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Light of Christ RCSSD #16

2015-16 Annual General Report

to the Electors

January 24th , 2017

Light of Christ RCSSD Board of Education Annual Report – 2015-16 – Page i

Table of Contents Table of Contents ............................................................................................................................. i

School Division Contact Information ...............................................................................................ii

Letter to Electors ............................................................................................................................. 3

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

Directors Report .............................................................................................................................. 5

Governance ..................................................................................................................................... 8

School Division in the Community .................................................................................................. 9

Strategic Direction and Reporting ................................................................................................ 11

Demographics ............................................................................................................................... 26

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

Financial Overview ........................................................................................................................ 30

Summary of Revenue and Expenses ......................................................................................... 30

Budget to Actual Revenue, Expenses and Variances ................................................................ 31

Appendices .................................................................................................................................... 32

Appendix A – Payee List ............................................................................................................ 32

Transfers ................................................................................................................................ 32

Supplier Payments ................................................................................................................. 32

Other Expenditures................................................................................................................ 32

Appendix B – Management Report and Audited Financial Statements ................................... 33

Light of Christ RCSSD Board of Education Annual Report – 2015-16 – Page ii

School Division Contact Information Light of Christ Roman Catholic Separate School Division #16 9301 19th Ave, North Battleford SK S9A 3N5 Phone: (306) 445 – 6158 FAX: (306) 445 – 3993 www.loccsd.ca [email protected]

http://www.loccsd.ca/

Light of Christ RCSSD Board of Education Annual Report – 2015-16 – Page 3

Letter to Electors To Whom It May Concern: The Board of Education of Light of Christ Roman Catholic Separate School Division #16 is pleased to provide you and the residents of the school division with the 2015 – 16 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2015 to August 31, 2016. Respectfully submitted

Glen Gantefoer Chair


Introduction This annual report presents an overview of the Light of Christ Roman Catholic Separate School Division’s goals, activities and results for the fiscal year September 1, 2015 to August 31, 2016. This report provides a snapshot of Light of Christ Roman Catholic Separate School Division, its governance structures, students, staff, programs and facilities. It includes information such as an enrollment history, school list, and payee list. In addition to detailing the school division’s goals, activities and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.


Directors Report About Us Light of Christ RCSSD #16 has both an urban and rural aspect to it, with seven schools located in three communities. The Division spans a geographic area from Unity in the west and south to Spiritwood in the north and east. Five of the seven schools are located in the City of North Battleford. The map on the right shows the geographic location of Light of Christ RCSSD #16. The Division is divided into 3 subdivisions for purposes of board representation. Five of the members of the Board of Trustees are elected from North Battleford, and one from each of the sub-divisions of Unity and Spiritwood. The economy of the Light of Christ RCSSD #16 area is mixed. Agriculture is important and so is oil and gas. Our communities are largely influenced by the oil and gas industry, as well as the Spring and Fall weather that impacts the large agricultural population. Division Philosophical Foundation Division Vision: Inspiring students to grow in their faith, achieve academic success, and provide service to all. Division Mission: In a community centered on Christ, we pray, educate and serve. Division Guiding Principles:

We believe our success is guided by: a. The Holy Spirit b. Our Catholic faith and teachings c. The right to Catholic education d. The connection of school, church and community e. Holistic education f. A focus on students achieving their full potential g. A positive, innovative and collaborative environment for working and learning

Division Core Values:

We believe our success is driven by these core values: a. Servant leadership – empowering and serving those we lead b. Innovation – daring to be great by stepping out of the box


c. Collaboration – valuing the gifts and talents of people d. Accountability – responding with integrity with fiscal resources, academics and

faith e. Equity and inclusiveness – seeing dignity and potential in everyone. We are

Catholic schools, not schools for Catholics f. Respect – respecting our resources, perspectives and differences

Board Desired Outcomes:

1. Be the school division of choice as both an employer and as an educational institution/organization.

2. Staff, students and families will work together synergistically to drive innovative approaches to academic achievement, growth in our faith and service to all.

3. We will leverage the various partnerships and strong relationships built over time, and provide all required services to our students.

4. Every child will graduate - providing academic programming and instructional excellence and bringing students to their potential.

