AGENDA School Board Meeting
Wednesday, February 28, 2018 6:00 p.m. Board Chambers 33 Spectacle Lake Drive Dartmouth, NS
1. CALL TO ORDER
We acknowledge that we are in Mi’kma’ki, which is the traditional ancestral territory of the Mi’kmaq people.
2. RECORD OF ATTENDANCE
3. CONFLICT OF INTEREST DECLARATION
4. APPROVAL OF AGENDA
5. APPROVAL OF MINUTES/BUSINESS ARISING FROM THE MINUTES
January 24, 2018 (Regular Board Meeting) February 21, 2018 (Special Board Meeting)
6. CHAIR’S REPORT
7. SUPERINTENDENT’S REPORT
8. INFORMATION ITEMS
8.1 Report #2018-02-08 – Occupational Health and Safety Update July 1, 2017 – December 31, 2017, Tracy O’Kroneg, Director, Human Resource Services and John Swales, Manager, Occupational Health and Safety
8.2 Report #2018-01-03 – Charles P. Allen Family of Schools Interim Halifax Regional Overcrowding Options, Ron Heiman, Director, Operations Services School Board 33 Spectacle Lake Drive Dartmouth NS
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9. PUBLIC PRESENTATION
10. COMMITTEE REPORTS
10.1 Audit Committee
10.1.1 Report #2018-02-06 – December 31, 2017 – Quarterly Business Plan and Financial Update
10.2 Policy Development and Review Committee
10.3 Committee of the Whole
10.4 Ad Hoc Governance Committee
10.5 Ad Hoc Communications Committee
10.6 Nova Scotia School Boards Association
11. CORRESPONDENCE
11.1 Letter dated January 25, 2018 to the Honourable Zach Churchill, Minister of Education and Early Childhood Development requesting an update on capital funding in response to our most recent capital list (Report #2016-02- 06) and the list presented in Report #2017-11-44 in regards to the pressing need to address the enrolment pressure (overcrowding) in the CP Allen Family of Schools.
11.2 Letter dated January 25, 2018 to the Honourable Zach Churchill, Minister of Education and Early Childhood Development requesting an update on the status of the site selection for J.L.Ilsley.
11.3 Letter dated January 25, 2018 to the Honourable Zach Churchill, Minister of Education and Early Childhood Development requesting an update on school reviews.
11.4 Letter dated January 25, 2018 to the Honourable Zach Churchill, Minister of Education and Early Childhood Development requesting an update on capital funding in response to our most recent capital list (Report #2016-02- 06), the results of our School Review Process from August 31, 2016 (Report #2016-08-33), and the list presented in Report #2017-11-44 in regards to the pressing need to address the aging infrastructure in the Citadel Halifax Regional High Family of Schools. School Board 33 Spectacle Lake Drive Dartmouth NS
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11.5 Letter dated February 22, 2018 to the Honourable Zach Churchill, Minister of Education and Early Childhood Development submitting a written response from the Governing Board regarding the report “Raise the Bar” by Dr. Glaze and the response from the Minister.
12. ITEMS FOR DECISION
12.1 Board Vice-Chair Linda MacKay moves the following:
I move that the Governing Board request that the Superintendent provide a report at the March Committee of the Whole Meeting regarding the Student Assessment Data – Grade 6 Provincial Results.
12.2 Board Member Jennifer Raven moves the following:
I move that the Superintendent provide an annual report of the number of incidents reported in power school for the categories “discriminatory” and “racist” behavior, as defined in the provincial Code of Conduct at the end of each school year.
12.3 Board Chair Gin Yee moves the following:
Article 6.2(a) of our bylaws state the following: “The Board shall hold a Regular Board Meeting on the fourth Wednesday of each month…” I move that the March Regular Board Meeting scheduled for March 28, 2018 be moved to March 21, 2018.
12.4 Board Chair Gin Yee moves the following:
I move that the Halifax Regional School Board award each of the 2017-18 Student Advisors a $1000 bursary to be used for post-secondary education.
13. NOTICE OF MOTION
14. DATES OF NEXT MEETINGS
Committee of the Whole – March 7, 2018
Policy Development and Review Committee – March 21, 2018
Halifax Regional Audit Committee – March 21, 2018 – TBD School Board 33 Spectacle Lake Drive Dartmouth NS
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Regular Governing Board Meeting – March 28, 2018
15. IN-CAMERA
15.1 Approval of January 24, 2018
15.2 Contract Approval
15.3 School Insurance Program (SIP)
16. ADJOURNMENT
Halifax Regional School Board 33 Spectacle Lake Drive Dartmouth NS
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HALIFAX REGIONAL SCHOOL BOARD REGULAR BOARD MEETING MINUTES January 24, 2018 6:00 p.m.
PRESENT: Archy Beals Bridget Boutilier Suzy Hansen Nancy Jakeman Cindy Littlefair Linda MacKay Jennifer Raven Jessica Rose Dave Wright Gin Yee
Johnathan Hage, Student Advisor Kailey Webber, Student Advisor Denise Bell, Regional Education Officer
REGRETS:
STAFF: Elwin LeRoux, Superintendent Steve Gallagher, Senior Staff Advisor Selena Henderson, Corporate Secretary Terri Thompson, Director, Financial Services Doug Hadley, Coordinator, Communications Alison King, Director, Program Susan Tomie, Director, School Administration Tracy O’Kroneg, Director, Human Resource Services Ron Heiman, Director, Operations Services Trevor Baker, Manager, VoIP & Network Infrastructure Athena Leclair, Administrative Assistant to the Corporate Secretary
1. CALL TO ORDER
The Chair called the meeting to order at 6:07 p.m.
2. RECORD OF ATTENDANCE
Let the record show that all board members were in attendance.
Board Member Suzy Hansen read an email she received thanking the Governing Board.
3. CONFLICT OF INTEREST DECLARATION
No board members declared a conflict of interest.
4. APPROVAL OF AGENDA
It was moved and seconded (Beals/Boutilier) that the Governing Board approve the agenda. (CARRIED)
5. APPROVAL OF MINUTES/BUSINESS ARISING FROM THE MINUTES
It was moved and seconded (Raven/MacKay) that the minutes from the November 22, 2017 Regular Board Meeting and the November 8, 2017 and January 10, 2018 Special Board Meetings be approved. (CARRIED)
6. CHAIR’S REPORT
Board Chair noted he will submit a written report. A copy of the report is filed with the minutes.
7. SUPERINTENDENT’S REPORT
Elwin LeRoux, Superintendent, presented the Superintendent’s Report. A copy of the report is filed with the minutes.
8. PUBLIC PRESENTATIONS
9. COMMITTEE REPORTS
No committee updates were provided.
9.1 Audit Committee
9.2 Policy Development and Review Committee
9.3 Committee of the Whole
9.4 Ad Hoc Governance Committee
9.5 Ad Hoc Communications Committee
9.6 Nova Scotia School Boards Association
10. CORRESPONDENCE
11. ITEMS FOR DECISION
11.1 Board Member Dave Wright moves the following:
I move that the Chair of the Halifax Regional School Board write a letter to the Minister of Education and Early Childhood Development requesting an update on capital funding to respond to our most recent Capital List (Report #2016-02-06), the results of our School Review Process from August 31, 2016 (Report #2016-08- 33), and the list presented in Report #2017-11-44 in regards to the pressing need to address the aging infrastructure in the Citadel High Family of Schools.
It was moved and seconded (Wright/Jakeman) that the Chair of the Halifax Regional School Board write a letter to the Minister of Education and Early Childhood Development requesting an update on capital funding to respond to our most recent Capital List (Report #2016-02-06), the results of our School Review Process from August 31, 2016 (Report #2016-08-33), and the list presented in Report #2017-11-44 in regards to the pressing need to address the aging infrastructure in the Citadel High Family of Schools. (CARRIED)
11.2 Board Member Dave Wright moves the following:
I move that the Chair of the Halifax Regional School Board write a letter to the Minister of Education and Early Childhood Development requesting an update on capital funding to respond to our most recent capital list (Report #2016-02-06) and the list presented in Report #2017-11-44 in regards to the pressing need to address the enrolment pressure (overcrowding) in the CP Allen Family of Schools.
It was moved and seconded (Wright/Raven) that that the Chair of the Halifax Regional School Board write a letter to the Minister of Education and Early Childhood Development requesting an update on capital funding to respond to our most recent capital list (Report #2016-02-06) and the list presented in Report #2017- 11-44 in regards to the pressing need to address the enrolment pressure (overcrowding) in the CP Allen Family of Schools.
11.3 Board Chair Gin Yee moves the following:
I move that the Governing Board establish an ad-hoc committee to develop resolutions for the Nova Scotia School Boards Association 2018 Annual General Meeting.
This motion was withdrawn.
11.4 Board Vice-Chair Linda MacKay moves the following:
I move that the Governing Board direct the Chair to write a letter to the Minister of Education for an update on the status of the site selection for J.L. Ilsley.
It was moved at seconded (MacKay/Beals) that the Governing Board direct the Chair to write a letter to the Minister of Education for an update on the status of the site selection for J.L. Ilsley. (CARRIED)
11.5 Board Chair Gin Yee moves the following:
I move that the February and March 2018 Committee of the Whole meetings be combined and rescheduled to Wednesday, March 7, 2018 at 6:00 p.m.
It was moved at seconded (Yee/Hansen) that the February and March 2018 Committee of the Whole meetings be combined and rescheduled to Wednesday, March 7, 2018 at 6:00 p.m. (CARRIED)
Board Member Nancy Jakeman requested to make a motion requesting the Chair of the Halifax Regional School Board write a letter to the Minister requesting an update on school reviews.
It was moved and seconded (Jakeman/Wright) that the Chair of the Halifax Regional School Board write a letter to the Minister of Education and Early Childhood Development requesting an update on school reviews. (CARRIED)
Board Member Jennifer Raven requested that the Chair of the Halifax Regional School Board submit a written response from the Governing Board to the Minister of Education and Early Childhood Development regarding the conclusions and recommendations of the Dr. Glaze report.
It was moved and seconded (Raven/MacKay) that the Chair of the Halifax Regional School Board submit a written response from the Governing Board to the Minister of Education and Early Childhood Development regarding the conclusions and recommendations of the Dr. Glaze report.
It was moved and seconded (Beals/Raven) that the motion be amended to add …report Raise the Bar by Dr. Glaze and the response from the Minister and to remove conclusions and recommendations of the Dr. Glaze report. (CARRIED)
It was moved and seconded (Raven/MacKay) that the Chair of the Halifax Regional School Board submit a written response from the Governing Board to the Minister of Education and Early Childhood Development regarding the report Raise the Bar by Dr. Glaze and the response from the Minister. (CARRIED)
12. NOTICE OF MOTION
13. DATES OF NEXT MEETINGS
Ad Hoc Communications Committee Meeting – January 24, 2018 - cancelled
Ad Hoc Governance Committee Meeting – February 7, 2018 – TBD
Committee of the Whole – February 14, 2018
Audit Committee – February 21, 2018
Policy Development and Review Committee – February 21, 2018
Regular Governing Board Meeting – February 28, 2018
14. IN-CAMERA
It was moved and seconded (Hansen/Raven) to move in-camera. (CARRIED)
It was moved and seconded (Boutilier/Jakeman) to move out of in-camera. (CARRIED)
15.1 Approval of November 8, 2017, November 22, 2017 and January 10, 2018 In- Camera Minutes
It was noted that the November 8, 2017 In-camera session minutes were already approved at the November 22, 2017 Regular Board Meeting.
It was moved and seconded (Hansen/Jakeman) that the minutes from the November 22, 2017, and January 10, 2018 In-camera sessions be approved. (CARRIED)
15.2 Contract Update
15. ADJOURNMENT
It was moved and seconded (Hansen/MacKay) that the meeting be adjourned. (CARRIED)
Meeting adjourned by the Governing Board at 8:28 p.m.
______Gin Yee Selena Henderson Chair Corporate Secretary Halifax Regional School Board
Prepared by Athena Leclair Administrative Assistant to the Corporate Secretary
HALIFAX REGIONAL SCHOOL BOARD SPECIAL BOARD MEETING MINUTES February 21, 2018 6:30 p.m.
A Special Board Meeting was held this date in the Board Chambers, 33 Spectacle Lake Drive, Dartmouth, NS.
PRESENT: Archy Beals Bridget Boutilier Suzy Hansen Nancy Jakeman Cindy Littlefair Linda MacKay Jennifer Raven Jessica Rose Dave Wright Gin Yee
Denise Bell, Regional Education Officer
REGRETS:
STAFF: Elwin LeRoux, Superintendent Steve Gallagher, Senior Staff Advisor Selena Henderson, Corporate Secretary Susan Tomie, Director, School Administration Tracy O’Kroneg, Director, Human Resource Services Terri Thompson, Director, Financial Services Trevor Baker, Manager, VoIP & Network Infrastructure Athena Leclair, Administrative Assistant to the Corporate Secretary
1. CALL TO ORDER
The meeting was called to order at 7:01 p.m.
2. RECORD OF ATTENDANCE
Let the record show that all Board Members were in attendance.
3. APPROVAL OF AGENDA
It was moved and seconded (Beals/Boutilier) that the agenda be approved. (CARRIED)
4. ITEM(S) FOR DECISION
4.1 Board Chair Gin Yee moves the following:
I move that the Halifax Regional School Board recommends to the Executive Committee and/or Board of Directors of the Nova Scotia School Boards Association (NSSBA) to convene a Special General Meeting of the NSSBA for the purposes to discuss and debate resolutions in relation to the Dr. Glaze report.
