Horizon School Division# Annual Report

Transcription

1 Horizon School Division# Annual Report Horizon School Division #205 Board of Education Annual Report Page i

2 Contents Letter of Transmittal... 1 Horizon School Division Profile... 3 About Us... 3 Our Mission Statement... 3 To educate the whole student by providing adaptive... 3 and responsive opportunities for personal success... 3 Our Vision Statement... 3 A community of learning and achieving... 3 Principles for Action... 3 Division Organizational Chart... 4 School List... 5 Program Overview... 7 Introduction of the Education Sector Strategic Plan... 9 Enduring Strategies One Year Priorities ESSP One Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative ESSP One Year Priority Area: Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in Two to Five Year Priorities ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non- First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates ESSP Two to Five Year Priority Area: Saskatchewan s graduation rate will be 85% by ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE) Horizon School Division #205 Board of Education Annual Report Page ii

3 Governance The Board of Education A list of the remuneration paid to all Board members in is provided in Appendix A. 26 School Community Councils Demographics Staff Senior Management Team Facilities Transportation and Infrastructure Projects Infrastructure Projects Financial Overview Summary of Revenue and Expenses Appendices Appendix A Payee List Board Remuneration Personal Services Transfers Supplier Payments Other Expenditures Appendix B Management Report and Audited Financial Statements Horizon School Division #205 Board of Education Annual Report Page iii

4 Horizon School Division#205 A Community of Learning and Achieving Central Office Box 40 Humboldt, SK. S0K 2A0 Toll free Phone Fax horizon@horizonsd.ca Website: An electronic copy of this report is available Horizon School Division #205 Board of Education Annual Report Page iv

5 Letter of Transmittal Honourable Don Morgan, Q.C. Minister of Education Dear Minister Morgan: The Board of Education of Horizon School Division #205 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, 2014 to August 31, Respectfully submitted Jim Hack Chairperson Horizon School Division #205 Board of Education Annual Report Page 1

6 Introduction This annual report presents an overview of Horizon School Division s activities and results for the fiscal year September 1, 2014 to August 31, This annual report provides a snapshot of Horizon School Division, its governance structures, students, staff, programs and facilities, student achievement, transitions, as well as system accountability and governance. In addition to detailing the School Division s activities and performance, this report outlines how the Division is implementing its strategic plan, provides a report from management endorsing the financial overview and audited financial statements, and includes appendices such as an organizational chart, school list, and payee list. Financial statements included in this report have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards. Horizon School Division Student Day 2015 Horizon School Division #205 Board of Education Annual Report Page 2

7 Horizon School Division Profile About Us Figure 1: Location of Horizon School Division #205 Horizon School Division is a rural school division that operates 41 schools across east central Saskatchewan and encompasses 49,578 square kilometres. Horizon School Division spans a geographic area from Bulyea in the south, Wakaw in the north, Foam Lake in the east, and Viscount in the west. The map on the right shows the geographic location of Horizon School Division #205. The Division is divided into fourteen subdivisions for purposes of board representation. For a more detailed map of Horizon School Division showing the communities we serve please visit our website. Horizon School Division is managed from the Central Office in Humboldt. Two Hutterite colonies and seven First Nations are located within the boundaries of Horizon School Division. The economy within Horizon School Division is very diverse. Agriculture, mining and world class manufacturing can be found across the Division. Our Mission Statement To educate the whole student by providing adaptive and responsive opportunities for personal success Our Vision Statement A community of learning and achieving Principles for Action We value success for ALL students We value honest, competent, inspiring, forward thinking, leadership We value challenging, supportive and high quality education We value safety, caring and respect for self & others We value equity and fairness Horizon School Division #205 Board of Education Annual Report Page 3

8 Division Organizational Chart Horizon School Division #205 Board of Education Annual Report Page 4

9 School List School Grades Community Annaheim K-12 Annaheim Archerwill K-9 Archerwill Bruno K-12 Bruno Bulyea K-6 Bulyea Cudworth K-12 Cudworth Drake K-8 Drake Foam Lake Composite 7-12 Foam Lake Foam Lake Elementary K-6 Foam Lake George Gordon K-8 George Gordon First Nation Humboldt Collegiate Institute 9-12 Humboldt Humboldt Public K-8 Humboldt Imperial K-12 Imperial Ituna K-12 Ituna Kelvington High 6-12 Kelvington Lake Lenore K-12 Lake Lenore Lakeside Colony 1-9 Rural Lanigan Elementary K-8 Lanigan Lanigan High 9-12 Lanigan LeRoy K -12 LeRoy Muenster K-12 Muenster Nokomis K-8 Nokomis Horizon School Division #205 Board of Education Annual Report Page 5

10 Punnichy Elementary K-8 Punnichy Punnichy High 9-12 Punnichy Quill Lake K-12 Quill Lake Raymore K-12 Raymore Robert Melrose K-5 Kelvington Rose Valley K-12 Rose Valley Sask Central K-10 Rural Schell K-12 Holdfast St. Brieux K-12 St. Brieux Three Lakes K-12 Middle Lake Viscount K-12 Viscount Wadena Composite 7-12 Wadena Wadena Elementary K-6 Wadena Wakaw K-12 Wakaw Watrous Elementary K-7 Watrous Winston High 8-12 Watrous Watson K-12 Watson William Derby K-12 Strasbourg Wynyard Composite 7-12 Wynyard Wynyard Elementary K-6 Wynyard Horizon School Division #205 Board of Education Annual Report Page 6

