergarten programs; and Technology-enhanced learning. Furthermore, many of our collegiates offer locally developed courses approved by the Ministry and taken for credit. Examples of locally developed courses include: World Religions, Trades Measurement and Communication, Bio-Resource Management, and Applied Global Citizenship. French immersion programming is offered at seven elementary schools and four collegiates. Cree, German, Japanese, Mandarin, Spanish, and Core French are also taught in various schools throughout the division as part of the regular instructional program. 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 S.D. #13 Board of Education Annual Report Page 7

9 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 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 24, 2012 and will serve a four-year term. Board of Education members as of August 31, 2016 are: Ward 1... Holly Kelleher Ward 2... Vernon Linklater Ward 3... Donna Banks Ward 4... Dan Danielson Ward 5... Colleen MacPherson Ward 6... Kathleen Brannen Ward 7... Vacant* Ward 8... Darrell Utley Ward 9... Charmaine Bellamy** Ward Ray Morrison (Board Chair) *as of 30/04/2016 **as of 01/03/2016 School Community Councils Fifty three 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). City Park School and Royal West Collegiate did not establish SCCs. The Education Regulations, 1986 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 Saskatoon Public S.D. #13 Board of Education Annual Report Page 8

10 that plan to the Board of Education. In , all division SCCs participated in the review of these plans. The Board of Education provides funding of $2,000 to each SCC. 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. 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 S.D. #13 Board of Education Annual Report Page 9

11 School Division in the Community Community and Parent 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 (a k-8 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 as well as Summer Literacy Learning Camps have been made possible. These and many other projects have provided our students with valuable learning experiences. All of our schools have a common vision of the importance of School Community Councils as a mechanism for connecting community and school. School Community Councils certainly play a role in governance but most have well-established processes to foster community and parent involvement. For example, John Lake School s School Community Council along with the staff and students work together to organize camp out with a book. 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 center for family learning. As a result of this work, Howard Coad School was able to offer 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 the Whitecap Elementary School to schools within our division. This partnership has evolved over time and Whitecap Elementary School has recently become 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, Whitecap Dakota First Nation, the Central Urban Métis Federation Saskatoon Public S.D. #13 Board of Education Annual Report Page 10

12 Inc., and Saskatoon Public Schools to support the success not only of First Nations, 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 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 to decorate business facilities at Christmas and other special times. Saskatoon Public S.D. #13 Board of Education Annual Report Page 11

13 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 second 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 S.D. #13 Board of Education Annual Report Page 12

14 Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-first Nations and Métis partners will result in significant improvement in First Nations 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 Nations and Métis stakeholders implement the Following Their Voices Initiative (Phase 1). Saskatoon Public Schools has worked very hard to establish and support partnerships with several First Nations and Métis and non-first Nations and Métis organizations for the purpose of supporting students learning. School division goals aligned with the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority Following their Voices (FTV): Two collegiates from Saskatoon Public Schools were direct participants in Following Their Voices. Our teachers committed to several goals in service of improved student learning. These goals included: o Focus on responding to student s needs from within teachers spheres of influence; o Commitment to continuous learning, unlearning, and relearning; and o Change in practice that accelerates achievement for First Nations, Métis, and Inuit students. Saskatoon Public Schools First Nations and Métis Education Achievement Fund (FNMEAF) goals: The number of First Nations and Métis students who demonstrate improved literacy and communication achievement in the Language and Communication developmental area as measured by the Early Years Evaluation (EYE) will increase by 10% by June 2014 with similar annual improvement until June By June 2016, an increase by 25% the number of First Nations and Métis students graduating on time (within three years of entering grade 10) will be seen. As measured by the Fountas and Pinnell Benchmark System (F&P), o Grade 1-36% improvement in number of students at or above grade level; o Grade 2 24% improvement in number of students at or above grade level; and Saskatoon Public S.D. #13 Board of Education Annual Report Page 13

