Table of Contents s322

Fall 08 2016

Education

Staffing Allocation Handbook

Staffing Allocation 2016/17 TABLE OF CONTENTS TABLE OF CONTENTS...... 2 SUMMARY: 2016/17 FTE CHANGES...... 5 Paraprofessional Staff (Education Assistants)...... 5 Clerical Staff...... 5 Commission scolaire francophone du Yukon Agreement...... 5 Preparation Time Increase...... 5 Ross River becomes K-12...... 5 Kluane and Nelnah Bessie John Schools receive Secondary Support...... 5 Individual Learning Centre Increase...... 5 Reading RecoveryTeam Leader...... 6 1.0 INTRODUCTION...... 7 1.1 History...... 7 1.1.1 Staffing Allocation Advisory Committee 2010...... 8 1.1.2. Staffing Allocation Advisory Committee2 (SAAC2) 2011...... 9 1.1.3 Staffing Allocation Advisory Commmittee3 (SAAC3) 2012...... 9 1.1.4 Staffing Allocation Advisory Commmittee4 (SAAC4) 2013...... 9 1.1.5 Staffing Allocation 2014 & 2015...... 9 1.1.6 Staffing Allocation Advisory Committee (SAAC7) 2016...... 10 1.2 Guiding Principles...... 10 2. GENERAL...... 11 2.1 Determination of School Enrolments...... 11 2.2 Total Teacher Allocation...... 11 2.3 Timeline for Teacher Allocation...... 12 2.4 Allocation of Total Staff vs. Deployment of Individual Positions...... 12 2.5 Very Small School Allocations...... 13 2.6 Rounding...... 13 3. CLASSROOM STAFFING...... 14 3.1 Kindergarten and K4...... 14 3.2 Primary Teachers (Grades 1 to 3)...... 14 3.3 Intermediate Teachers (Grade 4 to 7)...... 14 3.4 Secondary Teachers (Grades 8 to 12)...... 14 3.5 Small Secondary Schools...... 15 3.6 Dual Track Allocation...... 15 3.7 Preparation Time...... 15 3.8 Late French Immersion...... 16 4. INSTRUCTIONAL SUPPORT STAFF...... 17 4.1 Administrators...... 17 4.2 Counselors...... 17 4.3 Teacher Librarians...... 17 4.4 Intermediate French as a Second Language...... 17 4.5 Learning Assistance...... 18

2016/17 Staffing Allocation 2 5. DIFFERENTIATED RECOGNITION...... 19 5.1 Literacy Support...... 19 5.1.1 Reading Recovery...... 19 5.1.2 Other Elementary Schools...... 20 5.2 Francophone Recognition...... 20 5.2.2 Robert Service School...... 20 5.3 Southern Tutchone Bi- Cultural Support...... 20 5.4 Religious Education Support...... 20 5.5 English Language Learner Support...... 20 5.6 Itinerant Teachers...... 21 5.7 Programs Available to all Yukon Students...... 21 5.7.1 Shared Resource Programs...... 21 5.7.2 Additional Learning Opportunities...... 22 5.8 Achievement Equity...... 22 5.8.1 Indicators...... 22 5.8.2 Standardization...... 23 5.8.3 Cut-Off Point...... 23 5.8.4 Portion of Vulnerability...... 24 5.8.5 Adjusting for Enrolment...... 24 5.8.6 Teacher Allocation...... 24 5.9 Aboriginal Language Teachers...... 24 6. TRANSITIONAL RECOGNITION...... 25 6.1 Transition from Year to Year...... 25 6.2 Rounding/Stability Allocation...... 25 7. CONTINGENCY...... 26 7.1 Spring and September Start-Up...... 26 7.2 Second Semester...... 26 8. CLERICAL STAFF...... 27 8.1 Secretarial...... 27 8.2 Library Clerk...... 27 9. PARAPROFESSIONALS...... 29 9.1 Allocation of Paraprofessionals...... 29 9.2 School Base - Paraprofessionals...... 29 9.3 Paraprofessionals...... 29 9.3.1Centrally Assigned...... 29 10. GLOSSARY...... 30 11. APPENDICES...... 34 Appendix A Committee Mandate...... 34 1. Purpose...... 34 2. Terms of Reference...... 34 3. Committee Membership...... 35 4. Timeline...... 35 5. Operating Procedures...... 35 6. Committee Membership...... 36 Appendix B Wood Street Enrolment – used for 2016...... 40

2016/17 Staffing Allocation 3 Appendix C Vulnerability Index/Achievement Index 2016...... 41 Appendix D Summary of Small Rural School Base Support...... 42 Appendix E.1 Summary of Other Educational Staff 2015/16...... 43 Appendix E.2 Summary of Clerical Staff 2015/16...... 44 Appendix F Enrolment Projections- September 2016...... 45

2016/17 Staffing Allocation 4 SUMMARY: 2016/17 FTE CHANGES

Enrolment1 Students Teacher FTE 2015/16 Projected Enrolment 5092 488.24 2015/16 Actual Enrolment 5086 2016/17 Projected Enrolment 5136 490.94 École Émilie Tremblay 25.7 Remaining Yukon Schools 465.24

Paraprofessional Staff (Education Assistants) 2015/16 Total 227.41 2016/17 To Be Determined

Clerical Staff 2015/16 Ongoing 41.07 2015/16 Ongoing 41.51

Commission scolaire francophone du Yukon Agreement The Yukon government and the CSFY have reached an educational support agreement. The CSFY – the Yukon’s only school board - is responsible for the staffing of its school, École Émilie Tremblay. Therefore, the Staffing Allocation procedures no longer apply to EET.

Preparation Time Increase Preparation time increased from 12% to 12.5% in the Collective Agreement. Teachers who provide preparation time require preparation time therefore the impact on the formula an increase from 13.44% to 14% (1.7 FTE)

Ross River becomes K-12 Ross River School was approved to offer a K-12 program as a result its Small Secondary School recognition increased from 1.0 FTE to 1.5 FTE

Kluane and Nelnah Bessie John Schools receive Secondary Support Each of Yukon’s two smallest schools – less than 15 students each – had their allocation increase from 1.0 FTE to 1.5 FTE.

Individual Learning Centre Increase The Individual Learning Centre had their allocation increase from 3 FTE to 5 FTE as a result of increased enrolment.

1 Not including Individual Learning Centre and Aurora Virtual School

2016/17 Staffing Allocation 5 Reading RecoveryTeam Leader The Team Leader complement was increased from 1 FTE to 2 FTE as a result of an agreement related to RR training.

2016/17 Staffing Allocation 6 1.0 INTRODUCTION

1.1 History A staffing entitlement formula for all Yukon public schools was established by Executive Council to become effective for the 1984/85 school year and thereafter. There were several reasons why this decision was taken: 1. to ensure that a level of staffing was provided to each school sufficient to deliver quality education; 2. to ensure that staffing was equitable from school to school and among the various levels; and 3. to provide comprehensive information to principals and school committees on how staff is allocated.

This entitlement was revised and approved by Management Board in 1992 and then revised again in 1998. The following table shows the number of students and the number of teachers for the past fifteen years. The data is taken from the Department of Education’s Annual Reports.

School Year Students2 Teachers3 2015/16 5251 488.24 2014/15 5199 484 2013/14 5086 483 2012/13 5042 480.71 2011/12 5027 476.71 2010/11 5034 476.71 2009/10 5100 475.86 2008/09 5065 476.2 2007/08 5219 471 2006/07 5160 476.2 2005/06 5253 469.7 2004/05 5363 455.2 2003/04 5427 449 2002/03 5503 452 2001/02 5508 457

2 The enrolment figures are as of October 31 of the school year. 3 The teacher full time equivalent is as of March 31 of the school year and will include teachers employed for the second semester only. Beginning in the 2003/04 Annual Report the figure reported for teachers in cludes principals and vice principals. Prior to that time it was the sum of the two groups that should to be considered for comparative purposes.

