Our Mission

To educate the whole student by providing adaptive and responsive opportunities for personal success.

2011-2012 Annual Report

DIVISION 205#

HORIZON SCHOOL

“A Community of Learning and Achieving”

2011-2012 Annual Report This Annual Report is a hybrid document that combines the required elements of the Ministry of Education Annual Report and CIAF templates. This document will provide a complete overview of both the business and educational operations of Horizon School Division #205.

Section 1 Division Profile Components

• Letter of Transmittal • Highlights-Accomplishments for 2011-2012 School Year • Introduction • School Division Profile

o Figure 1: Location of School Division • School Division Planning • The School Division in the Community • Governance

o Figure 2: Remuneration • Our Students

o Figure 3: Enrolment by grade • Our Staff • Program Overview - Other Literacies

Section 2 CIAF Components Ministry Pillar #1 - Higher Literacy and Achievement

• (CIAP - A,B,C,D) Reading Achievements / Future Reading Goals • (CIAP - A,B,C,D) Writing Achievements / Future Writing Goals • (CIAP - A,B,C,D) Math Achievements / Future Math Goals • (CIAP - G) First Nations & Métis Outcomes • (CIAP - H) First Nations & Métis Education Plan • (CIAP - I) Other Literacies • (CIAP - K) Digital Fluency and Improving Student Outcomes • (CIAP - L) Healthy, Active Students • (CIAP - M) Shared Understanding of the Curriculum • (CIAP - N) Improved Instruction • (CIAP - O) Improved Student Assessment • (CIAP - P) Improving Instruction and Increasing Learning Through the Use of Data • (CIAP - Q) The School Division in the Community - Engaging School Community Councils in

Constructing Learning Improvement Plans - Alignment of Learning Improvement Plans to the CIAP

Ministry Pillar #2 - Equitable Opportunities

• (CIAP - E,F) Student Support Services 2011-2012 Outcomes / Future Goals

Ministry Pillar #3 - Smooth Transitions Grade 12 Graduation

• (CIAP - J) Improved Transitions Including Increased Graduation Rates o Figure 4: Grade 12 Graduation – Students Completing Grade 12 in Three Years

• Average Final Marks o Figure 5: Average Final Marks in Selected Secondary Level Courses o Figure 6: Average credits earned – All Students o Figure 7: Average Credits Earned - by Level of Support

• (CIAP - R) Early Childhood Education o Appendix A: Core Indicator Summary - 2012 o Appendix B: Horizon School Division Student Transitions Report-2011-2012 o Appendix C: Student Exit Survey Results

Section 3 Financial Components Ministry Pillar #4 - System Accountability and Governance

• Facilities Report and Transportation Report • Management Report - Summary of Revenue and Expenses • Financial Overview - Summary of Revenue and Expenditures with Budget to Actual Comparison

for the Fiscal Year o Appendix D: Audited Financial Statement o Appendix E: Organization Chart o Appendix F: School List.pdf o Appendix G: Payee List (Public Accounts) o Appendix H - Capital Projects

Letter of Transmittal

Honourable Russ Marchuk Minister of Education

Dear Minister Marchuk:

The Board of Education of Horizon School Division #205 is pleased to provide you and the residents of the School Division with the 2011-12 annual report. This report outlines activities and accomplishments of the School Division and provides audited financial statements for the fiscal year September 1, 2011 to August 31, 2012.

Respectfully submitted

Jim Hack Chairperson

Highlights/Accomplishments for 2011-12

Below is just a few of the many highlights from the 2011-2012 school year.

LINC ratification & Humboldt Public Rural Support Staff (HPRSS) signings Succession planning in progress Successful move to the new HCI in February 2012 Humboldt Public School project gets off the ground FAME asset management solution implemented into schools Division wide service request module introduced Pay controls for support staff to review sick leave on paystubs Manuals created for employee web portal Web Portal training and inservice completed in June 2013 Completion of Multi-Protocol Level Switching (MPLS); allowing Horizon to have one unified

firewall system and centralized content filtering for the internet. Fibre optic upgrades completed by Sasktel Full implementation of iBoss filtering system Implementation of a Division Wide Area Network Division wide upgrade of Windows operating system School server upgrades from Server 2003 to Server 2008 Implementation of Microsoft System Center Configuration Manager Implementation of Microsoft Forefront Anti-virus and Malware protection Full implementation of web based help desk for technology services Introduction of a technology inventory system Creation of a second Network Analyst position Replacement of school servers Installation of dedicated Distance Education equipment at all high schools New laptops purchased for all LRT's Pilot of iPads (purchase of 60) New technology equipment for the new HCI (approx. 180 new computers) Continuing partnership with BHP - Van for Punnichy Community High School and welding

equip for Humboldt Collegiate and Lanigan High School Signing of tuition agreement with Daystar, George Gordon and Muskowekwan First Nations Student in participation National Science Fairs. Skills Canada participation Tell Them From Me survey conducted in all schools Partnership project with HCI, Saskatoon Catholic SD, City of Humboldt and CTRC BHP funding for football programs in Lanigan and Watson AED system installation in Bulyea School SCC workshops held in the spring of 2012

Introduction

This annual report presents an overview of Horizon School Division’s activities and results for the fiscal year September 1, 2011 to August 31, 2012.

This annual report provides a snapshot of Horizon School Division, its governance structures, students, staff, programs and facilities. It also offers information in the CIAF priorities: higher literacy and achievement, equitable opportunities, smooth transitions, and 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 Profile About Us

Horizon School Division is a rural school division that operates 42 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. Click Here Horizon School Division is managed from the Central Office in Lanigan and two service centres located in Humboldt and Wadena. Two Hutterite colonies and six 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 challenging, supportive and high quality education We value safety, caring and respect for self & others We value equity and fairness We value life-long learning We value effective communication & productive partnerships We value optimism and the celebration of success We value forward thinking leadership We value accountability and a results-based focus

Figure 1: Location of Horizon School Division #205

School Division Planning Horizon School Division #205 has a well-coordinated planning process which enables alignment of School Division priorities with Continuous Improvement and Accountability Framework (CIAF) priorities and alignment of all School Division planning activities.

Strategic Plan In 2011, the Board of Education of Horizon School Division approved a three-year strategic plan. This plan is reviewed each year and a new plan has been developed for 2012-2013 forward. The Board’s strategic plan for the Division provides overall direction for everything the Division does and serves as an anchor to ensure that all Division planning processes are in alignment with each other and that divisional priorities are aligned with CIAF priorities. The strategic plan defines Horizon School Division’s mission, vision and guiding principles – provided earlier in this annual report. In addition to these foundational elements, the strategic plan includes strategic directions, Board priorities, and key strategies to achieve board priorities. A copy of the school division’s strategic plan is available at www.sunshinesd.sk.ca/strat-plan.

Continuous Improvement and Accountability Framework The Continuous Improvement and Accountability Framework (CIAF) aligns School Division and CIAF priorities. The four priority areas of the CIAF are: • Higher literacy and achievement • Equitable opportunities exist for all students to perform to the best of their abilities • Successful transitions for students • System accountability and governance These four areas are the foundation of Horizon School Division’s strategic plan. Horizon School Division has developed a Continuous Improvement and Accountability Plan which identifies measurable goals for each priority area listed above and outlines strategies to achieve the goals relevant to each priority. This plan is available on Horizon School Division’s website. Click Here

Engaging School Community Councils in Constructing Learning Improvement Plans

Q

Active, engaged School Community Councils (SCCs) are key elements in highly effective schools. The SCC is responsible, in cooperation with the school staff, to develop and recommend to its board of education a learning improvement plan. Attach an electronic copy of every school’s LIP, that has been signed by the SCC chair and the school principal, to this template. In addition, list key strategies that you have found to be effective in increasing SCC engagement.

Board Goal: - To align school-based Learning Improvement Plans (LIPs) to the CIAP.

The Board of Education has established a School Community Council (SCC) for each of the 42 schools in Horizon School Division. The Education Regulations, 1986 require School Community Councils to work with school staff to develop an annual school Learning Improvement Plan and to recommend that plan to the Board of Education. School Community Councils are also expected to facilitate parent and community participation in planning and to provide advice to the Board of Education, the school’s staff, and other agencies involved in the learning and development of students. • The advice the SCCs give to the Board of Education encompasses policies, programs, and

educational service delivery. • The advice the SCCs give to the school staff relates to the school’s programs. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students and educators. The actual number of members varies from one SCC to another.

2012 – 2013 Goals * 100% of school Learning Improvement Plans to be developed in alignment with the CIAP by February 28, 2013. * 100% school LIP's will be aligned to the CIAP and SCC's will have meaningful involvement in their development as evidence by the SCC chair sign off. (in the case of Hutterite schools, the education lead from the Colony will sign off)

Governance

The Board of Education provides governance for Horizon School Division #205 as a whole and School Community Councils provide advice to individual schools.

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 Board of Education was elected on November 4, 2009 and served a three-year term. Horizon School Division Board of Education members for 2011-2012 are:

Subdivision # 1 David Holinaty

Subdivision # 2 James Kolbeck

Subdivision # 3 Shirley Allan

Subdivision # 4 Denis Bergerman

Subdivision # 5 Murray Proznick

Subdivision # 6 Eldon

Van Den Bossche

Subdivision # 7 Wil Lengyel (Vice Chair)

Subdivision # 8 Shelley Anderson

Subdivision # 9 Chris Weiss

Subdivision # 10 Jim Hack (Board Chair)

Subdivision # 11 Nathan Bitternose

Subdivision # 12 Ray Horney

Subdivision # 13 Albert Pinacie

Subdivision # 14 Melva Desjarlais

No Photo

Remuneration paid to Board members in 2011-2012listed below.

Figure 2: Remuneration

Engaging School Community Councils in Constructing Learning Improvement Plans

Q

Active, engaged School Community Councils (SCCs) are key elements in highly effective schools. The SCC is responsible, in cooperation with the school staff, to develop and recommend to its board of education a learning improvement plan. Attach an electronic copy of every school’s LIP, that has been signed by the SCC chair and the school principal, to this template. In addition, list key strategies that you have found to be effective in increasing SCC engagement.

Board Goal: - To align school-based Learning Improvement Plans (LIPs) to the CIAP.