Program Overview The students in Light of Christ RCSSD #16 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, Light of Christ RCSSD #16 offers a wide range of programs that are permeated with our Catholic faith in the seven 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. As well, every aspect of our operation has our Catholic faith embedded into it. Through the lens of our Catholic faith, we see the value of high quality classroom instruction that is designed to incorporate differentiated instruction, First Nations and Métis (FNMI) content, perspectives and ways of knowing, and the adaptive dimension. This allows us to respect and honor each student in our schools as a gift from God, and strive to get to know our students as individuals and learners. In addition, each school in the Division offers specialized programming that responds to the needs of its students. The following list identifies programs in operation at one or more of the Division’s schools: • Alternative programming for vulnerable

students • Community school programming • Intensive French instruction • Distance education • English as an Additional Language

programming

• French immersion programming • Music/band programming • Nutrition programs • Prekindergarten programs • Technology-enhanced learning


Additional services and supports are offered to students and teachers by specialized School Division staff including: • Learning coordinators • Educational psychologists • English as an Additional Language

consultant • Learning Coaches

• Speech and language pathologists • Occupational therapists • Student counsellors


Governance The Board of Education The Board of Education provides governance for Light of Christ RCSSD #16 as a whole and School Community Councils provide advice to individual schools. Light of Christ RCSSD #16 is governed by a seven-person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division”. The School Division is organized into three sub-divisions for the purpose of elections, but once elected, the members of the Board of Education represent all students in the Division and are committed to providing the very best education possible for each and every student. The current Board of Education was elected on October 24, 2012 and will serve a four-year term. Board of Education members are:

• City of North Battleford Glen Gantefoer (Board Chair) • City of North Battleford Adrienne Welter (Vice Chair) • City of North Battleford Bud Bohun • City of North Battleford Keith Koberinski • City of North Battleford Stephanie Merkowsky • Town of Unity Gerald Beres • Town of Spiritwood Brandy Pyle

A list of the remuneration paid to board members is provided in Appendix D.

Glen Gantefoer Gerald Beres

Bud Bohun

Keith Koberinski

Stephanie Merkowsky

Brandy Pyle

Adrienne Welter


School Community Councils The Board of Education has established a School Community Council (SCC) for each of the seven schools in Light of Christ RCSSD #16. The Education Regulations, 1986 require school divisions to undertake orientation, training, development and networking opportunities for their SCC members. Orientation for 2015-16 took place through the school administration at each of the schools. Funding for each SCC is determined in each annual budget and based on long term professional development goals of the SCC as well as ongoing needs to the Council. The Regulations also require SCCs to work with school staff to develop an annual school Learning Improvement Plan and to recommend that plan to the Board of Education. SCCs 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. Individual Board of Education Trustees are assigned to each SCC and regularly attend the SCC meetings SCCs enable the community to participate in educational planning and decision making and promote shared responsibility for learning among community members, students and educators. All seven of the School Community Councils in Light of Christ RCSSD #16 are made up of the required number of elected and appointed members, as outlined in The Education Regulations, 1986. The actual number of members varies from one SCC to another.

School Division in the Community Light of Christ RCSSD #16 is an integral part of community life in west central Saskatchewan. The Division, as a whole, and individual schools are linked to the broader community in a multitude of ways. The Board of Education places strong emphasis on community and parent involvement, and on community partnerships.


Community and Parent Involvement Research has shown that students achieve at higher levels in school when their parents/guardians and other community members are involved in education. All schools of Light of Christ RCSSD #16 have programs and initiatives to encourage community and parent involvement. These programs vary from school to school and are unique to each community. For example, St. Mary School hosts the adult literacy program for NorthWest Regional College. St. Peters School and staff have become supporters of the Unity Community Resource Center. Each Our seven schools have active School Community Councils that work with school administration and staff to develop and implement Learning Improvement Plans for the school, as well as discuss topics and themes that are particular to the school. At John Paul II Collegiate, they have implemented an electronic reporting system to parents that allows parents to track student attendance and academic performance on a daily basis. As well, they have targeted the use of technology (e-mail, text messages) to communicate with parents. All seven schools in Light of Christ RCSSD #16 have well developed and well used websites for parent and community involvement as well. Community Partnerships Light of Christ RCSSD #16 and individual schools within the Division have established a range of formal and informal community partnerships in order to promote student learning and ensure that students' school experience is positive and successful. Some examples of the community partnerships that Light of Christ RCSSD #16 is involved in include:

• North Battleford Community Mobilization (HUB and Steering Committee) • Kids First Management Committee • North West Industry and Education Council • Battlefords Early Childhood Intervention Program • Bridges For Children • Youth In Custody Management Committee • Battlefords Immigration and Resource Center • Battlefords Early Childhood Action Plan Group • North West Regional lntersectoral Committee (RIC) • Treaty Six Education Council • Living Sky School Division • NorthWest Regional College • City of North Battleford / Town of Battleford • Catholic Parishes of our School Division


Strategic Direction and Reporting The Education Sector Strategic Plan Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2015-16 was the second year of deployment of the 2014-2020 ESSP. Light of Christ Catholic School Division has followed this plan. The schools followed a Detailed Implementation Plan that was derived directly from the ESSP. Enduring Strategies The Enduring Strategies in the ESSP are:

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


Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders implement the Following Their Voices Initiative (Phase 1).

School division goals aligned with the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

• John Paul II will serve as a Critical Friend for the delivery of the FTV • Engage FNMI educational leaders to develop partnerships and plans to

increase student achievement and graduation rates. • Facilitate transition plans for students moving through and among

systems including mechanisms for sharing information • Support the continuation implementation of Our School (Tell Them

From Me) and develop actions to support student engagement.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

Light of Christ Catholic Schools addressed FNMI graduation rates and student engagement in a number of areas. Through our ISSI partnership with Living Sky SD and Treaty 6 Education Council we have initiatives in the following areas; Career development, employment assistance, academic supports, transitioning programs between partners and schools, leadership training and enhanced parental engagement. Students gained cultural knowledge and leadership skills through a variety of culturally focused activities which will enhance their understanding of traditional outdoor skills and group dynamics. Leadership clubs met weekly to support and mentor youth. The clubs gave youth a voice in their community and prepare them for positions of influence as community leaders. (Drumming, Cultural Crafts, Elders, etc.) Aboriginal Youth Entrepreneurship Program (AYEP) The curriculum includes personal inventories, group discussion, event planning, public speaking, time management budgeting and negotiating skills. These activities educate and motivate aboriginal youth to contribute to others, influence change and become leaders in their communities, thereby, developing their employment skills and preparing them to participate in the economy.

Measures for Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices


Average Final Marks Teacher-assigned marks are important indicators of student performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for postsecondary education, to determine eligibility for scholarships and awards and by some employers when hiring. The following displays average final marks in selected secondary-level courses for all students, and by non-FNMII and FNMII student subpopulations in the division, along with provincial results for each category.

Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

Light of Christ RCSSD students had average marks that were on par or slightly above the provincial average. This was generally true for FNMI students as well as non FNMI students. FNMI student achievement fell below the provincial average in only two subjects. Generally there is still a large difference between FNMI achievement and non-FNMI but in the subjects that Light of Christ students faired better than the province there was also less of a difference than the province between FNMI and non-FNMI students.

Credit Attainment Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year. The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-FNMII and FNMII student subpopulations in the division, along with provincial results for each category.

Province LOC Province LOC Province LOCEnglish Language Arts A 10 (Eng & Fr equiv) 73.0 76.1 76.1 79.6 61.1 68.3

English Language Arts B 10 (Eng & Fr equiv) 73.4 78.4 76.2 81.1 62.5 71.2

Science 10 (Eng & Fr equiv) 72.0 73.5 75.1 77.8 59.6 64.6

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 75.3 76.1 80.2 60.8 66.0

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.4 76.0 74.8 77.9 60.3 68.9

English Language Arts 20 (Eng & Fr equiv) 74.4 76.6 76.3 79.8 64.7 59.9

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 66.9 67.4 69.3 72.4 61.3 60.3

Math: Foundations 20 (Eng & Fr equiv) 73.6 75.1 75.3 77.2 63.6 nr

Average Final Marks in Selected Secondary-Level Courses, 2015-16

SubjectAll Students Non-FNMI FNMI


Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

Light of Christ Catholic Schools has experienced a slight decline in credit attainment over the last number of years. However, our secondary students both overall and by subpopulation, continue to perform above the province for this measure where the results have remained steady for each year displayed. It should be noted that our FNMI rates have held steady while our non FNMI rates have declined. In recognition of this trend the school division has embarked on change of focus in our high school from a simple schedule, classroom based instructional model to one of varied pace, place, and time in order to meet the changing needs of our students.