2016/17 Staffing Allocation 7 One of the components of the Staffing Entitlement was an ‘Operational’ allocation intended for exceptional circumstances. This was defined as:

“Each school in the Yukon is unique and may require additional staff beyond the strict application of the formula to ensure that quality education can be delivered in any given year. Unpredictable population shifts over a summer can create the need for additional staff in one school while not reducing the need in others significantly to allow a teacher transfer.

Superintendents and principals should consider the operational requirement portion of allocated staff in light of classroom (K-12), library, counseling, administration, and special needs pertinent to the situation in the school for that school year.

The number of teachers allowable for operational requirements for all Yukon schools is determined by dividing the total projected Public Schools population by 400 and rounding to the nearest .5. The deployment of these F.T.E.’s is done by the Superintendents in committee within the targets set by the Assistant Deputy Minister of Public Schools.”

For the 2008/09 school year the ‘Operational Requirements’ allocation should have been 12.5 F.T.E. teachers according to the formula but it had grown to 104 teachers or more than 21% of the total allocation. Over time these allocations became embedded in the schools’ allocations even if the original reasons for their distribution had changed.

1.1.1 Staffing Allocation Advisory Committee 2010 In December 2009 the Assistant Deputy Minister of Public Schools, Department of Education, struck a Staffing Allocation Advisory Committee whose terms of reference were to:  Assess the current system and Department of Education staffing resources and identify the inherent issues and challenges.  Define necessary baseline staffing for each school.  Identify issues that need to be considered in an operations or additional staffing allocation formula.  Identify a reasonable staffing allocation formula and recommend the extent of discretionary funds/staffing that should be retained by the Department of Education to use for startup in September for exceptional requests not accounted for in the staffing process.  Review/revise staffing process and timelines.  Develop guidelines, an Improvement Plan, and a report signed off by the Advisory Committee outlining the recommendations to address the issues as required

2016/17 Staffing Allocation 8 This Committee reported out in March 2010 and its recommendations were implemented in the 2010/11 school year.

1.1.2. Staffing Allocation Advisory Committee2 (SAAC2) 2011 Because of the committee’s tight timelines, it was unable to deal with all the issues. Hence, a Staffing Allocation Advisory Committee2 was created to make refinements on the work of the original committee and this document reflects that work.

The two major refinements made by SAAC2 were: switching teacher allocations from primarily an incremental allocation, which involved larger increases or decreases, to a ratio allocation, which smoothed changes to allocations, and the development of an Achievement Index to recognize student vulnerability variations from school to school.

1.1.3 Staffing Allocation Advisory Commmittee3 (SAAC3) 2012 In the third year of the process the former consultant became the Director of Human Resources and the committee now reports to the Deputy Minister. The scope of the committee was reduced because there was little room to adjust within the fixed allotment of teachers.

The main refinements made by SAAC3 were support for English Language Learners and support for an expanded secondary program at Old Crow and Teslin. (Teslin decided to delay the implementation of this pilot.)

1.1.4 Staffing Allocation Advisory Commmittee4 (SAAC4) 2013 The fourth year of the process saw projected enrolment increases put pressure on the overall teacher allocation. The allocation was only able to meet the existing service levels with a small improvement to kindergarten class size level – from 18 to 17:1.

The Terms of Reference for the SAAC4 are included in Appendix A as is the membership for all of the staffing allocation committees.

1.1.5 Staffing Allocation 2014 & 2015 The Public Schools Branch and Human Resources compile the annual information required to maintain the established service levels. As new issues are identified, such as English Language Learners, homeschoolers, and distributed learning, resources are sought from Yukon Education to support them.

2016/17 Staffing Allocation 9 1.1.6 Staffing Allocation Advisory Committee (SAAC7) 2016 The Deputy Minister reinitiated the Staffing Allocation Advisory Committee. It met three times. An anticipated increase in enrolment is putting pressure on the capacity of the allocation to maintain service levels. As well, non-‘bricks and mortars’ programs, e.g. Individual Learning Centre and Aurora Virtual School are putting additional pressure on the allocation.

1.2 Guiding Principles All Staffing Allocation Advisory Committees applied these guiding principles to their work:  Equity – treat the same the same, and significantly different differently  Data-driven – student numbers and needs drive the allocation  Transparency – understandable information is readily available  Predictability – with the same information, arrive at the same conclusions  Timeliness – allow for efficient decision making and deployment  Responsiveness – adjust to changing “drivers” in a reasonable period of time  Sustainability/viability – provide continuity for viable programs (approved by the Department of Education)  Accountability – actions are seen as responsible, credible and trustworthy

2016/17 Staffing Allocation 10 2. GENERAL

2.1 Determination of School Enrolments  The determination of each school’s projected enrolment for the upcoming September is determined using a ‘cohort retention model’. This model is attached as Appendix F. This utilizes: o The average of the preceding five years’ K4 or Kindergarten enrolment to determine the upcoming enrolment. o The five-year average of the number of students who move from the preceding grade to the following grade. . For a secondary school which has feeder schools this ratio or ‘cohort retention’ is applied to the grade 7 population of the feeder schools to determine the grade 8 population of the secondary school.  Shared Resource Programs o Students in a Shared Resource Program housed in a school are included in that school’s population.  Wood Street Centre o Students from Yukon secondary schools are eligible to apply each semester for entry to the Wood Street Centre. o The previous three-year average of the two semesters for each school is calculated. . If it is less than five students those students continue to be attributed to their home school. . If the three-year average is five students or more those students are subtracted from their home school enrolment. See Appendix B.

2.2 Total Teacher Allocation4 The Public Schools Branch can only allocate the number of teachers provided by government.  For the 2011/2012 school year, the staffing allocation distributes 476.71 full- time equivalent teachers for a projected 5095 (head count) students.  For the 2012/13 school year, the staffing allocation distributes 480.71 full- time equivalent teachers for a projected 5065 (head count) students.

4 The Education Act defines teacher as a person holding a valid and subsisting teaching certificate, or a let ter of permission, issued pursuant to the regulations who is appointed or employed pursuant to this Act t o give instruction or to administer or supervise instructional service in a school but does not include an ab original language teacher.

2016/17 Staffing Allocation 11  For the 2013/14 school year, the staffing allocation distributes 481 full-time equivalent teachers for 5086 (head count) students.  For the 2014/15 year 484 full-time equivalent teachers for 5166 (head count) students.  For 2015/16 year 489 full-time equivalent teachers for projected 5216 students.  For the 2016/17 year 490.24 FTE teachers were projected for 5375 students (includes 74 for Aurora Virtual School)

2.3 Timeline for Teacher Allocation  The enrolment projection will be updated for the next school year in October of each year.  The Vulnerability/Equity Index will be updated for the next school year in November of each year.  The initial teacher allocation will be available by the end of February of each year.  Kindergarten registration will be initiated in mid- February of each year.  Priority transfer requests will be approved by the end of April of each year.  The contingency allocation will be used for the following potential adjustments: o School enrolments will be adjusted at the end of May. The Senior Management team of the Department of Education will determine if the adjusted enrolment necessitates increased staffing. Schools which receive ‘Transition Staffing’ will be less likely to receive additional staff as a result of enrolment changes as they are already receiving staff beyond that generated by their projected enrolment.

o The Senior Management team will monitor schools’ enrolment over the spring to consider the consequences of additional transfers, new housing or migration into the neighbourhood. o A further adjustment may be made in September as the result of actual enrolments compromising contractual class sizes, personnel issues or exceptional circumstances as determined by the Senior Management team. o For secondary schools on the semester system, it is possible that an adjustment could be made at the beginning of the second semester for significantly increased enrolment.