15 o Grade 3 15% improvement in number of students at or above grade level. Increase the competency of classroom teachers to effectively include Indigenous knowledge and ways of knowing, being, and doing as they actualize curriculum outcomes as assessed by the Teacher Cross-Cultural Competency Continuum and as indicated by qualitative feedback through interviews. Invitational Shared Services Initiative (ISSI) goals (in partnership with Whitecap Dakota First Nation): Gather baseline data for kindergarten to grade 4 students attending school on-reserve as well as for Whitecap Dakota students who have transitioned to Saskatoon Public Schools; Create a coherent student transition tracking process to ensure consistent support for students; and 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 Nations 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. Key personnel were identified to lead the FTV professional learning in these 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 intervention strategies for students who continued to struggle. FNMEAF grant actions: Elders and Traditional Knowledge Keepers worked with ten specific 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 Nations and Métis ways of knowing and history. In two schools, a full-time teacher was assigned to provide Levelled Literacy Intervention instruction to approximately 65 First Nations and Métis students. A Student Transition Support worker focused on helping students navigate the transition between grade 8 and 9. First Nations and Métis Student Success Learning Leaders (in five collegiates) examined First Nations and Métis student Saskatoon Public S.D. #13 Board of Education Annual Report Page 14

16 achievement and retention data and worked with teachers to enhance their culturally responsive teaching strategies with a view toward improving First Nations and Métis student achievement and attendance. In the five schools with the most pronounced needs of First Nations and Métis children, a Speech Language Pathologist worked directly First Nations and Métis students in kindergarten and grade 1 to help them build strong language skills. ISSI grant actions: A Literacy Tutor actively supported Whitecap Dakota students by assessing students reading levels, delivering individualized instruction catered to each student s needs, communicating with families about students progress, and providing just right books for students 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 required. An Elder worked with all Whitecap Dakota students attending public schools off reserve. Specifically focusing 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 Nations 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 postsecondary 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 Nations, Métis and Inuit and First Nations, Métis and Inuit student subpopulations in the division, along with provincial results for each category. Saskatoon Public S.D. #13 Board of Education Annual Report Page 15

17 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 ten 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 Nations (Registered/Treaty/Status Indian, Non- Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNMI, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016 Analysis of results It is noted that, with the exception of Math: Workplace and Apprenticeship 10, our non-first Nations, Métis and Inuit students final grades are within 1% of provincial results. Final grades for First Nations, Métis and Inuit students tend to be within 5% of provincial results. 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 non-first Nations, Métis and Inuit and First Nations, Métis and Inuit students. It is important to acknowledge that there is much work to do to improve outcomes for all students particularly for First Nations, 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 Credit attainment is a strong predictor of a school division s graduation rate (both on-time and extendedtime). 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. Saskatoon Public S.D. #13 Board of Education Annual Report Page 16

18 The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-first Nations, Métis and Inuit and First Nations, Métis and Inuit student subpopulations in the division, along with provincial results for each group. 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 ten 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 Nations (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, 2016 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%) attain eight or more credits yearly; whereas about 71% of the provincial non-fnmi population attains this number of credits. The percentage of Saskatoon Public Schools First Nations, Métis and Inuit students attaining eight or more credits per year is below that of the provincial First Nations, Métis and Inuit population however, the difference between Saskatoon Public Schools results and the provincial results has fallen from 9% in to 2% in Our First Nations, Métis and Inuit students results were also significantly Saskatoon Public S.D. #13 Board of Education Annual Report Page 17

19 below that of our non-first Nations, Métis and Inuit students. However, there has been steady improvement between the baseline year and in the difference in credit attainment rates between First Nations, Métis and Inuit and non-first Nations, Métis and Inuit students. In , there was a 48% differential between the percentage of non-first Nations, Métis and Inuit and First Nations, Métis and Inuit students who achieved at least eight credits per year; whereas, by , the difference between these two groups was 36%. Overall, there is room for improvement both in terms of comparisons to provincial statistics for all student groups as well in absolute terms. Ideally students credit attainment rates would be equal to or higher than those for provincial populations for both First Nations, Métis and Inuit and non-first Nations, Métis and Inuit student groups. In addition, the intent is to redouble our efforts through professional learning and intensified focus on formative 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 S.D. #13 Board of Education Annual Report Page 18