View 2011-2012 Learning Improvement Plans

View 2012-2013 Learning Improvement Plans

The Board of Education has established a School Community Council (SCC) for each of the 42 schools in Horizon School Division. The Education Regulations, 1986 require School Community Councils to work with school staff to develop an annual school Learning Improvement Plan and to recommend that plan to the Board of Education. School Community Councils are also expected to facilitate parent and community participation in planning and to provide advice to the Board of Education, the school’s staff, and other agencies involved in the learning and development of students. • The advice the SCCs give to the Board of Education encompasses policies, programs, and

educational service delivery. • The advice the SCCs give to the school staff relates to the school’s programs. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students and educators. The actual number of members varies from one SCC to another.

2012 – 2013 Goals * 100% of school Learning Improvement Plans to be developed in alignment with the CIAP by February 28, 2013. * 100% school LIP's will be aligned to the CIAP and SCC's will have meaningful involvement in their development as evidence by the SCC chair sign off. (in the case of Hutterite schools, the education lead from the Colony will sign off)

2011-2012 Strategies:

● Debra Pushor - Attended Administrators’ meeting in November 2011 ● Inform, Involve, Engage – The Work of School Community Councils

● March 28, 2012 (Wadena Composite) March 29, 2012 (Lanigan Central High) 1. Sessions offered: Engaging Students on the SCC The Role of the Student on the SCC Taking the Mystery out of the Learning Improvement Plan Building a Community Profile Funding for SCCs Communication in a Digital World SCC 101 Nutrition in Your School Grounds and Maintenance

2. Attendance: Wadena – 55 Lanigan – 57 Breakdown of attendance (overall) SCCs represented: 30/40 = 75% SCCs not represented: 10/40 = 25% Principals: 14/40 = 35% Non – attendance: 26/40 = 65%

3. Feedback: Liked choices More time for discussion Session ideas – bullying Movement between classrooms – too spread out The Directors message could have been a session/workshop on its own

4. Recommendations: Continue to offer choice Sessions led by SCC Steering Committee or SCC members 45 minute sessions – choose 2, 30 minutes sessions – choose 3 Map of classrooms – front door when participants come in Classroom close together if possible Formal presentation (brief overview only) – allowing time for talking/sharing

ideas Healthy snacks Continue with session for students Add session for administrators

Our Students Enrolment by Grade

SD Enrolment by Grade 2009/10 - 2011/12

SD FN & M Enrolment

Grade/Year School Year

School Year

2009-2010 2010-2011 2011-2012

2009-2010 2010-2011 2011-2012

Pre-K3 1 2 24

1 0 10

Pre-K4 107 109 99

37 38 42

Kindergarten 415 427 408

46 65 62

Grade 1 437 426 450

62 67 74

Grade 2 410 446 442

46 57 72

Grade 3 452 415 450

56 52 61

Grade 4 496 455 425

48 63 61

Grade 5 487 486 452

57 63 64

Grade 6 511 489 487

67 59 63

Grade 7 513 515 502

67 71 66

Grade 8 503 505 522

60 67 65

Grade 9 591 577 588

65 66 88

Grade 10 639 644 598

93 121 83

Grade 11 572 567 576

43 52 83

Grade 12 604 583 562

40 50 45

Total 6,738 6,646 6,585

788 891 939

Source – Core Indicators Summary Report

Figure 3: Enrolment by grade

Our Staff - Human Resources Report 2011-2012 Achievements

1. A Succession Plan procedure was presented to the Board in March 2012. 2. Superintendent of Human Resources and/or Coordinator for First Nations and Metis

Education attended the Career Fairs for Education Students at both the University of Regina and the University of Saskatchewan.

3. All vacancies for professional and support staff are advertised locally, provincially and, for some specialized areas, nationally.

4. Pre-Service Agreements to offer financial supports to candidates pursuing Master degrees in Education Psychology, Occupational Therapy and Speech and Language Pathology

5. Financial support for teachers pursuing Additional Qualification Certificates in Special Education.

6. Presentations to Education students SUNTEP in Regina inviting them to consider employment in Horizon School Division.

2011-2012 Staffing

Job Category FTEs Classroom teachers 411.99

Principals, vice-principals 58

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

214.685

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

62.15

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

62.522

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

52-Employees 91-Contractors

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

14

Total Full-Time Equivalent (FTE) Staff 875.347

Board Goal #17

To ensure effective recruitment, retention & succession planning for the Division

Other Literacies / Program Overview I Literacy involves far more than reading. Outline some actions you are implementing in order to provide for a rich and broad mastery of other literacies (for example: scientific, economic, physical, health, aesthetic, and cultural).

.

The students in Horizon School Division are diverse. They vary in age, personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all our students, Horizon School Division offers a wide range of programs in the 42 schools of the Division. 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, Métis and Inuit (FNMI) content, perspectives and ways of knowing, and the adaptive dimension. The following list identifies other literacies that may be found at one or more of the Division’s schools. Included are intended outcomes and actions in place to support these literacies.

Other Literacies Intended Outcomes Actions

Scientific • Maintain current

enrolment in senior science courses

• Support Science Fairs.

Economic

• Provide resources for curricula: Social Studies, Career Education, Social Studies, Math

• Develop financial skills and aptitudes

• Junior Achievement programming provided to Gr. 3-9 by community volunteers from local financial institutions.

• Programs include: · Dollars With Sense Needs/Jobs and Tools, · Technology and Innovation, · Our Business World, · Dollars With Sense and · Diversity in Action

Physical • Maintain variety of extra-

curricular sport team opportunities

• extra-curricular activities funded (sports and SRC). • Several team sports offered: Football (6-man; 9-man

teams); volleyball; basketball; curling

Health • Develop and/or maintain

collaborative responses to student needs with community partners

• Schools all have a “well-being” goal incorporated into their Learning Improvement Plans

• Breakfast for Learning, snack &/or nutrition programs. • Horizon School Division Nutrition Policy • Horizon School Division Nutrition Procedure

Aesthetic • Maintain current enrolment in Band and choir programs

• Band and choir programs (credit and/or extra-curricular) supported by Division itinerant band teachers in 21 schools

• Drama offered as credit course and/or extra-curricula

Cultural • Appreciate and respect all peoples

• Cultural Literacy will include Aboriginal Education (Treaty Education is a subset)

Technological

• Expand and enhance teacher competencies and student access and competencies

• Technology-based instructional approaches promote inquiry learning

• SMARTboards in every school and often in multiple classrooms per school

• Professional support is provided for co-planning, demonstration-teaching and co-teaching with Learning Technologists (3.0 FTE)

• Skilled staff present PD for their own schools • Class sets of Netbooks and iPads have been purchased

by, or available to, schools with training

Interpersonal / Conflict Resolution/Crisis Management

• Develop and/or maintain multi-dimensional collaborative assessment and supports

• Tell Them From Me Survey • Support Student Leadership Conferences. • 4th R Program support • Continue to research and implement anti-bullying and

crisis intervention practices

Briefly describe your involvement with any initiatives that are funded by the Literacy Office, including any results and attach any reports about the projects in your division, or provide a link to them.

Results of 2011-2012 CIAF Plan – Reading and Writing A In point form report the results of last year's plan to improve reading and writing, including what was learned. Reference specific SMART goals and outcomes.

Board Goal: To improve achievement for all students in reading, writing and math; 2011-2012 Performance Targets – Reading • The number of Grade 2 students reading at grade level or above in all schools will be

maintained or increase from September, 2011 to May, 2012 (Fountas & Pinell) Fountas & Pinnell Reading Data 2011-2012

• The number of students in Grades 3, 6 & 9 achieving at Stanine 4 or above in reading will

be sustained or increase by October 2012 (CAT 4) CAT 4 Reading Data 2011-2012

2011 - 2012 September May Increase At/Above Grade Level 60% 79% 19%

Grade/Year 2009-10 2010-11 2011-12 Grade 3 73% 73% 76% Grade 6 68% 75% 68% Grade 9 74% 73% 74%

• The average percentage for Grades 4, 7, and 10 reading AFL Multiple Choice Assessments will be maintained or increased by 2013 (AFL)

2011-2012 Performance Targets – Writing

(NOTE: A Writing goal was not set in the 2011-2012 Strategic Plan. The Ministry's AFL Writing was used (2010, 2012). Student assessment results related to Writing determined the 2012-2014 Writing goal.)

2008 AFL Writing – Figure 5.3 & 8.3 (division Subpopulations Results)

2010 AFL Writing – Figure 5.3 & 8.3 (division Subpopulations Results)

2012 AFL Writing – Figure 5.3 & 8.3 (division Subpopulations Results)

What was Learned: • Improvement results from powerful instruction which is supported and developed through

dialogues with stakeholders (i.e., discussions around the literacy goal/priority, assessment and transitions with the Board of Education, SCCs, Administrator Group, Instructional “Lead” Teachers in schools, Learning Technology Committee, Career Guidance Counselors, Student Services Support Professionals).

• The objective data is supporting the anecdotal data in regards to the impact of “Lead” Teachers in schools. Lead teachers have had dedicated time (0.2 FTE) to provide support and resources to colleagues including planning, strategies and co-teaching.

• Assessments needed to be meaningful to the classroom teacher in order to impact instructional practices. The division plan of measuring reading (comprehension and fluency) using the Fountas and Pinnell Benchmark Assessment System (BAS) with Grade 2 students was expanded to include Grade 1 and Grade 3 students. This expansion will need to be addressed in the 2012-13 SMART goal on Reading.

• Assessments that follow a cohort of learners will provide unique information of the students’ response to instruction and intervention. The Ministry of Education’s Assessment for Learning only captures a cohort’s results in Grade 10 (from their Grade 4 results). Therefore, assessing students’ skills annually (e.g., with the Fountas and Pinnell BAS with Grade 1, 2 and 3 students) will provide meaningful information to inform division-wide strategic decision making.

• We are not able to compare any 1 cohort from Grade 4 to Grade 10. There are some outliers where we see a significant difference in the data but are unsure as to the reasons that this may have occurred (i.e., it could be a focus of strategies implemented by different teachers, uniqueness of a particular cohort of students, change in professional support accessed the teachers, etc.)

• All assessment results were noted, but did not necessarily change the Literacy Initiative Plan of implementing, and developing local capacity for, PWIM and Explicits in every K-2 school. (Note: rate of improvement in assessment scores decreased, although not with statistical significance, in the third year of assessment).

• Our teachers demonstrated an increased teacher knowledge in reading and writing strategies according to the Assessment for Learning – Opportunity to Learn (AFL-OTL) data which suggests that the Literacy Initiative Plan is impacting the instructional capacity of teachers.