Reading, Writing, Math at Grade Level and Saskatchewan Reads OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Implement a refined set of provincial high impact reading assessment, instruction and intervention strategies (Saskatchewan Reads).

School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority

The Light of Christ Catholic School Division goal was to have 80% of our students reading at Grade Level by June.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Saskatchewan Reads priority

Light of Christ Catholic School Division understands that achievement in reading, writing, and numeracy are the keys to graduation rates success. A division wide assessment process is in place to ensure reading is assessed with Grade 1-3 students using the Fountas and Pinnell Benchmark Reading Assessment (F & P ) and GB+ for the French Immersion students. Students in grades two and three were assessed in November, March and June. Grade one students were assessed in January, March & June. Following testing, team meetings were held with the teacher, admin, and Student Support Services to arrange for supports and share strategies to help students achieve. The learning coaches support instruction within the classrooms. The division’s Primary Literacy Team has supported the division with the SASKREADS document through the sharing of strategies, work with reading rubrics and also the implementation of a reading continuum document to support parents and students with reading achievement. The division has also worked extensively with staff in the support of achieving the provincial writing goal. Teachers and administrators common score two writing assessment per year to gain consistency and understanding of grade level writing. Coaches have developed rubrics, writing support packages, and offered coaching in classroom for support. Math common assessments continue to be revised and many support units have been created to assist teachers in the area of math instruction.

Measures for Reading, Writing and Math at Grade Level and Saskatchewan Reads

Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are considered a leading indicator of future student performance. The following bar graph displays the percentage of Grade 3 students (FNMII, non-FNMII, all) by reading level grouping. The charts below the graph indicate the percentage of Grade 3 students in the province reading at or above grade level, as well as the proportion of Grade 3 students with reported reading levels.


Notes: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016.

Analysis of results

Light of Christ Catholic Schools reading rates are remaining close to the average provincial rate at 75.6%. Our non FNMI rates are meeting the ESSP goals at 82%. The school division has a high percentage of FNMI students and the rate for that subpopulation is still significantly below the required 80% as only 59.1 % of those students read at a grade level. The school division initiated a division wide Response to Intervention program to address this shortfall.


Graduation Rates Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate.

School Division goals aligned with the Graduation Rates outcome

Light of Christ RCSSD has set as a desired outcome that 2016-21 every child will graduate, providing academic programming and instructional excellence and bringing students to their potential. By June 30, 2020 Light of Christ RCSSD will achieve an 85% graduation rate.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Graduation Rates outcome

Light of Christ RCSSD supported the ministry for the redesign of current graduation requirements allowing students to differentiate their pathway to graduation. Light of Christ has moved John Paul II to blended distance learning programs, Time, Place, & Pace (extending options for when, where, and how quickly students learn) with special attention to development of Distance Education in key 10, 20, 30 curricular areas, Time, Place, & Pace. This has also led to the same initiative in Youth Apprenticeship, Apprenticeship and Career/Job Experience.

Measures for Graduation Rates

Grade 12 Graduation Rate: On-Time To graduate within the typical three year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system. The following displays the percentage of students (all students, non-FNMII and FNMII) in the division who graduated within three years of entering Grade 10, along with provincial results in each of these categories.


Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

Light of Christ RCSSD continues to perform better than the provincial average in all categories of on time graduation rates. There was a decline in FNMI graduation rates in 2015 – 2016. In 2015-2016, 81% of our students graduated on-time compared to 76% for the province. The school division believes that this rate will stay unchanged for a year as we experience an implementation dip in a movement to more flexible achievement options for FNMI students.


Grade 12 Graduation Rate: Extended-Time Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system. The following displays the percentage of students (all students, non-FNMII and FNMII) in the division who graduated within five years of entering Grade 10, which includes those who graduated on-time, along with provincial results in each of these categories.