11 Program Overview Responsive programming Horizon School Division supports students at risk through ministry-sponsored pre-kindergarten programs in the following communities: George Gordon Humboldt Punnichy Wadena Wakaw Wynyard Early entrant students are also supported by their community school within community playschools and kindergarten programs. During the school year Horizon was supporting three early entrant students. Central office personnel maintain close contact with a variety of other agencies that also support students who are at risk or who have intensive needs. Horizon personnel meet on a regular basis with Early Childhood Intervention Program (ECIP) personnel, Autism Services and Cognitive Disability Strategy personnel from various health districts within the boundaries of Horizon School Division. Horizon student counselors, psychologists, speech and language pathologists and occupational therapists frequently meet with professionals from other health and mental health services in an effort to provide optimal programming for all Horizon students. Career Counsellors participate in Intervention Inclusion Program (IIP) goal actualization to support students transition to further education and/or employment - First Nation/Métis Levelled Literacy Project supports Grade 1-3 struggling readers in 3 schools, each with at least 30% population of self-declared First Nation/Métis students. The project provides dedicated Leveled Literacy Kits and 2.8 FTE staff. Schools with elementary grades are actively supporting students who struggle with literacy. An education information and dialogue meeting was held on February 11 th, 2015 at the Punnichy Community Hall. The purpose of the meeting was to provide information about the Seeking Their Voices surveys, and their intended purpose and to have a preliminary understanding of the key messages that came from the research. This was in effect the next steps in the process: Hearing Their Voices. Researchers, Brenda Merasty and Russell Fayant presented an overview of the provincial research results regarding student engagement and the factors that contribute to student success in schools. The researchers met with and presented the information to students, parents and community members and teachers. Horizon School Division #205 Board of Education Annual Report Page 7

12 o ALL students Continuing to build culturally responsive schools as a foundation to Treaty Education and as a key contributor to student engagement and the creation of safe and caring school environments was a key strategy. Principals and treaty education teachers participated in professional development regarding social justice and in particular the impact of white privilege. Horizon School Division contracted the Saskatchewan Professional Development Unit to assist with the development of a Culturally Responsive Schools module which would facilitate staff dialogue and inquiry into this important topic. French language instruction o Core French is continued to be offered in select schools and through Distance Education. Intensive Core French is also offered in select schools and Post Intensive Core French is offered in select schools in Humboldt. Distance Education Courses o Horizon School Division increased its course offerings from 22 courses ( ) to 34 courses ( ). Technology Infused Instruction o Learning Technologists supported teachers to expand their instructional repertoire with technology/software alignment with curricula outcomes. High School Completion o o The Punnichy Career Transition Program at Punnichy Community High School is aimed at retaining high school students and increasing graduation rates for First Nations learners. Students who complete the Construction and Travel and Tourism courses offered in the Punnichy Career Transition Program, acquire important work related and life skills. They obtain recognized safety tickets that enable them to successfully transition to employment or to post-secondary training and the carpentry students earn hours toward apprenticeship. The Travel and Tourism program offered at Punnichy Community High School is a Canadian Academy of Travel and Tourism (CATT) Gold Level Program, one of three in Saskatchewan. Horizon School Division supplements the funds provided by the Ministry of Education from the First Nations and Métis Initiatives Fund to provide 2.8 FTE Outreach Workers. The mandate of the Outreach Workers is to increase student attendance and engagement, focusing particularly on First Nations and Métis learners. The Outreach Workers collaborate with school principals, student counsellors and community agencies to identify and address issues and challenges affecting students regular school attendance. Safe and Caring Schools o There were two Violent Threat Risk Assessment (VTRA) Level I training opportunities for our Principals, teachers, paraprofessionals, Counselors, Central Office personnel, our interagency partnerships, as well as Ministry representation, and other school division personnel. Horizon School Division #205 Board of Education Annual Report Page 8

13 o The Level I training, in January 2015 was attended by 43 participants, which included 33 Horizon employees, whereas the Level I training in June 2015 was attended by 49 participants, which included 22 Horizon employees. o Nutrition for students in Horizon School Division is funded through The Child Nutrition and Development Program (CNDP) Grant, the SSBA Breakfast for Learning Grant, as well as offering nutrition through our two Community Schools, Punnichy Elementary Community School and Punnichy Community High School. Strategic Direction and Reporting Introduction of the Education Sector Strategic Plan Saskatchewan s PreK-12 education sector has undergone a significant shift in strategic planning. Throughout , provincial school divisions and the Ministry of Education collaboratively developed an Education Sector Strategic Plan (ESSP) for The ESSP aligns the work of all school divisions and the Ministry of Education. The plan was developed using a new planning methodology that integrated priority identification; strategic planning; performance measurement, reporting and review; and, course correction to achieve outcomes. The ESSP identified two one-year, short term priority areas, and five two-to-five year priority areas. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. Horizon School Division s Board of Education approved the strategic plan in 2014, along with the Government of Saskatchewan. The first cycle of the ESSP was deployed in Enduring Strategies As a part of the ESSP, education sector leaders developed enduring strategies. Enduring strategies are an expression of the core beliefs of the education sector. The enduring strategies support a Student First approach by placing the student front and centre and ensuring all students in Saskatchewan have the education and skills needed to succeed when they graduate from high school. The Enduring Strategies include: Culturally relevant and engaging curriculum Differentiated, high quality instruction Culturally appropriate and authentic assessment Targeted and relevant professional learning Strong family, school, and community partnerships Alignment of human, physical, and fiscal resources Horizon School Division #205 Board of Education Annual Report Page 9