• Writing Process - In 2012, our students performed at levels similar to the provincial results, achieving standards of Sufficiency/Adequacy (or Higher) in all areas of the writing process.

o examination of subpopulations (gender, First Nation and Métis) indicate the need for focused instruction in written language instruction, particularly in the common areas of lower performance (Quality of Writing Product, Language Choices, Demonstration of Writing Process).

o The following subpopulation results are noteworthy: o Our female students generally performed at a level meaningfully higher than

the provincial population in most areas of the writing process

o Our male students generally performed at a level meaningfully lower than the provincial population in 3 of 5 areas of the writing process: Quality of Writing Product Language Choices Demonstration of Writing Process

and similar to provincial populations in the remaining 2 areas: Message Content & Ideas Organization & Coherence.

o Our First Nation and Métis Grade 5 students performed at a level similar to

the provincial subpopulation but meaningfully lower than the provincial general population in all areas of the writing process.

o Our First Nations and Métis Grade 8 students performed at a level similar to the provincial general population in the area of

• Quality of Writing Product and meaningfully higher than the provincial subpopulation in:

Message Content & Ideas Organization & Coherence Language Choices Demonstration of Writing Process.

Strategies: • Differentiated professional development for teachers according to their level of experience

to sustain the powerful instructional strategies of the Literacy Initiative Plan (i.e., Picture Word Inductive Model (PWIM) and explicit instructional strategies)

• Building capacity in Lead Teachers as division-wide support of professional development for teachers.

• Infusing literacy and assessment into instructional strategy supports and professional learnings, for all grade levels

• Supporting schools develop targeted intervention plans for struggling readers) that are aligned with existing literacy initiatives ((e.g., Leveled Literacy Intervention Program with Fountas & Pinnell (BAS), Read to Succeed with PWIM).

• Including information on literacy initiatives in administrators’ Walkthrough resource binders. • Expansion of schools using PWIM • Development of an outcomes-based report card (K-5) • Infusing 21st Century technology tools into classroom instruction through purposeful

planning, implementation and assessment between teachers and the school division’s Learning Technologists Learning Technology Goals support improving Reading, Writing and Math learning outcomes.

2012-2014 CIAF Plan – Reading and Writing B Summarize the SMART goals and strategies planned to increase achievement in reading and writing. Indicate the connection to last year's report. What data will you use?

Board Goal #1- To improve achievement for all students in reading Long Term Reading Goal: • We will work to increase by 20% the number of grades 3 students reading at grade level by 2020 Fountas & Pinnell Reading Goal School Year Reading Goal: Between October and May of the 2012-2013 school year, grade 1 student reading

levels will increase at least 25% as measured by the Fountas & Pinnell Benchmark Assessment System 2009.

Between October and May of the 2012-2013 school year, grades 2 and 3 student reading levels will increase at least 15% as measured by the Fountas & Pinnell Benchmark Assessment System 2009.

CAT 4 Reading Goal The number of students in grades 3, 6 & 9 achieving at Stanine 4 or above in reading will increase by a minimum of 3% year over year until 2020. Board Goal #2- To improve achievement for all students in writing CAT 4 Writing Goal The number of students in Grades 3 achieving at Stanine 4 or above in writing will be

increased by at least 5% year over year until 2020. The number of students in Grades 6 achieving at Stanine 4 or above in writing will be

increased by at least 5% year over year until 2020. The number of students in Grades 9 achieving at Stanine 4 or above in writing will be

increased by at least 4% year over year until 2020.

Connection to 2011-12 Plan: • In 2011-2012, 80% of Grade 2 students (an increase of 3% from 2010-2011) were at or

above grade level as measured by the Fountas and Pinnell Benchmark Assessment System (BAS).

o In 2011-12, 17% of First Nations Métis Grade 2 students were at or above grade level as measured by the Fountas and Pinnell Benchmark Assessment System. Disaggregated data was not available for 2010-11 resulting in the 2011-12

being used as the baseline. However, Horizon School Division believes that the bold target of matching the goals set for all students is worthy and action-oriented.

• The target population has been expanded to include grades 1 and grade 3 in 2012-2013. Therefore, assessment of reading proficiency was needed to determine student learning needs and response, or impact, of the primary intervention strategy (PWIM). ,

• The 2011-12 plan focused on reading skills. A goal directed to writing skills was developed for the 2012 – 2014 CIAP.

Actions: • Continued capacity building in schools by lead teachers in schools to support the Literacy

Initiative Plan • Reading interventions will be developed through school and school division supports (e.g.,

Leveled Literacy Interventions, PWIM and Inquiry Lead Teacher resources and supports, professional library resources provided to schools, professional development focused on literacy, powerful instructional strategies and assessment).

• The Focused Literacy Improvement Initiative will be implemented with grades 1 to 3 students at Punnichy Elementary, Wadena Elementary and George Gordon schools where high percentages of enrolment are self-declared First Nations and Métis students.

• Internal communications through dedicated e-communities will continue to provide opportunity for cross-division peer support to teachers

• Teachers and Administrators to receive professional development in PWIM (K-2), Explicits (Gr. 1-3) and Inquiry (Gr. 3-9). Ongoing professional development provided by Lead Teachers

• Strengthen student engagement for ALL students in response to the Tell Them From Me survey results

• Schools’ Learning Improvement Plans (LIP) align with Continuous Improvement and Accountability Plan (CIAP) with the intent of developing responsiveness to the local learning needs of students for both reading AND writing.

• Personal professional development of Teachers and school-based Administrators are expected to align with the priorities of the CIAP and schools’ LIP, and identified in their Professional Growth Plan.

• SCCs involvement in developing supports to achieve schools’ LIP goals in reading and writing are an expectation that will be monitored through collaboration with principals.

• Improvement of students’ quality of writing products will be targeted by PWIM Lead teachers and in professional development (PWIM & Inquiry)

Identify the percentage of your grade 1-3 students who are struggling with reading. Identify specific strategies and interventions you have put in place to support these students. Grade 1-3 Students with Reading Difficulty Identified as “At Risk” or “Below Level” as measured by the Fountas and Pinnell Benchmark Assessment System: 2010-11: 24% of Grade 2 students 2011-12: 21% of Grade 2 students 2011-12: 83% of First Nations and Métis Grade 2 students

Strategies and Interventions Provided 45% of our schools have started a Leveled Literacy Intervention Reading program for at

risk students (Tier 2 intervention) in 2012-13 including our schools with high populations of First Nation and Métis students. There is a plan to expand this number to 100% for 2017.

22 of our schools have 0.20 FTE additional staff to support students who are struggling with reading and writing through our PWIM implementation (including George Gordon, Punnichy Elementary and Wadena Elementary schools).

Grade 3 teachers attended in-service on implementing the Explicits instructional strategies which have a high effect size for improving student learning outcomes. This implementation is supported by our PWIM lead teachers and Learning Technologists in the schools

Year 2 and 3 PWIM implementation support for teachers LRT Co-Coaching support (Lead teachers from George Gordon, Punnichy Elementary

and Wadena Elementary attended.) The Early Years Evaluation (EYE) will identify students at-risk in the area of language

development at the end of their Kindergarten year. These students will be identified for targeted support as they begin Grade 1.

Results of 2011-2012 CIAF Plan - Mathematics C In point form, report the results of last year's plan to improve achievement in mathematics, including what was learned. Reference specific SMART goals and outcomes.

2011-2012 Goals and Outcomes: NOTE: It has been recognized that the 2010-2012 Strategic Plan Goals and Objectives were not written in SMART format and have been re-written as SMART Goals for 2012-13. The number of students in Grade 3, 6 & 9 achieving at Stanine 4 or above on the CAT4 in math will increase. Average percentage for Grade 5 and Grade 8 AFL math Multiple Choice Assessments will be increased by 2013. Results:

2010-11 School Division Assessment (Gr. 4 – Fractions; Gr. 7 – Circles) The results are reported at the division level with no disaggregation of data by subgroup. • Grade 4 math assessment outcomes:

o N4. 6 Demonstrate an understanding of fractions o N4.7 Demonstrate an understanding of decimal numbers

• 34 schools (35 total schools with grade 4); 387 students • 96 % of students at or above target level • Grade 7 math assessment outcomes:

o SS7.1 Demonstrate an understanding of circles o SS7.2 Develop and apply formulas for determining area o SP7.2 Demonstrate an understanding of circle graphs.

• 31 schools; 447students • 83 % of students at or above target level

CAT 4 Math: Percentage of Students at Stanine 4 or Higher (School Division annual assessment)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

Grade 3

CAT 3 73% 73% 72% 71%

Grade 6

CAT 3 78% 80% 76% 74%

Grade 9

CAT 3 72% 76% 83% 83%

Results:

2010-11 School Division Assessment (Gr. 4 – Fractions; Gr. 7 – Circles) The results are reported at the division level with no disaggregation of data by subgroup.

• Grade 4 math assessment outcomes: o N4. 6 Demonstrate an understanding of fractions o N4.7 Demonstrate an understanding of decimal numbers

• 34 schools (35 total schools with grade 4); 387 students • 96 % of students at or above target level • Grade 7 math assessment outcomes:

o SS7.1 Demonstrate an understanding of circles o SS7.2 Develop and apply formulas for determining area o SP7.2 Demonstrate an understanding of circle graphs.

• 31 schools; 447students • 83 % of students at or above target level

Average percentage for Grade 5 and Grade 8, AFL math Multiple Choice Assessments will be increased by 2013;

AFL Math: Average Percentage on Multiple Choice 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

ALL

FNM

Grade 5

60% 66% 62% N/A

Grade 8

59% 55% 59% N/A

Math 20

64% 58% N/A N/A

Math A30

64% 63% N/A N/A

2011 AFL Math Assessment – Figure 5.3 & 8.3 (division Subpopulations Results)

What was Learned: • Strong results (at the competent and proficient levels) on locally developed school division math

assessments (Gr. 4, Gr. 7) demonstrated deep understanding and application skills. • Only Grade 9 students met the goal (increased of students achieving at Stanine 4 or better on the

CAT4) • In 2011, our students performed at levels similar to the provincial results, achieving standards of

Sufficiency/Adequacy (or Higher) in all areas of the mathematics performance. o examination of subpopulations (gender, First Nation and Métis) indicate the need for focused

instruction in mathematics, particularly in the common areas of lower performance (Math Content, Computational Questions).

o The following subpopulation results are noteworthy: o Our female students generally performed at a level meaningfully higher or similar to the

provincial population in all areas

o Our male Grade 8 students (“All” and “Boys”) generally performed at a level meaningfully lower than the provincial population in 2 of 6 areas:

Patterns and Relationships Computation Questions

o Our First Nation and Métis students in Gr. 5 and Gr.8 performed meaningfully lower than the provincial “All” and meaningfully higher than the provincial subpopulation results.