2.4 Allocation of Total Staff vs. Deployment of Individual Positions The following entitlements are allocations of staff from the Department of Education to schools. It is the responsibility of the principal, in consultation with the School Council,

2016/17 Staffing Allocation 12 to deploy these allocations to meet the needs of the students of the school and to fulfill the School’s Growth Plan.

2.5 Very Small School Allocations The formula does not apply to schools of less than twenty students. The Senior Leadership Team will staff such schools on an individual basis.

2.6 Rounding Calculations are not rounded until all the components of the formula have been applied. The ‘Stability Factor’ then rounds the allocation as follows: if the sum of the allocations for a school is projected to decrease that school’s allocation, the ‘Stability Factor’ rounds up to the nearest half; if the sum of the allocations project an increase to the school’s allocation, the ‘Stability Factor’ rounds to the nearest tenth.

For presentation purposes calculations are usually displayed to two decimal places.

2016/17 Staffing Allocation 13 3. CLASSROOM STAFFING

3.1 Kindergarten and K4 Rural schools provide Kindergarten for four year olds (K4). In most rural schools, both K4 and Kindergarten for 5 year olds (K or K5) are half-time programs. However, Robert Service (Dawson City) and Johnson Elementary (Watson Lake) do not provide Kindergarten for four year olds and their K5 program is full-time.

Whitehorse schools, with the exception of Ecole Emilie-Tremblay, do not provide Kindergarten for four year olds and Kindergarten for five year olds is full-time.

Thus, Yukon students are entitled to a full year of pre-grade one enrolment: in the rural environment – two years of half-time attendance, in the urban environment – one year of full-time attendance.

Step 1 Where a K4 program is offered combine K4 and K5 enrolment and divide by two. (This determines student full-time equivalent) Step 2 Ratio 1:17 Base 0.2 Divide the number of K4 and K5 students by 17 and add the base of 0.2 to determine teacher allocation.

3.2 Primary Teachers (Grades 1 to 3) Ratio 1:21 Base 0.2 Divide the number of primary students by 21 and add the base of 0.2 to determine the teacher allocation.

3.3 Intermediate Teachers (Grade 4 to 7) Ratio 1:23 Base 0.2 Divide the number of primary students by 23 and add the base of 0.2 to determine the teacher allocation.

3.4 Secondary Teachers (Grades 8 to 12) Ratio 1:20 Base There is no base Divide the number of secondary students by 20 to determine the teacher allocation.

2016/17 Staffing Allocation 14 3.5 Small Secondary Schools Schools larger than 20 with a secondary population less than 201  Grade 8-9/10 Base 1.0 F.T.E.  Grade 8-12 Base 1.5 F.T.E.

3.6 Dual Track Allocation Dual Track Allocation is meant to recognize the inefficiency created by discrete programs that cause grade cohorts to be split for the majority of their instructional time. It is not a programming implementation factor but recognition of the probability that staffing will be more expensive when a cohort is split into two groups.  At the present time there is one dual track school – F.H. Collins Secondary School with a French Immersion track from grade 8 to 12 of less than two hundred students.  The Small Secondary Allocation (secondary populations of less than 200) of 1.5 F.T.E. teachers is used to recognize the dual track program at F.H. Collins Secondary School.

3.7 Preparation Time Ratio 14% Contractually, preparation time for teachers is 12.5%. In order to provide preparation time for teachers who provide preparation time, this allocation is adjusted by a further 12.5%. Therefore, the preparation time allocation is 12.5% x 1.125 or 14%. Preparation time for all schools equals 14% of teacher allocations for: . K4/K5 . Primary . Intermediate . Secondary . Small Secondary

In schools where Intermediate French as a Second Language is offered, it is usually offered to the entire class, freeing the classroom teacher (preparation time). Therefore, in such schools, the Preparation Time allocation is reduced by the Intermediate French as a Second Language allocation.

This results in all schools receiving the same relative allocation for preparation time regardless of whether they offer Intermediate French as a Second Language or not.

2016/17 Staffing Allocation 15 On the allocation spread sheet preparation time (13.44%) is the sum of two columns:  Preparation Time  French as a Second Language (Intermediate) o If the school is not required to teach Intermediate French as a Second Language, the entire 13.44% allocation is under the Preparation Time column.

3.8 Late French Immersion The intake of grade six students at Whitehorse Elementary as French late immersion students requires that a separate stream of classes be established for grade six and seven. These students cannot be merged with the other grade six and seven students. The disadvantage that this creates for WES is that any enrolment under 23 students draws from the overall staffing allocation.

The recognition to offset this disadvantage is calculated as follows:  project the enrolment for the grade six and seven classes  subtract that enrolment from 46 (two classes of 23)  divide the difference by 23 to obtain the FTE recognition

2016/17 Staffing Allocation 16 4. INSTRUCTIONAL SUPPORT STAFF

4.1 Administrators Ratio 1:200 Base 0.2 Divide the school enrolment by 200 and add the base of 0.2 to determine the administrative allocation.  For F.H. Collins Secondary School, increase the school enrolment by the previous three-year average number of students per semester in Wood Street Centre. Appendix B

It is the prerogative of the Department of Education to determine the number of administrators allocated to a school while it is the responsibility of the principal, in consultation with the School Council, to deploy the administrative time. If the administrative allocation exceeds the number of administrators determined by the Department of Education, the administrative allocation, like all other allocations, would be deployed to meet other needs of the school.

4.2 Counselors Ratio 1:300 Base 0.3 Divide the school enrolment by 300 and add the base of 0.3 to determine the counselor allocation.

4.3 Teacher Librarians Ratio 1:500 Base 0.1 Divide the school enrolment by 500 and add the base of 0.1 to determine the teacher librarian allocation.

4.4 Intermediate French as a Second Language Ratio 11.2% of Section 3.3 Intermediate Teachers

To provide preparation time for Intermediate French as Second Language teachers, the IFSL allocation of 10% is adjusted by a further 12%. Therefore, the IFSL allocation is 10% x 1.12 or 11.2%.

See Section 3.6 Preparation Time to see how IFSL is a part of preparation time.

2016/17 Staffing Allocation 17 4.5 Learning Assistance Ratio 1:180 Base 0.5 Divide the school enrolment by 180 and add the base of 0.5 to determine the learning assistance teacher allocation.

2016/17 Staffing Allocation 18 5. DIFFERENTIATED RECOGNITION

FTEs are sometimes established to support the implementation of specific initiatives. The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. As well, schools do not have the opportunity to redeploy this allocation – these FTEs must be used for the specific purpose they are allocated (for example, Reading Recovery, Learning Together, Religious Education Coordinators).

5.1 Literacy Support

5.1.1 Reading Recovery Yukon Government has supported the implementation of the Reading Recovery Program for many years. The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. As well, schools do not have the opportunity to redeploy this allocation – it must be used for Reading Recovery.

Reading School Recovery Allocation Chief Zzeh Gittlit 0.5 Del Van Gorder 0.5 Eliza Van Bibber 0.5 Ghuch Tla Community 0.5 J.V. Clark 0.5 Johnson Elementary 1.0 Robert Service 1.0 Ross River 0.5 St. Elias 0.5 Tantalus 0.5 Teslin 0.5 Christ the King 1.0 Elijah Smith 1.5 Golden Horn 0.5 Grey Mountain 0.5 Hidden Valley 0.5 Holy Family 0.5 Jack Hulland 1.0

2016/17 Staffing Allocation 19 Selkirk 1.0 Takhini 1.0 Reading Recovery Teacher Leader 2.0 Total 16.0

5.1.2 Other Elementary Schools The two schools with elementary populations who do not receive Reading Recovery teachers receive a similar allocation for Literacy support:  1.0 FTE for Whitehorse Elementary  1.0 FTE for École Émilie Tremblay

5.2 Francophone Recognition

5.2.2 Robert Service School There is a sizable Francophone community in Dawson and historical commitment for support for a French program in the school.  0.5 FTE for Robert Service School

5.3 Southern Tutchone Bi- Cultural Support  0.5 FTE for St. Elias Community School.

5.4 Religious Education Support  1.0 FTE Vanier Catholic Secondary School  0.5 FTE Christ the King Elementary School  0.3 FTE Holy Family Elementary School

5.5 English Language Learner Support For students whose first language is not English (or French for EET students and who are ‘Right’s Holders) and who score at level 4 or lower on the Yukon English Language Learner Standards during the DART and School-Wide Write system- wide assessments or a Department of Education approved equivalent:  Year 1-3 of attendance 0.025 FTE per student  Year 4-5 of attendance 0.015 FTE per student A kindergarten student is not eligible for support but that year counts as Year 1.