14 One Year Priorities ESSP One Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative ESSP Actions for the One Year Priority Actions within this priority area include the establishment of an action research model to inform teachers professional development in culturally responsive pedagogy, the development of a centralized assessment management and delivery system to measure, track and report student growth, and the development and implementation of data-sharing protocols that facilitate transition plans for students moving through and between systems School Division Goals and Actions for the One Year Priority This priority area aligns with Horizon School Division s goal of providing Safe & Caring school environments. The Horizon Board of Education and senior leadership met with the four First Nations Chiefs and Councils with whom Horizon has a tuition agreement over the course of the school year. As a result of those meetings, the question was posed: what is Horizon School Division doing about racism? As a response to this question, Horizon School Division developed a culturally responsive schools module, in collaboration with the Saskatchewan Professional Development Unit and the Saskatchewan Human Rights Commission (SHRC), to engage principals and teachers in critical dialogue that would inform, indeed impact, classroom practice. Judge David Arnot, Cathy Mills and Terry Myers of the SHRC spoke with school administrators around citizenship education. Professional development in focused on principals underlying perspectives of social privilege and the impact this has on student learning, school culture and the creation of a safe and caring school environment. The culturally responsive schools module was developed for Horizon principals and teachers to explore the meaning of cultural responsiveness at the school level, within the context of Safe & Caring Schools initiatives. The work of developing the module created a template for school leaders to confidently engage their staff in professional dialogue. Horizon School Division worked to develop a centralized assessment management tool to measure, track and report student growth to facilitate transition plans for students moving through and between systems. A Culturally Responsive Assembly was held at Raymore School on March 27, This assembly came as a response to a series of racially-motivated comments on social media. Students from grades 7-12, parents, community members, Horizon senior leadership, Board trustees and representatives from the Ministry of Education enjoyed a morning of presentations aimed at understanding First Nations culture and celebrating cultural differences. ESSP One Year Priority Area: Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in Horizon School Division #205 Board of Education Annual Report Page 10

15 ESSP Actions for the One Year Priority Actions within this priority area include the collection of Grade 3 reading levels for all students in Saskatchewan, the development of a sector reading strategy, and the creation of provincial and school division primary grade reading literacy teams School Division Goals and Actions for One Year Priority Horizon School Division #205 embarked on a new initiative in the school year with the goal of improved Literacy rates for all students. Specifically, the goal is to have 100% of students in grades 1-8 reading at or above grade level and 100% of students in grades 9-12 demonstrate a literacy level that will enable them to successfully complete high school and move on to postsecondary education or transition to the workforce. To better understand the reading baseline, the Division s starting point of reading achievement, the Fountas and Pinnell assessment targeted all students from grade one to grade eight, as well as students from grade nine to grade twelve who appeared to teachers as having below grade-level reading ability. All teachers who administered the assessment were trained, even those who previously conducted the assessment. It was important that teachers adhered to the test s procedures very carefully. If they did not adhere, the resulting reading levels would not be precise, and therefore be less helpful in supporting student learning. Six Horizon Staff members (3 coordinators and 3 Lead Literacy Teachers) were trained in a train the trainer session, in the administration of Fountas and Pinnell Benchmark Assessments. This Lead Literacy Team then trained 327 teachers and principals in November in the effective administration of the Fountas and Pinnell Benchmark Assessment tool. Accurate assessment was crucial to ensure the resulting reading levels would support student learning and inform teacher practice. 3,548 students in grades 1 to 8 was tested in the fall of 2014 and again in the spring of 2015 using Fountas & Pinnell. 550 struggling readers in grades 9 to 12, 24.7% of Horizon students in those grades, were also tested in order to determine interventions necessary to improve reading skills Two to Five Year Priorities ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math ESSP Actions for the Two to Five Year Priority Actions within this priority area include the purchase of a provincial data system to track student achievement, the development of an instructional practices model for reading, writing, and math, the development of a job-embedded professional learning model, and the development and implementation of division-based common math assessments ESSP Improvement Targets for the Two to Five Year Priority By June 2015, at least 78% of Grade 3 students will be reading at or above grade level. Horizon School Division #205 Board of Education Annual Report Page 11