Our First Nation and Métis Grade 5 students performed at a level meaningfully lower than the provincial general population but meaningfully higher than the provincial subpopulation in 5 of 6 areas of mathematics and similar to the provincial subpopulation in Computation Questions.

Our First Nation and Métis Grade 8 students performed at a level meaningfully lower than the provincial general population but meaningfully higher than the provincial subpopulation in 5 of 6 areas of mathematics and meaningfully lower in the areas of:

• Number • Patterns and Relationships

and similar to the provincial subpopulation in Computation Questions.

• Results indicate a significant disconnect between the professional learning investments and student achievement. However, professional competencies may not manifest in immediate improved outcomes. The 2011 AFL OTL measures from teacher responses do not have longitudinal comparison information, but indicate that HZSD teachers meet with provincial standards of “Sufficient or Higher” in all areas. The standards of “Excellent” are meaningfully lower than the provincial population in the areas of Knowledge/Problem-solving and Inquiry Processes and Instruction and Learning.

Strategies:

• Continued implementation of First Steps in Math in order to develop competencies in teachers. We continue to promote the consistent message of a balanced approach to mathematics (computation and operations with conceptual understandings and communication through inquiry for problem-solving)

• Math 20 and 30 teachers received in-service on new curriculum • Middle Years and High School teachers received in-service on Assessment for Learning

Strategies integration with curriculum renewal Administrators received Professional Development on analyzing their AFL, Fountas and Pinnell, and Tell Them From Me data and using it for goal setting for improved learning

2012-2014 CIAF Plan - Mathematics D Summarize the SMART goals and strategies planned to increase achievement in mathematics. Indicate the connection to last year's report. What data will you use?

*Disaggregated data will demonstrate that First Nations and Métis students are achieving the same targets (i.e.,

as indicated through their disaggregated data), articulated in each of the goals described below:

CAT 4 Math • The number of students in Grades 3 achieving at Stanine 4 or above in math will be increased by at least 3% year over year until 2020. • The number of students in Grades 6 achieving at Stanine 4 or above in math will be increased by at least 4% year over year until 2020. • The number of students in Grades 9 achieving at Stanine 4 or above in math will be increased by at least 3% year over year until 2020. Connections to 2011-12: • Consistency in using CAT 4 testing and data with schools. • Continuation of professional support through Professional Development:

o Continuation of First Steps in Math in-service for our new teachers. o Grade 3 -12 Math teachers receive 3 days of in-service on incorporating Inquiry and

Assessment for Learning within their teaching. o K-2 teachers with Assessment for Learning strategies through PWiM workshops o Grades 3-9 teachers through Inquiry workshops o Grades 10-12 teachers through formative assessment Professional Development.

• Curriculum Consultant had provided support to teachers: o Implementation of new curriculum, o using math strategies for multi-grade classrooms, o using a variety of teaching strategies

• Lead teachers (PWIM, Inquiry, Treaty Education) support teachers with in their own schools and through.

Actions: • Purchase of Destination Math software to support math learning outcomes in Grades 1 - 8. • Online website developed to direct teachers to websites that tie to the curriculum outcomes

(Check out Math under the Learning Centre.) • First Steps in Math training – new teachers • Explore Saskatchewan Common Mathematics Assessment (developed by other school

divisions and directly related to curricula outcomes) for implementation in Grade 4-6.

Results of 2011-2012 CIAF Plan – First Nations & Métis Outcomes G Report on the results of last year’s plan and the strategies undertaken to improve achievement.

Board Goal: - To eliminate the achievement gap between self-declared First Nations and

Métis students and non-Aboriginal students: reduction of achievement gap by 25% over 5 years;

- To strengthen student engagement for all students and improve

completion rates and successful transitions for First Nations and Métis students by 25% over five years;

- To maintain effective and reliable data related to achievement, attendance,

retention and transitions, including comparatives for First nations and non-Aboriginals;

Actions:

• Implementation of Outreach Worker project (FNMEAP): detailed description follows; • All strategies articulated in the 2011-2012 CIAF Plan Reading and Writing (section

A)and the 2011-2012 CIAF Plan Mathematics (section C) apply to this goal; • Individual schools undertook specific instructional and assessment strategies; Punnichy

Elementary for example, used Fountas and Pinnell to track student growth in reading; • Preliminary actions taken to obtain disaggregated achievement and attendance data for

self-declared First Nations and Métis students; • Offer to high school students, employment skills training through the Punnichy Career

Transitions Initiative; • Division participation in Tell Them From Me and What Did You Do In School Today

Survey(s).

- To recruit and retain more First Nations and Métis teachers & employees; Actions:

• HZSD representatives made presentations to SUNTEP and attended University of Regina and University of Saskatchewan career fairs; met directly with university students to discuss the opportunities and benefits offered by Horizon School Division;

• Staff retention strategy: HZSD, partnered with the Saskatchewan School Boards Association to offer HZSD staff professional development on the topic of residential schools. This was offered by webinar numerous times throughout the school year on school early dismissal days. This strategy was focused on building HZSD staff understanding of the impact of the Indian Act, residential schools and related contemporary issues.

- To further engage First Nations Chiefs, Councils and parents to strengthen

working relationships, opportunities and outcomes for First nations students on and off reserve;

Actions:

• HZSD Board trustees met with Daystar First Nation Chief and Council and Muskowekwan Chief and Council in the fall of 2011 to discuss topics of common interest and concern; The focus of the meetings were to build common understanding and build relationship;

• Understanding the Early Years (EDI) results were shared with the Touchwood Agency Early Childhood Director, Headstart and Daycare directors from Daystar, Muskowekwan, George Gordon and Kawacatoose First Nations in 2011/2012; Discussion followed regarding potential partnerships focused early childhood development;

First Nations and Mé tis Education Plan

Horizon School Division #205

February 8, 2013

First Nations and Métis Education Plan (FNMEP)

School Division: Horizon School Division #205 Year of FNMEP Cycle: One Date: January 31, 2013 Contact: Crandall Hrynkiw, Superintendent Contact Information: Crandall.hrynkiw@hzsd.ca Contact: Joanne Cunningham, Coordinator Contact Information: joanne.cunningham@hzsd.ca

Section 1: Context

Outlines the facts and circumstances of the school division as they pertain to the current state of education for First Nations and Metis students. This section will include community factors and core indicators data such as:

First Nations and Metis demographics

Information of the school division’s current programming for First Nations and Metis education;

Characteristics of the local community; and, (Click Here)

Information on formal and informal partnerships with First Nations and Metis organizations and authorities.

Section 2: The FNMEP

Identify priority areas from the goals identified in Inspiring Success: Building Towards Student Achievement (2009).

Identify Smart Goals.

Identify evidence-based strategies that will be used to achieve division goals.

Identify data that will be used to monitor and measure division goals.

Four Goals as identified in Inspiring Success: Building Towards Student Achievement

Goal #1: Equitable outcomes for First Nations and Métis learners.

Goal #2: All learners to have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan.

Goal #3: Data collection and reporting on measures outlined in the Ministry’s First Nations and Métis Education Policy Framework that demonstrate accountability towards improved educational outcomes.

Goal #4: Shared management of the provincial education system by partnering with First Nations and Métis peoples at the provincial and local level.

Goal #1: Equitable outcomes for First Nations and Métis learners.

School Division Goal(s) Performance Indicators & Baseline Data

Goal #1a. - To improve achievement for all students in reading Reading Performance Targets

We will work to increase by 20% the number of grades 3 First Nations and Métis students reading at grade level by 2020.

Fountas and Pinnell Goals

• Between October and May of the 2012-2013 school year, grade 1 First Nations and Métis student reading levels will increase at least 25% as measured by the Fountas & Pinnell Benchmark Assessment System 2009.

• Between October and May of the 2012-2013 school year, grades 2 and 3 First Nations and Métis student reading levels will increase at least 15% as measured by the Fountas & Pinnell Benchmark Assessment System 2009.

Reading Intervention Goal

By November 2013, reading intervention plans will be developed for all students in grades 1, 2 and 3 "Not Meeting Expectations" as measured by the Fountas & Pinnell Benchmark Assessment System 2009.

CAT 4 Reading Goal

The number of First Nations and Métis students in Grades 3, 6 & 9 achieving at Stanine 4 or above in reading will be increased by a minimum of 3% year over year until 2020.

Goal #1b To improve achievement for all students in writing

CAT 4 Writing Goal

The number of First Nations and Métis students in Grades 3 achieving at Stanine 4 or above in writing will be increased by a minimum of 5% year over year until 2020.

The number of First Nations and Métis students in Grades 6 achieving at Stanine 4 or above in writing will be increased by a minimum of 5% year over year until 2020.

The number of First Nations and Métis students in Grades 9 achieving at Stanine 4 or above in writing will be increased by a minimum of 4% year over year until 2020.

Goal #1c - To improve achievement for all students in math

CAT 4 Math Goal

The number of First Nations and Métis students in Grades 3 achieving at Stanine 4 or above in math will be increased by a minimum of 3% year over year until 2020.

The number of First Nations and Métis students in Grades 6 achieving at Stanine 4 or above in math will be increased by a minimum of 4% year over year until 2020.

The number of First Nations and Métis students in Grades 9 achieving at Stanine 4 or above in math will be increased by a minimum of 3% year over year until 2020.

Goal#1d - Attendance Goal

The attendance of self-declared First Nation and Métis students will improve by 3% in 2012/2013 and by an additional 3% in 2013/2014.

Goal #1e - Graduation Rate Goal

The difference in graduation rates between Aboriginal and non-Aboriginal students will be reduced by 50% by 2020.

Goal # 1f - Representative Workforce Goal

Horizon School Division will pursue the recruitment and retention of self-declared First Nations and Métis staff proportionate to each school based student population cultural demographic, achieving a representative workforce across all work sectors in the school division.