2016/17 Staffing Allocation 20 5.6 Itinerant Teachers This area has been refined to include itinerant teachers who work with students in several schools and to exclude employees who act primarily as consultants to teachers.

Teacher Program Allocation Hearing Support Teacher 1.0 Vision Support Teacher 0.33 First Nations Inclusion Teacher 1.00 Total 2.33

5.7 Programs Available to all Yukon Students

5.7.1 Shared Resource Programs Shared resource programs are intended for students requiring intensive individual support who would benefit from receiving all or part of their program outside the regular classroom. For a resource room to be provided by Yukon Education’s Student Support Services it is necessary for there to be several students, whether from that school or other schools, (hence the name ‘shared’) who would participate in the program.

Teacher School/Program Allocation Jack Hulland Life Skills 1 Behaviour 1 5. Counselor 0.2 7.2 Additional Learn ing Oppo F.H. Collins Teen Parent Centre 1 rtunities School/Program Life Skills Teacher1 Multi Needs Room Allocation1 Wood Street Centre (FHC)Counselor 0.275 IndividualPorter Creek Learning Centre Life Skills 51 VanierAurora CatholicVirtual School Life Skills 14 RiverfrontTotal 161 Counselor 0.2 Young Offenders Center (VCS) 1.5 Total 10.1

5 Includes CHOAS Program and FADS – implemented in 2011/12

2016/17 Staffing Allocation 21 5.8 Achievement Equity Equity means being fair to all people. The concept of equity is founded on the principle of substantive equality. According to well-established Canadian jurisprudence, substantive equality goes beyond the idea of ensuring that everyone is treated the same. Owing to different life conditions or the effects of historical discrimination, same treatment may not always produce equal results. To achieve equality, specific efforts are needed to ensure that policies, standards, programs and services are accessible and inclusive.

The Staffing Allocation Advisory Committee has grappled with identifying appropriate indicators and data to use in making a judgment of who should be treated differently in order to be fair. The progress to date is outlined below.

Ten teachers are allocated to support Achievement Equity. They are distributed to schools through the following Achievement Equity Index.

5.8.1 Indicators Four indicators are used for elementary populations and two for secondary populations in the Achievement Equity Index. A three-year rolling average for each of the indicators is used. Each indicator is weighted equally in its contribution to the total determination of the Achievement Equity Index.

Elementary Measure Early Years Evaluation– past year - average % of Tier 2 or 3 of total cases of the past three years Kindergarten Screening – Boehm- Student Risk Level (End of Year Summary) -average % that need investigation of the past three years Foundation Skills Assessment – Grade 4 % that did not write or were English – average of the past three years below acceptable standard Foundation Skills Assessment – Grade 7 % that did not write or were English – average of the past three years below acceptable standard

Secondary Measure B.C. Provincial Exam – English % that failed Grade 10 – past three years Feeder Schools Vulnerability Index - Average Average of feeder schools

2016/17 Staffing Allocation 22 5.8.2 Standardization Each data set has its own characteristics: measures of central tendency (average), measures of dispersion (standard deviation) and measures of association (correlation). In order that one data set does not dominate unintentionally another data set because of its particular characteristics, it is appropriate to statistically standardize the data sets. Two methods are available: Z-score and T-score. Z-score is used.

From the individual school result subtract the average of the scores of all the schools and divide by the standard deviation to determine Z-score. This will result in a negative number if it is below the average and a positive number if it is above the average for the scores.

Each school’s score is then adjusted in relationship to the school with the best score on that measure. (Although counterintuitive, the best score will be the most negative number as all the measures are set up to reflect underperformance or risk; i.e. the higher the number the greater the underperformance or risk). To make the adjustment set the school with the best score at zero and subtract its original score from all the other schools to determine how ‘far away’ they are from the school with the best score.

Once this is accomplished for each measure then find the average for each school.

5.8.3 Cut-Off Point A high Achievement Equity Index indicates underperformance or vulnerability. Those schools higher than the 33rd percentile were recognized for achievement equity support while the bottom (best) one- third was not.

5.8.4 Portion of Vulnerability Total the Achievement Equity Indices of those schools remaining. Determine each school’s score as a percent of the total.

5.8.5 Adjusting for Enrolment Multiply each school’s score by the appropriate elementary or secondary enrolment. Total the results.

5.8.6 Teacher Allocation Determine each school’s score as a percentage of the enrolment- adjusted total. Multiply each school’s percentage score by the number of

2016/17 Staffing Allocation 23 teachers available. This gives the number of teachers allocated for Achievement Equity. See Appendix C for details.

5.9 Aboriginal Language Teachers The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. The First Nations Programs and Partnership unit of the Department of Education determine the allocations. There are approximately thirty-eight positions6, which are in addition to the 490.94 FTE educational staff pool. The 2015/16 allocation is displayed in Appendix E.1.

6 Six are trainees.

2016/17 Staffing Allocation 24 6. TRANSITIONAL RECOGNITION

6.1 Transition from Year to Year For schools who receive less allocation than the previous year:  From the forecast year’s projected reduction subtract past September allocations that were not enrolment driven. For example, if a school was projected to lose three teachers but had received an additional teacher last September for other than an enrolment increase the reduction that would be considered for transition support would be two (not three) teachers. Apply this adjusted reduction to the following schedule:

School Staffing Maximum Reduction from previous year’s staffing 1.5 -10 FTE 0.5 FTE 11-20 FTE 1.0 FTE 21-30 FTE 1.5 FTE 31-40 FTE 2.0 FTE 41-50 FTE 2.5 FTE

6.2 Rounding/Stability Allocation  If a school is receiving less teacher allocation than the previous year round up to the nearest half.  If a school is receiving the same allocation or more than last year round to the nearest 10th. These two calculations will usually distribute 3-4 teachers.

2016/17 Staffing Allocation 25 7. CONTINGENCY

Given the fixed allocation of 490.94 F.T.E. teachers the contingency will vary based on student enrolment, transition requirements and rounding (the Stability Factor).

7.1 Spring and September Start-Up Set aside the vast majority of the contingency for issues that may arise in the spring and September.

7.2 Second Semester Set aside the remainder for issues that may arise at the beginning of the second semester.

2016/17 Staffing Allocation 26 8. CLERICAL STAFF7

8.1 Secretarial This formula will be introduced on an attrition basis; i.e. when secretaries leave their position the school’s allocation will be adjusted to comply with the following formula. Elementary K-3/7/9/10 F.T.E. Secondary Number of Students & K-12 # and > F.T.E. 1 .30 .30 20 .67 .67 51 .67 .67 76 .67 .80 101 .80 .90 126 .90 1.00 151 1.00 1.25 201 1.25 1.50 251 1.50 1.75 301 1.50 2.00 351 1.75 2.25 401 2.00 2.50 451 2.25 2.75 501 2.50 3.00 551 2.75 3.25 601 3.00 3.50 651 3.25 3.75

8.2 Library Clerk Number of Students Hours per Week # and > 20 5 (0.133) 201 6 (0.16) 401 10 (0.266) 451 12 (0.32) 651 13 (0.346) 751 15 (0.4)

7 Clerical staff is not part of the 490.94 F.T.E. teacher allocations.

2016/17 Staffing Allocation 27  Grades K- 12 inclusive, an additional 2 hours per week will be allocated  Grades 8 – 12 with 90 or more students, an additional 3 hours per week will be allocated.  French Immersion schools and Ecole Emilie Tremblay will receive an additional 5 hours per week.