16 By June 2018, 80% of Grades 5 and 8 students will be proficient on identified numeracy outcomes on the provincial math assessment. By June 2020, at least 80% of Grades 4, 7, and 10 students will be proficient on the provincial writing assessment School Division Goals and Actions for the Two to Five Year Priority Although there are was no division goal related specifically to writing and math, teachers provided ongoing assessment of writing and numeracy related to appropriate outcomes and objectives within the Saskatchewan curriculum. This work was monitored by principals through instructional supervision of teaching practice. Measures Note: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. Horizon School Division #205 Board of Education Annual Report Page 12

17 FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, Student Data System (Data run on Nov 5, 2015). Grade 3 Reading Data Overall in our division, 71.5% of Grade 3 students are reading at or above the Reading Level Benchmark, Fountas and Pinnell. When those results are disaggregated, the percentage lowers considerably to only 46.8% of First Nations, Métis and Inuit (FNMI) Grade 3 students reading at or above the Benchmark. The percentage of students reading one level below the Benchmark ranges across all categories, between about 8-22%. There is a greater percentage of FNMI students reading more than one level below the Reading Level Benchmark for Grade 3 but within one grade of the Reading Level Benchmark for Grade 3: approximately 11% for FNMI students compared to approximately 8% overall. At 20%, the percentage of students reading more than one full grade below the Reading Level Benchmark is more than double the percentage of non-fnmi students at approximately 7%. The high percentage of FNMI students that scored more than one full grade level below the reading benchmark (approximately 20%), and the percentage of FNMI students reading one level below the benchmark (approximately 22%) is an indication that additional supports are needed in schools with high FNMI student populations. We are committed to providing the supports needed to ensure that the reading results for FNMI students are equitable to non FNMI students. At 71.5% overall, our division results for the percentage of Grade 3 students reading at or above grade level are slightly below the provincial results of 73.3%. We did not meet our goal of assessing 100% of students in grades 1-5. The proportion of Grade 3 students that were assessed and had reported reading levels for our division was 96%. We feel that significant progress has been made in this area and will continue to move towards our goal of 100%. ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non- First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates ESSP Actions for the Two to Five Year Priority Actions within this priority area include the engagement of First Nations and Métis leaders to develop partnerships and plans to increase student achievement and graduation rates, the identification or development of instruments to measure student progress, the facilitation of student transition plans, and the development of First Nations language programming. Horizon School Division #205 Board of Education Annual Report Page 13

18 School Division Goals and Actions for the Two to Five Year Priority This priority area aligns with the Horizon School Division goal of providing Safe & Caring schools. Under this goal, the Horizon Strategic Plan identified outcomes relating to FNMI students, specifically to achieve parity between FNMI students and non-fnmi students. Horizon s Board of Education trustees and central office senior administrators met with the First Nations Chiefs and Councils of the following First Nations. The meetings provided an opportunity to build relationships, share information about current education initiatives and challenges and plan for continued collaboration, with the common goal of improving student success and academic achievement. Day Star First Nation: March, 2015 Muskowekwan First Nation: March, 2015 George Gordon First Nation: March, 2015 Fishing Lake First Nation: June, 2015 Horizon conducted ongoing reviews of Fountas and Pinnell data, Tell Them From Me survey responses, Graduation Rates and credit attainment results to monitor this success and identify areas of improvement ESSP Improvement Target for the Two to Five Year Priority Achieve an increase 10% increase in the First Nations and Métis graduation rate per year. Subject Note: Results for populations of 10 or fewer 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 themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2015 Average Final Marks in Selected Secondary-Level Courses All Students Non-FNMI FNMI Province Horizon SD Province Horizon SD Province Horizon SD English Language Arts A English Language Arts B Science Math: Workplace and Apprenticeship Math: Foundations and Pre-calculus English Language Arts Math: Workplace and Apprenticeship Math: Foundations Average Final Marks Horizon School Division is proud to continue to celebrate the academic accomplishments of its students. In , the average final marks for all Horizon students exceeded the provincial results in all subject areas identified in the Average Final Mark for Select Horizon School Division #205 Board of Education Annual Report Page 14

19 Subject areas data set. The average marks of Horizon School Division s self-identified FNMI students were below the FNMI provincial results in all courses, and there is a difference between FNMI and non-fnmi achievement in the range of 10.3% and 28%. We recognize the need to continually focus on this indicator. We will continue to foster partnerships with neighbouring First Nations as we believe this promotes increased attendance and credit attainment. ESSP Two to Five Year Priority Area: Saskatchewan s graduation rate will be 85% by ESSP Actions for the Two to Five Year Priority Actions within this priority area include a review of provincial high school graduation requirements, the development of a Grade 9 transition from high school plan, and support for embedded professional development for teachers ESSP Improvement Targets for the Two to Five Year Priority Achieve a 3% total increase in the provincial graduation rate per year. By June 2020, all students report high levels of engagement in their learning School Division Goals and Actions for the Two Five Year Priority This priority area aligns with all three of Horizon School Division s foundational goals: Literacy Goal: Ensure measurable improvement in Pre-K to Grade 12 Literacy. 100% of students will read at or above grade level. Assessment Goal: Ensure effective Assessment practices. Supporting teachers to ensure students are authentically assessed in relation to curricular outcomes. Safe & Caring schools Goal: Ensure Safe & Caring schools. All students in our division feel safe, supported, accepted and valued. Actions taken during the school year to support the goals included: My Blueprint was introduced during the school year in order to assist students in grades 9-12 in the development of a transition plan from high school. My Blueprint will continue to be implemented moving forward. Horizon s ongoing partnerships with Carleton Trail Regional College and St. Pete s College, as well as Distance Education programs, the CATT program at Punnichy Community High School and the STEP program offered further support to students for transition planning. Horizon School Division #205 Board of Education Annual Report Page 15