Strategies

FNMEAF Outreach workers focused on student attendance and achievement;

Engagement, retention and improved graduation rates of students by offering skills and trades training opportunities through the Punnichy Career Transitions Program;

Pursue the recruitment and retention of self-declared First Nations and Métis staff proportionate to each school based student population cultural demographic, achieving a representative workforce across all work sectors in the school division;

Strengthen partnerships with First Nations and Métis communities to identify and support community based initiatives;

In conjunction with South East RIC, share 2013 EDI data with First Nations communities;

Enhance partnership with Touchwood Agency Early Childhood.

Goal #2: All learners to have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan.

School Division Goal(s) Performance Indicators & Baseline Data

Goal #2a. Treaty Education Goal The HZSD average score on the Treaty Essential Learnings Assessment will increase by 10% in 2012-2013 and 10% in 2013-2014.

Treaty Essential Learning Results

Provincial Horizon

2009-2010 55.1 54.9

2010-2011 54.6 58.9

2011-2012 56.4 56.9

Strategies

Treaty Education Catalyst teacher training offered in fall 2012 to support catalyst teachers in all HZSD schools;

Treaty Education Catalyst teachers in HZSD offer workshops (8 modules by June 2014) at each school to support colleagues with Teaching Treaties in the Classroom (TELs);

HZSD will work with the OTC and Ministry of Education to support integration of TELs into the provincial curriculum;

Six HZSD schools applied for and received TreatySmarts grants to enhance Aboriginal cultural awareness for students and staff; The six schools are: Ituna, Punnichy High, Watson, Wakaw; Raymore; Leroy.

Goal #3: Data collection and reporting on measures outlined in the Ministry’s First Nations and Métis Education Policy Framework that demonstrate accountability towards improved educational outcomes.

School Division Goal(s) Performance Indicators & Baseline Data

(See Goal # 1a – 1f above)

See above

Strategies

Achieve alignment of First Nations and Métis students’ achievement goals with all other HZSD student achievement goals;

Select, disaggregate, report and interpret data;

Utilize data to make decisions about strategic future action and resource allocation;

Goal #4: Shared management of the provincial education system by partnering with First Nations and Métis peoples at the provincial and local level.

School Division Goal(s) Performance Indicators & Baseline Data

1. All Horizon School Division School Community Councils will have governance structures, inclusive of First Nations and Métis peoples, representative of their student diversity.

2. HZSD will develop partnership goals with First Nations and Métis partners which are directly tied to the goals described in the Horizon School Division CIAF.

Baseline to be developed.

Strategies

Continue to seek representation of First Nations communities at the Board of Education table;

Continue to seek representative governance at School Community Council tables;

Continue to work towards establishing effective education agreements with First Nations communities with emphasis on mutually beneficial agreements and strong positive relationships;

Report data to First Nations Chiefs and Councils and Education Committees at the local level, when appropriate.

Section 3: Resource Allocation Identification of resources (human, financial, program, professional development) to support the goals of the plan, including the resource allocation of the First Nations and Métis Education Achievement Fund (FNMEAF)

FNMEAF Outreach Workers (2.8 full time positions): The outreach workers focus on building relationships with students, parents and First Nations and Métis communities to address factors which contribute to student attendance;

Literacy Project (2.8 full time positions): The literacy teachers, in collaboration with classroom teachers and learning resource teachers will implement key instructional strategies and assessment tools in grades 1-3 to build students’ foundational language and literacy skills;

First Nations and Métis Education Coordinator (1 full time position): The coordinator in consultation with the HZSD Executive Council, focuses on the development of goals and strategic actions within the FNMEP, the coordination and implementation of those strategies, the measurement of the outcomes, and the communication strategy.

Professional Development: Key instructional strategies, student assessment strategies and treaty education have been targets of professional development in Horizon School Division.

Section 4: Communication Plan A summary of how Horizon School Division will communicate the results of its FNMEP to the community within its CIAP framework; it includes board office contact information and the website location for the FNMEP.

In 2012-2013, the First Nation and Metis Education Plan (FNMEP) will be presented to First Nations and Métis partners including Chiefs and Councils, education committees and interagency partners. Dialogue with these partners will be sought out with intent to further develop the plan on an ongoing basis, strengthening the key strategies and positively impacting the goals.

The FNMEP will be posted with the Horizon School Division CIAP on the school division website.

Companion Document:

Inspiring Success: Building Towards Student Achievement:

First Nations and Metis Policy Framework, 2009

http://www.education.gov.sk.ca/inspiring-success

Other Literacies / Program Overview I Literacy involves far more than reading. Outline some actions you are implementing in order to provide for a rich and broad mastery of other literacies (for example: scientific, economic, physical, health, aesthetic, and cultural).

.

The students in Horizon School Division are diverse. They vary in age, personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all our students, Horizon School Division offers a wide range of programs in the 42 schools of the Division. 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, Métis and Inuit (FNMI) content, perspectives and ways of knowing, and the adaptive dimension. The following list identifies other literacies that may be found at one or more of the Division’s schools. Included are intended outcomes and actions in place to support these literacies.

Other Literacies Intended Outcomes Actions

Scientific • Maintain current

enrolment in senior science courses

• Support Science Fairs.

Economic

• Provide resources for curricula: Social Studies, Career Education, Social Studies, Math

• Develop financial skills and aptitudes

• Junior Achievement programming provided to Gr. 3-9 by community volunteers from local financial institutions.

• Programs include: · Dollars With Sense Needs/Jobs and Tools, · Technology and Innovation, · Our Business World, · Dollars With Sense and · Diversity in Action

Physical • Maintain variety of extra-

curricular sport team opportunities

• extra-curricular activities funded (sports and SRC). • Several team sports offered: Football (6-man; 9-man

teams); volleyball; basketball; curling

Health • Develop and/or maintain

collaborative responses to student needs with community partners

• Schools all have a “well-being” goal incorporated into their Learning Improvement Plans

• Breakfast for Learning, snack &/or nutrition programs. • Horizon School Division Nutrition Policy • Horizon School Division Nutrition Procedure

Aesthetic • Maintain current enrolment in Band and choir programs

• Band and choir programs (credit and/or extra-curricular) supported by Division itinerant band teachers in 21 schools

• Drama offered as credit course and/or extra-curricula

Cultural • Appreciate and respect all peoples

• Cultural Literacy will include Aboriginal Education (Treaty Education is a subset)

Technological

• Expand and enhance teacher competencies and student access and competencies

• Technology-based instructional approaches promote inquiry learning

• SMARTboards in every school and often in multiple classrooms per school

• Professional support is provided for co-planning, demonstration-teaching and co-teaching with Learning Technologists (3.0 FTE)

• Skilled staff present PD for their own schools • Class sets of Netbooks and iPads have been purchased

by, or available to, schools with training

Interpersonal / Conflict Resolution/Crisis Management

• Develop and/or maintain multi-dimensional collaborative assessment and supports

• Tell Them From Me Survey • Support Student Leadership Conferences. • 4th R Program support • Continue to research and implement anti-bullying and

crisis intervention practices

Briefly describe your involvement with any initiatives that are funded by the Literacy Office, including any results and attach any reports about the projects in your division, or provide a link to them.

Digital Fluency and Improving Student Outcomes K List specific actions designed to enhance student digital fluency and improve outcomes as a part of appropriate and engaging learning activities. What will success look like?

Board Goal: - To enhance technological support to create technology infused classrooms

and enhanced instruction, assessment and reporting. Digital Goals for 2011-12 1 - Teachers, in collaboration with the learning technologists, will provide opportunities for students to create digital representations of their curricular understanding. Audio or Visual Representation

Radio commercials created about internet safety (aired on the local radio station 107.5 Bolt FM)

Presentations, incorporating pictures, video and text to discuss cultural patterns and animal adaptation using the online program Prezi

Creating timelines with photos and information about literary characters and historical time periods using Kidspiration software

Exploring students’ sense of self by designing “All About Me” stories and photo diagrams in Pixie

Multimedia Representation Designing Glogs in Social Studies (incorporating video clips, photos, internet links and

audio) to analyze the different cultural patterns in Canada Writing and recording digital photo stories to demonstrate an understanding of racial

tensions or create original digital stories Independently researching child labour and using online, backchannel discussions to

share information, ask questions and respond to classmates Creating interactive timelines (incorporating images and internet links) to learn about

events and influential figures in Metis history Presenting information, images, and video using the iPad app Keynote

2 - Teachers will be provided with relevant professional development opportunities to support the long range learning technology goals #1-4, such as:

• Lead technology teacher meetings (Annual) • Distance Education workshops (Annual) • Lead workshops on school during early dismissals (Ongoing) • Work one on one with teachers to infuse technology (Ongoing) • Make staff aware of professional development opportunities outside of the

division. (Ongoing)

Professional Development Provided one on one support and staff professional development on a variety of topics including: Internet safety and effective online searching Smart board use and content development Existing computer software (Pixie, Moviemaker, Kidspiration) Available online software for use in the classroom (Prezi, ToonDoo, Scribblepress) Implementation of the Help Desk iPads in the classroom

Personal and Division Requested Professional Development and Committees Inquiry PD Leadership PD Apple training Completion of Master’s classes and project (pending Grad Studies approval) Technology Committee and Learning Technology Committee

Information Source - Learning Technologists Monitor Report

Healthy, Active Students L List specific actions designed to improve the health and physical well-being of your students.

Board Goal: - To support the Health of Students and Staff (New Goal for 2012-2013)

Board Policy 1-130 Healthy Students and Staff The health of students and staff has a direct impact on their ability to learn, work, play and enjoy life. Regular physical activity and positive nutrition choices are essential to the success of students in school and in their futures. It is important that schools, home and community support the development of healthy, active children. 1-135 Nutrition Policy The Board of Education is committed to encouraging and supporting all schools, school communities, Division offices and workplaces in promoting, offering, and serving healthy, nutritious foods in its snack and lunch programs. This includes any other school function or event where food and/or drink are offered to students (or to others). The Board of Education encourages its schools to make healthy choices easy for its students and staff, and to promote lifelong positive nutrition habits. 01-1351 Nutrition Procedure Actions: Our students achieve the aims and goals of the Ministry's Physical Education Curriculum K-12, and the specific student learning outcomes in Physical Education Curricula Kindergarten through Grade 9, Wellness 10, Special Physical Education 20 and 30, Active Living 20 and 30 and indicators of success are described in detail in the Physical Education curriculum documents. In addition, the following is gathered as evidence of the application of these learning outcomes: Students demonstrating a positive disposition and willingness to engage in moderate to

vigorous physical activity on a daily basis, Students developing competence in a range of physical skills and applying those

confidently in various activity opportunities, and Students participating in a way that helps create a respectful, health enhancing culture

of physical activity.