2016/17 Staffing Allocation 28 9. PARAPROFESSIONALS

9.1 Allocation of Paraprofessionals Paraprofessionals are allocated on the basis of specific needs of individual students. Not all students with Individual Educational Plans/Student Learning Plans require the services of a paraprofessional. Each case is examined on an individual basis with the overriding concern being the best interest of the student with special educational needs as well as the best interest of his/her peers.

In 2015/16 the Deputy Minister intervened in the allocation of paraprofessionals. A marked increase in paraprofessionals occurred. Additionally, an advisory committee was created to make recommendations on the allocation of paraprofessionals in the future. The implementation of this work will be incorporated in future versions of this handbook.

The total allocation of paraprofessionals in 2015/16 was 227.41 FTE. The allocation to each school is outlined in Appendix F Summary of Other Educational Staff.

9.2 School Base - Paraprofessionals

Number of Base Students School F.T.E. # and > - 1.0 261 1.5 401 2.0 701 2.5

9.3 Paraprofessionals

9.3.1Centrally Assigned Paraprofessional Area of Support F.T.E. Speech and Language Support 3.0 Classroom Assistant Support 0.267 Support for Student Transport 1.64 Total 4.91

2016/17 Staffing Allocation 29 10. GLOSSARY Early Development Instrument The Early Development Instrument (EDI) is a population-based early child development assessment tool used to measure the state of children’s development in Kindergarten. The EDI is a checklist that Kindergarten teachers complete for each child in their class. It is a holistic measure of children’s development across five areas: 1. physical health and well-being 2. social competence 3. emotional maturity 4. language and cognitive development 5. communication skills Teachers complete the EDI in February, after they have had several months of interaction with their Kindergarten class. Kindergarten teachers complete the EDI on individual children; however, the results are not used at the individual level. To understand patterns in vulnerability at the population level the results are grouped by neighbourhood, school jurisdictions, health area and provincial/territorial levels.

Experiential Education Experiential Education is a philosophy and methodology in which teachers purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values.

Full Time Equivalent (F.T.E.) An FTE is the percent or decimal that represents a student’s or employee’s attendance at school. Most students are assumed to be in full-time attendance or 1.0, although kindergarten students in some schools may only attend halftime (0.5 F.T.E.). An employee could be engaged over the full spectrum from 0.1 F.T.E. to 1.0 F.T.E.

Kindergarten Screening Since 2004/05, an electronic database has been used at the end of each year to collect information from every class for a Kindergarten Screening Profile, the aim of which is to assist in

2016/17 Staffing Allocation 30 identifying students at risk. A report is issued to teachers, administrators and superintendents.

Reading Recovery  The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems.  Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.  Reading Recovery serves the lowest-achieving first graders— the students who are not catching on to the complex set of concepts that make reading and writing possible.

Shared Resource Program A shared resource program is a program available to students from any school usually with a focus on life skills or special needs.

Whole Child Approach Each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged. That’s what a whole child approach to learning, teaching, and community engagement really is.

Wood Street Centre Under the supervision of F.H. Collins Secondary School, Wood Street Centre offers several unique programs that students can apply for - these include: • ACES (Achievement, Challenge, Environment and Service) – a Yukon public school program of studies for grade 10 students. The program integrates Social Studies 10, Yukon Studies 10, Planning 10, Physical Education 10 (including 30 days of outdoor experience) and Fine Arts and Applied Skills. • Experiential Science – a Yukon public school program of studies for grade 11 students. The program integrates Biology 11, Geography 12, Forests 11, Chemistry 11, Art 11, Field Methods 11 and Career and Personnel Planning 11/12. The program features

2016/17 Staffing Allocation 31 30 to 35 days of field studies each semester and two days each week in Yukon College science labs. • OPES (Outdoor Pursuits and Experiential Science)/PASE (Plein Air et Sciences Experientielles) - OPES 9 and PASE 9 are Yukon public school programs of studies for grade 9 students. The programs integrate Science 9, Social Studies 9, Physical Education 9 and Outdoor Pursuits. The program features 3-5 overnight trips each semester and a variety of day trips.

• MAD (Music, Art, Drama and Dance) 9/10 and 11/12 – a program of studies for students from throughout the Yukon in grade 9/10 (first semester) and grade 11/12 (second semester) which provides four to five credit courses including English, Social Studies, Theatre Performance and choices between several fine arts and applied skills. The goal of the program is to provide a solid foundation in creative dramatics, acting, stagecraft, music, dance and play writing fundamentals. MAD 9/10 is available to all Whitehorse secondary students; MAD 11/12 is available to all grade 11 and 12 students from all Yukon secondary schools.

• CHAOS (Community-Heritage-Adventure-Outdoors-Skills) 9 and 10 - is open to all grade 9 and 10 students enrolled in the Yukon and will be delivered as an enrichment program to regular courses offered to students at that level. Integration of subject areas, as well as, Yukon First Nation and Western Knowledge will be the focus during the semester. Students that make the commitment to CHAOS 9 will complete the requirements for the following courses through their active engagement in the programming: English 9, Social Studies 9, Yukon Activity and Outdoor Education 9, and Fine Arts – Yukon First Nations Art and Culture 9. For Grade 10 students the English Course is English 10 First Peoples and Physical Education 10 replaces the Fine Arts course.

• FADS (Fashion Art Design School) 10/11/12 – a semester long program uses Fashion Design and Garment Construction as a base for learning. Students will learn to incorporate the elements and principles of design and creation to produce their own unique body of work suitable for post-secondary application.

Credited Courses English 10 or 11 4 Credits Physical Education 10, 11, 4 Credits Art Foundations 10, 11, 12 4 Credits

2016/17 Staffing Allocation 32 Applied Skills 11, 12 4 Credits

This program is currently not charging a fee, but a $100.00 kit deposit is required for students’ sewing, drafting and materials kit. Kit fees will be refunded at the end of the semester with the return of the student kits. Note: Unlike the previous programs this one is housed at Porter Creek Secondary School, which is the home school for the staff.

2016/17 Staffing Allocation 33 11. APPENDICES

Appendix A Committee Mandate

1. Purpose The Staffing Allocation Advisory Committee will provide:  Advice regarding the Department of Education’s allocation of staffing resources to schools (The deployment of these resources, in keeping with the Education Act, is the responsibility of the principal in consultation with the School Council.)  An opportunity to review the timeline of the staffing processes and discuss issues of mutual concerns  Advice within the context of the following guiding principles: o Equity – treat the same the same, and significantly different differently o Data-driven – student numbers and needs drive the allocation o Transparency – all can obtain information and it is understandable o Predictability – with the same information, arrive at the same conclusions o Timeliness – allow for efficient decision making and deployment o Responsiveness – adjust to changing “drivers” in a reasonable period of time o Sustainability/viability – provide continuity for viable programs (approved by the Department of Education) o Accountability – actions are seen as responsible, credible and trustworthy

2. Terms of Reference It is intended that this committee will provide advice to the Department of Education and make recommendations regarding:  Refinement to criteria that drive allocations  Clarification of the description of allocation drivers  Suggestions regarding school vulnerability/achievement equity and the appropriate recognition for differences among schools  Refinement of the staffing entitlement formulae  Refinement to the Staffing timelines  Other issues identified by the Department

Recommendations must:  Comply with the Collective Agreement regarding maximum class sizes

2016/17 Staffing Allocation 34  Keep total recommended staff allocations within the FTE allocation approved by the government 476.71 full-time equivalent teachers (FTE).8

Recommendations may:  Consider all school-based staff allocations areas  Consider if there are additional guiding principles (filters) that should be reflected in the allocation of school-based staff

3. Committee Membership Chair - Director of Human Resources. Representatives from the following organizations:  Yukon Teachers’ Association (YTA) - 3  Association of Yukon School Administrators (AYSA) - 4  Association of Yukon School Councils, Boards and Committees (AYSCBC) - 2  Catholic Education Association of Yukon (CEAY) - 1  School Council representatives – 2  Department of Education representation: o Director of Programs and Services o Superintendents of Schools o Director of Student Support Services o Manger of Recruitment, Human Resources  Other members may be invited to attend on an ad hoc basis or as need arises.