20 Measures Note: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight of more credits yearly. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2015 Credit Attainment Credit attainment provides a strong predictive indicator of school system s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years from beginning Grade 10. Overall, Horizon School Division has had a slight increase in credit attainment rates from 74.7% of students receiving 8 or more credits per year in to 75.4% in The same is true for FNMI students, with 37% of these students receiving eight or more credits in , up from 33.8% in We will continue to focus on the FNMI subpopulation to keep this positive trend going. Horizon School Division #205 Board of Education Annual Report Page 16

21 Note: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of starting Grade 10. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2015 Horizon School Division #205 Board of Education Annual Report Page 17

22 On-Time Graduation Rates In June 2009, 87.8% of Horizon School Division s students graduated within three years of entering Grade 10 in , with 89.8% of non-fnmi students and 48.1% of FNMI students graduating within the three-year window. In June 2015, Horizon s graduation rate for all students was down slightly compared to the 2009 rate (87.8%). The graduation rate for non-fnmi students saw a moderate improvement of 1.6% between 2009 and 2015 (from 89.8% to 91.4%). During that same period, the graduation rate for FNMI students declined from 48.1% in 2009 to 29.5% in 2014, but rose considerably in 2015 to 40%. While we are pleased with these results, we acknowledge much work remains. We have learned a great deal from our examination of school and division practices and policy this year, and have identified changes that can be made within our system to reduce barriers to student graduation. Note: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of starting Grade 10 (and include those who graduate on-time). Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Horizon School Division #205 Board of Education Annual Report Page 18

23 Source: Ministry of Education, 2015 Extended-Time Graduation Rates Some students require more time to complete all the courses necessary for graduation, so continue in school longer that three years after beginning Grade 10. Between 2009 and 2015, the extended-time graduation rate (i.e., within 5 years of beginning Grade 10) overall, and disaggregated by FNMI and non-fnmi students, has increased. For example, in 2009, 89.1% of Horizon s total student population graduated within five years of beginning Grade 10; by 2015, that number increased slightly to 89.4%. If we look at the non-fnmi population, we see a modest improvement from 91.2% to 93.8% between 2009 and The improvement for the FNMI population, on the other hand, has been remarkable! In 2014, 32.1% of FNMI students graduated within five years of beginning Grade 10; in 2015, 58.8% of FNMI students graduated within the same five-year window. Overall, our extended-time graduation rates are improving, but we still have work to do in this regard. Notes: Grade 9 school year cohort is defined as the group of students enrolled in Grade 9 for the first time in a particular school year (according to the ministry Student Data System), adjusted in the following ways: 1) Students 12 and younger, and students 18 and older, as of Sep 30 of the Grade 9 school year, are excluded; and, 2) Students without a base enrolment on or after Sep 30 are excluded; 3) Students enrolled in Functionally Integrated or special education programs are excluded; and, 4) Students whose enrolment outcome is 'deceased', 'transferred to out-of-province schooling', or 'transferred to out-of-country schooling' prior to June 1st of the school year Horizon School Division #205 Board of Education Annual Report Page 19

24 immediately following Grade 9 cohort placement are excluded. Students are assigned to the school division in which the student last enrolled in the year that they became part of the Grade 9 cohort. Percentages are calculated as the number of students attaining eight of more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2015 Transition from Grade 9 to 10 This can be a difficult transition for students who have not reached all curricular outcomes from each subject area in the elementary grades. Overall, 82.4% of students enrolled in Grade 10 for the first time in achieved 8 or more credits; of those students who are FNMI, only 36.2% had achieved 8 or more credits. Our division's results are similar to the provincial results of 75.6% for all students, and 43.1% for FNMI students. These results seem to be in alignment with the graduation rates of our school division. We are not satisfied with these results. The action we have identified in our school division plans is to develop identification, - tracking system, and plan for vulnerable youth (at risk for dropping out) in middle years or earlier to address this concern. ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes ESSP Actions for the Two to Five Year Priority A summary of actions within this priority area include an analysis of funding relative to costs, a review of the Deloitte report to identify areas of savings, the implementation of a LEAN philosophy across school divisions, and the opportunity to identify shared services across school divisions ESSP Improvement Target for the Two to Five Year Priority Achieve accumulated operational savings by 2016 to reassign to system strategies School Division Goals and Actions for the Two to Five Year Priority Horizon continued to improve the efficiency of its Corporate and Human Resource Services through LEAN projects and other efforts that will reduce the use of financial and time resources to provide those supporting Services. Horizon School Division #205 Board of Education Annual Report Page 20

