South East Cornerstone School Division #209 2015-2016 Annual Report
South East Cornerstone Board of Education Annual Report – 2015-16 – Page i TABLE OF CONTENTS
Table of Contents ...... ii School Division Contact Information ...... iii Letter of Transmittal ...... 4 Introduction ...... 5 School Division Profile ...... 6 Governance ...... 12 School Division in the Community ...... 15 Strategic Direction and Reporting ...... 17 Demographics ...... 41 Facilities Infrastructure Projects and Transportation ...... 43 Financial Overview ...... 46 Summary of Revenue and Expenses ...... 46 Budget to Actual Revenue, Expenses and Variances ...... 47 Appendices ...... 48 Appendix A – Payee List ...... 48 Board Remuneration ...... 48 Personal Services ...... 48 Supplier Payments ...... 57 Other Expenditures ...... 58 Appendix B - Management Report and Audited Financial Statements …………………………………59
South East Cornerstone Board of Education Annual Report – 2015-16 – Page ii SCHOOL DIVISION CONTACT INFORMATION
South East Cornerstone School Division #209 80A 18th Street N.E., Weyburn, SK., S4H 2W4 Phone: (306) 848-0080 Fax: (306) 848-4747 Website: www.cornerstonesd.ca Email: [email protected]
South East Cornerstone Board of Education Annual Report – 2015-16 – Page iii LETTER OF TRANSMITTAL
Honourable Don Morgan Minister of Education
Dear Minister Morgan: The Board of Education of South East Cornerstone Public School Division #209 is pleased to provide you and the residents of the school division with the 2015-16 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2015 to August 31, 2016.
Respectfully submitted,
Audrey Trombley Chairperson
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 4 INTRODUCTION
This Annual Report presents an overview of the South East Cornerstone Public School Division’s goals, activities and results for the fiscal year September 1, 2015 to August 31, 2016.
This report provides a snapshot of South East Cornerstone Public School Division, its governance structures, students, staff, programs and facilities. It includes information such as an organizational chart, school list, and payee list. In addition to detailing the school division’s goals, activities and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 5 SCHOOL DIVISION PROFILE About Us
South East Cornerstone Public School Division was officially formed in 2006 with the amalgamation of six school divisions in southeastern Saskatchewan. The Division is rural/urban in its geographic structure with 39 schools in 27 communities and an approximate enrollment of over 8,000 students. With headquarters nestled in Weyburn, South East Cornerstone Public School Division serves communities from the Manitoba border in the east, to Ogema in the west, to Rocanville and Fillmore in the north and the United States border in the south. The Division encompasses a wide area of southeast Saskatchewan and sits on approximately 31,000 square kilometers – roughly the size of the Vancouver Island.
The ten member Board consists of six trustees elected from six rural subdivisions and four elected from the cities of Weyburn and Estevan.
Southeast Saskatchewan has a diverse economy. Much of the South East Cornerstone Public School Division is rural, punctuated by several large towns and two cities, Estevan and Weyburn. The Division is home to three First Nation reserves on Pheasant Rump, Ocean Man and White Bear.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 6 Division Philosophical Foundation
Vision Statement
Success and Achievement for Every Student in Every School
Mission Statement
To provide passionate and committed leadership to ensure success for all
Guiding Principles
Success for all within the South East Cornerstone Public School Division No. 209 is achieved by acting upon our commitment to the following principles:
Development of the Whole Person - We value education that includes physical, emotional, social, academic and spiritual development.
Celebration of Success - We value a culture of celebration and the acknowledgement of success.
Working Together for Success - We value both productive teamwork and individual initiative.
Participation - We value participation and support of all individuals and groups in our community.
Responsibility - We value accountability for all individuals and groups in our Division.
Effective Leadership - We value creative and facilitative leadership.
Growth and Innovation - We value continuous improvement of teaching and learning and the use of innovative practice.
All Students will Learn - We value personal growth and development for all students.
Success for All - We value a positive environment that enables each person to achieve his/her potential.