4. Timeline  The Committee will meet twice in January, and if required once in February  The Committee will submit a report to the Deputy Minister by the end of February.

5. Operating Procedures  Members will be appointed by their organization for the duration of the project.  The committee is struck and supported by the Department of Education. The support will take the form of setting up meetings, drafting agendas, facilitating the meetings and preparing final summaries of meetings.  There will be no financial remuneration to members or organizations for participation in the meetings.  Hotel and travel costs will be covered for rural participants.

8 This total is 480.71 for the 2012/13 year. The additional 4.0 FTE are time limited.

2016/17 Staffing Allocation 35  The committee will serve as a consultation committee to the Director of Human Resources.  To ensure full representation at meetings, organizations may send substitutes for regular members who are unable to attend.  A range of technology will be used to facilitate rural participation as necessary.  The committee will be chaired by the Director of Human Resources.  Members are expected to participate in the committee representing their parent body.  Advice provided to the Department of Education will be made by consensus, where possible. If consensus cannot be reached, the differing views will be noted.  Final decisions on implementing the advice, plans or priorities originating with the committee will rest with the Department of Education.

6. Committee Membership 6.1 2009/2010 Christie Whitley, Chair Dick Chambers, Consultant Neil Salvin, AYSCBC by teleconference Sandra Henderson, F.H. Collins School Council Rebecca Parnum, Hidden Valley School Council Carol Coote, AYSCBC Paul Nordahl, Jack Hulland School Council Rosemary Burns, Catholic Education Association of Yukon Katherine Mackwood, YTA Peter Menzies, YTA by teleconference Betty Byblow, YTA Ken Taylor, YTA Kelly Collins, AYSA Ted Hupe, AYSA Kirk Jensen, AYSA Brendan Kelly, AYSA Daniel Tlen, DOE, First Nation Language and Culture Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Denis Gauthier, DOE, Superintendent Val Stehelin, Department of Education, Director of Human Resource Services David Doyle, DOE, Manager of Special Programs

2016/17 Staffing Allocation 36 6.2 2010/2011 Katherine Mackwood, Yukon Teachers’ Association Betty Byblow, YTA Ken Taylor, Jack Hulland, YTA Kelly Collins, Association of Yukon School Administrators Gloria Coxford, Grey Mountain Primary, AYSA Kirk Jensen, Watson Lake Secondary, AYSA Brendan Kelly, Porter Creek Secondary, ASYA Darren Hays, FH Collins, AYSA Gary Morgan, Del Van Gorder, AYSA Neil Salvin, Association of Yukon School Councils, Boards and Committees Carol Coote, AYSCBC Paul Nordahl, Jack Hulland School Council Sandra Henderson, F.H. Collins School Council Rebecca Parnum, Hidden Valley School Council Erik Blake, Whitehorse Elementary School Council Elaine Carlyle, Whitehorse Elementary School Council Maureen Johnstone, Takhini Elementary School Council Rosemary Burns, Catholic Education Association of Yukon Val Royle, Christ the King Elementary School Council Christie Whitley, Department of Education, Assistant Deputy Minister Elizabeth Lemay, DOE, Director of Programs and Services Mike Woods, DOE, Superintendent Area 1 Penny Prysnuk, DOE, Superintendent Area 2 Grey Storey, DOE, Superintendent Area 3 Ed Schultz, DOE, Director, FN Programs & Partnerships Val Jensen, DOE, Director of Human Resource Services Irene Szabla, DOE, Coordinator, Special Programs Judy Arnold, DOE, Director of Student Achievement and Systems Accountability

Dick Chambers, Consultant Suki Qiu, DOE, Project Administrative Assistant

6.3 2011/12 Dick Chambers, Director of Human Resources, Chair Carol Coote, AYSCBC Tanya Lanigan, Jack Hulland School Council Val Royle, Catholic Education Association of Yukon Sandra Henderson, F.H. Collins Secondary School Council Katherine Mackwood, YTA Thomas Jirousek, YTA Betty Byblow, YTA Darren Hays, AYSA

2016/17 Staffing Allocation 37 Gary Morgan, AYSA Helen McCullough, AYSA Brendan Kelly, AYSA Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Greg Storey, DOE, Superintendent Caroline Sturko, DOE, Manager of Recruiting

6.4 2012/13 Dick Chambers, Director of Human Resources, Chair Carol Coote, AYSCBC Monica Lauer, Catholic Education Association Katherine Mackwood, YTA Amanda Dockum, YTA Helen McCullough, YTA Heather Gares-Thompson, YTA Morgan Douglas-Alexander, AYSA Gary Morgan, AYSA Melanie Bennett, AYSA Brendan Kelly, AYSA Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Greg Storey, DOE, Superintendent Jennifer Dawson, DOE, Manager of Recruiting

6.5 2015/16 An information session was held for Staffing Allocation Advisory Committee representatives in the spring of 2015. Valerie Royle, Deputy Minister, Chair Lake Apted, Director of Human Resources, Carol Coote, AYSCBC Chris Bookless, AYSCBC Monica Lauer, Catholic Education Association Carol Sherlock, YTA Gloria Coxford, AYSA Edith Elder, CEAY Maggie Mann, AYSCBC Sandra Henderson, YTA Ted Hupe, AYSA Penny Prysnuk, Superintendent Christine Curtis, Coordinator, Teacher Recruitment Jennifer Dawson, Manager of Recruiting Kim Ho, Manager, Recruitment

2016/17 Staffing Allocation 38 6.6 2016/17 Yukon Teachers Association Jill Mason, President Ethan Emery, Executive Director Association of Yukon School Admin. Melanie Bennett, ESE Maggie Mann, SECS Souhail Soujah, PCSS Commission scolaire francophone Marc Champagne School Councils and Committees Monica Laurer, CEA Carol Coote, AYSCBC Shawna Boone, WLSS Kerri Scholz, PCSS First Nations Education Commission Ashley Doirin, Ed Manager, Tr’ondek Hwech’in Department of Education Mike Woods, ADM Greg Storey, Superintendent Penny Prysnuk, Superintendent Lorraine Taillefer, Superintendent Bill Bennett, Superintendent Lake Apted, Director of H.R. Kim Ho, Manager of Recruitment Consultant Dick Chambers

2016/17 Staffing Allocation 39 Appendix B Wood Street Enrolment – used for 2016 2013-2014 School Year 1st semester # students FH PC VC Other 2nd semester # students FH PC VC Other Total # Students ACES 10 17 10 3 4 ACES 10 16 5 7 3 WLSS 1 ACES 10 33 ES 11 16 9 4 2 WLSS 1 ES 11 16 10 4 2 ES 11 32 MAD 9/10 30 17 5 6 SECS 1 WLSS 1 MAD 10/11/12 16 7 2 5 RSS 1 WLSS 1 MAD 9-12 46 FADS 13 13 FADS 13 13 FADS 26 OPES 9 15 15 PASE 9 20 20 PASE/OPES 9 35 CHAOS 10 10 2 3 5 CHAOS 10 7 4 3 CHAOS 10/9 17 101 53 28 17 3 88 46 29 10 3 Total 189