Notes: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on-time). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016


Analysis of results

Light of Christ Catholic Schools continues to perform better than the provincial average in all categories of extended time graduation rates. Overall 87% of our students graduate within 5 years compared to 83% of students provincially. As is the case with on time graduation rates Light of Christ RCSSD outperforms the province although the gap has lessened somewhat (26% difference in FNMI graduation rates in 2014-15 to 20% difference in 2015-16) as the province gains momentum in this area. It is hoped by the division that the implementation of personalized learning will release the flat trend for our division despite good results.


Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time. The following displays the percentage of Grade 9 students (all students and the FNMII subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.

Notes: Percentages are calculated as the number of students attaining eight or more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMII students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMII students are those who do not identify as FNMI or I, however this category may include FNMII students who choose not to self-identify. Source: Ministry of Education, 2016


Analysis of results

After a slight dip in results for the 2013-14 cohort – in Grade 10 for the first time in 2014-15, Light of Christ has regained its position of being above the provincial average in both overall and FNMI results. Our averages are 78% overall compared to 74% provincially and 50% for school division FNMI subpopulation compared to 8 year average of 38% provincially. The movement to a concerted transition system with a push to the motto “Ready for Grade 10 by Grade 10” has started to gain traction in our schools and should help to continue our improving results.

Operational Spending Outcome: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs.

School division goals aligned with the Operational Spending outcome

Light of Christ Catholic School Division is committed to maintaining a balanced operational budget while ensuring capital costs are funded.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Operational Spending outcome

In 2015-16 the following actions were undertaken: • revision of all policies & procedures (online paperless manual) • shared travel to meetings & schools • reorganization & reallocation of coordinator/instructional coach

responsibilities to realign with strategic plan • applitrack implementation for all job postings & applications • electronic report cards & parent portal (paperless) • admin managerial meetings - reduction in number of meetings, more

virtual meetings, no sub time (4 meetings) • Google apps for K-12 students vs. MSOffice & other software • Moodle Learning Management System (free vs. paid LMS @ $50 000)

without loss of service/functionality • elimination of contract services for yard maintenance • installation of LED lighting (3 schools) • natural gas contract - Connect Energy pricing contract • Johnson Controls HVAC management plan


Early Years Outcome: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

School division goals aligned with the Early Years outcome

Light of Christ Catholic School Division’s goal is to support our Early Years students in readiness to learn and the development of oral language skills.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Early Years outcome

To meet the ESSP goal, Light of Christ Catholic Division trained and supported teachers in the administration and follow-up of the EYE assessment. The division also uses a phonological screening assessment (DSPA) to help support the students so that they are ready for learning in the primary grades. Professional development for teachers has focused on readiness to learn, effective learning environments and the development of oral language skills. Relationships with family and outside agencies are seen as important so Early Years teachers and curriculum teams have attended and hosted joint professional development events, family engagement and linkage meetings.

Measures for Early Years

Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RTI) level. Responsive Tiered Instruction (RTI) is a preventive approach that allows educators, school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding. The following displays the percentage of students by RTI tiers at the end of Kindergarten in 2015-16, as well as the provincial results for each category.


Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1. Results reported previously for division EYE RTI Tiers at Kindergarten exit in 2014-15 may vary from results reported here. This is due to a change in reporting methodology. Prior to 2015-16, EYE results at Kindergarten exit omitted results for children who were assessed in spring post-screens only. The amended reporting methodology now includes results for all children screened in a division, regardless of whether or not they were enrolled and present during fall pre-screens. Source: Ministry of Education, Early Years Branch, 2016

Analysis of results

Since the establishment of baseline data in 2014-15 Light of Christ lessened the gap between the school division and provincial results from 5% to 2%. This improvement occurred despite the fact that in both years our school entry data at Tier III was higher than the province. The division will look at interventions in the next year in order to continue to help those students experiencing significant difficulty achieving developmental tasks.