Commitment to Be Your Best - We value passionate commitment and good character.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 7
Division Organizational Chart
Board of Education (10 Trustees)
Director of Education Lynn Little Deputy Director Kelly Hilkewich
Superintendent of Superintendent of Superintendent of Superintendent of Education Superintendent of Superintendent of Schools (East) Schools (West) Schools (South) and Learning Supports Human Resources Division Services/CFO Kevin Hengen Keith Keating Michael Merriman Shelley Sargent Gord Husband Shelley Toth
Manager of Human School Based Administrators Student Services Manager of Finance Coordinator Resources
Learning Support Manager of Transportation Manager of Payroll Coordinator & Fleet Services
Instructional Technology Manager of Information Coordinator Systems
Curriculum Coordinator Manager of Facilities
Early Learning and Care Coordinator
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 8
Program Overview
The schools within South East Cornerstone Public School Division are diverse and dispersed over a large geographical area. They vary in size and grade configuration. In order to provide the best education possible for all our students, the division offers a wide range of programs and supports in its 39 schools.
The provincially-mandated core curricula, broad areas of learning and cross-curricular competencies are central to all our programs. Classroom instruction is designed to incorporate the adaptive dimension, differentiated instruction, and First Nations and Métis content, perspectives and ways of knowing.
In addition, each school in the Division offers specialized programming that responds to the needs of its students. The following list identifies programs in operation at one or more of the Division’s schools: Response to Intervention (RtI) Alternative programming for vulnerable students Child care facilities Core French instruction Community Education philosophy On-line course delivery (Gr 10 to 12) English as an Additional Language (EAL) Professional learning communities Music/band programming Nutrition programs Prekindergarten programs Technology-enhanced learning Business programming
Additional services and supports are offered to students and teachers by specialized School Division staff including: Early Learning and Care consultants Early Literacy consultants Curriculum consultants EAL consultants Student Services consultants Instructional Technology consultants Career Services consultant Student Services counsellors Career Development counsellors Educational Psychologists
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 9 Speech and Language Pathologists Occupational Therapists First Nations Educator Community Education Liaisons
Early Learning and Care (0 to 5 years) - Children enrolled in our Early Learning and Care program receive one-to-one consultant support in order to actualize the goals established by parents and consultants to bridge the gaps in their development. Early Learning and Care Consultants build trusting relationships with families and assist them in working toward mutually-identified goals. The Early Learning and Care consultants go into homes to support children and families. These individualized sessions focus on childhood development, family support and making community connections. Early Learning and Care Consultants are also involved with expectant and teen parents. Their involvement helps teens prepare for the arrival of their babies and helps develop special project credits so they are able to graduate. We share the vision of "All families have the capacity to meet the developmental needs of their children within the community of their choice."
The Early Learning & Care program works with children who are often delayed in reaching age- appropriate developmental milestones such as walking, talking, eating, manoeuvring, playing or interacting socially with others, or are born with a condition or diagnosis that makes it more difficult for them to develop at rates that are typical for a specific age group. This innovation enhances growth for our earliest learners. It builds capacity in families, helps children to reach their developmental milestones and readiness for school, and prepares schools to be ready for these children thus making transitions both smooth and successful, and supporting South East Cornerstone Public Board of Education’s vision of “Success and Achievement for Every Student in Every School”.
Literacy - South East Cornerstone Public School Division has put literacy in the forefront. The Sask. Reads document has been implemented in all schools, and we continue to build strong leadership as we explore Sask. Reads for Administrators. South East Cornerstone Public School Division has three Early Literacy Consultants to support teachers from Kindergarten to Grade Three. A child's ability to read and write begins to develop long before entering Kindergarten. Infancy through age eight is the most important time in a child's early literacy development as they learn and develop the skills needed to be successful in school and later in life. Learning to read is critical so that our students are then able to read to learn. To support reading, a plan has been developed to enhance literacy instruction, improve student achievement, and support the implementation of Saskatchewan Reads. An Early Literacy Team (ELT), a collaborative problem-solving team of school professionals, is established in each elementary school. The team consists of the Grade 1 - 3 classroom teachers, an administrator, and initially the Early Learning Consultant. The RtI coach, Learning Support Teacher (LST), Speech and Language Pathologist (SLP), and Early Learning & Care consultant may also be members of the team. The ELT will meet monthly and set dates for check in and monitoring of individual students to determine success rates and, if necessary, course corrections. The focus of the meeting is on best practices for Tier One in reading instruction and on fostering a structure and environment
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 10 that supports best practice in literacy. All South East Cornerstone Grade 1 to 3 classrooms have a guided reading structure and a home reading program in place.