20 Reading, Writing, Math at Grade Level and Saskatchewan Reads OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Implement a refined set of provincial high impact reading assessment, instruction and intervention strategies (Saskatchewan Reads). Our board has two long-term priorities Literacy for Life and Collegiate Renewal. Our Literacy for Life goal is: 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. School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority Our Collegiate Renewal goal is: 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 service of our board s priorities, division and departmental plans have been developed with specific goals, actions, deliverables, and measurement plans. The following is a sample of the goals specific to this provincial outcome: By June 2016, as measured by Fountas & Pinnell, o Grade 1 77% of all students and 54% of First Nations, Métis and Inuit students will be reading at grade level expectations; o Grade 2 75% of all students and 63% of First Nations, Métis and Inuit students will be reading at grade level expectations; o Grade 3 80% of all students and 63% of First Nations, Métis and Inuit students will be reading at grade level expectations. On the Canadian Achievement Test (administered in fall 2015), o Grade 4 (i) 73% of all students and 53% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 78% of all students Saskatoon Public S.D. #13 Board of Education Annual Report Page 19

21 and 55% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics; o Grade 8 (i) 78% of all students and 66% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 75% of all students and 51% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics; and o Grade 10 80% of all students and 62% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 73% of all students and 55% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics. School division actions taken during the school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Saskatchewan Reads priority Through a collaborative process, several actions have been developed in support of our division s strategic priorities and the ESSP outcome and/or priority areas. The following are a few examples: A comprehensive continuum of grade 1-3 literacy benchmarks were created (based jointly on curricula and Saskatchewan Reads) and implemented. Several video recordings of Saskatoon Public Schools master teachers implementation of key instructional strategies for Reading (grades 1-3) and Mathematics (grades k-9) have been created and made available for use during professional learning sessions and for individual school-based learning. Mathematical concept benchmark continua have been created and field tested in grades k-9. Further development of these as well as development of grade resources are ongoing. Mathematics learning communities used case studies to support bridging assessment and instructional practices for specific learner needs. All school-based leaders and grade 1-3 teachers have participated in professional learning related to Saskatchewan Reads and adaptation of Saskatchewan Reads for grades 4-8 instruction is ongoing. Continued examination of disaggregated data from divisionspecific and ESSP-expected assessments to identify students who continue to struggle learning to read and to perform mathematical tasks and to align professional learning processes with student needs. Saskatoon Public S.D. #13 Board of Education Annual Report Page 20

22 Measures for Reading, Writing and Math at Grade Level and Saskatchewan Reads Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are an indicator of future student performance. The following bar graph displays the percentage of grade 3 students (First Nations, Métis and Inuit, non-first Nations, Métis and Inuit, 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 ten 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 as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, Saskatoon Public S.D. #13 Board of Education Annual Report Page 21

23 Analysis of results The following has been noted: Approximately 75% 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 about the same as the result but approximately 5% better than was the case in Approximately 80% of the non-first Nations, Métis and Inuit students and about 55% of the First Nations, Métis and Inuit students who were assessed in the spring of the school year were 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 4% of non-first Nations, Métis and Inuit students and 25% of First Nations, Métis and Inuit students were more than one full grade below the expected benchmark as of the spring 2016 assessment. While it is our objective that all students should read at or above grade level, it is pleasing to note that meeting our objective for non-first Nations, Métis and Inuit students is so close. On the other hand, while staff continue to work hard to support our First Nations, Métis and Inuit students, there is still a considerable gap between our objective of having all students reading at or above grade level. Saskatoon Public S.D. #13 Board of Education Annual Report Page 22