Demographics Light of Christ RCSSD has experienced steady, although small, growth over the last three years. Our projected enrollment shows this trend to continue. Students

Note: The table above identifies the actual number of students enrolled in each grade as of

September 30 of each year. Source: Ministry of Education, 2015

2013-14 2014-15 2015-16Kindergarten 177 196 182

1 161 177 1892 156 160 1683 163 147 1624 163 153 1495 171 160 1546 143 167 1537 122 112 1198 106 145 1309 130 118 14810 191 166 18711 93 97 8212 154 135 132

Total 1930 1933 1955

PreK 108 103 101

Grade


Note: The table above identifies the actual number of

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

Source: Ministry of Education, 2015

2013-14 2014-15 2015-16K to 3 122 189 1684 to 6 107 123 1207 to 9 89 124 136

10 to 12 130 138 137Total 448 574 561K to 3 162 162 1844 to 6 102 112 1157 to 9 90 86 78

10 to 12 64 56 51Total 418 416 4281 to 3 60 50 434 to 6 67 66 577 to 9 44 44 41

10 to 12 49 37 32Total 220 197 173

Self-IdentifiedFNMI

FrenchImmersion

English as anAdditionalLanguage

SubpopulationEnrolments

Grades


Staff Job Category FTEsClassroom teachers 120.4

Principals, vice-principals 8.8

Other educational staff (positions that support educational programming) – e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists

48.0

Administrative and financial staff – e.g., accountants, Information Technology people, supervisors, administrative assistants, clerks

5.8

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

21.0

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

Senior management team (as described below) – e.g., chief financial officer, director of education, superintendents

6.0

Total Full-Time Equivalent (FTE) Staff 210.0

Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal.

Senior Management Team • The Director of Education Cory Rideout reports directly to the Board of Education. • Two Superintendents of Learning, Kelvin Colliar and Karen Hrabinsky are responsible for

teaching, learning, and curriculum. The Superintendents of Learning work with the school-based administrators in their area.

• Manager of Business and Learning Technology Tom Hawboldt oversees the development, implementation and evaluation of all technology in the school division, both on the business and learning side including distance education. As well, the position oversees all data, web based systems and acts as the privacy officer with policy and procedure responsibilities.

• Chief Financial Officer Jordan Kist is responsible for the entire financial operation of the school division including risk management. As well, the position oversees the maintenance and transportation portfolios for the school division.

• Supervisor of Student Services Caralynn Gidych oversees all student services including student service teachers.


Facilities Infrastructure Projects and Transportation Facilities School List 2015-16

School Grades Location École Monseigneur Blaise Morand K to 7 North Battleford Holy Family PreK to 7 North Battleford John Paul II Collegiate 8 to 12 North Battleford Notre Dame PreK to 7 North Battleford Rivier PreK to 6 Spiritwood St. Mary PreK to 7 North Battleford St. Peter K to 6 Unity

Infrastructure Projects 2015-16 Light of Christ RCSSD did not start or complete any significant infrastructure projects during the 2015-16 school year. Transportation Light of Christ RCSSD contracts bus services from Southland Bussing as well as receiving transportation services from Living Sky School Division in rural areas of North Battleford and the sub divisions of Unity and Spiritwood.


Financial Overview Summary of Revenue and Expenses

Property Taxation

10%

Grants80%

Other10%

Revenue 2015-16

Instruction69%

Gov & Adm7%

Transportation2%

Other8%

Plant14%

Expense 2015-16


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to 2016 2016 2015 Actual Actual %

VarianceOver / (Under)

Property Taxation 2,218,044 2,226,706 2,223,234 8,662 0%Grants 18,026,956 18,543,626 17,970,089 516,670 3%Tuition and Related Fees 475,036 692,506 561,443 217,470 46% 1 School Generated Funds 880,300 800,815 711,709 (79,485) -9% 2 Complementary Services 463,524 463,524 444,637 - 0%External Services 256,733 329,815 323,420 73,082 28% 3 Other 82,790 132,846 264,316 50,056 60% 4

22,403,383 23,189,838 22,498,848 786,455 4%

Governance 198,259 217,034 233,991 18,775 9% 5 Administration 1,404,089 1,412,229 1,313,650 8,140 1%Instruction 16,033,501 15,608,407 15,701,323 (425,094) -3%Plant 2,851,349 3,150,529 2,830,519 299,180 10% 6 Transportation 650,180 588,254 576,494 (61,926) -10% 7 Tuition and Related Fees 70,700 54,367 50,000 (16,333) -23% 8 School Generated Funds 880,300 727,670 706,017 (152,630) -17% 9 Complementary Services 462,241 458,753 374,095 (3,488) -1%External Services 387,749 394,669 395,631 6,920 2%Other Expenses 11,976 97,539 11,050 85,563 714% 10

22,950,344 22,709,451 22,192,770 (240,893) -1%

(546,961) 480,387 306,078

Note

1

2

3

4

5

6

7

8

9

10

Surplus (Deficit) for the Year

Budget Actual NoteREVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

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

Tuition revenue was higher than anticipated for the year.