We accomplish these outcomes by: Encouraging schools to develop a nutrition policy to complement that of Horizon School Division #205 and through the resource supports found on the Ministry of Education website. engaging students in:

Breakfast for Learning (national program that funds schools through a regional partnership committee) in targeted schools,

Nutrition programs are offered at Punnichy Elementary School, Punnichy High School and George Gordon Elementary School by Horizon School Division

Daily physical education, Activity breaks that are purposeful and regularly scheduled, Active recesses, School activity clubs and teams, Promotion of healthy lifestyles through instruction in Health Education and Career

Education, Community-based partnership activities with Health Regions (e.g., Health Promoting

Schools, Fourth R) that impact student well-being.

Shared Understanding of the Curriculum M In point form, list strategies, resources and PD planned to advance a common and accurate understanding of the curriculum. Evaluate your division's progress in achieving this goal.

Board Goal: - To implement new Provincial Curricula

Strategies/Professional Development Planned For 2012-13 And Resources Provided Strategies/Initiatives: K-2 Literacy This portion of the Division’s comprehensive learning improvement initiative is intended

to improve our youngest students’ development as readers and writers by improving our teachers’ skills and adding research-proven and curricular-aligned learning models to their instructional repertoires.

PWIM

Implementation of PWIM in 25 of 29 schools with K-2 classes EAL teachers & Learning Resource teachers(LRTs)

Explicits

All Kindergarten to Grade 3 teachers EAL teachers & LRTs invited to attend

First Steps in Math

This enhances a teachers understanding of how students learn math. Kindergarten and Grades 2 and 3 inserviced tthis year all of our Kindergarten to Grade

8 teachers have received this inservice). LRTs are invited to attend

Inquiry Grades 3 - 9 The initiative on Inquiry in Grades 3-9 is intended to have teachers learn and use the Inquiry learning model with their students. The implementation of this model is intended to support teachers in the implementation of new inquiry-based provincial curricula. The intended result of this initiative is to ensure that students are authentically engaged in their learning. 14 Schools have a lead Inquiry teacher and 75 teachers in the division attend these

professional development days in 2012-13. 2 Days of General information on implementing Inquiry into all subject areas faciliated

by TC2 Subject alike Inquiry days with SPDU - Science/Math and ELA/Social Studies

Distance Education Teachers

Professional development designed to enrich Inquiry teaching, allow teachers to go beyond content, inform instructional practices to engage students in an online course, inform assessment practices.

Leadership for Learning Improvement Leadership for Learning is an effort to identify the leadership practices that have a

positive impact upon students’ learning and to then develop our leaders’ practices to include those positive practices.

Development of the Administrators’ Growth and Supervision and Evaluation procedure Teacher growth and supervision & evaluation templates have been developed based

upon the templates developed for school-based leaders Professional Development for Administrators and consistency in learning walks

Leadership Professional Development

The enhancement of teacher leadership may be one of the most important pieces of a division’s leadership succession plan.

Lead Teachers of PWIM and Inquiry LRTs invited to attend Administrators invited to attend

Professional Planning Overview: Horizon School Division continues to develop research-based initiatives to strengthen leadership, instructional practice, school culture and climate, and support services for our students. The aim is to improve the learning outcomes and well-being for ALL students through strategic (needs-based) deployment of resources. A professional planning calendar is developed annually as a support tool for staff to: Strengthen the strategic nature and impact of professional learning and development

opportunities across the Division, Provide staff with a clear understanding of the research-based change initiatives

underway and promote their use, and Align staff work to the new directions, as documented in Horizon’s Continuous

Improvement and Accountability Plan (CIAP).

Initiative NOTE- Data not yet

complete 2008 -2009

2009-2010 2010 -2011 2011-2012 2012-2013 2013-2014

Unive

rsal

Appr

oach

PWIM (K-2)

⋅ Lead Teachers receive

0.2FTE to support instruction

10 of 29 schools (34%)

16 of 29 schools (55%)

25 of 29 schools (86%)

Lead teachers providing PD for new staff

29 of 29 schools (100%)

Lead teachers providing PD for new staff

Explicits (K-3 Interested Teachers)

29 of 29 schools (100%)

29 of 29 schools (100%)

29 of 29 schools (100%)

Lead teachers providing PD for new staff

29 of 29 schools (100%)

Lead teachers providing PD for new staff

Inquiry (Grade 3-9)

⋅ Lead Teachers receive 0.2FTE to support instruction

Lead

teachers provide PD

Lead teachers provide

PD

Fountas & Pinnell BAS optional 29 of 29 schools (Gr. 2 -100%)

29 of 29 schools (Gr. 2 -100%)

29 of 29 schools (Gr. 2 -100%)

29 of 29 schools (Gr.1-3 100%)

29 of 29 schools (Gr.1-3 100%)

First Steps in Math Gr. 1, 4, 5,

6, 7, 8 Teachers

trained

Gr. 2, 3 and new

Teachers trained

training for new staff

training for new staff

Catalyst Teacher Training:

OTC, Treaty Education K-12

42

schools (100%)

42 schools (100%)

42 schools (100%)

42 schools (100%) TBD

Formative Assessments Professional library per

school

· Professional library per school

· Damian Cooper

Damien Cooper

Targ

eted

A

ppro

ach Co-Teaching

optional

25% of each LRT

30% 0f each LRT

Levelled Literacy Interventions

(MUST be PWIM schools)

5 of 29 schools (17%)

13 of 29 schools (45%)

Resources provided: As part of its Professional Learning supports, Horizon has developed a Professional Library initiative wherein all schools are provided with current literature of both a general and specific focus related to best educational practice and Horizon’s current educational change initiatives. All Schools have the following: A Place for Wonder (Heard & McDonough) Battling Boredom (Harris) Beyond Monet (Bennett & Rolheiser) Classroom Instruction that Works (Marzano, Pickering, &. Pollock) Classroom Strategies for Interactive Learning ( Buehl) Comprehension & Collaboration Inquiry Circles in Action (Harvey & Daniels) Deeper Reading Comprehending Challenging Texts, 4-12 (Gallagher) Differentiated Instruction (Hume) Differentiation in Action: A Complete Resource (Dodge) Effective Supervision the Art & Science of Teaching (Marzano, Frontier, & Livingston) Engaging Readers & Writers with Inquiry Evidence to Action / 50 Tools and Techniques for Classroom Assessment (Hume) Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand,

& Nevin) Leading the Way to Making Classroom Assessment Work (Davies, Herbst & Parrot

Reynolds) NETS Book Bundles (ISTE) Out of the Question (Godinho &Wilson) Talk About Assessment (Cooper)

Improved Instruction N List specific actions designed to improve instruction across your division with all students. Evaluate your division's progress in using effective instructional strategies.

Board Goal: - To strengthen teacher instructional repertoires & growth plans, aligned to

the CIAP Professional Development for 2012-13 We are in our third year of our K-2 Literacy Strategy with the implementation of PWIM

and Explicits in Grades K-2 The first year PWIM teachers receive 8 days of professional development and support for learning this strategy and using curriculum to guide their planning and instruction.

We are in our third year of Inquiry implementation for Grades 3 - 9. Our teachers in 2011-12 received 3 full days of Inquiry professional development which incorporated using assessments. In 2012-13, our teachers will receive 5 days of Inservice and the days are tied to subject specific curricula.

Leadership for Learning Improvement - Continually working with our in school leaders to support Instructional Leadership

Distance Education First Steps in Math Assessment for Learning

Progress In Using Effective Instructional Strategies Fountas and Pinnell results have improved each year since we have implemented our

K-2 Literacy Initiative.

Improved Student Assessment O List specific actions designed to provide fair, valid and reliable assessment across your division with all students. List system assessment instruments that will be used to monitor student learning. Evaluate your division's progress in using assessments to improve student outcomes.

Division Assessments Students Purpose

Fountas & Pinnell Benchmark Assessment System Grades 1, 2, 3

• Identify student reading levels • Identify students needing support in reading • Identify area to develop appropriate intervention • Monitor students’ progress through intervention

Canadian Achievement Test – 4th Edition (CAT4) Grades

• Identify student functional levels in reading, math and writing

• Monitor students’ progress as initiatives are implemented

Tell Them From Me (TTFM) Grades 4-12, (Teachers and Parents in 2012-13)

• Gather perceptual data on student learning, communication, socio-emotional well-being, supports

Early Years Evaluation (EYE) Kindergarten • Identify student skill levels pre-post-instruction • Inform instructional program

Early Childhood Environment Rating Scale - Revised(ECERS-R). Pre-K

• examines a program's environment (e.g., space, furnishings, routines, activities, interaction, schedule

Early Development Instrument (EDI) Pre-K/K • measure 5 areas of early child development that are

predictors of adult health, education and social outcomes

Provincial Assessments Students Purpose

AFL – Math Assessment Grades 5 & 8 • use to triangulate with Division assessments and other achievement data

AFL – Reading Assessment Grades 4, 7, 10 • use to triangulate with Division assessments and other achievement data

AFL – Writing Assessment Grades 5 & 8 • use to triangulate with Division assessments and other achievement data

Treaty Essential Learnings Survey Grade 7 • use to assess students’ understanding of Treaties

System Assessments: CAT 4 TTFM Fountas & Pinnell (2008-2012 Gr. 2; 2012-2013 Grades 1, 2, 3)

o The results and feedback led to expansion to include Grades 1 and 3. o Provides formative assessment information to classroom teachers in a timely

fashion. o Pearson product

2012-13 - Leveled Literacy Intervention (LLI) o Pearson product - tied to Fountas and Pinnell levels o 13 schools have started LLI implementation as Tier 2 intervention o PWIM lead teachers, Grade 1 teachers, LRTs, and principals participated in half

day professional development to implement LLI from those 13 schools Actions: Professional Development in 2011-2012 - Damian Cooper worked with Horizon

teachers and in 2012-13 with all Horizon teachers CAT 4 webinars in 2011-12 and 2012-13 Administrators Professional Development - Assessment for Learningand working with

Learning Improvement Plans with SPDU and What did you to do in School Today/Tell them From Me?

Fountas and Pinnell - Individual School Professional Development Teaching Treaties in the Classroom training for catalyst teachers in 2011-2012 and

2012-2013; Training for classroom teachers in 2012-2013 and 2013-2014; Residential School Webinars offered to schools in 2011-2012.