Gender and Sexual Diversity (GSD) – In striving to meet the needs of all students, South East Cornerstone Public School Division looked for opportunities to educate all staff, students and School Community Councils (SCCs) about GSD. In the fall of 2015, the division brought in speakers to first talk with the Senior Leadership team then with administrators to deepen understanding of GSD. In the spring of 2016, 2 hour presentations on GSD were provided to entire school staffs and SCCs. Through the University of Regina, South East Cornerstone Public School Division began to pilot SK fYrefly in Schools which aims: to ensure all children and youth, including students who are GSD, feel protected, included and empowered in school; to create schools and community environments that include, protect and empower all children and youth, including those who are GSD; to build leadership and strengthen capacity in school divisions to create learning environments where all students feel protected, included and respected. In June 2016, the division began the work to set up six area GSD groups to support students. Work in this area will continue in the 2016-2017 school year.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 11 GOVERNANCE
The Board of Education
Through the Education Act, the Minister of Education has vested in the Board of Education the power and authority to govern the Division. Accordingly, as the elected corporate body responsible for the South East Cornerstone Public School Division, the Board of Education has the mandate to provide students of the Division with learning opportunities delivered within the context of the Board’s vision, mission and values and provincially allocated funding.
The 10 member Board consists of six trustees elected from rural subdivisions and four elected from the cities of Weyburn and Estevan. Once elected, they not only represent their subdivision, but all students in the Division. Elected on October 24, 2012, the Board of Education consists of the following trustees:
Subdivision 1 (Moosomin, Rocanville, Wapella)……………………………………… Carol Flynn Subdivision 2 (Arcola, Carlyle, Manor, Maryfield, Wawota)………………………… Harold Laich Subdivision 3 (Carievale, Carnduff, Redvers) ………………………………………… Kevin Keating Subdivision 4 (Alameda, Lampman, Oxbow, Bienfait)…………………………………… Shirley Wheeler Subdivision 5 (Fillmore, Stoughton, Midale, Macoun, Weyburn-Queen Elizabeth).. Audrey Trombley Subdivision 6 (Gladmar, Ogema, Oungre, Pangman, Radville, Yellow Grass) ……… Elwood White City of Estevan…………………………………………………………………………… Pam Currie City of Estevan…………………………………………………………………………… Janet Foord City of Weyburn………………………………………………………………………… Dana Pretzer (elected June, 2015) City of Weyburn ………………………………………………………………………… Warren Betker
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 12 School Community Councils
South East Cornerstone Public School Division has a school community council (SCC) in all 38 physical schools. The Education Regulations, 1986 provides a common yet flexible, framework for all members of the SCC. Under the authority of boards of education, members have specific powers and duties. The SCC consists of elected members and appointed members. The actual number of members varies from one SCC to another (from five to nine elected members plus appointed members). This variation depends upon the needs and interest demonstrated at the school and community level. Schools with Grade 10 to 12 students have student representation on their SCC. The SCCs in Arcola, Carlyle and Stoughton strive to have First Nation representation from the neighboring reserve on their SCC. In 2015-16, Arcola and Carlyle Elementary had a First Nation representative on their SCCs.
For the 2015-16 school year, 26 of the 38 schools had the required elected and appointed members on their SCCs. A challenge that 12 of our SCCs faced was with recruitment and retention of members. Schools and the SCCs continue to encourage people to attend their SCC annual general meeting and to be a part of their SCC.
The Education Regulations, 1986 requires school divisions to undertake orientation, training, development and networking opportunities for their SCC members. In November of 2015-16, South East Cornerstone Public School Division provided three area workshops for school community council chairs and new members. The focus of the workshops was on Early Learning and how SCCs can support early learning priorities in their school and community. The workshops provided an opportunity for discussion on division priorities and an opportunity for networking and discussion for SCCs to share ideas with each other. The minutes of all of the SCC meetings are posted on the division website to enable SCCs to see what others are doing and working on.
The Board of Education provides equal funding of $2000 to each SCC. SCCs use this funding in a variety of ways, including communication and public relations, meeting expenses, supporting guest speakers at school-level events, or supporting the school with their school improvement plan.
The Education Regulations, 1986 require SCCs to work with school staff to develop an annual School Level Plan that is aligned with the School Division’s Strategic Plan. Our schools involved their SCCs in a variety of ways in the development and refinement of these plans: Through discussion of the plan and revisiting it to make changes. Consultation for the success and achievement of our students. Reviewed Tell Them From Me data and made suggestions of what is important to them as an SCC and what they would like to see happen in their school. Shared what the division goals are and the SCC offers ideas and suggestions for projects. Reviewed the School level plan with the SCC and they identified areas that they can further develop and expand upon.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 13 Contributed in the planning and actualization of the school level plan. SCC members attended school improvement planning with the school staff and assist with reviewing the data and developing school goals for the year. Provided feedback on the community perspective on school initiatives.