It was moved and seconded (Yee/Wright) that the Halifax Regional School Board recommends to the Executive Committee and/or Board of Directors of the Nova Scotia School Boards Association (NSSBA) to convene a Special General Meeting of the NSSBA for the purposes to discuss and debate resolutions in relation to the Dr. Glaze report. (CARRIED)
5. ITEM(S) FOR INFORMATION
5.1 Recommendations from the Minster regarding the “Raise the Bar” report by Dr. Avis Glaze.
It was noted this is an opportunity for Board Members to share their thoughts about the Dr. Glaze report. Board Members voiced their concerns and thoughts regarding the report. These concerns included loss of local democracy, the proposed SAC model, loss of transparency, loss of community voice, the lack of direct correlation between the recommendations and student achievement, unclear cost associated costs of changing the system, lack of consultation with experts and external partners, disruption in the system, and school reviews.
6. IN-CAMERA
6.1 Nova Scotia School Board Association
This item was removed from the agenda.
7. ADJOURNMENT
It was moved and seconded (Jakeman/Beals) to adjourn. (CARRIED)
The meeting was adjourned by the Governing Board at 8:28 p.m.
______Gin Yee Selena Henderson Chair Corporate Secretary Halifax Regional School Board
Prepared by: Athena Leclair Administrative Assistant to the Corporate Secretary Report No. 2018-02-08 Date: February 28, 2018
Halifax Regional School Board Occupational Health & Safety Update July 1, 2017 – December 31, 2017
Purpose
To inform the Governing Board of Occupational Health & Safety (OHS) matters for the period July 1, 2017 – December 31, 2017.
Background
This report is prepared twice per year to inform the Governing Board of OHS statistics and activities.
Content
Please see Appendix A - Occupational Health & Safety Update, July 1, 2017 – December 31, 2017.
Funding Details
N/A
Timeline
N/A
Appendices
Appendix A - Occupational Health & Safety Update, July 1, 2017 – December 31, 2017.
Recommendations
It is recommended the Governing Board receive the report for information.
Communications
AUDIENCE RESPONSIBLE TIMELINE Governing Board Tracy O’Kroneg February 28, 2018
Contact
Tracy O’Kroneg, Director, Human Resource Services Email: to’[email protected] Ph: (902) 464-2000 ext. 2323
John Swales, Manager, Occupational Health & Safety Email: [email protected] Ph: (902) 464-2000 ext. 2204
APPENDIX A Report 2018-02-08
OCCUPATIONAL HEALTH & SAFETY UPDATE July 1, 2017 to December 31, 2017
I. SCHOOL INSURANCE PROGRAM (SIP) – REPORTED INCIDENTS
Group Jul 1 to Dec 31, 2017 Jul 1 to Dec 31, 2016 Employees 26 143 Students and other** 181 1215 Total 207* 1358 * The total number of incidents reported via SIP does not include reporting for all months in the period as this data was not available from SIP due to a technical error. The process for tracking HRSB Incident Reporting forms (instead of relying solely on SIP data) has been enhanced for future data reference. ** SIP Incident Report forms are submitted by school administrators for incidents occurring to school community members during school related activities.
II. INJURY ON DUTY - TEACHERS ONLY*
*Teachers are not covered by WCB.
Injury On Duty Applications Approved Jul 1 to Dec 31, 2017 Jul 1 to Dec 31, 2016 Jul 1 to Dec 31, 2015 19 13 19
Most teachers who had claims approved during this period returned to work during this period. One teacher is expected back in March and another is likely off for the remainder of the school year. Three claims had no Time Loss, five claims are of five days or less and six claims are in excess of two weeks lost time.
III. WORKERS’ COMPENSATION BOARD (WCB) CLAIMS
Group Submitted No Cost Medical Costs Only Time Loss Claims CUPE 43 13 21 9 NSUPE 26 6 6 14 NSGEU 0 0 0 0 EXCEL 8 2 4 2 LUNCH 2 0 1 1 PEG 1 0 1 0 Totals 80 21 33 26
Twenty-six (26) claims resulted in time loss from work and payment of wage benefits. Of these Time Loss claims, 19 of the employees returned to work, two were completing a gradual return to work plan and five had not yet returned to work during the period July 1, 2017 – December 31, 2017.
Page 1 of 4 APPENDIX A Report 2018-02-08
Eighty-two (82) total claims, including twenty-seven (27) lost time incidents were reported during the same period in 2016.
Number of Claims 200 180 160 140 120
# of # Claims 100 80 60 40 20 0 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Total # Claims 77 91 132 140 160 150 163 164 178 180 # Claims with Time Loss 35 48 67 59 67 53 56 66 62 58
The total number of submitted claims (WCB reported incidents) and the number of Time Loss claims during 2017 were similar to the 2016 totals. There is a slight decrease in Time Loss claims during the last two consecutive years.
Claim Costs and Avg Time Loss Duration $800 20
18 $700 16 $600 14 $500
12 Weeks Claim Costs $K Costs Claim $400 10
8 $300 6 $200 4 $100 2
$0 0 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Total Time Loss Claim Costs ($K) $154 $326 $246 $722 $426 $281 $307 $444 $300 $329 Avg Time Loss claim duration (wks) 7.5 10.4 5.4 18.1 9.9 7.6 8.1 8.7 6.1 7.3
Page 2 of 4 APPENDIX A Report 2018-02-08
Although the total number of claims in 2017 has decreased slightly since 2016, the total cost and claim duration have increased slightly. This is likely the result of the nature of injury and treatment resulting from 20 claims, which all extended beyond five weeks of time loss. The nature of these claims were: fractures (2 claims), concussion (3 claims), physiotherapy clinics (3 claims), surgery (2 claims), awaiting possible surgery (4 claims), bad sprain (2 claims) and person* (4 claims). (*This refers to claims where the employee’s perspective of their situation (injury, work tasks, workplace satisfaction, etc.) is the main barrier to return to work and needs to be addressed, which can prolong a claim. There may also be additional treating providers/services involved to assist them in returning to work.) Additionally, the majority of the claims involve CUPE and NSUPE employees whose job demands are heavier, often requiring longer for employees with injuries such as concussion, fractures and surgery to return to work.
The WCB assessment rate decreased from $4.11 in 2017 to $3.84 in 2018. The average for the entire rating group (consisting of all schools boards in the province) for 2018 is 3.84.
IV. OCCUPATIONAL HEALTH & SAFETY (OHS) DIVISION OF THE DEPARTMENT OF LABOUR AND ADVANCED EDUCATION
Workplaces Reports Written Recommendations Total Compliance Inspected Order(s) Issued 1 1 0 0
A site was visited in response to a work at height/fall protection regulation concern. The employees of the contractor were found to be in compliance.
V. HEALTH & SAFETY
The Occupational Health & Safety Policy was revised and approved by the Board during the period.
Workplace hazard assessments were conducted at all schools during the period.
Nonviolent Crisis Intervention (NVCI): Safe Schools facilitated two sessions, training 78 school- based teachers in NVCI and Student Services facilitated five sessions, recertifying approximately 171 Educational Program Assistants.
Emergency First Aid: Twelve sessions were attended by 188 Educational Program Assistants and school-based secretaries.
Optional PD for school administrators on Incident Investigation Reporting Process and the OHS Work Refusal Process was facilitated in November. HRSB continues to support and improve reporting and processing of all workplace incidents.
Page 3 of 4 APPENDIX A Report 2018-02-08
Online training modules for Learning Centre teachers and Educational Program Assistants were launched via the Scenario Learning safeSCHOOLS platform in November. The Operations Department also used the online training modules to train custodial employees. Online training modules for Joint Occupational Health and Safety Committee members will launch in February 2018. Further optional and mandatory online training modules will be made available to other employee groups in the future.
VI. REQUESTS FOR ACTION(S)
OHS-related requests for action(s) were received during the period, regarding:
Indoor environment quality concern Mould and water ingress issue
These issues have been investigated and addressed.
Three schools (two gyms, a music classroom) requested and have been evaluated for noise level exposure to staff.
VII. WORK REFUSALS
None reported.
Page 4 of 4 Report No. 2018-01-03 Date: February 28, 2018
Halifax Regional School Board Charles P. Allen Family of Schools Interim Overcrowding Options
Purpose
To provide the Governing Board with a report on the interim options to address overcrowding in schools within the Charles P. Allen Family of Schools.
Background
The communities within the Charles P. Allen family of schools continue to experience residential growth that is causing overcrowding or overutilization of schools. The overutilization has been identified as a pressure in previous reports and is the rationale for capital funding requests from the Governing Board to the Department of Education and Early Childhood Development (EECD) to support new school construction in this area of the Board. The reports below have supported or referred to this identified need:
2015-09-35 Long Range Outlook Action Plan 2016-02-06 Capital Construction Projects 2017-18 2017-11-44 Capital Infrastructure and Improvement Priorities
Subsequent to the March 2016 capital funding submission to EECD, there has not been a capital construction project approved by EECD for this family of schools.
During the summer 2017, two portable classrooms were installed on site at Basinview Drive Community School, and 3 portable classrooms were placed at Madeline Symonds Middle School to accommodate overcrowding. Portable classrooms were also placed at other schools in this family of schools in previous years (as noted in Table 1 of the Appendix). Population growth is projected to continue and schools will be further overcrowded in September of 2018 due to increasing enrollment.
On November 22, 2017, the following motion was passed by the Governing Board:
It was moved and seconded (Raven/Wright) that at the request of the Basinview SAC and community, the Governing Board requests a report from the Superintendent on interim options for CPA family of schools with current overcrowding.
Content
The Long-Range Outlook 2017 contains demographic data and other information relevant to this report including current and projected enrollment that indicates overcrowding or overutilization of schools within the Charles P. Allen family of schools (see Map 1 in Appendix A).
Analysis of September 2017 enrollment data point to multiyear trends of increasing enrollment at Basinview Drive Community School and Bedford South Elementary School, as indicated in Table 1 of Appendix A. These schools will become increasingly overcrowded in September 2018 and beyond.
In the short term, immediate measures are necessary at Basinview Drive Community School for September 2018. Additionally, interim measures will need to be considered after 2018 at Bedford South Elementary School and possibly other schools within this family of schools.
Page 1 of 9 Staff considered various options to provide overcrowding relief at Basinview including:
1. Boundary Review- applied under policy to permanently revise school catchment areas 2. Portable Classrooms- addition of temporary stand-alone structures adjacent to schools 3. Split Shifts- assignment of two concurrent class schedules in one building for two cohorts 4. Enrollment Restrictions- limiting number of students registered at a school based on the capacity 5. Grade Reconfigurations- changes to grades assigned to a school to reduce or increase enrollment 6. Temporary Relocation- moving a portion of the school population to another site
Detail of these considerations are included in Appendix A.
Funding Details
Funding for implementation of interim strategies to mitigate overutilization will be allocated within the HRSB General Fund.
Timeline
Measures will be implemented for the start of school in September 2018.
Appendices
Appendix A - Charles P. Allen High Family of Schools Interim Overcrowding Options Report to the Superintendent
Recommendations
It is recommended the Governing Board receive the report for information.
Communications
AUDIENCE RESPONSIBLE TIMELINE Governing Board Ron Heiman February 28, 2018
Contact
Ron Heiman, Director, Operations Services E-mail: [email protected] Ph: (902) 464-2000 ext. 2144
Page 2 of 9
Appendix A
Charles P. Allen High Family of Schools Interim Overcrowding Options Report to the Superintendent
Page 3 of 9
Interim Options The Long-Range Outlook 2017 current and projected enrollment indicates overcrowding or overutilization of schools within the Charles P. Allen family of schools (see Map 1 attached).
Analysis of September 2017 enrollment data identifies the following trends as indicated in Table 1: Madeline Symonds Middle School will continue to be overcrowded in September 2018, but the enrollment trend is projected to decrease in the long term. Increasing enrollment at Basinview Drive Community School and Bedford South Elementary School in September 2018 and beyond. Immediate measures are necessary at Basinview Drive Community School.
Using EECD class cap guidelines, Baragar Demographics data projections and preliminary enrollment data analysis by staff, the enrollment at Basinview Drive Community School is projected to exceed the available regular classroom spaces by as many as 10 classes in September 2018.
Options for Basinview Drive Community School for September 2018 Staff from School Administration and Operations Services reviewed a wide variety of scenarios guided by the following principles: Minimize the transition or disruption impact to students and staff. Align class configurations as close to EECD class cap guidelines as possible. Staff identified and considered six options to address overcrowding at the school. Details of each, including the opportunities and constraints each presents, are below.
1. Boundary Review (applied under policy to permanently revise school catchment areas)
Opportunities For a boundary review to be considered a viable option, another adjacent Family of Schools would need to be considered. Based on the LRO projections, in 2018 the Sir John A Macdonald Family of Schools has some available capacity at the P-6 level. Additionally, there is capacity in the Halifax West Family of Schools at Rockingham Elementary.
Constraints A boundary review must follow HRSB’s School Boundary Review Policy (F.008). It is not possible to meet the timeline requirements of the policy and to transition the students appropriately before September 2018. Further, if a new school construction project is announced in the near future, a boundary review will be required to determine the catchment area of the new school and revised catchment areas of adjacent schools. This will result in the process being undertaken twice in a short time period.
2. Portable Classrooms (the addition of temporary stand-alone structures adjacent to schools)
Opportunities It may be possible to locate two additional portable classrooms on the Basinview Drive site. Bedford South has space on site to accommodate portable classrooms. Three units were used at this location in the past.
Constraints The placement of two additional portables at the Basinview Drive site will not fully address the projected overcrowding.
Page 4 of 9 There are currently two portable classrooms at Basinview Drive Community School located in the rear parking lot. The placement has impacted playground activity, reduced parking, and limited after hour community access to the school. The addition of two more portables will worsen these issues.
3. Split Shifts (assignment of two concurrent class schedules in one building for two cohorts)
Opportunities The option of a split shift requires the division of a school’s student population into two cohorts, typically with one group attending school in the morning and the other group attending in the afternoon. The two cohorts would normally be created by grade level, i.e. grades P-2 and 3-6 as an example. A split shift would address the overcrowding issue at Basinview Drive.