24 Graduation Rates Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate. School Division goals aligned with the Graduation Rates outcome School division actions taken during the school year to achieve the targets and outcomes of the Graduation Rates outcome Collegiate Renewal, one of our board s two long-term priorities, is expressly focused on improving the high school experience for students leading, ultimately, to better outcomes and higher graduation rates. Specific goals have been established for the school year including: 3% improvement in overall graduation rates; 3% improvement in overall attendance; 75% of students will indicate that their teachers use multiple instructional strategies that help them learn when they do not understand something; and The gap between First Nations, Métis and Inuit and non-first Nations, Métis and Inuit students graduation rate will be reduced by a minimum of 3%. High school completion is a process that takes most students at least three years to complete. Consequently, it needs to be acknowledged that improving graduation rates substantially will take longer than one or two years. Therefore, many of our current actions are focused on long-term improvement through targeted student supports over time. Some of the actions undertaken to improve graduation rates during the school year included: All collegiates formed data teams and participated in both divisionled and school-specific professional learning about disaggregating and interpreting data, identifying students at risk, and responding to students needs. A data warehouse project was piloted in one school designed to assist teachers, administrators, and counselling staff in identifying students who are at risk of not graduating so that learning leaders and other support persons in that school can connect with these students and offer help where necessary. A learning walk process was implemented and focused on responding to the needs of struggling learners. Implementation of SaskCareers: My Blueprint was made with all grade 9-10 students. Two of our collegiates participated in Following Their Voices. Saskatoon Public S.D. #13 Board of Education Annual Report Page 23

25 Measures for Graduation Rates Grade 12 Graduation Rate: On-Time 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 displays the percentage of students (all students, non-first Nations, Métis and Inuit and First Nations, Métis and Inuit) in the division who graduated within three years of entering grade 10, along with provincial results in each of these categories. Notes: On-time graduation rates are calculated as the percentage of students who complete grade 12 within three years of starting grade 10. Results for populations of fewer than ten 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 Nations (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, 2016 Saskatoon Public S.D. #13 Board of Education Annual Report Page 24

26 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, 74% graduated in and 70% did so in The difference between Saskatoon Public Schools graduation rate and that of the total provincial student population has also remained fairly consistent. The on-time graduation rate for Saskatoon Public Schools non-first Nations, Métis and Inuit students has also been relatively consistent between the baseline year to In , 78% of the non-first Nations, Métis and Inuit student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 79% graduated in and 77% did so in The difference between Saskatoon Public Schools graduation rate and that of the total provincial student population has also remained fairly consistent. The on-time graduation rate for First Nations, Métis and Inuit students in Saskatoon Public Schools has improved substantially over the period depicted in the graphic above. In , 20% of the First Nations, Métis and Inuit student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 40% graduated in and 36% did so in The difference between Saskatoon Public Schools graduation rate and that of the total provincial student population has narrowed over time as well. The difference between non-first Nations, Métis and Inuit and First Nations, Métis and Inuit students graduation rates has also narrowed over time. Overall results were pleasing. While there was a small reduction in on-time graduation rates for both student groups between and , our overall trend is positive. It was also pleasing to see that our particular efforts to support First Nations, Métis and Inuit students in completing the requirements for graduation is improving. Acknowledging that there is much work yet to be done in this area, it is believed that, through the hard work of our staff, students, and families, improvements will continue to be seen in 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 Nations, Métis and Inuit and First Nations, Métis and Inuit) in the division who graduated within five years of entering grade 10, which includes those who graduated on-time, along with provincial results in each of these categories. Saskatoon Public S.D. #13 Board of Education Annual Report Page 25

27 Notes: Extended-time graduation rates are calculated as the percentage of students who complete grade 12 within five years of starting grade 10 (and include those who graduate on-time). Results for populations of fewer than ten 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 Nations (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, 2016 Analysis of results The following has been noted: The extended-time graduation rate for all students in Saskatoon Public Schools gradually improved 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 82% did so in The difference between Saskatoon Public Schools extended-time graduation rate and that of the total provincial student population has also narrowed slightly. The extended-time graduation rate for Saskatoon Public Schools non-first Nations, Métis and Inuit students has been relatively consistent between the baseline year to In , 86% of the non-first Nations, Métis and Inuit student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 88% graduated in both and The difference between Saskatoon Public Schools extended-time graduation rate and that of the total provincial student population has also remained consistent. Saskatoon Public S.D. #13 Board of Education Annual Report Page 26