SCCs work with parents and the community to develop shared responsibility for the learning success and well-being of all children and youth. They encourage and facilitate the involvement of youth, parents and the community in school planning and improvement processes. Examples of SCCs’ activities in South East Cornerstone Public School Division include: Sponsored events to engage families and students in school life. Sponsored and provided funds for literacy initiatives. Organized fundraisers that support school goals. Organized and provided hot lunches twice a month. Helped organize backpack/welcome back barbecues. Supported and helped out with family reading nights. Supported math games nights. Organized a family dance. Sponsored an author visit and provided copies of their book for each K to 3 student. Purchased a classroom library for the grade 4/5/6 classroom. Bought baskets for local businesses and filled them with books (Ex. Skating rink). Purchased gift bags with books and activities to be sent home at Kindergarten registration. Grad breakfast to recognize graduating students. Provided snacks/goodies for various functions. Organized family evenings that are directly connected to school math and literacy goals. Provided necessary funds to send each family home with summer literacy and math activities to engage in as a family in support of the goals. Organized a free summer book exchange to support literacy goals. Helped organize Muffins for Mom morning and Donuts for Dad morning.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 14 SCHOOL DIVISION IN THE COMMUNITY
Community and Parent Involvement
Public awareness and engagement are important in providing leadership and training to school boards and School Community Councils (SCCs) in developing school division and school-based public engagement plans. Active, engaged SCCs are key elements in highly effective schools. South East Cornerstone Public School Division organized the following key strategies for increasing community and parent involvement through SCCs and the schools: • Hosted a workshop for SCC Chairpersons and new members in November after the AGM for each area in the division with a focus on Early Learning and division priorities. • Initiated Local Advisory Councils with our three First Nation communities which will include student, parent, and community membership and an eventual link to the SCCs. • Encourage SCCs to share their agendas and minutes, and other resources such as how to set up AGM and other support documents. • Set a Board Goal for Board members to attend 2 SCC meetings per school. • Support SCCs to develop a social media presence using SECPSD Administrative Procedures. • Used school newsletters, pamphlets, websites and other communication tools to disseminate information. • Create social connections with the community, such as Open Houses, Literacy Nights, Math Nights and Newcomer Information Nights. • Held three area media scrums on our assessment practices. • All schools host student-led conferences twice a year where students lead their parents and teachers through a conversation highlighting their learning progress.
Community Partnerships
South East Cornerstone Public School Division has established a range of formal and informal community partnerships in order to promote student learning and ensure the students’ school experience is positive and successful. The Division engages in community partnerships that benefit all students, in support of Saskatchewan’s Plan for Growth.
The following are some of the community partnerships with South East Cornerstone Public School Division (SECPSD): • South East Regional Community Mobilization Committee o Community partners including Sun Country Health Region, Weyburn Police Services, Estevan Police Services, RCMP, Ministry of Social Services, Ministry of Justice, Holy Family School Division and SECPSD work in collaboration to identify acutely elevated risks and to put supports in place.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 15 • South Region Violence Threat Risk Community Protocol o The protocol provides a process for agencies to work together to identify and alleviate imminent risk of harm to self or others. Partners include Sun Country Health Region, Weyburn Police Services, Estevan Police Services, Ministry of Social Services, Holy Family School Division and SECPSD. • South East Regional Industry Education Council o This partnership seeks to align priorities and support the strategic plan, thus influencing the transition of students into post-secondary and/or the world of work. • Regional KidsFirst o SECPSD partnered with Regional KidsFirst to provide IMPACT sessions for young children and families. We have supported the Main Street Mobile Van which travels to communities providing information and activities around Early Learning. • ArtSmart/SmartArt o ArtSmart/SmartArt is a project to bring awareness of how we all are interconnected. It was provided to Grades 4 to 6 students throughout the division. Each child painted a canvas and then they were all put together to reveal that they represented the whole planet. • Estevan Arts Council o This partnership has an artist in residence come into classes in the Estevan and surrounding area. The artist has supported classroom teachers at varying grade levels as they teach outcome in the arts education curricula. • Saskatchewan Safety Council o This partnership provides Early Safety Training for our students where there is a need. • SaskTel o The division partnered with SaskTel to offer an Electrical 30 credit to students. SaskTel supplemented the credit with specific SaskTel work experiences for the students.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 16 STRATEGIC DIRECTION AND REPORTING
The Education Sector Strategic Plan
Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students.
2015-16 was the second year of deployment of the 2014-2020 ESSP.