Constraints Although this option has been implemented in the past, during new school construction and after Hurricane Juan for example, it is typically recommended for higher grade levels. A split shift would have a negative impact on the families of the Basinview Drive area as children would not be in school for part of the day, typically either the morning or the afternoon. This will necessitate child care and transportation arrangements for many families. A split shift will require rerouting of buses throughout the CPA Family to accommodate new runs.
4. Enrollment Restriction (close a school to any future registration)
Opportunities An option exists to declare current schools over capacity as full and to direct any future registration to an alternative school with available capacity.
Constraints While this option may prevent future overcrowding, it does not address the current situation at Basinview Drive Community School. Declaring a school full to students and families living in the catchment creates inequity and will divide neighbourhoods and communities. This will also require rerouting of buses throughout the CPA Family to accommodate new runs.
5. Grade Reconfiguration (changes to grades assigned to a school to reduce / increase enrollment)
Opportunities Reconfiguration of grades usually occurs when balancing enrollment for an entire family of schools. For example, it might result in changing schools with grades P-6, 7-9, 10-12 to a grade configuration of P-5, 6-8, 9-12. The considerations start with the assumption of available space in the high school, allowing for increased enrollment at the high school and subsequent bumping of grades to relieve or decrease the elementary enrollment pressure. There is available space within Rocky Lake Junior High that could accommodate grade reconfiguration to a grade 6-9 school to accept grade 6 students from Basinview Drive Community School.
Constraints As detailed in Table 1 below, there is minimal capacity within the Charles P. Allen family of schools to accommodate a complete Family of Schools grade reconfiguration to relieve elementary school overcrowding. Although there is available space within Rocky Lake Junior High to accommodate grade 6 students from Basinview Drive Community School, this scenario would result in repeated annual bumping, adjustments and transitions for students and staff. In addition, while this option reduces the Page 5 of 9 overcrowding at Basinview Drive for the coming school year, it does not address the projected future growth. The resulting enrollment at Rocky Lake would be very large for a junior high, and could create program delivery challenges due to limited access to specialty spaces.
6. Temporary Relocation to Alternate An Sites (moving a portion of the school population to another location)
Some schools with available space in this area include Rocky Lake Junior High, Bedford Central and Bedford Forsyth Education Centre (BFEC). Schools outside this family of schools were also considered. After a review of potential sites, two warranted further consideration:
Bedford Central
Opportunities Currently, this facility is vacant, but is still within the Board’s inventory and awaiting turnover to the municipality. No other students or programs would be disrupted if this building was used as a relocation site With renovations, this school could accommodate a temporary reassignment of elementary students from other schools. The building has 10 classroom spaces available, enough to address overcrowding at Basinview Drive Community School.
Constraints This school was constructed in 1941 and has been closed for the last two years. It requires substantial repairs if it is to be reopened. This would include a new roof. The scope of the renovations is yet to be determined but based on preliminary reports, it would likely require TCA Repair capital funding support. Although there is a wheelchair ramp at the rear entry door on the main level, this is not an accessible building. There are two stories and a basement with no elevator. The student washrooms are located on the bottom level. There are 10 classrooms, some of which have been converted into offices. These will also require renovations. There is no gymnasium at this school. There is limited safe outdoor space for student activities.
BFEC
Opportunities This school was constructed in 1960, is in good condition and could readily accommodate a large elementary school population. The building was a junior high school up to June 2013. It can accommodate the grades 4, 5 and 6 classes from Basinview Drive Community School as identified in table 3 and will alleviate the pressure at that school for 3-5 years. There are 20+ classrooms available as well as a library, family studies, science lab, music room, tech. ed. lab and gymnasium. It has all of the infrastructure necessary to operate as an elementary school. Depending on the relocation site of the alternate high school, it may open opportunity for some high school students who are currently unable to attend at this location. Additional portable classrooms are not required.
Constraints Some modifications may be required to adjust specialty spaces for use as regular classrooms. This school is currently used as one of the sites for BFEC high school programming. Selecting this option would require reassignment of BFEC students from the Bedford site to another location. This would negatively impact approximately 161 high school students. This will require rerouting of buses throughout the CPA Family to accommodate new runs. Page 6 of 9
Next Steps
1. Consult with CPA Family of Schools community (SACs, parents and staff) for input on the options outline above. 2. Determine best overall option for September, 2018. 3. Assign a transition team to develop a timeline and implementation framework addressing the following areas: a. Community Communication b. Transportation c. Renovations (as necessary) d. Staffing and school changeover
Page 7 of 9 Data Tables and Map Table 1: Current and Projected Enrollment Charles P. Allen High Family of Schools Utilization Rate School School Portable Current School Projected School Projected School Capacity Classrooms Enrolment Utilization Enrolment Utilization Enrolment Utilization 2017 (September (2018) (2021) 2017) Basinview 579 2 676 117% 752 130% 877 151% Drive Community Bedford 575 0 616 107% 644 112% 820 143% South Elementary CP Allen 1490 0 1325 89% 1500 101% 1594 107% High Hammonds 508 5 588 115% 592 116% 574 113% Plains Consolidated Kingswood 625 0 560 90% 592 95% 585 94% Elementary Madeline 635 3 745 117% 736 116% 744 117% Symonds Middle Rocky Lake 797 0 691 87% 710 89% 849 106% Junior High Sunnyside 360 2 364 101% 356 99% 339 94% Elementary Source: HRSB and Baragar Systems; based on September 30, 2017 enrollment information
Table 2: Charles P Allen family of schools Classroom counts School # of classrooms # of classes # of classes Available classroom spaces (excluding September 2017 Projected 2018 specialty spaces) Basinview Drive 24 27 34 There are no vacant spaces available. Community School Bedford South 25 27 28 Family Studies, Tech Ed. rooms are used as Elementary classrooms, and Music may need to be on School the stage. Hammonds Plains 21 27 28 An additional classroom is required, so all Consolidated portables and teaching spaces will be utilized. Kingswood 25 25 27 The core French class will be utilized as Elementary well as one of the learning centres. Madeline 22 30 30 No additional spaces will be required. Symonds Middle Rocky Lake Junior 33 25 25 12 classes are available; High Sunnyside 15 17 17 The 2 portables on site are used for core Elementary French and could be repurposed. Source: HRSB School Administration student registration data
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Table 3: Projected Grades 4, 5 and 6 classes of students Projected classes of students (Basinview 2018) Grade 4 5 Grade 5 5 Grade 6 3.5 Total 13.5 Source: HRSB and Baragar Demographics as of January 2018
Map 1: Elementary School Boundaries – Charles P. Allen High Family of Schools
Source: HRSB and Baragar Systems
Page 9 of 9 Report No. 2018-02-06 Date: February 21, 2018
Halifax Regional School Board December 31, 2017 - Quarterly Business Plan and Financial Update
Purpose
To provide the Governing Board, through the Audit Committee, with the December 31, 2017 third quarter business plan and financial update report.
Background
The Audit Committee and Governing Board are provided with a quarterly financial report to advise Board members on actual results compared to budget, to comment on variances, and provide projections for the entire fiscal year.
This report also includes an update on the status of business plan priorities. This quarterly reporting to the Audit Committee and Governing Board continues on a timely basis throughout the year to highlight progress with the business plan priorities and budget.
Content
The attached report covers to the end of the third quarter of the 2017-2018 fiscal year and includes the following:
1. Business Plan Priorities – a status report on actions taken up to December 31, 2017, on business plan priorities approved for 2017-2018. In some instances, the report may also note planned activities for the remainder of the 2017-2018 school year.
2. Financial Report – a financial report of actual revenues and expenditures for the period October 1, 2017 to December 31, 2017, year to-date amounts, and projections for the full year, along with an explanation of major variances.
It should be noted that the Business Plan and Budget covers the period April 1, 2017 to March 31, 2018. However, most of the business plan priorities and budget initiatives are intended to be undertaken on a school year basis.
Many of the initiatives and spending plans in these documents are related to the new school year which commenced on September 1, 2017. While this report outlines many initiatives undertaken over the past six months, much activity and progress on priorities and initiatives will continue to be undertaken in the remaining months of the current school year. Progress continues to be achieved on the priorities for 2017-2018.
Overall, the projections show a net operating surplus of $11,100. At this point in the year, staffing adjustments have stabilized. There have been favorable variances with salary costs and these have been offset by increased pressures for building maintenance. Staff will continue to monitor substitute teacher costs, utilities and snow removal costs for the final three months of the fiscal year. It is anticipated that budget targets will be met by the end of the fiscal year.
Funding Details
N/A
Timeline
N/A
Appendices
December 31, 2017 - Quarterly Business Plan and Financial Update.
Page 1 of 2
Recommendations
It is recommended that the Audit Committee receive the December 31, 2017, Quarterly Business Plan and Financial Update report for information.
Communications
AUDIENCE RESPONSIBLE TIMELINE Audit Committee Director, Financial February 21, 2018 Services
Governing Board Chair, Audit Committee February 28, 2018
Contact
For further information please contact:
Terri Thompson, Director of Financial Services, at 902-464-2000 extension 2241 or e-mail at [email protected]
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Quarterly Business Plan and Financial Update December 31, 2017
Introduction
This report provides information from staff on progress in implementing and achieving Business Plan priorities and a financial position update to the end of the third quarter of 2017-2018.
The Board prepares an annual Business Plan that outlines goals and priorities for the upcoming year. Although the Business Plan covers the fiscal year (April 1 – March 31), most of the priorities are planned on the basis of the school year (September 1 – June 30). Staff has prepared this progress report on Business Plan priorities, including actions on priorities at the beginning of the 2017-2018 school year to provide a timely update on work planned and undertaken.
This reporting is part of an accountability framework that provides assurance that the work of Board staff is being directed to the Business Plan priorities and that the intended results are being achieved.
Similarly, staff prepares a quarterly financial report for the Governing Board to provide timely information on actual revenues and expenditures in relation to the approved budget. Projections are also provided to advise the Governing Board on any variances that may occur in relation to the approved budget for the entire fiscal year. This allows action to be taken on a timely basis if projected results are not in line with the budget.
This quarterly report is presented in two parts:
1. Business Plan Priorities – update on progress in implementing the priorities for 2017-2018 to December 31, 2017. 2. Financial Report – a report of actual revenues and expenditures for the third quarter of the 2017-2018 fiscal year, along with year to-date results, and projections for the remainder of the fiscal year.
Summary
Progress has been achieved on the priorities in the 2017-2018 Business Plan. Results are being experienced as planned, and progress continues to be made in achieving the Board’s goals.
Financial results to the end of December 31, 2017 indicate the Board is tracking close to budget. There have been favorable variances with salary costs, and these have been offset by increased pressures for building maintenance. Results will continue to be monitored very closely over the final three months of the fiscal year so that actions may be taken, when and as required, to ensure overall budget targets are met by year end.
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1. BUSINESS PLAN PRIORITIES
On October 25, 2017 the Governing Board approved the Business Plan and Budget for the 2017-2018 fiscal year.
In planning for 2017-2018, the Governing Board, together with the Superintendent and Senior Staff, considered the goals as outlined in year three of the 3Rs: Nova Scotia Action Plan for Education 2015 along with the goals of the Board’s Strategic Plan 2013-2017. The goals are as follows: to improve student achievement, to strengthen safe and inclusive school environments, to achieve equitable learning opportunities for all students, and to build engagement, support and confidence in HRSB.
Priorities have been developed from the strategies to support each of these goals.
Most of the work on these priorities is intended to be accomplished during the 2017-2018 school year. This third quarter report, which covers all of the activities undertaken since April 1, 2017, indicates that work is underway on most of these priorities. In some areas, this report may also highlight work planned to be undertaken for priorities during the remainder of this school year.
BUSINESS PLAN PRIORITIES 2017-2018
Priorities Progress to Date – September 30, 2017 Progress to Date – December 31, 2017
Business Plan Goal
1. To improve student achievement.
Implement provincial literacy Board Literacy Leads participated in 4 Board Literacy Leads participated in six strategy for grades primary – 12. provincial lead meetings (August 23, 24, provincial lead meetings (October 18, 19, September 27, 28). During this time, the November 22, 23 and December 13 and 14). provincial lead team continued work on During this time, the provincial lead team: developing a grade P-2 Oral Language continued work on developing a grade P- resource and finalized a framework document 2 Oral Language resource with an online for a consistent provincial implementation of session included titled: Teaching for Early Literacy Support. The group also Equity through Oral Language. discussed plans for provincial Literacy Coach worked to finalize a framework document professional development, identified needs for a consistent provincial implementation and areas of focus for grades 4-12 and were of Early Literacy Support and worked to debriefed on the province’s plans for piloting develop provincial professional learning new grades P-3 curriculum as well as grades sessions for early literacy teachers (both
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7 and 8 curriculum revision. These have French and English). implications for implementation of the discussed identified needs and areas of provincial literacy strategy, as English focus for grades 4-12 and are working to Language Arts outcomes and indicators were develop on-line modules that outline our revised through the process. plan for P-12 Literacy Instruction, assessment and reporting in alignment As part of the Minister’s Action Plan all with the renewed curriculum, as well as, English and French Immersion P-3 teachers, the supports and resources that will be administrators, resource teachers and Early provided to schools. Literacy Support teachers attended professional development during the 2016-17 All Early Literacy teachers, English and French school year. The purpose was to ensure Immersion, received up to 2-4 sessions to literacy instruction is rigorous and supports develop teacher knowledge of strategies to high expectations for all students. Although support student learning. these sessions were suspended during the job action, they were completed during the Literacy Coaches received 2 days of months of April and May. professional development focused on student centered coaching. Forty teachers new to teaching in grades P-3, 4-6, and 7-12 were provided with a day of The Facilitator, Literacy P-3 presented the Early professional development in August on Literacy Support Year End Report for 2016-17 to English Language Arts assessment and the Committee of the Whole on December 13, instruction. 2017.