25 Two LEAN projects were undertaken during the school year. One focused on literacy and the work of teachers in improving literacy for students. The outcomes resulted in more effective interactions by teachers and improved accessibility to resources. A second project focused on leave management and has eliminated duplications of work, reduced workflow steps and provided for improved oversight of the leave management process. Other efforts included the development and implementation of digital processes to reduce the need for human resources to support those processes. The implementation of a digital system to record, monitor and report on school funds has resulted in a reduction of 1.0 FTE in the Finance area. An online job application system has reduced the time for management of job applications by 20% and provided an improvement in access to applications to help support the candidate selection process. ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE) ESSP Actions for the Two to Five Year Priority A summary of actions within this priority include the gathering of provincial Kindergarten baseline data, aligning the work of the ESSP with the SK Child and Family Agenda, completing an environmental scan of current data available across sectors, exploring additional formative early learning assessments, establishing of a bank of developmentally appropriate targeted supports, and creating an incremental plan for universal access to high-quality early learning environments ESSP Improvement Targets for the Two to Five Year Priority In , all school divisions will administer the Early Years Evaluation to all Kindergarten students to establish baseline data. By June 2015, align the work of the Education Sector Strategic Plan with the Saskatchewan Child and Family interministerial table School Division Goals and Actions for the Two to Five Year Priority This priority area aligns with Horizon School Division s goal of improved Assessment practices. In Horizon s Strategic Plan, an outcome for this goal was to have 100% of students exiting Kindergarten scoring within the appropriate range in 5 of the 5 domains as measured by the EYE-TA. Hannen training was provided to all Pre-kindergarten teachers over a 2-year period to enable them to better support Pre-K students. FNMI Outreach Workers led the Family Literacy Initiative in their communities. Fountas & Pinnell training was offered to all teachers to assess student literacy levels and levels of need. Horizon School Division #205 Board of Education Annual Report Page 21

26 Implemented Help Me Tell My Story. Seven schools began utilizing this program during the school year. Horizon School Division continued to assess students in order to provide appropriate supports. Measures Notes: The EYE-TA is a readiness screening tool that provides information about each child s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive, Tiered Instruction (RTI) level. Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Responsive, Tiered Instruction (RTI) is a preventive approach that allows educators, school teams, and divisions to allocate resources early and continuously, rather than waiting until children have experienced failure before responding. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1. Horizon School Division #205 Board of Education Annual Report Page 22

27 Pie charts show the percentage of Kindergarten students in the division (left pie) and the province as a whole (right pie) by RTI Tiers at Kindergarten exit in Percent totals may not add to 100 due to rounding. Source: Ministry of Education, Early Years Branch, 2015 EYE-TA Horizon School Division s early learning data displayed on the Ready to Learn: Early Years Evaluation (TA) responsive, tiered instruction (RTI) Categories (%) at K exit show the following results: 77% of Kindergarten students scored Tier 1 (green) showing their learning and development is typical of children the same age. Horizon School Division recognizes that we need to continue to focus on this area. 17% of Kindergarten students scored Tier 2 (yellow) showing they are experiencing some difficulty and would benefit from additional opportunities and experiences for learning. Only 7% of Kindergarten students scored as Tier 3 (red) showing they are experiencing significant difficulty and would benefit from additional opportunities and experiences for learning, as well as target instruction and programming. Horizon School Division #205 Board of Education Annual Report Page 23

28 The School Division in the Community Horizon School Division #205 is a Community of Learning and Achieving in east central Saskatchewan. The Division is linked to the broader community through its communities, its schools and School Community Councils (SCCs). First Nations Chiefs and Councils, Education Committees and communities contribute to Horizon s diversity. The school division welcomes its diversity in the communities and schools that are made up of 100% First Nations students and families and those that are made up of new Canadians that have come to work in manufacturing and other sectors. Community and Parent Involvement Research has shown that students achieve at high levels when their parents/guardians and other community members are involved in education. Horizon School Division expects schools to have programs and initiatives that encourage community and parent involvement. These programs vary from school to school and are unique to each community, yet each invite community and parent participation in various aspects of the school. Be it celebrating Grandparents Day, community teas, reading programs or promoting safe and caring environments through the public sharing of school data, each opportunity invites involvement and participation by community members and parents. Community Partnerships Horizon School Division #205, along with its individual schools, have developed a wide variety of relations and partnerships with various agencies at local, provincial and federal levels. Below are just a few of the many successful partnerships. Partnerships Career Transition Initiative - A successful partnership between Horizon School Division, Day Star, Muskowekwan and Gordon s First Nations. Located in Punnichy, this program offers alternative learning opportunities for students. George Gordon Quality education for First Nations students was recognized as an ongoing priority. Horizon School Division and the George Gordon First Nation worked collaboratively to provide the best possible learning opportunities for First Nations students on reserve. This partnership was the first of its kind in Saskatchewan. Saskatoon Tribal Council This partnership provided classroom space at Rose Valley School for 92 students from Yellow Quill First Nation after Yellow Quill s school was vandalized, resulting in a facility need in order to continue providing for their children s education. JOC - Joint Administration Agreement with St. Paul s RCSSD to operate Humboldt Collegiate Institute. Joint Use Agreement This partnership between the City of Humboldt, St. Paul s RCSSD and Horizon School Division allows the School Boards to use specific civic recreational fees without a rental fee during school hours. The City of Humboldt programs and community associations, in turn, have similar access to use school facilities during evenings, weekends and summer months. Carlton Trail Regional College - Providing students with career training and transition opportunities. Horizon School Division #205 Board of Education Annual Report Page 24