28 The extended-time graduation rate for First Nations, Métis and Inuit students in Saskatoon Public Schools has improved substantially over the period depicted in the graphic above. In , 32% of the First Nations, Métis and Inuit student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 53% graduated in and 52% did so in The difference between Saskatoon Public Schools First Nations, Métis and Inuit students extended-time graduation rate and that of the total provincial First Nations, Métis and Inuit population has narrowed over time from 15% in to 8% in The difference between Saskatoon Public Schools non-first Nations, Métis and Inuit and First Nations, Métis and Inuit students graduation rates has also narrowed over time from 54% in to 36% in The overall results were pleasing. Our trend is positive and it is pleasing to see that our particular efforts to support First Nations, Métis and Inuit students in completing the requirements for graduation are improving. There is much work yet to be done in this area, and it is believed that, through the hard work of our staff, students, and families, continued improvements in on-time graduation rates will be seen. Saskatoon Public S.D. #13 Board of Education Annual Report Page 27

29 Grade Nine to Ten Transition The transition from grade 9-10 can be difficult for some students for many reasons, including not having reached all outcomes from each 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 Nations, 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. 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 selfidentify as First Nations (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, 2016 Saskatoon Public S.D. #13 Board of Education Annual Report Page 28

30 Analysis of results The percentage of grade 9 students achieving eight or more credits the following school year in two ways (i) an 8-year average and (ii) paired trend lines covering the 8-year period were monitored. When the 8-year average is looked at, 74% 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. Examination of the statistics for the First Nations, Métis and Inuit population reveals that about 33% of FNMI students successfully made this transition as compared to the provincial average of about 38%. The trend lines for both populations are encouraging particularly for the First Nations, Métis and Inuit group. In , about 22% of grade 9 FNMI students achieved eight or more credits the following year; however, this number has steadily increased over time to 40% in Furthermore, the credit attainment gap between First Nations, Métis and Inuit students and the provincial First Nations, Métis and Inuit results has shrunk from about 9% in to about 1% in The trend line for the overall population in Saskatoon Public Schools follows the provincial trend closely and has also steadily improved from 72% in to 78% in The students year-to-year transitions have been supported overall, with a particular focus on the grade 9-10 transitions. It is pleasing to see improvements especially in the last few years shown in the trend lines. Nevertheless, there is room for improvement. Our overall population tends to mirror provincial trends over time. Of particular significance, however, is the trend for First Nations, Métis and Inuit students. Our First Nations, Métis and Inuit students have tended to be 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, steady and consistent improvements have been seen. The focus on facilitating this important transition for all students will continue. Saskatoon Public S.D. #13 Board of Education Annual Report Page 29

31 Operational Spending 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 Operational Spending outcome Saskatoon Public Schools set two broad goals with respect to finding efficiencies and reducing operational spending. These included: Planning and executing two Lean events, and Looking for opportunities to optimize fiscal management through joint tendering, facilities retrofits, and other such processes. School division actions undertaken during the school year to achieve the goals of the Operational Spending 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 Operational Spending outcome Facilities Implementation of an Energy Smart program to upgrade certain physical plants to realize cost savings and, at the same time, to honour our responsibilities to model responsible stewardship of resources: Retrofit of conventional light bulbs with LED efficient lights in many of our schools this has lowered energy costs and reduced the time spent changing bulbs; and Engagement of an external cost consultant to advise us on a major capital project has helped us reduce expenditures in this area as well. Operations Participation in joint tenders with other school divisions to ensure best value at the best price; Our textbook centre continued to rebind books and retrofit some books with new covers this practice has extended the life of many books by up to three years; and Our print centre has reworked how it uses paper to realize significant savings. Classroom/school A Lean event during year was held. Over twenty school and central office-based professionals participated in this examination of division-mandated student assessments with a particular emphasis on capturing enough assessment Saskatoon Public S.D. #13 Board of Education Annual Report Page 30