New Early Literacy Teachers, English (19) and French Immersion (6), received training on how to systematically administer An Observation Survey of Early Literacy Achievement in order to assess students for selection in early literacy support.
To ensure a consistent provincial implementation of Early literacy support the intervention has moved to supporting students in grade 1 and grade 2 in both English and French Immersion. A total of 119
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teachers provide support. Training was also provided to new and returning English and French Immersion P-3 Early Literacy Support teachers to support them in using on-going assessment information to determine instructional next steps for students.
Literacy Coaches received 2 days of professional development in September focused on setting student related goals for coaching blocks and supporting teachers with unpacking the English Language Arts outcomes to identify clear learning targets for students.
Reading Recovery is now in 56 of our schools. Two Reading Recovery teacher leaders support 54 teachers. Of the 54 teachers, 30 of them are receiving Reading Recovery training in 2017-18.
Implement provincial math Note: As of September 30, 2017, the Note: As of December 31, 2017, the provincial strategy for grades primary – 12. provincial mathematics strategy has not yet mathematics strategy has not yet been released. been released. To support mathematics To support mathematics learning in HRSB learning in HRSB schools, the following schools, the following update is provided. update is provided. The HRSB mathematics team continues to work The Department of Education and Early on provincial leadership teams. The Facilitator, Childhood Development (EECD) funded 11.5 Mathematics Implementation attended provincial mathematics coaching positions and 2 lead meetings on October 19, November 22 and additional positions are funded though the 23 and December 19 and 20. This group is HRSB general fund. Mathematics coaches supporting the development of the Provincial continued to provide support to teachers and Mathematics Strategy. Consultants attended administrators. This support consisted of co- provincial working group meetings on October teaching, one – to – one consultations and 16 and 18, November 8 and December 4. These
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collaboration, professional learning meetings were to support the development and communities support and staff meetings implementation of the Extended Mathematics 11 around the school’s mathematics goal and course and the Mathematics Intervention in teachers’ professional goals. grades 7 and 8.
The EECD funded 13 math support teacher Elementary and junior high mathematics positions and the HRSB funded 7.5 positions coaches received professional development to through the general fund. An additional 3 increase their understanding of student centered positions for junior high were allocated coaching and how it relates to culturally through the Council to Support Classroom responsive pedagogy. Conditions. Both elementary and junior high math support teachers work in schools with Elementary and junior high mathematics support the highest mathematics needs. The math teachers received professional development to support teachers provide small group improve their skills in providing targeted small instruction and in class support to students group instruction. that have been identified as requiring extra Coaches and mathematics support teachers new support to target specific identified learning in their role received additional professional gaps. Data collected by math support development to support their understanding of teachers showed improvement in the culturally responsive pedagogy. targeted areas. Program staff continue to support schools in Program staff continue to support teachers improving mathematics teaching and learning. A and administrators with effective mathematics focus of this support was through professional instruction and assessment practices. A more learning communities (PLCs). Staff work with concentrated model of support is provided to PLCs to help teachers develop effective teaching priority schools. Supports include one – on – strategies to support specific student need. Staff one teacher support, assisting schools in also provide whole staff professional developing and implementing school development and work with individual teachers improvement plans, facilitating whole school and administrators. professional development opportunities, and facilitating professional learning community Program staff provided professional (PLC) conversations. development to approximately 100 new mathematics teachers. The sessions helped Two priority schools received more focused teachers to be instructionally responsive to the supports. Three mathematics coaches were needs and interests of their students and to plan, assigned to one priority school to support the teach and assess using current, research based
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implementation of a school wide, small - practices. group mathematics intervention for all students in grades primary to six. Students Extended Mathematics 11 teachers received one were initially assessed in the areas of day of professional development to support them counting, fact knowledge and number sense. in teaching the new aspects of this course. Students were grouped with other students who had similar mathematics learning needs Program staff continue to work with Student and received targeted mathematics Services staff to support teachers with the instruction within that small group on a daily development of appropriate adaptations and basis. This support was provided by individual program plans related to mathematics. classroom teachers, the resource teacher, and mathematics coaches. Two mathematics Program staff have been working with Dreambox coaches were assigned to support teachers Learning to develop a pilot project involving four and students at a second priority school. The schools. These four schools will implement coaches provided in class and planning Dreambox, an online software program that support for the classroom teachers and supports the development of conceptual provided small group instruction for identified understanding of mathematics in elementary and students. middle grades. The pilot will start in the winter of 2018. In the spring, professional development was provided to junior high mathematics teachers. This professional development was postponed from earlier in the year due to job action.
Program staff contributed to the EECD Extended Math 11 lead team. In the spring, this group developed and facilitated professional development for teachers implementing this new mathematics course in the fall of 2017.
In August, Program staff provided professional learning opportunities to new teachers in order to support their success and the experience of their students.
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Teachers learned effective assessment and instruction practices. Three sessions were developed, each tailored to specific grade levels (P-3, 4-6, 7-12).
Program staff continued to support schools with improving assessment practices by increasing understanding on using clear learning targets and success criteria. They support elementary teachers in using rubrics, assessment tools, interview tools and benchmarks for data collection and responsive instruction. Staff continue to develop rubrics for each outcome in 7-9 mathematics. Program staff provided professional development to all high school department heads. The professional development focused on culturally responsive pedagogy.
Support development and The Department of Education and Early The Department of Education and Early implementation of renewed Childhood Development asked school boards Childhood Development coordinated the provincial curriculum (grades 7 to identify teachers to participate in curriculum renewal process involving teacher curriculum renewal for grades 7 and 8 across leaders from grades 7 and 8, as well as grades and 8 and Health curriculum all disciplines, as well as grades 4-6 Health. 4-6 Health. This leadership team met over grades 4 – 8) Teachers were chosen for this provincial several weeks in October and November, with leadership team who have strong teachers from every school board, to enhance backgrounds in their respective disciplines, the current curriculum outcomes for all subject employing an inquiry-based learning areas. This will be an ongoing process methodology in their practice. This work will throughout this school year. begin in October.
Implement school improvement In spring 2017, 22 schools were in the At the beginning of the quarter, 36 schools were planning in all schools. process of developing new Student Success in the process of developing new Student plans. Eleven of these schools have Success plans. Seventeen of these schools completed the development of their plans, have completed the development of their plans,
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and 10 additional schools have established and 11 additional schools have established new new goals in math and literacy and are in the goals in math and literacy and are in the process process of completing the development of of completing the development of their plans. their plans. One school is still in the phase of Eight schools are still in the phase of analyzing goal development. In spring 2017, after either data and developing goals. Two schools in years four or five years of implementation, 11 4 and 5 made significant revisions to their schools concluded their school improvement improvement plans to better align with the plans in mathematics and literacy. All professional learning needs of their teachers. All remaining 102 schools continued remaining schools continue implementation of implementation of their Student Success their math and literacy Student Success plans. Plans. Members of the Program department have provided individualized support to principals and In fall 2017, 23 schools began the process of teachers in every phase of the Student Success developing new Student Success plans. planning process. Principals from these schools attended a professional development session with staff Thirty-eight lead teachers from 14 elementary from the Program Department outlining schools participated in a professional changes to the provincial process, sharing development day with Program staff on changes to the provincial templates and professional learning communities (PLCs) to: developing strategies to lead the process at enhance their understanding of a PLC their school sites. Eight of these schools have and the purpose of PLC work; established new goals in mathematics and literacy, and the remaining schools continue extend their understanding of type of their work in this area. Individualized support work teachers can engage in as a PLC in in plan development is being provided by support of the HRSB goal: to achieve staff from the Program Department. equitable learning opportunities for all students. Many principals and teachers have continued Participants returned to their schools and acted to receive individualized support with the as teacher leaders focused on improving the implementation of their Student Success effectiveness of their PLCs. In many instances, plans. This includes working with individual this work has been interrupted due to the teachers in their classrooms, collaborating shortage of substitute teachers available to with teachers on their math and literacy release teachers from their classrooms so they strategies in their professional learning can collaborate in PLC meetings. communities, and accompanying principals on their walkthroughs to identify effective Grade 6 provincial reading, writing, and
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practices in instruction and assessment that mathematics assessment results for the 2017-18 are happening in their schools. school year were received from the Department of Education and Early Childhood Development. Grades 3, 4 and 6 provincial assessment This data is currently being analyzed, including results from the 2016-17 school year were disaggregation by self-identification information, disaggregated by self-identification and will be shared with the Governing Board at information. Program staff has used this an upcoming Committee of the Whole meeting. information to provide targeted support to Program staff is using this information to provide schools. This data was presented to the targeted support to schools. Governing Board at the April 2017 Committee of the Whole Meeting.
In the summer of 2017, analysis, interpretation and disaggregation of Early Literacy Support and Reading Recovery data took place. Program staff has used this information to provide targeted supports to schools. Conclusions are currently being drawn and a report to the Governing Board is being prepared.
Implement a pilot strategy to Due to a moratorium on data collection in the From October 30 until December 8, the HRSB gather math and literacy data winter and spring of the 2016-17 school year, School-Based Assessment System was made from some elementary schools schools were not asked to input data into the available for all Priority School teachers to input HRSB School-Based Assessment system. Term 1 classroom assessment information in to monitor student achievement. However, the system was made available for literacy and mathematics. Data entry is currently (HRSB response to AG Rec. teachers in Priority Schools to use in an item being discussed by the Council to 2.5) May/June and several teachers chose to Improve Classroom Conditions, so usage of this enter their classroom evidence of student system was optional. Teachers in fifteen Priority learning into the system at that time. Schools chose to enter information into the system in literacy and/or mathematics this fall. Program staff has continued to collaborate All Program department Facilitators, as well as with the Technology and Student Information Literacy and Mathematics Consultants and System teams to enhance the data collection School Administration Supervisors have access system. This includes a feature that will to this data and are using it to enhance support enable the disaggregation of the school- to Priority Schools.
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based data by self-identification information. Preparation is underway for the system to be The School-Based Assessment System was available for use in Priority Schools, as well made available for use in additional elementary as other elementary schools upon their schools upon request by the principal. Ten request, this fall. schools requested access to the system and teachers in four of these schools chose to enter evidence of student learning in both math and literacy in the fall. This data is being used by teachers to make instructional decisions, as well as by schools and Program staff to monitor progress toward the schools’ Student Success Plan goals. Additional elementary schools have indicated an interest in having access to the system during the Term 3 data entry period.
A review of the English Program reading assessment tool teachers use to collect the data being entered into the School-Based Assessment System has taken place. Improvements to this assessment have been made. Increased rigor in administration and analysis of this assessment will result in more consistent scoring and determination of students’ reading level. The Program department is currently infusing resources into all elementary schools to support them with the transition to this revised reading assessment tool.
Implement the provincial pre- Pre-primary is a provincial initiative that was As of December 31, 2017 we have 14 Pre- primary program. announced in the summer of 2017. This primary programs supporting approximately 240 program will support the early learning and children. These programs are located in 12 development of young children as well as schools across our Board. There are 31 Early support their transition to the public school Childhood Educators working in pre-primary with system. three of these staff defined as “additional” to support ratio and inclusion needs. The During the summer, job descriptions were Department of Education and Early Childhood
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developed and job postings were advertised Development (EECD) provided funding to hire a for Early Childhood Educators (ECE) to staff second pre-primary supervisor to support pre- the program. Approximately 30 staff were primary expansion into the 2018-19 school year. hired for the school sites as well as a pre- primary supervisor to oversee and provide Through October to December of 2017 pre- support to the pre-primary programs and primary supervisors, along with the Board Leads early years centre within the board. of the province’s eight school boards, have had three opportunities to network with Pre-primary As of September 30th, HRSB has 12 pre- colleagues across the province in collaboration primary programs supporting approximately with the EECD. Provincial pre-primary site staff 200 children. These are located in 11 schools were brought together on October 27, 2017 to across our board. The Supervisor, Pre- attend professional development with focus on Primary and the Facilitator, Literacy P-3 the Nova Scotia Early Learning Curriculum participated in provincial meetings to review Framework. HRSB pre-primary site staff also the expectations regarding the participated in professional learning in December implementation and to become familiar with to explore and reflect on their leadership in their the Early Learning Curriculum Framework. HRSB pre-primary environments.
HRSB provincial pre-primary has partnered with Nova Scotia Health Authority to plan for Enhanced Vision Screening for all pre-primary children as well as the Nova Scotia Early Childhood Development Intervention Services, and the IWK program Early Intensive Behavioural Intervention (EIBI), to support children attending pre-primary with higher developmental needs. HRSB pre-primary also supports practicum students obtaining their Early Childhood Education certification from Mount Saint Vincent University and the Nova Scotia College of Early Childhood Education.
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Business Plan Goal
2. To strengthen safe and inclusive school environments.
Monitor and report progress of The plan to monitor and report progress of During the months of September to students following Individual students who follow Individual Program Plans December, Program and Student Services Program Plans (IPPs). (IPPs) (created in June 2016) included staff have worked together to refine the changes to TIENET, the provincial electronic process that will allow the Board to run reports record-keeping system. These changes were and report out progress of students who have implemented in September 2016. Data input IPPs in the 2017-2018 school year. In was suspended during job action. Following December, Student Services Facilitators job action, teachers were provided support provided information to principals with respect until June 30th to update all required to the process by which this data would be documentation for the school year. collected.
HRSB Student Services staff have since recognized that the 2016 changes to TIENET will not be able to provide the data necessary to monitor progress of individual students who follow Individual Program Plans. Consequently, the HRSB Student Services staff have created a solution to run reports and report out progress of students who have IPPs for implementation during the 2017- 2018 school year.