Improving Instruction and Increasing Learning Through the Use of Data P Use of reliable and valid data can improve student achievement. List actions you are taking to assist your teachers in using data appropriately.

Board Goal: - To maintain effective and reliable data

Support to Administrators

● Principal Walkthroughs - common “Learning Walk binder” as a resource ● Administrators’ Retreat November 2012:

o RTI o Assessment o LIPs o CIAF o Engaging SCCs in Constructing LIPs

• AFL Website – shared resources: ( http://www.education.gov.sk.ca/afl/english/: http://www.education.gov.sk.ca/Accountability)

• Templates to align division goals down to classroom practice (CIAP, LIP, Professional Growth Plan) through effective data use for Learning Improvement Plans and improving student outcomes

• Student Engagement and LIPs - presentation to administrators in January 2012 (Gillian McCreary and Rick Ast)

• SPDU workshop with Principals using their LIP goals – exploring their schools’ reading and math data and developing responsive learning outcomes and action plans SPDU – Using data to plan for school improvement (Debbie Stevens & Shalene Herron) o Understanding and Using Data to Plan for Improved Student Learning

(PowerPoint) o Data-Driven Decision Making Improvement Cycle o The results are not definitive. They do not tell the whole story. They need to be

considered along with other sources of information available at the school. o The results are more reliable when larger number of students participate and when

aggregated at the provincial and division level, and should be considered cautiously at the school level. Individual student mastery of learning is best determined through effective and ongoing classroom-based assessment.

● Tell Them From Me - What Did You Do In School Today? Survey: Student Engagement Presentation – The Learning Bar

○ Professional Development with principals in February 2012 to engage in the TTFM data and using it to engage students

Support to Teachers

• CAT 4 webinars in November 2011 and 2012 - Agenda: 1. How have the test items (questions) been determined? 2. How can we explain the scores in parent-friendly terms? 3. Strategies for improving the scores? 4. work with aligning CAT4 results categories to curricular outcomes?

Professional development sessions on how to use data from specific assessment tools (E.g., EYE, Fountas & Pinnell)

Engaging School Community Councils in Constructing Learning Improvement Plans

Q

Active, engaged School Community Councils (SCCs) are key elements in highly effective schools. The SCC is responsible, in cooperation with the school staff, to develop and recommend to its board of education a learning improvement plan. Attach an electronic copy of every school’s LIP, that has been signed by the SCC chair and the school principal, to this template. In addition, list key strategies that you have found to be effective in increasing SCC engagement.

Board Goal: - To align school-based Learning Improvement Plans (LIPs) to the CIAP.

View 2011-2012 Learning Improvement Plans

View 2012-2013 Learning Improvement Plans

The Board of Education has established a School Community Council (SCC) for each of the 42 schools in Horizon School Division. The Education Regulations, 1986 require School Community Councils to work with school staff to develop an annual school Learning Improvement Plan and to recommend that plan to the Board of Education. School Community Councils are also expected to facilitate parent and community participation in planning and to provide advice to the Board of Education, the school’s staff, and other agencies involved in the learning and development of students. • The advice the SCCs give to the Board of Education encompasses policies, programs, and

educational service delivery. • The advice the SCCs give to the school staff relates to the school’s programs. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students and educators. The actual number of members varies from one SCC to another.

2012 – 2013 Goals * 100% of school Learning Improvement Plans to be developed in alignment with the CIAP by February 28, 2013. * 100% school LIP's will be aligned to the CIAP and SCC's will have meaningful involvement in their development as evidence by the SCC chair sign off. (in the case of Hutterite schools, the education lead from the Colony will sign off)

2011-2012 Strategies:

● Debra Pushor - Attended Administrators’ meeting in November 2011 ● Inform, Involve, Engage – The Work of School Community Councils

● March 28, 2012 (Wadena Composite) March 29, 2012 (Lanigan Central High) 1. Sessions offered: Engaging Students on the SCC The Role of the Student on the SCC Taking the Mystery out of the Learning Improvement Plan Building a Community Profile Funding for SCCs Communication in a Digital World SCC 101 Nutrition in Your School Grounds and Maintenance

2. Attendance: Wadena – 55 Lanigan – 57 Breakdown of attendance (overall) SCCs represented: 30/40 = 75% SCCs not represented: 10/40 = 25% Principals: 14/40 = 35% Non – attendance: 26/40 = 65%

3. Feedback: Liked choices More time for discussion Session ideas – bullying Movement between classrooms – too spread out The Directors message could have been a session/workshop on its own

4. Recommendations: Continue to offer choice Sessions led by SCC Steering Committee or SCC members 45 minute sessions – choose 2, 30 minutes sessions – choose 3 Map of classrooms – front door when participants come in Classroom close together if possible Formal presentation (brief overview only) – allowing time for talking/sharing

ideas Healthy snacks Continue with session for students Add session for administrators

Results of 2011-2012 CIAF Plan – Student Support Services E In point form report the results of last year's plan, and what was learned. Reference specific SMART goals and outcomes.

Board Goal #13: To improve learning outcomes for students with diverse learning needs or Intensive needs

June 8, 2011

Student Services Response to Intervention Improvement Goals

2011-12

Green Zone To increase the capacity of teachers to differentiate instruction, to increase student engagement in learning and to facilitate student access to the curriculum.

Action:

a. To enable 3 lead co-teaching teams to co-facilitate an inservice for school based teams – LRT, teacher and principal.

• We had 41schools attend. Learning:

- Teachers needed more resources, so Student Services provided each school with the book “The Co-Teaching Lesson Plan Book”.

- Having teacher leaders for sessions was empowering. - Learned some of the challenges, but that LRT co-teaching was possible. - Having time to work as a team was beneficial.

o Time to process information as a school group. - Some schools are much more ready than others to authentically LRT co-teach.. - It is difficult to keep teams in place year to year as teachers transfer or leave. - We raised awareness about LRT co-teaching.

o We have new schools trying to implement the model. - We need to ask LRTs what they need next in regards to co-teaching.

Action:

b. To work with C and I to support the 6 new PWIM schools by enabling their LRT to attend the 8 days of training.

Learning: - We need to do LRT follow up regarding what support they still need to support the

curricular initiatives in their school, PWIM, Inquiry, Explicits.

Yellow Zone

Assessment To increase the capability of school personnel (LRTs) to understand basic principles of assessment and to conduct standardized tests as well as less formal types of assessments. Action:

a. Horizon will present two days of assessment training for LRTs, facilitated by one SLP and one OT (February or March, 2012). - Informal and formal assessment.

Learning:

- Continued ongoing training for LRTs regarding assessment is a must. - We need to direct the training rather than ask what they would like.

Action:

b. Student Services will develop through committee, with stakeholder feedback, a common Student Services referral form and process.

Learning:

- Technology is a huge issue – creating the form. - For people completing it:

o Individual teachers need many more computer skills. o Some Student Services people also need more computer skills. o Scanning ability at individual schools varies as technology varies.

Some schools can only scan to a jpeg file and not a PDF. - Encryption is a concern. - Ensuring informed consent is an item we have to continually reinforce. - One form for four different professional services is problematic.

Red Zone

Personal Program Plans (PPP) Action:

a. Coordinators will conduct Ministry style PPP group review sessions with 2 to 5 schools in each group in November.

Learning:

- Ensure that high school and elementary schools attend the same meeting. - LRTs are still very stressed when their documents are critiqued by their peers. - LRTs are very defensive. - Teams did learn from each other. - Lead up to the new process was difficult for people. - Discomfort arises from previous LRTs isolation in schools and classrooms.

Action:

b. 100% of IN students leaving Horizon School Division in June, 2012, will have transition plans in place. (Achieved - Report not included due to protect student privacy)

Learning:

- We need to have greater involvement of our Career Counselors. Action:

c. PPPs will all be in place by June 8, 2012 for the 2012-13 school year. Learning:

- This created great anxiety among the LRT group. Change is difficult. Action:

d. PPP goal (objective) attainment monitoring will increase from 33% to 50% of IN students.

Learning:

- We need greater objective and goal attainment data. We believe SORS has affected the way they wrote goals.

- We need to look for better measures to ascertain student learning (PPP Goal Attainment Report attached).

2012-2014 CIAF Plan - Student Support Services F Summarize the SMART goals and strategies planned in Student Supports, with particular reference to outcomes for students with intensive needs. Attach a full report that uses the Student Support rubric, or provide a link to it.

Student Support Services Response to Intervention Improvement Goals 2012-13

Goal: To increase our goal attainment on our IIPs from 69% to 75% by June 2013.

• We have identified the following areas from the Student Support Service Delivery Model Rubrics for particular focus in the 2012-13 school year, along with the targeted areas of emphasis:

Improved Transitions Including Increased Graduation Rates J List specific strategies that support the progress of students into, through and beyond your division. How will you evaluate your progress?

Board Goal: - To support student career decision making - To improve student attendance, retention, transitions and Grade 12 completion

Grade 12 Graduation School Division 3 Year Graduation Rate: (Source: Core Indicators Summary Report)

Starting Grade 10

School Division Three Year Graduation

# % Still In School

Graduated + In School

2007-2008 491 83.5% 12.2% 95.7%

2008-2009 452 82.2% 13.5% 95.6%

2009-2010 442 81.9% 7.2% 89.1%

Percentage of FN & M Students Graduating in 3 years From Grade 10

Starting Grade 10

School Division Three Year Graduation

# % Still In School

Graduated + In School

2007-2008 15 33.3% 57.8% 91.1%

2008-2009 17 30.9% 56.4% 87.3%

2009-2010 15 26.8% 35.7% 62.5%

Percentage of All Students Graduating in 3 years From Grade 10

Figure 4: Grade 12 Graduation – Students Completing Grade 12 in Three Years

Strategies That Support Transition and Graduation:

• All Horizon High Schools have an itinerant Career Counselor. • Horizon software purchased for all High Schools (Career Cruising; Bridges) to support

students in career decision making • Horizon provides CAPS, COPS, and Jackson Vocational Interest surveys for students. • Horizon Distance Education developed online Career and Work Exploration course for

the classroom portion of the 20 and 30 level courses • Horizon provides optional Distance Education courses (Law 30, Journalism Studies 20,

Accounting 10 and 20, Creative Writing 20, French 9, French 10, Psychology 20, and Psychology 30, History 30) as well as academic courses (Workplace and Apprenticeship Math 20 and 30, Foundations 20 and 30, Pre-Calculus 20 and 30, Calculus 30).