Enduring Strategies The Enduring Strategies in the ESSP are: Culturally relevant and engaging curriculum; Differentiated, high quality instruction; Culturally appropriate and authentic assessment; Targeted and relevant professional learning; Strong family, school and community partnerships; Alignment of human, physical and fiscal resources.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 17 Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices
OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three- year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders implement the Following Their Voices Initiative (Phase 1).
By June 2017, the three-year graduation rate for SECPSD students, excluding students who are enrolled in Alternative Education or Functionally Integrated Program in their Grade 10 year, will have increased from the 2012 measure of School division goals aligned 83% to at least 90% as measured and reported by the Persistence to complete with the First Nations and Grade 12 report generated by the Ministry of Education. Métis Student Engagement and Graduation Rates FNMEAF Goal: By October 2017, provide direct in-home and transitional outcome and the Following support to First Nation and Métis vulnerable children (ages 0 to 5) and their Their Voices priority families on Ocean Man, Pheasant Rump and White Bear First Nations. Children who would be considered vulnerable are those who are developmentally delayed, or whose families are facing challenges that could place their child at risk for delay.
Strategy: Develop processes and supports for First Nations and Métis youth to ensure they remain in school Actions: Initiated Local Advisory Councils in Carlyle, Arcola and Stoughton – sought input from students, parents and community of each First Nation, those attending our division, in how to improve success and belonging of student in the schools. School division actions taken Each school must have a plan and data gathered to utilize the extra during the 2015-16 school Response to Intervention support specific to First Nations student year to achieve the targets achievement in Math and Reading. and outcomes of the First Encouraged First Nation Elder presence in Carlyle, Arcola and Nations and Métis Student Stoughton Engagement and Graduation Examined the “Following Their Voices” report. Rates outcome and the
Following Their Voices priority FNMEAF Actions:
Continued to have an early learning and care consultant to work with at risk children age 0-5 on Pheasant Rump, Ocean Man and White Bear First Nations to do the following: o Regular home visits with families o Engage First Nations families and support parents in establishing goals for their child’s development and in programming related to the development of their child.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 18 o Work with children and their families to develop and meet milestones as well as pre-literacy and pre-numeracy skills o Education to parents on how to teach and stimulate their child o Networking links to parents o Administer developmental screening tools o Transition children into appropriate programs (Head Start programs, playschool, prekindergarten and/or kindergarten) in their communities and/or schools o Referrals to professionals and other agencies and connect families with the appropriate agencies for support o Awareness to the community and other professionals of the needs of children in the communities and promote community involvement in providing for those needs Worked at a Senior Leadership/system leadership level to build bridges and develop a working relationship with First Nations schools and community leadership Set baselines in the area of early learning and the number of First Nations children 0 to 5 who are served by the early learning and care consultant. Collected data on reading and mathematics success rates of First Nations students at the primary level Collected data on the number of home visits and number of students served by the early learning and care consultant on each of the First Nations communities Collected data around early literacy, early numeracy and reading fluency at the grade one level using AIMSWeb
Measures for Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices
Average Final Marks
Teacher-assigned marks are important indicators of student performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for postsecondary education, to determine eligibility for scholarships and awards and by some employers when hiring.
The following displays average final marks in selected secondary-level courses for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 19 Average Final Marks in Selected Secondary-Level Courses, 2015-16
All Students Non-FNMI FNMI Subject South East South East South East Province Province Province Cornerstone Cornerstone Cornerstone English Language Arts A 10 (Eng & Fr equiv) 73.0 75.2 76.1 75.7 61.1 63.2
English Language Arts B 10 (Eng & Fr equiv) 73.4 75.2 76.2 75.6 62.5 63.6
Science 10 (Eng & Fr equiv) 72.0 73.9 75.1 74.6 59.6 57.4
Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 74.8 76.1 75.2 60.8 65.0
Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.4 73.7 74.8 74.0 60.3 63.8
English Language Arts 20 (Eng & Fr equiv) 74.4 77.7 76.3 77.9 64.7 70.8
Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 66.9 66.9 69.3 67.2 61.3 58.8
Math: Foundations 20 (Eng & Fr equiv) 73.6 73.6 75.3 73.8 63.6 62.4
Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016
Analysis of results
In 2015-16, the average final marks for all students were at or above the provincial results in all selected secondary-level courses. The South East Cornerstone Public School Division celebrates the fact that our FNMI students are achieving above the provincial average for other FNMI students in the province in all of the subjects indicated in the chart with the exception of Math: Workplace and Apprenticeship 20 and Math: Foundations 20. We continue to be concerned with our results at the 20 level math and with the range in achievement scores between the results of our Non-FNMI and our FNMI students. The range varies from 7.1% in English Language Arts 20 to 17.2% in Science 10. As a result, we need to continue to utilize our extra Response to Intervention supports in schools and look for other ways to support our FNMI students. When planning division professional development sessions for teachers, we need to continue to examine what we are offering for our high school math teachers.