29 St. Brieux Welding Project - Bourgault Industries Ltd. supported PAA students through trade education and equipment. Through this partnership and Horizon s partnership with the Ministry of Education, planning began to offer state-of-the-art Practical and Applied Arts Welding and metal fabrication equipment. This has led to a mutually beneficial agreement for Bourgault, St. Brieux School and the community as a whole. Joint Ownership - Shared ownership of the school gymnasiums in the communities of Drake and Raymore. Nursery Schools - Watrous and St. Brieux Nursery Schools are located inside the public schools offering economical learning opportunities to the communities. Community Childcare - Provincially funded Daycares are located within Lake Lenore, Watson and Humboldt Public School offering economical learning opportunities. St. Peter s College - Offers 1 st and 2 nd year University opportunities for students, as well as an accelerated scholarship for one Grade 12 student in each high school in Horizon. Humboldt Before and After School Program - Provides opportunity for students to arrive early, and remain at school for extended hours to meet the needs of the family. Early Childhood Intervention Program - Identifying students entering the education system who may need supports at an early age. Aboriginal Affairs and Northern Development Canada (AANDC) - Tuition funding for First Nation students who live on reserve and attend public schools. Breakfast for Learning - Funding through application to schools that wish to operate a morning breakfast program. Health and Nutrition Programs - Child Nutrition and Development Programs funded by Health Regions in several communities. BHP Billiton - Welding equipment supplied by BHP in Lanigan High School and Humboldt Collegiate Institute - Ongoing support of the Career Transition Initiative at Punnichy High School Big Brothers and Big Sisters - Cooperative partnership to match students with mentors Shared Facilities Agreement with Greater Saskatoon Catholic and the City of Humboldt provides wider access to community facilities at no cost to the partners. Governance The Board of Education Horizon School Division is governed by a fourteen-person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to administer and manage the educational affairs of the school division and to exercise general supervision and control over the schools in the school division. The School Division is organized into fourteen subdivisions 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. Horizon School Division Board of Education members at August 31, 2015 are: Subdivision # 1. David Holinaty Horizon School Division #205 Board of Education Annual Report Page 25

30 Subdivision # 2. Kevin Grieman Subdivision # 3. Jennifer Lemky Subdivision # 4. Denis Bergerman Subdivision # 5. Murray Proznick Subdivision # 6. Darcy Swiderski Subdivision # 7. Wil Lengyel (Vice Chair) Subdivision # 8. Leslie Lewis Subdivision # 9. Ian Kelln Subdivision # 10. Jim Hack (Board Chair) Subdivision # 11. Nathan Bitternose Subdivision # 12. Paul Crow-Buffalo Subdivision # 13. Albert Pinacie Subdivision # 14. Melva Desjarlais A list of the remuneration paid to all Board members in is provided in Appendix A. School Community Councils 39 School Community Councils (SCC) represent the 41 schools in Horizon School Division. The two Hutterian Schools do not have SCCs. 34 of the 39 SCCs in Horizon School Division are made up of the required number of elected and appointed members as outlined in The Education Regulations, The actual number of members varies from one SCC to another (from five to nine elected members plus appointed members). This variation depends upon the needs and interest demonstrated at the school level. The Education Regulations, 1986 require school divisions to undertake orientation, training, development and networking opportunities for their SCC members. In Horizon School Division hosted two forums with repeating agendas. One was held at Winston High School in Watrous on March 25, 2015 and a second was held at Wadena Composite High School in Wadena on March 26, Horizon School Division also sponsored five SCC members to attend the National Congress on Rural Education. The Board of Education provides equal funding of $2,000 plus $3 per student registered at their school to each SCC. SCCs use the funding in a variety of ways, including supporting meeting expenses, sponsoring a survey of school parents to gain input to school level actions, or supporting school-level events for parents/caregivers. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students, and educators. The Regulations require SCCs to work with school staff to develop an annual LIP that is aligned with the School Division s Strategic Plan and to recommend that plan to the Board of Education. Horizon School Division #205 Board of Education Annual Report Page 26

31 Demographics Students Horizon SD The official Horizon School Division enrolment as of September 30, 2014 reported to the Ministry of Education was, 6398 Pre-kindergarten to grade 12 students. This total includes 71 Home Based students. The recorded enrolment is the first time Horizon School Division has seen any significant increase in student enrolment in several years. Grade School Year 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 Horizon School Division #205 Board of Education Annual Report Page 27