Continue to implement Program Planning Specialists and Student Program Planning Specialists and Student recommendations from the IPP Services Facilitators continue to provide Services Facilitators continue to communicate Review. (HRSB response to AG professional development to school staff key messages and provide explicit support to Rec. 2.6) specific to programming that is only as School Administrators, Resource and special as necessary (referencing the Criteria Learning Centre teachers, as well as for Development of an IPP), Classroom teachers on an individual or small that meetings be documented to chronicle group basis. team decisions related to program planning, and that parents/guardians be Discussions focus on program planning that is provided minutes of Program Planning responsive to the needs of the student and
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Team meetings. only as special as necessary; documenting meetings to chronicle team decisions related In September, these key messages were to program planning; and providing communicated to new school administrators parents/guardians with minutes of Program (principals and vice principals), as well as Planning Team meetings. new learning center and resource teachers during professional development sessions.
Implement and monitor our The Business Continuity Program Charter, Department Action Plans for each of the four Comprehensive Business Command and Support Teams and the draft critical business functions (loss of a building, Continuity Program. (HRSB Central Office Emergency Response Plan loss of people, loss of IT, loss of response to AG Rec. 3.6) have been updated for the 2017-2018 school services/equipment) are being drafted. These year. Documents providing an overview of will be finalized prior to a table-top exercise the Comprehensive Business Continuity involving all stakeholders planned for the process have been drafted and each spring. Thereafter, plans will be revised as department is working on the identification of necessary. essential services and plans to ensure their continuation in an emergency/disaster situation. A table top exercise involving all stakeholders is planned for the spring.
All schools have Emergency Response Plans in place.
Continue to ensure that schools Schools completed and recorded emergency Schools have completed the following drills: are conducting all required drills in June 2017. A final report was 3 Fire drills emergency drills. (HRSB generated from the online database as the 1 Lockdown drill response to AG Rec. 3.7) foundation of the report to the Governing Board on September 13, 2017. Schools 1 Hold and secure drill reported 100% compliance with all drills 1 Relocation drill during the 2016-17 school year. Drills continue to be monitored by School Administration supervisors to ensure ongoing Dates for drills for the 2017-18 school year compliance. All drills have been documented were set by the School Administration in the online database with 100% compliance. department and shared with schools through the online database and the Principal’s yearly Schools have submitted updated Emergency
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calendar. Drills continue to be monitored by Management Plans as of September 29, School Administration supervisors to ensure 2017. ongoing compliance.
Develop a strategy to improve In the context of this Goal 2 priority, As of December 31, 2017, 32 schools have accessibility in our schools. accessibility of schools refers to barrier free been audited and have data entry completed building design requirements which are into the tracking file. This information will be described in Schedule “C” of the Nova Scotia evaluated to determine a prioritized list and Building Code Regulations made under scope of work for future implementation of Section 4 of the Building Code Act. The barrier free design elements. schools within HRSB were constructed to the code of the day and therefore vary in the The accessibility projects approved for level of barrier free code compliance when implementation this year expanded during the compared to the current Building Code. In third quarter to include the following: short, newer schools are fully compliant while An upgrade of the existing lift at one older schools may not be accessible, or only high school was completed. partially accessible to those with mobility challenges. A stairwell wheelchair lift installation was completed at 1 school The Education Act General Responsibilities Stairwell platform wheelchair lift and Powers of School Boards defines one of designs were completed for 4 schools the duties and powers within section 64 (2) for installation this year. (e) as: Stairwell platform wheelchair lift (2) A school board shall, in accordance with designs were initiated for 3 more this Act and the regulations, schools to be installed this year. (e) develop short and long term plans for the Installation of pathways and ramps provision of barrier-free access to and within were completed for access to 4 educational facilities; portable classrooms that were moved over the summer 2017. Operations Services has initiated Asphalt upgrades to parking lots and assessment of all facilities to determine the walkways continued at some schools current state of accessibility, based on the into the school year. Nova Scotia Building Code. The priority for Operations staff has also incorporated sequence of assessment is based on school accessible design into elements of playground age and multiple floor levels; and the factors upgrades at two schools, and is working with considered include such design elements as schools and HRM to discuss how to
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access to the building, accessible incorporate accessible design in future washrooms, assigned parking spaces, playground upgrade projects. surface type and condition, accessibility to food and beverage areas, number of stairwells, etc.
There are thirty six (36) multi-storey schools in HRSB that do not have vertical transport (elevators/lifts) between floors. As of September 30, thirty one (31) of these schools have been audited and data entry is in progress. This information will be evaluated to determine a prioritized list and scope of work for implementation of barrier free design elements.
To support ongoing installation and upgrades of accessibility infrastructure, the 2017-18 tangible capital asset (TCA) repair submission to EECD included specific accessibility lift installation projects. Additionally, several projects were initiated under Board capital that are below the TCA funding threshold.
The accessibility projects approved for this year included the following: • Upgrade/repair of the existing lift at one high school. • Installation of stairwell wheelchair lifts at 4 elementary schools. • Installation of pathways and ramps for access to 4 portable classrooms (moved over the summer). • Improvements to parking lots including asphalt upgrades and parking
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demarcation at 4 schools over the summer. • Various upgrades upon request from Student Services for visual aid and push button door control.
Enhance capacity of staff to RCH Facilitators continue to provide direct In addition to the work of the RCH Facilitators address conflict involving race support to school based staff when issues of that is continuing, the Senior Diversity Advisor and culture in culturally relevant conflict arise involving race relations, cross provided professional development workshops ways. cultural understanding and human rights. to the Program department on Exploring Professional development for school based Systemic Racism. The sessions were also RCH Liaisons is currently being planned. offered to personnel in the School Administration and Human Resources departments. This is a four part series and part one and two were completed in November and December. Staff were provided sections of the BLAC Report and the Truth and Reconciliation Report as a foundation for conversation to deepen the understanding around the historical context of systemic racism in educational institutions in Nova Scotia.
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Business Plan Goal
3. To achieve equitable learning opportunities for all students.
Develop and implement an A working group, comprised of HR Services The draft survey has been reviewed by employee self-identification and Program (Diversity) staff, researched various stakeholders and, as a result of the process. employee self-identification practices at feedback, further revisions were required. organizations locally and nationally. A Since changes have been made to the timeline and project plan for development and survey, the on-line survey tool also needs to implementation of the self-identification be modified and this work is on-going. A survey has also been created. Relying on the revised draft survey and implementation plan gathered research, the content of the draft will be shared with senior staff, union survey was developed and user testing is representatives and others as required next currently in progress. Data from the self- quarter. identification survey will export to an Access database in Human Resources Services for storage and reporting purposes. User testing of the survey is expected to be complete in November 2017 at which time the documents will be shared with Senior Staff for review.
Enhance administrators’ existing The Diversity Team provided a one day At the October family of schools meeting, knowledge of and ability to lead culturally relevant symposium in May of 2017 supervisors reviewed the Provincial Student learning through a culturally for administrators. All high school department Attendance and Engagement Policy and heads also attended a day of professional facilitated conversations with principals about relevant approach. development focused on culturally relevant how the implementation of the new policy pedagogy and the disaggregated grade 10 needs to be culturally relevant.
provincial assessment results for HRSB. At the November family of schools meetings, principals were asked to share examples of culturally relevant practices that were happening at their schools. This led to deeper conversations about how to lead a school through a culturally relevant lens.
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In November, the Senior Diversity Advisor provided the first of a series of professional learning sessions for principals of 15 schools on culturally relevant leadership that the diversity team is directly working with to implement culturally relevant pedagogy.
Also in November, the Senior Diversity Advisor provided a full day of professional development on culturally relevant pedagogy to the Aspiring School Administrators program participants.
At the December family of schools meetings, supervisors facilitated conversations about culturally relevant approaches by having principals review and discuss several definitions of cultural responsiveness as created by leading researchers in the field: Gloria Ladson-Billings, Geneva Gay, Sharroky Hollie and Django Paris and H. Samy Alim. The purpose of the discussion was to move beyond the acronym CRP to a deeper understanding of the actions required to become a culturally relevant school.
Principals shared their current understandings and realities as well as next steps for continued growth.
Enhance the capacity of The Diversity Team provided a one day The diversity team worked directly with 10 teachers to implement culturally culturally relevant pedagogy symposium in junior high schools and five high schools relevant instructional and May of 2017 for teachers and administrators. providing professional development to staff assessment practices to on culturally relevant pedagogy. improve the academic From September 5th-September 30th,
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achievement of African Nova professional learning was provided to The diversity team has provided 16 full days Scotian, Mi’kmaq / Aboriginal teachers new to the 15 schools in which of professional development for the identified and all other students. culturally relevant pedagogy was introduced schools during this quarter. in the school year 2015/2016. Implementation of culturally relevant pedagogy began in two The Culturally Relevant Specialists have elementary schools. worked directly with administrators and identified teachers in 12 priority schools. Culturally Relevant Specialists provided direct support to classroom teachers and administrators in four priority schools.
In spring 2017, Program staff provided professional development to all high school department heads, across all disciplines. The professional development focused on culturally responsive pedagogy.
Develop and implement a A full analysis of all priority schools’ provincial The Facilitator, Priority Schools, provides strategic approach for mathematics and literacy data took place in direct support to principals and teachers in six monitoring progress in our the spring of 2017. This information was of the 20 priority schools. School shared with the Board Student Success Administration Supervisors lead priority priority schools. Planning (SSP) Leadership Team, and was teams in six schools, and principals lead the used to identify stories of success. It has also teams in the remaining eight. The Priority
been shared with members of the Program Schools portfolio was established last year department so that supports can continue to and includes members from both School be targeted at the needs of individual Administration and Program departments. Its schools. Twelve priority schools scored role is to determine the needs of priority above the HRSB average on at least one schools and provide support. area measured by provincial assessments in the 2016-17 school year. As well, over half of This fall, principals participated in two the priority schools show evidence of professional development sessions. The improvement in mathematics and/or literacy. focus of the first was student attendance with principals examining their individual schools’ The SSP Leadership Team created a new data to look for trends and problem solve model of leadership and responsibility for strategies to maximize student attendance. Priority Schools Support Teams in order to Targeted conversations among principals
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implement a more effective approach for took place around monitoring instruction, monitoring progress in our priority schools. A collecting and analyzing data, teacher new position within the program department collaboration, school climate and culture, and was created to begin in September, 2017. culturally responsive pedagogy. The Facilitator, Priority Schools provides direct support to principals and teachers in The second session focused on the work of selected priority schools. The Facilitator collaborative teacher teams in the context of assists schools in implementing the Public Student Success Planning and teacher School Programs and curricula with a professional growth. Priority teams meet culturally responsive approach to maximize often to support schools in developing high student learning experiences. The Facilitator leverage instructional and assessment coaches principals to bring about change in practice through a culturally responsive lens. student achievement and shares effective Teams look at school-based and provincial practices and problem solves around data – specifically recent grade six literacy challenges related to student achievement. and math data, to celebrate areas of The Facilitator provides leadership in the improvement, examine areas requiring collection, analysis and interpretation of data additional support, and plan next steps to related to student achievement and also advance student achievement. supports administrators in developing a positive school culture. The Facilitator Priority teams provide support to principals in collaborates with and leads the selected a variety of ways, including literacy, priority school teams to support student numeracy, and culturally responsive achievement and monitor student progress pedagogy coaching, and material resources on a weekly or bi-weekly basis. such as books and technology. Progress continues to be monitored on a regular basis.
Continue to upgrade and HRSB Information Technology (IT) staff Wi-Fi access in schools continues to be enhance technology assessed high school networks and improved through the addition and infrastructure to support more determined that Wi-Fi access is poor in some replacement of another 150 access points. As equitable student experiences. classrooms, causing an inequity for students. a result, HRSB high schools currently have Staff identified the need for new Access 100% wireless access in every learning Points which are more powerful and support space. higher Wi-Fi speeds. During the summer months the HRSB technology team replaced In November and December, Operations IT 450 access points and added 400 additional staff replaced 1,000 older computers in access points in all high schools. elementary schools with Chromebooks.
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As a result of the rollout of Google Apps for Elementary teachers requested Education by the Department of Education Chromebooks to support lesson planning and Early Childhood Development (EECD) which increasingly involves the need for and NS school boards, Chromebooks were students to access online resources, introduced to HRSB classrooms. A collaborate, create, take assessments and Chromebook is a laptop with the Linux-based use flexible technologies that support the Chrome OS as its operating system. These personalization of learning. This also allowed devices are primarily used to perform a more students to be introduced to the variety of tasks using the Google Chrome benefits of Google Apps for Education. browser, with the applications and data residing in the cloud rather than on the device itself.
In September, 900 Chromebooks were distributed and set up at all high schools to replace older computers. The Chromebooks are set up on carts of 30 making them portable for use between classrooms and accessible to all students. As of September 30 there are 12,000 Chromebooks in HRSB schools.
In partnership with the Assistive Technology Team, IT has introduced a new strategy to have a mobile cart at every high school with 15 Chromebooks that will be readily available for Learning Centers to use with students as needed.
An additional 17 Makerspace carts were distributed to various HRSB schools. Larger elementary schools were provided with additional innovation kits form the EECD. All elementary schools received additional Beebots for their primary-2 classrooms.
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Business Plan Goal
4. To build engagement, support and confidence in HRSB.
Implement an annual strategic An annual communication plan, aligned to Completed, September 2017 communication plan that the goals and priorities of the HRSB supports the goals and priorities business plan, was developed by of the HRSB Business Plan. Communications Services. The plan outlines a schedule of activities that will take place throughout the fiscal year. Each month, efforts to achieve the four goals are highlighted in the Superintendent’s report to the Governing Board and these efforts are regularly profiled through social media (Twitter), video (YouTube) and the board website.