Credit Attainment
Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year.
The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 20 Credit Attainment - Percentage Attaining 8 or More Credits, Grades 10-12, Province and South East Cornerstone SD 209
100%
80% 77% 75% 73% 75% 73% 74% 71% 71% 71%
60% 61% 61% 60% 51%
42% 40% 31% 31% 25% 25%
20%
0% All Non-FNMI FNMI All Non-FNMI FNMI All Non-FNMI FNMI 2008-09 2014-15 2015-16 Province SEC
Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016
Analysis of results
Overall, South East Cornerstone Public School Division is trending downward in credit attainment rates in that 75% of students attained 8 or more credits in 2008-09, down to 73% in 2014-15 then stayed at 73% in 2015-16. Our Non-FNMI students showed a slight decrease in credit attainment in that 77% of students attained 8 or more credits in 2008-09, down to 75% in 2014-15 then down to 74% in 2015-16. The opposite is true for our FNMI students and is something our school division is proud of. For our FNMI students, 25% attained eight or more credits in 2008-09, up to 42% in 2014-15 then up to 51% in 2015-16. Our overall scores are higher than the provincial average in all categories but is still an area of concern. We need to continue to work on credit attainment for our students through credit recovery, special project credits and apprenticeship programs.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 21 Reading, Writing, Math at Grade Level and Saskatchewan Reads
OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Implement a refined set of provincial high impact reading assessment, instruction and intervention strategies (Saskatchewan Reads).
By June 2017, 70% of Grade three students will be reading at Fountas & Pinnell’s Level O by the spring reading assessment as measured by AIMSweb School division goals aligned R-CBM. By June 2020, 80% of Grade three students will be reading at Level O. with Reading, Writing and
Math at Grade Level outcome Students in South East Cornerstone Public School Division will perform at or and the Saskatchewan Reads significantly above the provincial level in all grade levels at all standards of priority achievement in mathematics, that are measured by provincial assessment standard, by the end of the 2016 – 2017 school year.
Strategy: Common language and understanding Action: Supported teachers and students through curriculum and early literacy consultants.
Strategy: Mathematical Understandings Actions: Supported teachers using Leaps & Bounds. Used the “I/We/You do” model for assisting teachers.
Strategy: Instructional Supports School division actions taken Actions: during the 2015-16 school year Consultants supported math teachers. to achieve the targets and Conducted demonstrations, model lessons, provide supports for math outcomes of the Reading, teachers in the division. Writing, Math at Grade Level Encouraged teachers to use Saskatchewan Common Math outcome and the Assessments (pre and post). Saskatchewan Reads priority Supported teachers in using the following problem solving strategies: working backwards, looking for patterns, using friendly numbers, guess and check, or explanations. Supported schools with additional resources, as require, for interventions, differentiated instruction, book studies, and general instruction. Offered online book studies for guided math. Provided the training to interested grade 1 to 9 teachers in First Steps in Math.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 22 Strategy: Identify gaps in student learning and put appropriate interventions in place Actions: Monitored First Nation, Gender and English as Additional Language achievement results. Provided schools with achievement data in user-friendly format in a timely manner. Developed guidelines to provide math support. Examined data from universal screens and outcome attainment and determine where supports are needed. Developed Learning Support Teacher (LST) and Response to Intervention (RtI) time guidelines and expectations. Discussed the results of the Math Computation (M-COMP) screen and determine necessary support and interventions. Provided supports for the Student Support Teams to discuss the Test of Early Numeracy and M-COMP results and identify students who are at risk (yellow and red) and require further diagnostic assessment from the classroom teacher, RtI coach, and/or the LST.