32 Staff Staff Profile Horizon School Division is one of the largest employers in the area and makes a significant contribution to the regional economy. The Division employs the full-time equivalent of 853 people. The majority of these employees are teachers, the remainder represent a wide range of occupations. The School Division utilizes educational assistants, clerical staff, information technology (IT), caretakers, bus drivers, accountant and other staff in providing a quality education for students of the Division. Figure 3 below provides an overview of all Division staff. An organizational chart showing the reporting structure is provided in Appendix B. Figure 3: School Division Staff 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, school secretaries, librarians 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 Senior management team (as described below) e.g., chief financial officer, director of 8.00 education, superintendents 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. *Information for all staff is as of August 31, *There are currently 44 bus drivers, this is not an FTE, but actual number and 3.0 FTE in the bus garage. Source: Horizon School Division Horizon School Division #205 Board of Education Annual Report Page 28

33 Senior Management Team Senior Management Team The Director of Education, Kevin C. Garinger, reports directly to the Board of Education. Two Deputy Directors, one of Education and one of Corporate Services/CFO, report directly to the Director. Two Superintendents of Learning also report to the Director of Education. Randolph MacLEAN Deputy Director of Education Lionel Diederichs Deputy Director of Corporate Services/CFO Crandall Hrynkiw Superintendent of Learning Darrell Paproski Superintendent of Learning Also reporting to the Director of Education are the following business administration personnel: Lance Hiltz Communications Officer Marni Sogge Executive Assistant Horizon School Division #205 Board of Education Annual Report Page 29

34 Facilities Transportation and Infrastructure Projects Infrastructure Projects Horizon School Division #205 facilities include: 38 schools located in 30 communities (Horizon also operates 3 non-owned schools: George Gordon First Nation and two Hutterian schools). Most of our schools have some original construction in the s with additions and renovation to many of them. Our newest schools are Humboldt Collegiate (2013) and Humboldt Public School (2014) both located in the City of Humboldt. Horizon School Division s head office is located in Humboldt as well as a bus garage in Foam Lake, and maintenance shops in Wadena, Lanigan, Humboldt and Cudworth. A partial demolition and renovation occurred at the Nokomis School in July 2014, reducing the facility size from sq.m to sq.m. Renovated activity space, resource room, and new HVAC systems. The St. Brieux School Renovation and Addition began in Aug 2014, anticipated completion is June Lanigan Elementary School Roof Coverings Roof Section 2,3,7,8,9,10,13 $415,690 Lanigan Central School Front office renovations Moved front office to main doors and common area $185,000 Punnichy Elementary School Roof Coverings Roof Section 1,7 $155,950 Wynyard Composite High School Roof Coverings Roof Section 1,3,4 $472,279 Muenster School Nokomis School Interior Renovations Decommission and Upgrades Home Ec room renovation in existing class room $195,000 Remove Gym, Asbestos, Upgrades to library, washrooms $389,000 Raymore School Modernization Science Lab reno $275,000 The utilization of the schools ranges from 39% - 133% (5 < 50% : 15 = 50% - 75% : 14 = 76% - 100% : 4 > 100%). Schell/Holdfast school has the lowest utilization rate at 39% and St. Brieux has the highest utilization rate at 133%. Horizon School Division #205 Board of Education Annual Report Page 30

35 Student Transportation The contract awarded to Rilling Bus Ltd. In expired at the end of the school year. An extension of the contract was given to Rilling Bus Ltd. for the school. The total estimated annual cost of all contract routes for the year is $4,743, Rilling Bus Ltd. routes are located at Annaheim, Bruno, Bulyea, Cudworth, Drake, Humboldt, Holdfast, Imperial, Lake Lenore, Lanigan, Leroy, Muenster, Strasbourg, Nokomis, Punnichy, St. Brieux, Three Lakes, Viscount, Wakaw, Watrous, Watson and recently Kelvington areas. Routes for independent contractors are located in the Kelvington, Quill Lake, Raymore and Wadena areas. Horizon Operated routes are located in the Archerwill, Rose Valley, Kelvington, Wadena, Foam Lake, Ituna, Wynyard and Raymore, with our Bus Garage located in Foam Lake. Transportation Statistics Figure 10: Student Transportation Students transported 2533 In-town students transported (includes Pre-K and Special Needs students) 59 Transportation routes (includes 5 Pre-K routes) 142 Number of buses 138 Kilometres travelled daily 24,317 Average age of bus (Division owned) 8 years Capacity utilized on buses 30% Average one-way ride time Longest one-way ride time 29 min. 87 min. Number of estimated school trips per year 479 Estimated Kilometres per year travelled on school trips 90,367 Cost per student per year $ Cost per kilometre travelled $1.63 Horizon School Division #205 Board of Education Annual Report Page 31

36 Financial Overview Summary of Revenue and Expenses In , Horizon School Division s largest expense was Instruction. Instruction includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. The second largest expense was plant operations. The school division receives the large majority of its revenue from a combination of government grants and the collection of education property taxes. Revenue Other 13% Property Taxation 26% Grants 61% Expense Other 5% Plant 14% Transportation 9% Gov & Adm 6% Instruction 66% Horizon School Division #205 Board of Education Annual Report Page 32