32 information to guide students learning while, at the same time, minimize the burden on teachers to collect and manage the assessment data. Saskatoon Public S.D. #13 Board of Education Annual Report Page 31

33 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 School division actions taken during the school year to achieve the targets and outcomes of the Early Years outcome Our primary early years goal parallels the ESSP goal by June 30, 2020, at least 90% of prekindergarten and kindergarten students will be on track according to the key EYE domains of Language and Communication and Cognitive Skills. While the learning in prekindergarten and kindergarten is important and valuable in its own right, students also build the foundational skills and knowledge bases to be successful in their future schooling. Therefore, an objective that by 2020, 75% of all students will achieve at or above grade level on the mid-year grade 1 Fountas and Pinnell assessment was set. Several actions in service of our goals were taken. These included: Prekindergarten teachers and program educational assistants were trained in Learning Language and Loving It to support students oral language development. Prekindergarten teachers and program educational assistants received training about strategies for effective and impactful home visits. Further, each teacher conducted three home visits per family to build cohesive relationships and set goals for their child s learning. With the support of our early learning and First Nations, Métis, and Inuit consultants, kindergarten teachers focused on incorporating Treaty Outcomes through inquiry study in their classrooms. Measures for Early Years Early Years Evaluation The Early Years Evaluation-Teacher Assessment (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. 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. Saskatoon Public S.D. #13 Board of Education Annual Report Page 32

34 The following displays the percentage of students by Responsive Tiered Instruction tiers at the end of kindergarten in , as well as the provincial results for each category. Saskatoon Public S.D. #13 Board of Education Annual Report Page 33

35 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 problems. 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. Results reported previously for division EYE RTI Tiers at kindergarten exit in may vary from results reported here. This is due to a change in reporting methodology. Prior to , EYE results at kindergarten exit omitted results for children who were assessed in spring post-screens only. The amended reporting methodology now includes results for all children screened in a division, regardless of whether or not they were enrolled and present during fall prescreens. Source: Ministry of Education, Early Years Branch, 2016 Analysis of results Ready to Learn: Early Years Evaluation (TA) responsive, tiered instruction (RTI) at K Exit Exit 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 controls for various demographic factors such as the socioeconomic characteristics of the students neighbourhoods and identifies the probability of requiring extra supports into three groups (i) white learning and development that is typical for children the same age, (ii) grey experiencing some difficulty, and (iii) black experiencing significant difficulty. Based on the EYE-TA assessment results, 8% of Saskatoon Public Schools students were experiencing significant difficulty, 12% were experiencing some difficulty, and 80% were at an appropriate level of development as compared to typical children of the same age. These numbers are very similar to the provincial statistics. Based on the Response to Intervention research, the proportion of Saskatoon Public Schools population of 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 and about 20% of students are experiencing some difficulty. Having said this, mining these and other data to identify the specific areas in which these students struggle, (e.g., cognitive development, language development, etc.), and consulting relevant research to find ways to support their learning will be beneficial. Saskatoon Public S.D. #13 Board of Education Annual Report Page 34

36 Several tier 2 and 3 instructional interventions for grades 1-3 students have been implemented and the use of EYE data among other information sources to identify students who require additional support so that supports can be put in place as early as possible. Saskatoon Public S.D. #13 Board of Education Annual Report Page 35

37 Demographics Students In , 23,961 students were enrolled with Saskatoon Public Schools (including prekindergarten students). This represents an increase of 532 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 2). For example, in , we had 7,036 prekindergarten to grade 3 students; in , we had 7,465 students in these grades; and by , the population for these grades has grown to 7,648. If we look at the enrolment in terms of the size of subgroups of the population we see substantial increases in all groups (see Figure 3). For example, the population of First Nations, Métis, and Inuit students has grown from 3,906 in to 4,111 in (not including prekindergarten). Our French Immersion population has increased by a similar amount over this time from 1,940 to 2,258 students. Our fastest-growing subgroup is the students who require support to learn English as an additional language (EAL). In , the EAL population was 1,972; whereas, in , it was 2,281. Considering national and international immigration trends, it is anticipated that our student population will continue to grow over the next several years. Figure 2: Students Saskatoon Public SD Grade Kindergarten Total PreK Note: The table above identifies the actual number of students enrolled in each grade as of September 30 of each year. Source: Ministry of Education, 2015 Saskatoon Public S.D. #13 Board of Education Annual Report Page 36