Strategy: Use of research-based effective instructional strategies for reading fluency (accuracy, rate, and prosody) and comprehension for classroom instruction Actions: Ensured classroom teachers, administrators, and superintendents have access to and are aware of research-based effective instructional strategies. Distribution methods may include curriculum newsletter, web-site, consultants, and professional development. SLPs worked with PreK, K and Grade 1 teachers to provide in-class support focusing on phonological awareness. Developed an awareness with parent/community groups of the importance of reading with children (public libraries and literacy groups). Set up and conducted a book circle on Daily 5. Literacy events set up for families. Early Literacy Teams established in all schools with early years classrooms. Staff presentations given to Grade 5 to 12 teachers. Professional development provided to all Grade 1 to 3 teachers on reading and writing (Grade 1 teachers – 2 days; Grade 2 & 3 teachers – 1 day). Writing Professional Development (PD) provided to Grades 1 to 3 teachers on April 28th. Early literacy and curriculum consultants focused on reading and writing when working with teachers. Literacy plan developed for Grades 4 and 5 teachers. Reading PD provided for Grades 4 and 5 teachers on April 29th.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 23 Invited RtI coaches to attend reading and writing PD opportunities with classroom teachers. Ensured implementation of writing as a part of the guided reading structure used in early learning classrooms. Encouraged guided reading structures in Grades 4 to 6. Extended all PD opportunity invitations to school administrators. Priority around the early years when hiring teachers and timetabling in schools. Early Literacy Support guidelines and document developed and implemented in all school with early years.
Strategy: Administration of AIMSweb universal screens (R-CBM and MAZE) to all students in order to identify students who may be at risk for learning gaps in reading and who may benefit from intervention and support instruction Actions: Students who are identified as at risk (yellow and red) require further diagnostic assessment from the classroom teacher, the RtI coach, and/or the LST using the Fountas and Pinnell benchmarking assessment. RtI coaches and classroom teachers planned for intervention such as Levelled Literacy Intervention (LLI), Precision Reading, etc. For students who are at risk and will be receiving LLI support, an 18 - 20 week intervention plan is developed. For students who are marginally at risk, a four to six – week classroom intervention plan (CIP) will be developed. Student Support Teams will use AIMSweb data to determine further supports needed.
Measures for Reading, Writing and Math at Grade Level and Saskatchewan Reads
Proportion of Grade 3 Students Reading At or Above Grade Level
Grade 3 reading levels are considered a leading indicator of future student performance.
The following bar graph displays the percentage of Grade 3 students (FNMI, non-FNMI, all) by reading level grouping. The charts below the graph indicate the percentage of Grade 3 students in the province reading at or above grade level, as well as the proportion of Grade 3 students with reported reading levels.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 24
Notes: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016.
Analysis of results
Grade 3 reading data for SECPSD shows we have improved from 2014, however, have not improved from 2015. Overall in our division, 72.7% of Grade 3 students are reading at or above the Reading Level Benchmark. Although only a slight loss has occurred from last year, this is still a concern.
A second concern would be when those results are disaggregated, we see a 22% gap that exists between our FNMI students and our non-FNMI students. The percentage lowers considerably from 73.4% of our non-FNMI
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 25 Grade 3 students at or above the benchmark with only 60.6% of our FNMI Grade 3 students at or above the Benchmark. The percentage of non-FNMI students’ one level below the Reading Level Benchmark is 14.5% with no FNMI students in that area. There is a greater percentage of FNMI students reading more than one level but within one grade of the Reading Level Benchmark for Grade 3: 9.1% for FNMI students compared to 6.8% for non-FNMI students. At 30.3%, the percentage of FNMI students reading more than one full grade below the Reading Level Benchmark is significantly higher than the percentage of non-FNMI students at 5.2%.
The high percentage of FNMI students (39.4%) not at or above the Reading Level Benchmark for the grade is an indication that additional supports are needed in schools with high FNMI student populations. South East Cornerstone Public School Division is committed to continue to provide additional supports to our FNMI students for the next school year.
Overall, our reading results are in line with the provincial results.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 26 Graduation Rates
Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate.
By June 2017, the three-year graduation rate for SECPSD students, excluding School Division goals students who are enrolled in Alt. Ed. or FIP in their Grade 10 year, will have aligned with the increased from the 2012 measure of 83% to at least 90% as measured and Graduation Rates reported in the Persistence to complete Grade 12 data set report generated by outcome the Ministry of Education.