Implement operations In April this year, a survey was distributed to The Operations survey results were reviewed management processes that principals to obtain feedback on four key by staff from Operations Services and School support safe and efficient areas of custodial, maintenance and Administration. Based on an initial schools. technology service delivery: Service assessment of results, Operations staff Standards, Workplace Safety, began a review of internal processes Communication and Client including work order approval, response and Satisfaction/Confidence. tracking, before proceeding with the Operations/School Administration focus The survey closed on May 19 and results group. were tabulated by Program staff. The final data set contained a total of 90 valid records, The SAP Plant Maintenance work order which represents 66% of HRSB principals. system has been modified to allow for use of The final aggregated results were presented permits on approved work orders. The to Operations Services staff in June. By the Business Support Center has applied end of September, a working group including bulletins for the following: staff from Operations Services and School • Asbestos Administration was organized to review the • Mold
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data and develop strategies to respond to • Confined Space identified gaps including improved work • Hot Work order response and status communication to • Excessive Noise principals. • In Floor Heating
Energy management projects continue to be Bulletins provide additional site specific information for approved maintenance work a priority for Operations Services. There orders assigned to Operations staff and were two building automation system (BAS) contractors. This is further reinforcement to upgrades included in the 2017-18 Board identify potential hazards and safe working capital project list. The BAS upgrades provide remote access to the HVAC procedures prior to working in a school.
equipment which allows HRSB Operations Operations staff worked with the GPS vendor Services staff to dispatch the appropriate to develop reports that will support oversight technician based on remote diagnosis. The of the maintenance fleet operations. It is BAS systems also allow the ventilation equipment to be scheduled to match expected that reporting will be available in January 2018. equipment run times to occupancy.
Measurement and Verification (M&V) is Energy upgrade projects continue to be underway to confirm the guaranteed savings planned and in progress for completion this ($2M) as a result of the Energy Performance year. These include two building automation contract completed in 2016-17. The M&V system (BAS) upgrade projects that were process independently evaluates each of the tendered and awarded in December, and energy efficiency measures that were LED lighting upgrade projects. implemented during the project. If it is found that overall the measures are not performing Measurement and Verification (M&V) is as expected, the Energy Performance underway to confirm the guaranteed savings contractor will investigate further. ($2.3M) as a result of the Energy A posting for two additional Building Controls Performance contract completed in 2016-17. Technician positions was processed to help A draft report was sent by the consultant in manage and maintain the BAS infrastructure. November 2017. The report, which is This will double the in-house resources currently under review, indicates an annual available to install and maintain building savings of $2.5M based on the contract rates. automation and energy management systems. The controls technicians are a Two controls technicians were hired to valuable resource responding to equipment complete the team of four. A BAS support desk and call in line are planned for
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alarms, confirming equipment is running as implementation early 2018. The BAS support scheduled and troubleshooting building line will make it much easier for staff to have systems operational issues. access to a BAS technician to provide remote support. Two engineering students were hired again under the Dalhousie University Science, The two engineering students completed their Information Technology, Engineering Co- terms under the Dalhousie University operative Education program for 4-month Science, Information Technology, terms this year. The students focused on Engineering Co-operative Education program energy related projects, analysis of NSPI for 4-month terms this year. The students electrical utility charges, updating historical completed the design and selection of new building systems data and continuing to LED lighting for 3 schools, created BAS develop an archive of 3D models of the programs and graphics, an analysis of NSPI buildings. electrical utility charges and created 15 additional 3D building models. A new student With the start of the new school year, was hired to continue with the energy Operations staff have begun the work with initiatives in this quarter. staff in schools to identify, replace and remove redundant refrigeration appliances As of November 2017, 110 refrigeration from schools. appliances were recorded as removed by Efficiency NS. To further analyze electricity The Custodial team continued its focus on consumption, a monitor was installed on a improving the onboarding of new casual commercial refrigerator to confirm the actual custodial employee hires. A more structured consumption compared to previous approach to hiring custodial staff was estimates. implemented with improvements based on feedback from supervisors and custodians, The Custodial team continued its focus on with great success for the recent new hires. fire safety this quarter. Professional development training was arranged for the In September the team was in the final caretakers in October 2017. The supervisory stages of vetting the online training modules team presented a session on fire safety in Scenario Learning provided by SIP. All procedures to over 100 caretakers in new hires are required to complete an online attendance. In addition to fire safety, the WHMIS training before starting in their new employees also attended sessions on position. Infection Control, Energy Management and Facility Rentals in the schools.
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Another custodial and maintenance Additional signage was provided to all departmental goal was to focus on fire safety schools that chlorinate in an effort to improve inspection and maintenance processes. the regulatory water testing process. New Standard procedure documents were labels were designed and provided to those developed for the monthly custodial schools. inspection of pressurized sprinkler holding tanks, as well as simplified guidelines on Standard operating procedures for training conducting pull station test/fire drill for new custodians on SAP was developed by and acting caretakers. The entire supervisory custodial supervisors and rolled out this team has increased their knowledge on quarter. departmental compliance regarding fire safety and improved their ability to identify The second edition of The Custodian information and process gaps to better newsletter was created through the custodial inform caretakers. management team and provided to all schools. The maintenance team implemented a procedure for improved tracking of Fire Department inspections and repairs, including prompt communication with principals and timely response to Fire Inspectors regarding status of order compliance. In June, the first edition of a newsletter “The Custodian” was distributed to custodial employees. The newsletter is intended to recognize departmental initiatives, successes, safety, operational reminders etc. The first edition was a success with our employees, leaving them looking forward to the next edition.
In late spring, the installation of new soap dispensers was completed in half of the schools. As a result of the implementation and in comparison to last year, there was a recognized savings of just over $10,000 in
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the purchasing of soap and over 500 cases of soap packaging were diverted from the landfill.
Continue to implement all responses to the Recommendations in the November 2015, Auditor General’s Report. (HRSB response to AG Rec. 2.5-2.10)
Recommendation 2.5 There is still a moratorium on collecting There is still a moratorium on collecting Management at Chignecto- school based data. This has continued to school based data. This has continued to Central, Halifax and Strait impact the Board’s ability to collect and impact the Board’s ability to collect and report Regional School Boards should report on this data. on this data. ensure sufficient data is collected to assess student progress in both numeracy and literacy.
Recommendation 2.6 The Minister has lifted the moratorium on A report on the Early Literacy Results for The governing boards of the provincial assessments. Students in grade 6 2016-2017 was presented to the Committee Chignecto-Central, Halifax and will have participated in math and literacy of the Whole on December 13, 2017. Strait Regional School Boards provincial assessments in late September The Minister has lifted the embargo on the should ensure they receive and and early October. Results from these Grade 6 Provincial Assessment Results. review reports on student assessments will be brought forward to the These results will be presented to the progress including reports on Board, once they are received from EECD. Committee of the Whole on March 6th, 2018. provincial, board or school- based assessment results, and An update on the process for monitoring the An update on the process for monitoring the students on individual program progress of students who follow an IPP will progress of students who follow an IPP was plans. be presented at the November Committee of presented to the Committee of the Whole on the Whole meeting. November 8, 2017.
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Recommendation 2.7 A summary report on Schools’ Progress with Completed, October 2017 The governing boards of Improvement Goals will be presented at the Chignecto-Central, Halifax and October 2017 Committee of the Whole Strait Regional School Boards meeting. should require management to provide appropriate information to allow the boards to understand whether goals outlined in the continuous school improvement process have been achieved.
Recommendation 2.8 A summary report on teacher and principal Completed, September 2017 The governing boards of evaluation will be presented at the October Chignecto-Central, Halifax and 2017 Committee of the Whole meeting. Strait Regional School Boards should obtain and review information on whether teacher and principal evaluations are completed according to board policy, including summary results; and whether staff development needs are met.
Recommendation 2.9 The Governing Board is working with the Completed, November 2017 The governing boards of Nova Scotia School Boards Association Chignecto-Central, Halifax and (NSSBA) to complete their annual self- Strait Regional School Boards assessment. The NSSBA will be presenting should complete annual self- the self-assessment tool at the November assessments to measure Committee of the Whole meeting. The self- performance against all key assessment tool will ensure that the key areas of responsibility, including areas of responsibility for board members, those identified in the Education including those identified in the Education Act. Act, are measured.
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Recommendation 2.10 The Governing Board issued an RFP for the Completed, November 2017 The governing boards of superintendent evaluation process in June. Chignecto-Central and Halifax The RFP specifically referenced the Regional School Boards should requirement that all key areas of ensure the superintendent responsibility, including those identified in the evaluation process includes all Education Act, be measured. A Special key areas of responsibility, Board Meeting will be held in November and including those identified in the the board will confirm at this time that all key Education Act. areas of responsibility have been addressed through the process.
2. FINANCIAL REPORT
The following report outlines the General Fund and Supplementary Fund results for the three month period ending December 31, 2017, as well as year to-date results and projections for the remainder of the fiscal year.
The statements report a projected net deficit of $427,700, but also include a planned use of accumulated surplus in the amount of $438,800. This amount relates to the designation for accumulated surplus for Capital Amortization. As assets are amortized, the future value resides in the Board’s accumulated surplus, and does not come from current year’s operations. This results in a projected General Fund operating surplus of $11,100. At this point in the year, staffing adjustments have stabilized, but substitute teacher costs, utilities, and snow removal costs for the final three months of the fiscal year continue to be difficult to predict at this time. There have been favorable variances with salary costs, but these have been offset by increased pressures for building maintenance. Based on results to date, and barring any unusual circumstances, it is anticipated that budget targets will be met. Staff will continue to monitor expenditures in all categories, to ensure that we meet our targets. The variance analysis at the end of this report provides explanations for significant variances from budget or from the same period last year.
Results to date indicate that the Supplementary Fund is projected to meet budget targets by year-end with no significant issues.