2014-2015 School Year 1st semester # students FH PC VC Other 2nd semester # students FH PC VC Other Total # Students ACES 10 17 7 5 5 ACES 10 10 10 ACES 10 27 ES 11 16 6 8 RSS 1, SECS 1 ES 11 16 7 1 8 ES 11 32 MAD 9/10 26 16 4 4 DVG 1, SECS 1 MAD 10/11/12 26 19 2 4 SECS 1 MAD 9/10/11/12 52 FADS FADS FAAD 0 PASE 9 18 18 OPES 9 11 11 PASE/OPES 9 29 CHAOS 10 15 4 8 3 CHAOS 10 11 1 10 CHAOS 10 26 92 51 25 12 4 74 48 13 12 1 Total 166

2015-2016 School Year 1st semester # students FH PC VC Other 2nd semester # students FH PC VC Other Total # Students FACES 10 15 13 2 1 EET ACES 10 17 8 5 1 2 SECS, 1RS ACES 10 32 ES 11 16 6 1 8 1 WL ES 11 16 13 3 ES 11 32 MAD 9/10 26 18 3 2 2 SECS, 1AVS MAD 10/11/12 19 8 2 6 1DVG, 1SECS,1EVB MAD 9/10/11/12 45 FADS FADS FADS 0 OPES 9 15 15 PASE 9 18 17 1 EET PASE/OPES 9 33 CHAOS 10 6 1 4 1 CHAOS 10 9 1 6 2 CHAOS 10 15 78 53 8 13 5 79 47 16 9 7 Total 157

3 Year Average 9 0 5 2 2 0 1 4 4 8 0 4 7 1 9 1 0 4 Both Sem esters 8 5 5 0 2 0 1 2 4

2016/17 Staffing Allocation 40 Appendix C Vulnerability Index/Achievement Index 2016

ELEMENTARY 0.53 6 Kindergarten Screening - FSA 4 FSA 7 % of Equity EYE Below Boehm- Below Below the Below the Below the (Total above Elem. the Best the Best Best Best Best Above 33rd 33 Adjusted for Teacher School Enrol Community (Weighted) (Weighted) (Weighted) (Weighted) Average (weighted) Percentile percentile) Enrolment Allocation

Golden Horn 199 - 0.59 0.19 - 0.19 0.06 - 0.0% - - Holy Family 171 0.34 0.58 - 0.32 0.31 0.18 - 0.0% - - Emilie-Tremblay 12 227 0.33 0.43 0.20 0.18 0.29 0.16 - 0.0% - - Christ the King 345 0.01 0.69 0.70 0.31 0.43 0.30 - 0.0% - - Whse Elementary 457 0.17 0.23 0.06 0.07 0.13 - - 0.0% - - St Elias Comm 12 84 Haines Jct 1.13 2.08 1.73 0.91 1.46 1.33 1.33 5.7% 4.76 0.32 Grey Mountain 67 0.37 0.34 - 0.24 0.1 1 - 0.0% - - Jack Hulland 325 1.09 0.79 0.76 0.96 0.90 0.77 0.77 3.3% 10.67 0.71 Robert Service 12 142 Dawson 0.64 0.26 0.57 1.15 0.66 0.53 0.53 2.3% 3.21 0.21 JV Clark 12 35 Mayo 0.14 - 0.51 2.16 0.70 0.57 0.57 2.4% 0.85 0.06 Ghuch Tla Comm 9 41 Carcross 1.34 2.24 1.73 2.36 1.92 1.79 1.79 7.6% 3.13 0.21 Elijah Smith 309 0.89 1.24 0.75 1.35 1.06 0.93 0.93 4.0% 12.25 0.82 Hidden Valley 80 0.54 0.41 0.44 0.56 0.49 0.36 - 0.0% - - Takhini 171 1.32 2.00 2.41 1.85 1.90 1.77 1.77 7.5% 12.91 0.86 Tantalus 12 72 Carmacks 0.86 2.34 2.00 1.87 1.77 1.64 1.64 7.0% 5.04 0.34 Johnson Elementary 124 Watson Lake 1.68 2.07 1.38 1.75 1.72 1.59 1.59 6.8% 8.41 0.56 Selkirk 225 1.44 2.06 1.22 1.34 1.51 1.38 1.38 5.9% 13.24 0.88 Del Van Gorder 12 38 Faro 0.87 1.1 1 1.29 1.03 1.08 0.95 0.95 4.1% 1.54 0.10 Teslin 9 36 Teslin 3.25 2.73 2.28 1.25 2.38 2.25 2.25 9.6% 3.45 0.23 Chief Zzeh Gittlit 9 29 Old Crow 2.67 1.95 3.92 3.67 3.05 2.92 2.92 12.5% 3.61 0.24 Eliza Van Bibber 12 41 Pelly Crossing 2.56 2.48 2.04 1.60 2.17 2.04 2.04 8.7% 3.57 0.24 Ross River 10 26 Ross River 3.25 3.52 2.33 3.37 3.12 2.99 2.99 12.8% 3.32 0.22 3244 0.13 23.45 89.96 6.00

33rd Percentile # of Teachers SECONDARY 0.40 4 % of Equity English 10 Average of Below the (Total above Below the Best Feeder Best Above 33rd 33 Adjusted for Teacher School Enrol* Community (Weighted) School(s) Average (weighted) Percentile percentile) Enrolment Allocation

Vanier 364 0.33 0.37 0.35 0.10 - 0.0% - - Emilie-Tremblay 12 28 0.21 0.29 0.25 - - 0.0% - - Del Van Gorder 12 12 Faro - 1.08 0.54 0.29 - 0.0% - - St Elias Comm 12 36 Haines Jct 0.69 1.46 1.08 0.83 0.83 5.6% 2.01 0.24 FH Collins 612 0.39 0.61 0.50 0.25 - 0.0% - - Robert Service 12 79 Dawson 0.12 0.66 0.39 0.14 - 0.0% - - Ghuch Tla Comm 9 9 Carcross 1.92 1.92 1.67 1.67 11.2% 1.01 0.12 Porter Creek 445 0.60 0.79 0.70 0.45 0.45 3.0% 13.46 1.60 JV Clark 12 20 Mayo 0.75 0.70 0.73 0.48 0.48 3.2% 0.65 0.08 Watson Lake Sec 91 Watson Lake 0.39 1.72 1.06 0.81 0.81 5.4% 4.95 0.59 Teslin 9 11 Teslin 2.38 2.38 2.13 2.13 14.3% 1.57 0.19 Tantalus 12 36 Carmacks 0.57 1.77 1.17 0.92 0.92 6.2% 2.23 0.26 Chief Zzeh Gittlit 9 5 Old Crow 3.05 3.05 2.80 2.80 18.8% 0.94 0.1 1 Eliza Van Bibber 12 17 Pelly Crossing 2.26 2.17 2.22 1.97 1.97 13.2% 2.25 0.27 Ross River 10 24 Ross River 3.02 3.12 3.07 2.82 2.82 19.0% 4.55 0.54 1789 0.25 14.88 33.61 4.00

2016/17 Staffing Allocation 41 Appendix D Summary of Small Rural School Base Support A base allocation is built into many of the formulae to recognize a lack of economy of scale for small rural schools. This appendix is included only as a summary – it is not in addition to the allocations made throughout the formulae.