• Horizon financially supports students taking non-Horizon Distance Education courses when the course is a prerequisite that the student needs for post-secondary education.

• Offer high school students employment skills training through the Punnichy Career Transitions Program or through “Getting Back To Business: Engaging Aboriginal Youth in Entrepreneurship”

Assessment of Strategy

• Tell Them for Me and What Did You Do In School Today? • Division Exit Survey by Career Counselors • Core Indicator Summary (Graduation Rate Data)

Average Final Marks

Average Final Marks in Selected Courses 2011-12

All Students FN & M Students

Course Average # of Students Average # of Students

English Language Arts A 10 72.5 531 55.2 51

English Language Arts B 10 72.4 544 48.5 56

Science 10 71.0 500 47.1 56 Math: Workplace and Apprenticeship 10 74.1 520 51.9 59

Math: Foundations and Pre-Calculus 10 73.7 456 62.6 20

English Language Arts 20 74.5 490 57.3 48

Biology 20 74.5 512 55.6 41

Chemistry 20 74.6 342 51.4 17

Physics 20 76.3 293 59.2 5 Math: Workplace and Apprenticeship 20 68.0 231 47.8 38

Math: Foundations 20 74.3 384 57.9 9

Math: Pre-Calculus 20 74.4 279 59.6 7

English Language Arts A 30 73.2 471 62.0 31

English Language Arts B 30 73.4 521 59.9 38

Biology 30 74.0 384 59.1 10

Chemistry 30 75.8 249 64.9 5

Physics 30 75.6 215 71.2 2

Mathematics A 30 67.1 3 − −

Mathematics B 30 74.6 132 65.3 2

Mathematics C 30 75.8 262 67.6 3 Source – Core Indicators Summary Report

Figure 5: Average Final Marks in Selected Secondary Level Courses

Average Credits Earned - All Students

For 2009-10 Grade 10 Grade 11 Grade 12

Average Credits 8.6 8.3 7.8 Average Credits FN & M 4.9 5.9 5.2

For 2010-11 Grade 10 Grade 11 Grade 12

Average Credits 8.5 8.3 7.9 Average Credits FN & M 4.8 5.0 6.6

For 2011-12 Grade 10 Grade 11 Grade 12

Average Credits 8.5 8.5 7.8 Average Credits FN & M 3.9 6.1 6.7

* results are less meaningful when low numbers of students are involved Source – Core Indicators Summary Report Average Credits Earned - by Level of Support

Occasional Supports Frequent Supports For 2010-11

Average Credits Earned 5.5 5.5

For 2011-12 Average Credits Earned 7.9 6.4

Source – Core Indicators Summary Report

Figure 6: Average credits earned – All Students

Figure 7: Average Credits Earned - by Level of Support

Early Childhood Education R List specific actions designed to improve outcomes and programs in the early years. How will you evaluate progress? Attach a copy of your “School Division Prekindergarten Assessment and Evaluation Plan” to this report.

Board Goal: - To strengthen early childhood programming, knowledge & supports.

School Division Prekindergarten Assessment and Evaluation Plan 2011-12 Transition Plan

Kindergarten teachers have been completing the Early Development Instrument EDI for each child in his or her classroom (February 2009, 2010, 2011) and will complete the EDI in February 2013;

• EDI results are reported to school administrators and kindergarten teachers. HZSD is exploring partnership opportunities focused on continuous and collaborative early childhood professional development with First Nations and Métis communities.

• Understanding the Early Years (EDI) results were shared with the Touchwood Agency Early Childhood Director, Headstart and Daycare directors from Daystar, Muskowekwan, George Gordon and Kawacatoose First Nations in 2011/2012;

• Sub-committee of this group applied for grant from the Southeast RIC for an early childhood initiative, received the grant and offered LEAP training in the Punnichy area in the fall of 2012;

• As a result of partnership between Touchwood Agency Early Childhood and HZSD, Headstart and Daycare directors are developing Aboriginal Content for pre-k kits (kits that were distributed to Southeast RIC pre-k programs);

• As a result of partnership between Touchwood Agency Early Childhood and HZSD, professional development offerings in HZSD are extended to Headstart and Daycare directors on reserve. The Daycare director from George Gordon attended early childhood PD offered by HZSD in the fall of 2012.

• HZSD is seeking support from the Ministry of Education to disaggregate EDI results for self-declared First Nations and Métis students.

Facilities

2011-2012 Achievements

1. Completion of new construction of Humboldt Collegiate Institute

2. Awarded tender to Humboldt Lumber Mart for the Humboldt Public school capital project

(demolition, addition, and renovation) – work commenced late July, 2012

3. Completed crawlspace ventilation project at Wadena Elementary school

4. Accessible washroom renovation at Watrous Elementary school

5. Accessible washroom renovation at Robert Melrose school

6. Accessible washroom, therapy room, and life skills renovation at Archerwill school

7. Gym roof replacement at Annaheim school

8. Replacement of I.A. roof section at Bruno school

9. Replacement of a roof section at LeRoy school

10. Replacement of a small roof section at Rose Valley school

11. Lighting, fire alarm panel, t-bar ceiling, and washroom/changeroom upgrades at

Muenster school

12. Replacement of intrusion alarm systems at several schools

13. Submission of a facilities plan with a schedule of filters to support a prioritization process

for capital and regular maintenance projects

14. Implementation of the service request module in FAME

Goal #18 To sustain high quality facilities, transportation & programs, administrative &

management services & supports:

Student Transportation

• Much of Horizon School Division is rural, so a significant number of students are transported to school. Some city/town students are transported as well, however, this only occurs for Pre-Kindergarten Programs, Student Services requests and when safety is a factor.

• Horizon School Division operates the transportation department with a division owned and operated fleet as well as contracted transportation services. There are 144 Regular Routes in total, of which 50 are driven by employee bus drivers. In addition, the School Division has contracted with Rilling Bus Ltd to provide services to 78 routes as well as 16 routes provided by private contractors.

• Horizon School Division signed their final contract with Private Contracted Bus drivers and that will expire in June 2015. By the time September 2015 commences all these route will have become employee driven bus routes.

• Horizon School Division also tendered the Contracted Student Transportation Services in 2012. This tender was awarded to Rilling Bus Ltd and will cover a three year term to June 2015. This contract also includes an option to extend this contract for two additional years.

• In August 2012, Horizon School Division began their first Apprenticeship program with a Mechanic Position.

Horizon School Division – Student Transportation Services 2011/2012 School Year

Transportation Statistics Students Transported 2,633 Regular Bus Routes 144 Number of Division Owned Buses in Fleet 63 Kilometres Travelled Daily 24,290 Average Age of Regular Route Buses 7.53 years Average One-Way Ride Time 32 min. Longest One-Way Ride Time 88 min.

Goal #18 To sustain high quality facilities, transportation & programs, administrative & management services & supports:

Management's Responsibility for the Consolidated Financial Statements

The School Division's management is responsible for the preparation of the

consolidated financial statements in accordance with Canadian public sector accountingstandards and the format specified in the Financial Reporting Manual issued by the

Ministry of Education. The preparation of consolidated financial statements

necessarily involves the use of estimates based on management's judgment, particularlywhen transactions affecting the current accounting period cannot be finalized withcertainty until future periods.

The School Division's management maintains a system of accounting and

administrative controls to ensure that accurate and reliable consolidated financialstatements are prepared and to provide reasonable assurance that transactions are

authorized, assets are safeguarded, and financial records are properly maintained toprovide reliable information for the preparation of consolidated financial statements.

The Board of Education is composed of elected officials who are not employees of the

school division. The Board is responsible for ensuring that management fulfills its

responsibilities for financial reporting and internal control, and for approving the

consolidated financial statements. The Board is also responsible for the appointment ofthe School Division's external auditors.

The extemal auditors, MNP lr-r, conduct an independent examination in accordance

with Canadian auditing standards and express their opinion on the consolidatedfinancial statements. The accompanying Auditors' Report outlines their responsibilities,the scope of their examination and their opinion on the School Division's consolidatedfinancial statements. The external auditors have full and free access to, and meetperiodically and separately with, both the Board and management to discuss their auditfindings.

December 17,2012

On behalf of the Horizon School Division No. 205:

Chief Financial Officer

Financial Overview

In 2011-12, as in previous years, Horizon School Division’s single 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 physical plant – schools and their upkeep. The largest single source of revenue was provincial grants, followed by property taxes.

Revenue and Expenses

Figure 11 below summarizes Horizon School Division’s main categories of revenues and expenditures in 2011- 2012

REVENUES 2011/2012 Revenues 2010/2011 Revenues

Property Taxation $19,145,676 $18,975,002

Grants $52,038,860 $52,545,226

Tuition and Related Fees $7,428,061 $6,308,112

School Generated Funds $2,918,538 $2,839,699

Complementary Services $390,000 $270,000

External Services $2,993 $8,201

Other $1,088,944 $849,656

Total Revenues $83,013,072 $81,795,896

23%

63%

9% 4%

0% 0% 1%

2011/2012 Revenues

Property Taxation

Grants

Tuition and Related Fees

School Generated Funds

Complementary Services

External Services

Other

EXPENDITURES 2011/2012 Expenditures 2010/2011 Expenditures

Governance $638,617 $616,678

Administration $2,810,668 $2,729,001

Instruction $56,633,606 $54,322,938

Plant $10,503,777 $10,476,403

Transportation $6,869,224 $6,859,016

Tuition and Related Fees $167,797 $754,474

School Generated Funds $2,842,979 $2,745,026

Complementary Services $390,188 $389,043

External Services $2,992 $8,201

Other Expenses $61,845 $5,824

Total Expenses $80,921,693 $78,906,604

Surplus for the Year 2011/2012 2010/2011 $2,091,379 $2,889,292

1%

3%

70%

13%

9%

0% 4%

0%

0%

0%

2011/2012 Expenditures

Governance

Administration

Instruction

Plant

Transportation

Tuition and Related Fees

School Generated Funds

Complementary Services

External Services

Other Expenses

Appendix documents are available online only. Click the links below to view.

• Appendix A: Core Indicator Summary - 2012

• Appendix B: Horizon School Division Student Transitions Report-2011-2012

• Appendix C: Student Exit Survey Results

• Appendix D: Audited Financial Statement

• Appendix E: Organization Chart

• Appendix F: School List.pdf

• Appendix G: Payee List (Public Accounts)

• Appendix H - Capital Projects