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GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line REVENUE
Province of Nova Scotia Formula Funding 99,031,088 252,941,278 334,633,800 75.6% 335,560,400 100.3% -926,600 205,488,960 R1 Provincial Initiatives 11,683,077 27,708,867 27,919,300 99.2% 28,226,000 101.1% -306,700 23,701,459 R2 Other Provincial Initiatives and Grants 6,462,294 13,616,079 14,012,500 97.2% 15,314,500 109.3% -1,302,000 8,653,462 R3 Subtotal 117,176,460 294,266,225 376,565,600 78.1% 379,100,900 100.7% -2,535,300 237,843,881
Halifax Regional Municipality Mandatory Contribution 33,872,425 101,617,275 135,489,700 75.0% 135,489,700 100.0% 0 98,951,475 R4 Subtotal 33,872,425 101,617,275 135,489,700 75.0% 135,489,700 100.0% 0 98,951,475
Government of Canada Adult EAL 0 0 0 n/a 0 n/a 0 1,203,539 R5 French Special Projects 162,895 240,078 231,500 103.7% 231,500 100.0% 0 78,189 R6 Minority Official Language 89,943 203,803 160,600 126.9% 160,600 100.0% 0 142,009 R7 Other Projects 0 19,369 83,900 23.1% 84,400 100.6% -500 10,017 R8 Subtotal 252,838 463,251 476,000 97.3% 476,500 100.1% -500 1,433,754
Board Generated Revenue Investment Income 84,741 338,867 300,000 113.0% 458,900 153.0% -158,900 259,158 R9 Facilities Rental 161,771 233,574 567,000 41.2% 600,100 105.8% -33,100 411,045 R10 EXCEL - Before and After School Program 2,894,040 7,788,845 9,676,400 80.5% 9,693,800 100.2% -17,400 7,521,121 R11 International Services 1,559,706 3,265,613 4,426,800 73.8% 4,516,600 102.0% -89,800 3,020,487 R12 Miscellaneous 135,028 774,530 476,900 162.4% 834,200 174.9% -357,300 551,161 R13 Subtotal 4,835,286 12,401,430 15,447,100 80.3% 16,103,600 104.2% -656,500 11,762,971
TOTAL REVENUE 156,137,009 408,748,180 527,978,400 77.4% 531,170,700 100.6% -3,192,300 349,992,082
EXPENDITURES
BOARD GOVERNANCE
Stipends and Benefits 34,963 104,927 139,800 75.1% 139,900 100.1% -100 76,501 B1 Supplies and Materials 278 1,147 5,000 22.9% 5,000 100.0% 0 1,586 B2 NSSBA Dues 0 95,000 95,000 100.0% 95,000 100.0% 0 85,000 B3 Other Non Salary Expenditures 18,652 76,365 111,200 68.7% 111,200 100.0% 0 51,217 B4 Total Board Governance 53,893 277,439 351,000 79.0% 351,100 100.0% -100 214,304 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
OFFICE OF THE SUPERINTENDENT
Salaries 190,099 736,811 894,700 82.4% 901,900 100.8% -7,200 886,612 OS1 Benefits 33,696 168,230 216,400 77.7% 214,700 99.2% 1,700 106,812 OS2 Supplies and Materials 21,816 44,866 75,000 59.8% 75,000 100.0% 0 61,708 OS3 Professional Services 72,308 187,640 350,000 53.6% 350,000 100.0% 0 179,440 OS4 Other Non Salary Expenditures 8,200 21,428 39,500 54.2% 41,100 104.1% -1,600 25,483 OS5 Total Office of the Superintendent 326,119 1,158,975 1,575,600 73.6% 1,582,700 100.5% -7,100 1,260,055
FINANCIAL SERVICES
Administration Salaries 460,555 1,263,923 1,714,100 73.7% 1,713,600 100.0% 500 1,236,918 F1 Benefits 98,624 301,477 431,200 69.9% 420,000 97.4% 11,200 289,123 F2 Supplies and Materials 32,891 93,214 157,700 59.1% 147,700 93.7% 10,000 99,861 F3 Travel 1,039 2,048 3,000 68.3% 3,000 100.0% 0 1,906 F4 Liability Insurance 95,994 287,981 384,000 75.0% 384,000 100.0% 0 287,413 F5 Professional Services 294 294 39,000 0.8% 39,000 100.0% 0 0 F6 Service Fees 885 2,617 7,500 34.9% 5,000 66.7% 2,500 4,551 F7 Total Financial Services 690,281 1,951,555 2,736,500 71.3% 2,712,300 99.1% 24,200 1,919,771
HUMAN RESOURCE SERVICES
Administration Salaries 543,153 1,431,191 1,951,000 73.4% 1,927,400 98.8% 23,600 1,398,252 H1 Benefits 105,770 333,606 474,600 70.3% 465,600 98.1% 9,000 320,309 H2 Supplies and Materials 47,701 79,376 105,300 75.4% 141,800 134.7% -36,500 59,136 H3 Staff Development 34,990 59,773 91,000 65.7% 91,000 100.0% 0 53,834 H4 Travel 825 1,859 5,000 37.2% 5,000 100.0% 0 3,202 H5 Pension Top-Ups 4,474 13,692 24,100 56.8% 24,100 100.0% 0 27,020 H6 Total Human Resource Services 736,913 1,919,497 2,651,000 72.4% 2,654,900 100.1% -3,900 1,861,753 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
SCHOOL ADMINISTRATION
Salaries - Teachers Classroom 51,508,114 143,806,749 191,167,700 75.2% 189,014,300 98.9% 2,153,400 139,785,875 S1 Special Education 8,165,335 21,540,385 28,983,400 74.3% 28,661,600 98.9% 321,800 19,125,500 S2 Student Support 3,859,949 10,406,924 13,878,000 75.0% 13,754,800 99.1% 123,200 8,711,107 S3 Guidance 2,148,537 5,987,751 7,852,000 76.3% 7,926,700 101.0% -74,700 5,484,264 S4 Teacher Administrators 7,007,568 19,663,789 25,664,700 76.6% 25,627,100 99.9% 37,600 19,394,363 S5 Board Administration 443,443 1,280,543 1,626,100 78.7% 1,655,500 101.8% -29,400 1,253,433 S6 Substitutes 4,040,523 8,184,477 13,032,100 62.8% 11,962,700 91.8% 1,069,400 8,893,724 S7 Subtotal 77,173,468 210,870,618 282,204,000 74.7% 278,602,700 98.7% 3,601,300 202,648,265 Salaries - Non-Teachers Educational Program Assistants 6,972,257 18,249,534 24,820,100 73.5% 25,383,600 102.3% -563,500 16,918,538 S8 Library Support Specialists 62,132 140,220 161,900 86.6% 163,100 100.7% -1,200 270,362 S9 School Secretaries 1,937,177 4,222,270 5,979,300 70.6% 6,022,600 100.7% -43,300 4,109,298 S10 Board Administration 57,075 147,770 204,400 72.3% 200,900 98.3% 3,500 135,993 S11 Student Support 307,704 827,532 1,259,900 65.7% 1,185,900 94.1% 74,000 706,830 S12 Security 11,791 36,809 87,600 42.0% 47,800 54.6% 39,800 65,377 S13 Lunch Supervision 701,411 1,623,027 2,537,800 64.0% 2,564,100 101.0% -26,300 1,522,798 S14 Subtotal 10,049,546 25,247,162 35,051,000 72.0% 35,568,000 101.5% -517,000 23,729,195
Benefits Statutory 2,293,757 11,773,799 17,439,500 67.5% 17,324,200 99.3% 115,300 11,572,516 S15 Medical/Dental/Salary Continuation 5,867,238 17,110,634 22,766,500 75.2% 22,873,600 100.5% -107,100 4,370,853 S16 Service Awards 546,725 1,650,175 2,186,900 75.5% 2,196,900 100.5% -10,000 1,588,575 S17 Pension 9,633,415 28,422,756 37,992,200 74.8% 37,910,100 99.8% 82,100 2,693,104 S18 Subtotal 18,341,134 58,957,365 80,385,100 73.3% 80,304,800 99.9% 80,300 20,225,049
Program Support Resources Classroom Supplies and Equipment 2,240,013 3,756,055 5,314,700 70.7% 5,963,800 112.2% -649,100 3,257,801 S19 School Technology 649,433 831,049 756,000 109.9% 2,056,000 272.0% -1,300,000 627,302 S20 Data Lines 232,068 416,840 544,700 76.5% 558,700 102.6% -14,000 361,790 S21 Circuit/Resource Travel 52,511 122,884 258,300 47.6% 273,500 105.9% -15,200 159,592 S22 Textbook Credit Allocation 1,816,501 2,956,333 2,840,600 104.1% 3,767,200 132.6% -926,600 1,990,491 S23 Other Non Salary Expenditures 54,323 163,720 211,900 77.3% 256,900 121.2% -45,000 139,660 S24 Other Projects 146,976 260,168 383,600 67.8% 541,800 141.2% -158,200 103,984 S25 Subtotal 5,191,825 8,507,048 10,309,800 82.5% 13,417,900 130.1% -3,108,100 6,640,620
Professional Development System Leadership/Student Info Systems 38,193 82,857 150,000 55.2% 150,000 100.0% 0 68,727 S26 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
International Services Revenue 1,559,706 3,265,613 4,426,800 73.8% 4,516,600 102.0% -89,800 3,020,487 S27
Expenditure 1,069,110 2,542,215 3,505,700 72.5% 3,612,700 103.1% -107,000 2,080,756 S28 Net Revenue 490,596 723,398 921,100 78.5% 903,900 98.1% 17,200 939,731
Adult and Community Education Summer School 0 37,502 15,000 250.0% 37,500 250.0% -22,500 15,410 S29 Night School 0 0 0 n/a 0 n/a 0 0 S30 Nova Scotia Student Adult Learning 77,764 210,486 280,000 75.2% 280,000 100.0% 0 180,515 S31 Subtotal 77,764 247,988 295,000 84.1% 317,500 107.6% -22,500 195,924
Total School Administration 111,941,040 306,455,253 411,900,600 74.4% 411,973,600 100.0% -73,000 255,588,536
PROGRAM
Salaries - Teachers Special Education 2,047,042 5,636,458 7,764,400 72.6% 7,459,200 96.1% 305,200 4,952,200 P1 Board Administration 923,799 2,375,506 3,163,400 75.1% 3,160,400 99.9% 3,000 2,064,570 P2 Subtotal 2,970,841 8,011,964 10,927,800 73.3% 10,619,600 97.2% 308,200 7,016,769
Salaries - Non-Teachers Board Administration 90,907 218,621 304,100 71.9% 303,300 99.7% 800 221,638 P3 Student Services Secretaries 80,825 169,440 252,900 67.0% 244,300 96.6% 8,600 152,034 P4 Tutors 21,685 87,296 142,700 61.2% 138,900 97.3% 3,800 93,635 P5 Subtotal 193,418 475,356 699,700 67.9% 686,500 98.1% 13,200 467,307
Benefits Statutory 52,462 352,527 550,300 64.1% 550,100 100.0% 200 332,318 P6 Medical/Dental/Salary Continuation 214,187 613,451 822,400 74.6% 826,500 100.5% -4,100 112,160 P7 Service Awards 22,200 65,000 87,200 74.5% 87,200 100.0% 0 56,400 P8 Pension 364,420 1,052,911 1,418,200 74.2% 1,415,900 99.8% 2,300 42,968 P9 Subtotal 653,270 2,083,888 2,878,100 72.4% 2,879,700 100.1% -1,600 543,846 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
Special Education and Student Support Supplies and Materials 155,222 282,653 459,700 61.5% 459,700 100.0% 0 267,174 P10 Provincial Initiatives 265,450 713,678 1,423,100 50.1% 1,756,800 123.4% -333,700 841,354 P11 Travel - Student Services 26,288 58,000 80,000 72.5% 95,000 118.8% -15,000 49,661 P12 Contracted Services 776,055 1,194,387 1,238,300 96.5% 1,322,800 106.8% -84,500 1,017,021 P13 Subtotal 1,223,015 2,248,719 3,201,100 70.2% 3,634,300 113.5% -433,200 2,175,209
Program Support Resources Supplies and Materials 25,338 136,466 228,200 59.8% 228,200 100.0% 0 174,475 P14 Other Non Salary Expenditures 10,352 20,312 32,100 63.3% 32,100 100.0% 0 21,426 P15 Provincial Program Initiatives and Projects 1,549,399 3,779,474 7,532,300 50.2% 8,533,300 113.3% -1,001,000 3,318,041 P16 Subtotal 1,585,089 3,936,252 7,792,600 50.5% 8,793,600 112.8% -1,001,000 3,513,942
Professional Development 548,168 1,274,263 4,115,400 31.0% 4,437,100 107.8% -321,700 1,075,017 P17
Total Program 7,173,801 18,030,443 29,614,700 60.9% 31,050,800 104.8% -1,436,100 14,792,092
OPERATIONS SERVICES
Administration Salaries 554,989 1,563,812 2,017,500 77.5% 2,068,000 102.5% -50,500 1,464,624 O1 Benefits 107,833 358,702 484,300 74.1% 492,200 101.6% -7,900 337,259 O2 Travel 13,916 28,718 40,000 71.8% 44,000 110.0% -4,000 33,343 O3 Other Non Salary Expenditures 6,931 23,141 32,500 71.2% 32,500 100.0% 0 34,471 O4 Subtotal 683,669 1,974,372 2,574,300 76.7% 2,636,700 102.4% -62,400 1,869,698
Custodial Services Salaries 3,445,634 9,507,161 12,792,400 74.3% 12,800,200 100.1% -7,800 9,593,270 O5 Benefits 1,143,424 3,219,991 4,250,900 75.7% 4,277,700 100.6% -26,800 3,215,492 O6 Supplies and Equipment 228,098 619,057 868,400 71.3% 1,030,200 118.6% -161,800 665,534 O7 Building Rental Expense 481,238 1,443,715 1,935,400 74.6% 1,937,100 100.1% -1,700 1,447,028 O8 Contracted Services 543,245 725,237 1,761,000 41.2% 1,761,000 100.0% 0 584,246 O9 Subtotal 5,841,640 15,515,161 21,608,100 71.8% 21,806,200 100.9% -198,100 15,505,570 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
Maintenance Services Salaries 462,304 1,243,651 1,912,300 65.0% 1,738,200 90.9% 174,100 1,353,299 O10 Benefits 158,503 433,287 657,200 65.9% 588,100 89.5% 69,100 454,235 O11 Supplies and Equipment 1,444,585 3,717,406 4,954,000 75.0% 5,551,000 112.1% -597,000 3,358,282 O12 Vehicle Operating Expense 62,448 175,649 250,000 70.3% 250,000 100.0% 0 155,617 O13 TCA Expense (Vehicle) 26,685 50,751 89,000 57.0% 89,000 100.0% 0 24,369 O14 Contracted Services - Maintenance 97,254 243,136 291,800 83.3% 291,800 100.0% 0 243,136 O15 Subtotal 2,251,780 5,863,881 8,154,300 71.9% 8,508,100 104.3% -353,800 5,588,938
Plant Operations Insurance 202,085 633,634 838,400 75.6% 836,500 99.8% 1,900 583,649 O16 Utilities - Electricity 1,116,754 2,938,996 5,050,000 58.2% 4,850,000 96.0% 200,000 3,340,232 O17 Utilities - Heating Fuel 809,244 1,664,282 4,935,500 33.7% 4,800,000 97.3% 135,500 2,263,633 O18 Utilities - Water / Sewer 276,993 690,025 1,200,000 57.5% 1,200,000 100.0% 0 767,828 O19 Utilities - Telephone 9,666 24,447 38,000 64.3% 38,000 100.0% 0 25,370 O20 Subtotal 2,414,742 5,951,383 12,061,900 49.3% 11,724,500 97.2% 337,400 6,980,711
Capital Projects 706,595 1,774,439 1,661,800 106.8% 3,566,200 214.6% -1,904,400 4,857,772 O21
Student Transportation 7,344,910 13,620,717 20,196,000 67.4% 20,196,000 100.0% 0 12,764,277 O22
Technology Services Salaries 610,488 1,703,932 2,295,900 74.2% 2,270,900 98.9% 25,000 1,652,219 O23 Benefits 149,756 447,579 608,300 73.6% 601,600 98.9% 6,700 430,089 O24 Supplies/Equipment 30,831 218,612 772,000 28.3% 822,500 106.5% -50,500 317,258 O25 Travel 18,446 36,391 55,000 66.2% 55,000 100.0% 0 35,133 O26 Professional Services 69,854 210,512 545,500 38.6% 545,500 100.0% 0 107,774 O27 Telephone/Fax/Data 25,702 72,178 116,900 61.7% 116,900 100.0% 0 65,781 O28 Subtotal 905,077 2,689,206 4,393,600 61.2% 4,412,400 100.4% -18,800 2,608,254
Facilities Rentals Revenue 161,771 233,574 567,000 41.2% 600,100 105.8% -33,100 411,045 O29
Expenditure 202,842 288,850 522,700 55.3% 523,500 100.2% -800 290,019 O30 Net Revenue -41,071 -55,276 44,300 -124.8% 76,600 172.9% -32,300 121,026
Total Operations Services 20,351,255 47,678,008 71,172,700 67.0% 73,373,600 103.1% -2,200,900 50,465,239 GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Line
OTHER PROGRAMS
Excel - Before and After School Program Revenue 2,894,040 7,788,845 9,676,400 80.5% 9,693,800 100.2% -17,400 7,521,121 OP1
Salaries 1,798,053 3,708,684 5,723,200 64.8% 5,511,600 96.3% 211,600 3,677,334 OP2 Benefits 210,422 454,075 698,200 65.0% 657,200 94.1% 41,000 443,014 OP3 Other 103,456 225,632 367,400 61.4% 352,300 95.9% 15,100 306,452 OP4 Subtotal 2,111,931 4,388,391 6,788,800 64.6% 6,521,100 96.1% 267,700 4,426,800 Net Revenue 782,109 3,400,455 2,887,600 117.8% 3,172,700 109.9% -285,100 3,094,321
Adult - English as an Additional Language Revenue -446 178,810 170,000 105.2% 178,800 105.2% -8,800 1,538,103 OP5
Expenditure -446 178,810 170,000 105.2% 178,800 105.2% -8,800 1,538,103 OP6 Net Revenue 0 0 0 n/a 0 n/a 0 0
Pre-Primary Program Revenue 1,227,500 1,227,500 1,017,500 120.6% 1,227,500 120.6% -210,000 0 OP7