K-9/10 K-12 K4/K5 Base plus prep time 0.227 0.227 Primary Base plus prep time & 0.227 0.227 Reading Recovery 0.500 0.500 Intermediate Base plus prep time 0.227 0.227 Secondary Base plus prep time 1.134 1.702 Admin. Base 0.200 0.200 Counselor Base 0.300 0.300 Library Base 0.100 0.100 Learning Assistant Base 0.500 0.500 Total 3.407 3.983

2016/17 Staffing Allocation 42 Appendix E.1 Summary of Other Educational Staff 2015/16 - e a g r a a u P Total g 9 s n l a a L n

l o a i s n i s g School e i f r o o r b p A r e h c a e T Chief Zzeh Gittlit 1.3 2.5 3.8 Del Van Gorder 0.44 2.25 2.69 Eliza Van Bibber 1.5 5.0 6.5 Ghuch Tla Comm. 1.5 3.75 5.25 J.V. Clark 1.5 3.0 4.5 Johnson Elementary 1.0 7.0 8.0 Kluane Lake 0.6 1.0 1.6 Nelnah Bessie John 0.8 1.0 1.8 Robert Service 2.0 9.0 11.0 Ross River 2.0 6.5 8.5 St. Elias 2.0 6.0 8.0 Tantalus 2.0 7.5 9.5 Teslin 2.5 3.5 6.0 Watson Lake Secondary 1.5 4.0 5.5 Christ the King 12.0 12.0 Elijah Smith 2.1 19.25 21.35 Golden Horn 5.0 5.0 Grey Mountain 7.0 7.0 Hidden Valley 0.5 5.0 5.5 Holy Family 10.75 10.75 Jack Hulland 1.0 24.0 25.0 Selkirk 1.0 11.0 12.0 Takhini 1.0 14.0 15.0 Whitehorse Elem. 1.85 8.5 10.35 F.H. Collins Secondary 2.0 13.5 15.5 Porter Creek Secondary 2.0 10.0 12.0 Vanier Catholic Secondary 12.0 12.0 Ecole Emilie Tremblay 7.0 7.0 Individual Learning Centre 1.5 1.5 Speech & Lang, Transport. 4.91 4.91

9 Includes 7 Educational Assistants in the Early Learning Pilot Project- part of the 20 16 Collective Agreement: ESES -2, JHES-2, Takhini-2, Tantalus -1

2016/17 Staffing Allocation 43 Yukon Native Language Centre 6.3 6.3 Provisional Staff 0.41 0.41 Total 38.8 227.41 266.21

Appendix E.2 Summary of Clerical Staff 2015/16 e v i k t t r a n e r l a Total t t C s

s i School i y n s i r s a A m r d b i A L Chief Zzeh Gittlit 0.67 0.13 0.80 Del Van Gorder 0.65 0.19 0.84 Eliza Van Bibber 0.69 0.11 0.80 Ghuch Tla Comm. 0.67 0.13 0.80 J.V. Clark 0.67 0.13 0.80 Johnson Elementary 0.85 0.13 0.98 Kluane Lake 0.30 - 0.30 Nelnah Bessie John 0.30 - 0.30 Robert Service 1.50 0.29 1.79 Ross River 0.67 0.13 0.80 St. Elias 1.00 0.19 1.19 Tantalus 0.89 0.13 1.02 Teslin 0.67 0.13 0.80 Watson Lake Secondary 0.85 0.13 0.98 Christ the King 1.75 0.16 1.91 Elijah Smith 1.54 0.16 1,70 Golden Horn 1.00 0.16 1.16 Grey Mountain 0.67 0.13 0.80 Hidden Valley 0.67 0.13 0.80 Holy Family 1.00 0.16 1.16 Jack Hulland 1.50 0.32 1.82 Selkirk 1.00 0.27 1.27 Takhini 1.00 0.16 1.16 Whitehorse Elem. 2.00 0.40 2.40 F.H. Collins Secondary 3.50 0.73 4.23 Porter Creek Secondary 3.50 0.48 3.98 Vanier Catholic Secondary 2.50 0.35 2.85 Ecole Emilie Tremblay 1.50 0.32 1.82 Wood Street Centre 0.75 - 0.75

2016/17 Staffing Allocation 44 Individual Learning Centre 0.50 - 0.50 Aurora Virtual School 0.50 - 0.5 CSFY 0.50 - 0.5 Relief Secretaries - - - Total 35.76 5.75 41.51

Appendix F Enrolment Projections- September 2016 Grade Elem. Sec. Sept. 16 Oct.2015 AREA SCHOOLS Program K4 K 1 2 3 4 5 6 7 Total 8 9 10 11 12 SU Total Total Total diff. Urban Christ the King Elementary School English 36 33 40 41 49 50 47 49 345 345 348 -3 École Emilie-Tremblay Français 30 32 22 35 20 28 20 18 22 227 8 6 5 4 5 28 255 244 11 Elijah Smith Elementary School English 36 35 39 38 45 44 33 39 309 309 311 -2 F.H. Collins Secondary School English 73 84 76 94 100 13 440 440 441 -1 French 55 58 36 41 32 0 222 222 219 3 Golden Horn Elementary School English 18 34 19 25 29 32 21 21 199 199 199 0 Grey Mountain Primary School English 18 20 21 8 67 67 70 -3 Hidden Valley School English 11 11 10 8 8 9 7 16 80 80 81 -1 Holy Family Elementary School English 18 19 21 19 22 26 22 24 171 171 172 -1 Jack Hulland Elementary School English 36 32 32 49 53 43 46 34 325 325 325 0 Porter Creek Secondary School English 97 85 86 103 82 12 465 465 477 -12 Selkirk Elementary School English 18 16 17 21 40 19 28 32 191 191 192 -1 French 18 16 34 34 16 18 Takhini Elementary School English 36 20 18 22 17 28 13 17 171 171 153 18 Vanier Catholic Secondary School English 80 80 65 69 69 13 376 376 369 7 Whitehorse Elementary School French 54 60 62 61 52 51 61 56 457 457 459 -2 Overflow Kindergarten English 6 6 6 Urban Total 30 337 318 314 312 343 322 296 310 2582 313 313 268 311 288 38 1531 4113 4076 37 Rural Chief Zzeh Gittlit School English 3 4 5 3 4 1 2 4 3 29 2 3 0 0 0 0 5 34 35 -1 Del Van Gorder School English 6 3 5 5 4 6 3 2 4 38 2 5 3 1 1 0 12 50 46 4 Eliza Van Bibber School English 6 4 10 0 5 3 6 4 3 41 1 3 4 1 8 0 17 58 53 5 Ghùch Tlâ Community School English 5 5 8 2 10 3 1 4 3 41 4 1 0 0 0 4 9 50 47 3 J.V. Clark School English 8 10 2 1 4 4 2 2 2 35 6 8 2 2 2 0 20 55 50 5 Johnson Elementary School English 14 13 22 15 15 16 9 20 124 124 121 3 Kluane Lake School English 0 0 1 2 0 1 0 0 1 5 2 2 7 8 -1 Nelnah Bessie John School English 0 0 0 3 1 0 2 1 0 7 0 1 0 1 8 8 0 Robert Service School English 18 22 16 21 17 14 18 16 142 20 15 18 13 13 0 79 221 219 2 Ross River School English 4 6 3 1 3 1 3 2 3 26 5 7 6 4 2 0 24 50 54 -4 St. Elias Community School English 7 12 6 11 7 8 10 12 11 84 12 7 7 6 4 0 36 120 124 -4 Tantalus School English 6 7 16 10 9 4 7 7 6 72 7 11 6 6 6 0 36 108 108 0 Teslin School English 4 2 6 4 2 3 6 6 3 36 6 5 0 0 0 0 11 47 48 -1 Watson Lake Secondary School English 15 14 27 9 26 0 91 91 89 2 Ru2016/17ral Total Staffing Allocation 49 85 97 80 85 66 72 71 75 680 82 80 73 42 62 4 343 1023 1010 1345 Subtotal 79 422 415 394 397 409 394 367 385 3262 395 393 341 353 350 42 1874 5136 5086 50 Individual Learning Centre English 0 7 33 50 72 3 165 165 165 0 Aurora Virtual School 4 2 3 2 8 55 74 74 74 0 Grand Total 79 422 415 394 397 409 394 367 385 3262 399 402 377 405 430 100 2113 5375 5325 50