Student fee revenue was lower than anticipated for the year.

Revenue for the Youth in Custody program was higher than anticipated for the year.

Reimbursements and interest revenue were higher than anticipated for the year.

Tuition fees for individuals and other parties were lower than anticipated for the year.

Student related expenses were lower than anticipated for the year.

The expense for the write down of tangible capital assets was higher than anticipated.

Professional development expenses were higher than anticipated for the year.

Tangible capital asset amortization expenses were higher than anticipated for the year.

Contracted transportation expenses were lower than anticipated for the year.


Appendices Appendix A – Payee List Transfers

Name Amount Battleford First Nations Joint Board of Education

50,000

Supplier Payments

Name Amount Bee-J's Office Plus 57,564 Catholic Family Services of the Battlefords Inc.

79,015

City of North Battleford 82,727 Clark Roofing (1964) Ltd 148,787 CU Credit Union Mastercard 343,710 Gordon Food Service 80,927 Johnson Controls 133,876

Name Amount Marsh Canada Limited 60,657 Pinnacle Distribution Inc. 108,518 SaskEnergy 145,202 SaskPower 305,203 Southland Transportation Ltd. 472,431 Toshiba Business Solutions 65,747 Valley Ford Sales 62,119

Other Expenditures

Name Amount Receiver General for Canada 4,198,326 Municipal Employees' Pension Plan

113,335

Saskatchewan School Boards Association

244,405

Name Amount Saskatchewan Teachers Federation

1,571,776

Saskatchewan WCB 90,066


Appendix B – Management Report and Audited Financial Statements


N-3

LIGHT OF CHRIST ROMAN CATHOLIC SEPARATE SCHOOL DIVISION NO. 16 NOTES TO THE FINANCIAL STATEMENTS

As at August 31, 2016

f) Financial Assets

Financial assets are assets that could be used to discharge existing liabilities or finance future operations and are not for consumption in the normal course of operations. Valuation allowances are used where considered necessary to reduce the amounts reported for financial assets to their net realizable value.

Cash and Cash Equivalents consist of cash, bank deposits and highly liquid investments with initial maturity terms of three months or less and held for the purpose of meeting short-term operating cash commitments rather than for investing purposes.

Accounts Receivable includes taxes receivable, provincial grants receivable and other receivables. Taxes receivable represent education property taxes assessed or estimated owing to the end of the fiscal period but not yet received. The allowance for uncollected taxes is a valuation allowance used to reduce the amount reported for taxes receivable to the estimated net recoverable amount. The allowance represents management’s estimate of the amount of taxes that will not be collected taking into consideration prior years’ tax collections and information provided by municipalities regarding collectability of outstanding balances. Provincial grants receivable represent operating, capital, and other grants earned but not received at the end of the fiscal year, provided reasonable estimates of the amounts can be made. Grants are earned when the events giving rise to the grant have occurred, the grant is authorized and any eligibility criteria have been met.

Other receivables are recorded at cost less valuation allowances. These allowances are recorded where collectability is considered doubtful.

Inventories for Sale consist of consumables, which are held for sale in the ordinary course of operations and are valued at the lower of cost and net realizable value. Cost is determined by the average cost method. Net realizable value is the estimated selling price in the ordinary course of business.

Portfolio Investments consist of equities with Innovation Credit Union and the Battlefords Discovery Co-op. The school division values its portfolio investments in accordance with its policy for financial instruments, as described in Note 2 (e).

g) Non-Financial Assets

Non-financial assets are assets held for consumption in the provision of services. These assets do not normally provide resources to discharge the liabilities of the school division unless they are sold.

Tangible Capital Assets have useful lives extending beyond the accounting period, are used by the school division to provide services to the public and are not intended for sale in the ordinary course of operations. Tangible capital assets of the school division include land, land improvements, buildings, buildings – short-term, other vehicles, furniture and equipment, computer hardware and audio visual equipment.

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