Salaries 321,202 407,986 775,600 52.6% 725,400 93.5% 50,200 0 OP8 Benefits 87,045 110,018 241,900 45.5% 195,400 80.8% 46,500 0 OP9 Other 37,462 38,016 0 n/a 278,700 n/a -278,700 0 OP10 Subtotal 445,709 556,019 1,017,500 54.6% 1,199,500 117.9% -182,000 0 Net Revenue 781,791 671,481 0 n/a 28,000 n/a -28,000 0
Total Other Programs 2,557,194 5,123,220 7,976,300 64.2% 7,899,400 99.0% 76,900 5,964,902
TOTAL EXPENDITURES 143,830,496 382,594,391 527,978,400 72.5% 531,598,400 100.7% -3,620,000 332,066,651
NET SURPLUS/(DEFICIT) 12,306,514 26,153,789 0 -427,700 427,700 17,925,431
PLANNED USE OF ACCUMULATED SURPLUS 438,800
NET OPERATING SURPLUS/(DEFICIT) 11,100 SUPPLEMENTARY FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017
REVENUES
Supplementary Funding 3,767,200 11,301,600 15,068,800 75.0% 15,068,800 100.0% 0 11,661,675
EXPENDITURES
Classroom Teachers Elementary Music 241,726 653,801 830,800 78.7% 851,700 102.5% -20,900 620,808 Junior High Music and Art 157,964 467,199 597,800 78.2% 605,600 101.3% -7,800 463,527 Elementary Art 158,889 460,559 620,200 74.3% 603,600 97.3% 16,600 473,147 Additional Teachers 433,026 1,672,195 2,095,300 79.8% 2,083,400 99.4% 11,900 2,104,069 Fine Arts 582,567 1,420,509 1,980,700 71.7% 1,928,500 97.4% 52,200 1,203,748 Subtotal 1,574,172 4,674,264 6,124,800 76.3% 6,072,800 99.2% 52,000 4,865,298
Special Education Resource Teachers 258,206 1,208,086 1,396,200 86.5% 1,426,700 102.2% -30,500 1,874,464 Social Workers 255,894 544,148 832,000 65.4% 801,800 96.4% 30,200 383,935 Educational Program Assistants 227,247 592,824 959,900 61.8% 839,300 87.4% 120,600 709,289 Subtotal 741,348 2,345,058 3,188,100 73.6% 3,067,800 96.2% 120,300 2,967,687
Library Library Support Specialists 670,191 1,855,050 2,503,700 74.1% 2,489,000 99.4% 14,700 1,687,104 Subtotal 670,191 1,855,050 2,503,700 74.1% 2,489,000 99.4% 14,700 1,687,104
Curriculum Leadership 0 0 0 n/a 0 n/a 0 150,909
Other Student Services Secretaries 0 0 0 n/a 0 n/a 0 19,105 Early Learning Opportunities 0 123,554 125,100 98.8% 123,600 98.8% 1,500 262,838 Early Childhood Educators 169,053 261,673 413,900 63.2% 419,900 101.4% -6,000 0 Secretaries 16,338 32,016 47,800 67.0% 46,900 98.1% 900 30,109 Student Support Workers 0 1,248 0 n/a 1,200 n/a -1,200 83,461 Subtotal 185,390 418,490 586,800 71.3% 591,600 100.8% -4,800 395,514 SUPPLEMENTARY FUND SUMMARY OF REVENUES AND EXPENDITURES December 31, 2017
Actual Actual Projected Actual Oct - Dec Year to Date Budget % BUD Projection PROJ % Budget Year to Date 2017-2018 2017-2018 2017-2018 Utilized 2017-2018 Bud Util Variance 2016-2017 Benefits Statutory 162,551 614,958 1,037,200 59.3% 864,000 83.3% 173,200 670,782 Medical/Dental/Salary Continuation 115,372 309,023 456,300 67.7% 423,500 92.8% 32,800 295,999 Service Awards 0 0 0 n/a 0 n/a 0 59,550 Pension 124,313 335,461 494,500 67.8% 464,100 93.9% 30,400 340,905 Subtotal 402,236 1,259,442 1,988,000 63.4% 1,751,600 88.1% 236,400 1,367,236
Substitutes 87,720 204,680 292,400 70.0% 292,400 100.0% 0 230,230
Program Support Program Supplies and Materials 42,905 69,612 360,000 19.3% 788,600 219.1% -428,600 46,947 Therapeutic Swim Program 8,104 14,501 25,000 58.0% 15,000 60.0% 10,000 6,780 Subtotal 51,010 84,113 385,000 21.8% 803,600 208.7% -418,600 53,727
TOTAL EXPENDITURES 3,712,067 10,841,097 15,068,800 71.9% 15,068,800 100.0% 0 11,717,706
NET SURPLUS/(DEFICIT) 55,133 460,503 0 0 0 -56,031 Variance Review December 2017
Projection YTD Actual Variance Variance Description to Budget to Prev YTD Explanation Revenue:
Province of Nova Scotia R1 Formula Funding -926,600 Received additional Provincial grants that were not included in the budget. (Offset by projected expenditures.) R2 Provincial Initiatives -306,700 Received additional Provincial grants that were not included in the budget. (Offset by projected expenditures.) R3 Other Prov Initiatives and Grants -1,302,000 Received additional Provincial grants that were not included in the budget. (Offset by projected expenditures.) Government of Canada R5 Adult English as an Additional Language 1,203,500 HRSB is no longer the sponsor for the Adult EAL program, effective April 1, 2017.
Board Generated Revenues R9 Investment Income -158,900 Interest rates have risen during this fiscal year.
R13 Misc Board Generated Revenues -357,300 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
Expenditures:
School Administration S1-S7 Salaries - Teachers 3,601,300 Teachers salaries continue to track lower than budgeted for this fiscal year, and a shortage of substitute teachers has also impacted this projection. S8 Salaries - Educational Program Assistants -536,500 More students have required the support of an EPA and additional staff have had to be added.
S16 Benefits - Medical/Dental/Sal Continuation -12,739,800 Beginning in April 2017, school boards are recording and reporting employee group benefit costs for NSTU members. This continues to be funded by EECD, but will now appear in board financial statements.
S18 Benefits - Pension -25,729,700 Beginning in April 2017, school boards are recording and reporting pension costs for NSTU members. This continues to be funded by EECD, but will now appear in board financial statements.
S19 Classroom Supplies and Equipment -161,400 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections. -487,700 Additional funds have been allocated to school instructional budgets.
S20 School Technology -1,300,000 Additional funds have been allocated to provide increased technology infrastructure to schools.
S23 Textbook Credit Allocation -926,600 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
S25 Other Projects -158,200 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
Page 1 of 2 Variance Review December 2017
Projection YTD Actual Variance Variance Description to Budget to Prev YTD Explanation Program P1 Salaries - Teachers 305,200 Staffing changes and delays in filling vacant positions have resulted in projections below budget.
P7 Benefits - Medical/Dental/Sal Continuation -501,300 Beginning in April 2017, school boards are recording and reporting employee group benefit costs for NSTU members. This continues to be funded by EECD, but will now appear in board financial statements.
P9 Benefits - Pension -1,009,900 Beginning in April 2017, school boards are recording and reporting pension costs for NSTU members. This continues to be funded by EECD, but will now appear in board financial statements.
P11 Special Education - Provincial Initiatives -333,700 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
P13 Special Education - Contracted Services -84,500 Number of tuition supports approved by DEECD was higher than the amount budgeted for 2017-18.
P16 Provincial Program Initiatives and Projects -1,001,000 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
P17 Professional Development -321,700 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
Operations Services O7 Custodial Supplies and Equipment -161,800 Additional funds have been allocated to assist in the purchase of additional custodial equipment.
O10/11 Maintenance Salaries and Benefits 243,200 Maintenance salary and benefit costs are tracking below budget.
O12 Maintenance Supplies and Equipment -597,000 Additional funds have been allocated to help offset the increased pressures for building maintenance.
O17 Utilities - Electricity 200,000 Energy management projects have increased efficiencies and decreased electricity consumption by more than originally projected. O18 Utilities - Heating Fuel 135,500 Seasonably warmer temperatures leading to reduced consumption of heating fuels have resulted in projected savings as compared to budget. O21 Capital Projects 3,083,300 The April - December expenditures related to a number of capital projects (to be reimbursed by the EECD) are higher in 2016-17 as compared to 2017-18. O21 Capital Projects -438,800 Capital cost amortization for building improvements incurred in prior years come from the accumulated surplus, for capital cost amortization, and is not included in the budget. O21 Capital Projects -1,465,600 Additional funds have been allocated to provide capital infrastructure support to overall system.
Other Programs OP2-4 EXCEL - Before & After School - Expenditures 267,700 Expenditures are tracking slightly under budget, primarily in the area of program wages.
OP5 Adult - English as an Additional Language - Revenues 1,359,300 HRSB is no longer the sponsor for the Adult EAL program, effective April 1, 2017.
OP6 Adult - English as an Additional Language - Expenditures 1,359,300 HRSB is no longer the sponsor for the Adult EAL program, effective April 1, 2017.
Page 2 of 2
Ms. Raven:
We are writing you as unified members of the Basinview Drive Community School’s School Advisory Council (SAC) in response to the Interim Overcrowding Options for Charles P. Allen Family of Schools which were made public on the Halifax Regional School Board’s website on February 23, 2018.
For the purpose of this letter, we wish to focus on the overcrowding issue pertaining to Basinview Drive. First and foremost, we wish to express our disappointment in how the process has gone to date. School board officials and elected officials have known for quite some time that Basinview Drive would be facing an untenable situation in terms of the drastic increase in population in the Bedford area, and the pressure that increase would have on our elementary school.
In November 2017, our SAC hosted a community town hall where we shared the reality of overcrowding with parents. We appreciate you attending that session along with Board Chair Gin Yee, and I’m sure you would agree that the tension and fear was very high amongst our parents in how we would be approaching the issue of overcrowding.
Our SAC put forward a request for HRSB staff to put together a list of options on how to manage the overcrowding in the short-term, with the hopes that the long-term strategy would be to build a new school. It was our assumption that this list of options would be presented to the SAC before being made public. Unfortunately, we were wrong to assume this would be the case.
Members of our SAC have been receiving calls from parents who are extremely concerned with the list of options put forward, and unfortunately, as we were not briefed on the research that went into this decision-making process, we are unable to effectively explain how the options were determined. Moving forward we want to make sure that communications efforts are not only thoughtful, but prioritized, around this precarious situation our community is facing.
Secondly, we are aware that the list of short-term options is to be discussed at a meeting of the HRSB this Wednesday, February 28, 2018. We are asking that you table this letter and share the initial response we have to the options as prepared.
Upon initial review of the options, the SAC does wish to express grave concern about the following options:
Additional Portables Split Shift Enrolment Restrictions
When discussing the grade reconfiguration option– moving upper classes, grades 4-6, to Bedford Forsyth Education Centre (BFEC) – we flagged a number of pressing questions: 1. Would moving the upper grades result in the formation of a new school entity, or would this be seen as an extension of Basinview Drive Community School? If it were to remain as an extension of Basinview School, there are concerns around:
a. EPA allocations
b. School administration oversight (one principle and one VP for two school locations)
2. What process would be taken to ensure the school is healthy?
3. What would be the plan for outdoor playground equipment suitable for the age-range?
4. Would after-school care be provided through the Excel Program at the new location?
These are the questions the SAC came up with within our half hour conversation after reviewing the list of options; the Board can be assured the community will have many more.
This brings us to our next and final point.
We asked the Halifax Regional School Board for a list of options to address our overcrowding issue in November, 2017, three months later we received them with only three months left in the school year to consult with our community, make a decision, and plan the implementation. This is less than ideal.
Basinview Drive Community School’s SAC rang the alarm many years ago to ask the Board and the Department of Education and Early Childhood Education to help us prepare what we knew would be a severe overcrowding issue at our elementary school. Now closing in on the end of the 2018 school year, we are being forced to communicate and prepare our community for a major upheaval in their children’s education.
Our SAC is hosting another meeting on Monday, March 5 and we are requesting representatives from Halifax Regional School Board to be in attendance so that we can discuss:
Decision-making process for the options presented and review merits and challenges of each Date of second townhall for our community, to be hosted by HRSB, to present list of options and facilitate discussion The formation of a task force to be assigned to Basinview Drive to support the community in this stressful transition.
In closing, we ask that you confirm this letter will be tabled at the February 28th HRSB meeting and that a response be provided to our SAC before the end of this week, Friday, March 2, 2018.
As always, our hope is to work together to do what is best for the children within our community. Kindest Regards, Members of the School Advisory Council, Basinview Drive Community School 2/27/2018 CC: Gin Yee, Chair, HRSB Elwin LeRoux, Superintendent, HRSB Hon. Kelly Regan, MLA, Bedford Hon. Zach Churchill, Minister of Education and Early Childhood Development Tim Halman, Education Critic, Progressive Conservative Party of Nova Scotia Claudia Chender, Education Critic, NDP Party of Nova Scotia