38 Figure 3: Students Subpopulation Enrolments Subpopulation Enrolments Self-Identified FNMI French Immersion English as an Additional Language Grades K to to to to Total K to to to to Total to to to to Total 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, 2015 Staff Figure 4: School Division Staff September 30, 2015 Job Category FTEs Classroom teachers Principals, vice-principals 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., accountants, Information Technology people, supervisors, administrative assistants, clerks Plant operations and maintenance e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors Transportation e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors 0 Senior management team (as described below) e.g., chief financial officer, director of education, superintendents 12 Total Full-Time Equivalent (FTE) Staff 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. Saskatoon Public S.D. #13 Board of Education Annual Report Page 37

39 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 the 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 Bruce Bradshaw Dave Derksen Lisa Fleming Brenda Green Withman Jaigobin Dean Newton Charlene Scrimshaw Donnalee Weinmaster Business Council Garry Benning Chief Financial Officer Jason Dunk Chief Technology Officer Stan Laba Superintendent of Facilities Jaime Valentine Human Resources Superintendent Saskatoon Public S.D. #13 Board of Education Annual Report Page 38

40 Facilities Infrastructure Projects and Transportation Facilities School List Below is a list of our schools, the grades taught at each school and the community in which each school is located. Figure 5: 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 City Park School 7-11 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 Saskatoon Public S.D. #13 Board of Education Annual Report Page 39

41 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 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-8 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 Whitecap Dakota Elementary Prek-4 Whitecap Dakota First Nation Wildwood Elementary k-8 Wildwood Willowgrove Elementary k-8 Willowgrove W.P. Bate Elementary Prek-8 Meadowgreen Infrastructure Projects Figure 6: Infrastructure Projects School Project Details Cost City Park Repurposing Programming renovation 1,744,008 Fairhaven Roofing Replacing sections of roof 288,928 City Park Roofing Replacing sections of roof 229,668 Evan Hardy Roofing Replacing theatre roof 459,391 New School Bundle P3 Schools Construction of 4 new elementary schools through SaskBuilds 70,393,071 Portables Portables Construction of portable classrooms 2,167,861 Total 75,282,927 Saskatoon Public S.D. #13 Board of Education Annual Report Page 40

42 Transportation Figure 7: Student Transportation Transportation Statistics Students transported daily* 6,244 Number of transportation routes 173 Average one-way ride time (est.) 45 Longest one-way ride time 65 Cost per student per year (excludes extra-curricular & curricular transportation) Source: Hertz Northern Bus and First Student Reports and Internal Records 1, Saskatoon Public Schools is an urban division with significant enrolment increases in new city neighbourhoods (9,000 to 13,000 people per subdivision). As this growth occurs in neighbourhoods that do not yet have schools, significant student transportation is required (see Figure 7 for transportation statistics). In addition, some students are transported within their neighbourhoods when the distance between school and home is too great to walk. Students are also transported to French Immersion Programs, Cree Language and Culture Programs and Academically Gifted Programs. Students requiring intensive supports are transported to programs or their neighbourhood school. Saskatoon Public Schools contracts transportation to bus, taxi, and wheelchair shuttle service companies. In addition, students ride Saskatoon Transit to and from school, particularly in grades In order to be fiscally responsible, many elementary schools offset their bell times so they may share transportation, which is possible through the support of our school communities. Saskatoon Public S.D. #13 Board of Education Annual Report Page 41

43 Financial Overview Summary of Revenue and Expenses Revenue Other 7% Property Taxation 34% Grants 59% Expense Other 7% Plant 14% Transportation 3% Gov & Adm 3% Instruction 73% Saskatoon Public S.D. #13 Board of Education Annual Report Page 42