Strategy: Providing supports and course options to students not pursuing an academic route, to ensure their Grade 12 standing is relevant to their goals Actions: Career Services Consultant worked on supporting schools eg by: One-on- one support to school administrators to develop Career and Work Exploration options, Apprenticeship Courses, Practical and Applied Arts broadening, Special Project Credits; resources to support the implementation of all programs; support all schools to provide a well- rounded PAA offering in their own school; Develop a process to obtain WHIMIS, Food Safety. First Side, H2S, Confined Spaces certificates. Developed a handbook for administrators. Focused the role of the career counsellors. Support provided to students whose track is not post-secondary Counselling/guidance in groups for university bound students. Time proportioned to direction of students School division actions for individual schools. Goal setting – follow through on Grade 9. Double taken during the 2015-16 checked with credit attainment – made sure students are on track to school year to achieve the graduate. targets and outcomes of Worked with Grade 9 students to have a career pathway set up in the Graduation Rates Saskcareers. Grade 10-12 students currently using MyBlueprint will outcome continue on that pathway.
Strategy: Safe & Caring Environments Actions: All students in SECPSD in Grades 4 -12 participated in the Tell Them From Me Survey (TTFM). Each school developed an annual action plan in conjunction with the SCC and student body responding to data gleaned from the results of the TTFM survey. Each school developed an annual Visibility Wall on TTFM, regularly updated with school actions resulting from the plan. Trained 100 professional staff and EA’s annually in Level One Violent Threat Risk Assessment (VTRA) – Identifying Worrisome Behavior. Trained SECPSD personnel in Quality Behavioural Solutions (QBS) as required.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 27 The Review 360 Universal screen was completed with all grade 4 to 12 classrooms (student and staff survey) in the fall. Students scoring in the red were re-screened in the spring. All administrators and counselors trained in Level 2 VRTA. All Learning Support Teachers trained in QBS. All schools developed a safe schools charter that will then be reviewed and updated annually and signed off by Principal and SCC chair. Tom Hierck (student engagement critical friend) presented to the administrator group for 2 days. Tom Hierck presented to all grade 4 to 12 teachers and counselors. Determined a plan moving forward in our work with Tom Hierck and our teachers. Created a policy on bullying. Created an AP on Gender and Sexual Diversity. All schools developed a Behaviour Matrix with students and staff that will be reviewed the fall of every school year. Review 360 data will be examined and necessary supports/interventions will be put into place for students.
Strategy: Response to Intervention Actions: Identified students who have gaps in learning by utilizing a universal screen in reading and mathematics. Provided diagnostic assessments to students to identify sources of problems and plan for deficiencies. Provided supports to teachers to enhance Tier 1 results and reduce the number of Tier 2 interventions required.
Strategy: Credit Recovery Plan Actions: Developed a process that will require teachers to make a copy of the grade book for all students who have not been successful in an objectives based class. Used Skopus reports to determine which outcomes require attainment. Started the development of a credit attainment report, working with SKUGS group, through Skopus. Career counsellors, curriculum consultants and school administration in each high school worked together to examine and monitor credit attainment data and plan for interventions. Worked on a way to gather data on the percentage of grade 9’s that have completed Saskcareers.
Strategy: Support for Teen Parents Actions: Partnered with Licensed Daycares to support young mothers in school attendance.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 28 Encouraged application for daycares in the schools or communities that have high teen pregnancy rates. Developed program supports system-wide for expectant moms and dads.
Strategy: Working to improve attendance rates Actions: School principals and counselors referred chronic absenteeism to the HUB where available. Engaged other agencies in supporting student attendance for students with Drug and Alcohol Addictions. Schools and School Counselors targeted truancy in the early/middle years and put action plans in place. SSTs reviewed attendance data and put necessary supports and interventions in place.
Strategy: Industry/Business Connections Actions: Career Services Consultant worked with the Estevan, Weyburn and Moosomin Chambers of Commerce to deliver a Job fair in each community promoting post-graduation local Industry career options. SECPSD partnered with Saskatchewan Safety Council to offer Early Safety Training to students in a multitude of interest areas including Transfer Lift and Repositioning Certification, CPR and H2S. SECPSD worked with Saskatchewan Youth Apprenticeship Program to offer a variety of presentation for Grades 8-12 students. Representation on the Saskatchewan Career and Work Educators Association.
Measures for Graduation Rates
Grade 12 Graduation Rate: On-Time
To graduate within the typical three year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system.
The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within three years of entering Grade 10, along with provincial results in each of these categories.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 29
Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016
Analysis of results
South East Cornerstone Public School Division students’ on-time graduation rates remained fairly consistent. In June 2009, 84% of South East Cornerstone Public School Division’s students graduated within three years of entering Grade 10, with 85% in June 2015 and 85% in June 2016. The graduation rate for non-FNMI students saw a slight improvement from 85% to 86% to 87% in those same three time periods. During that same time period, the graduation rate for FNMI students saw a decline from 55% to 52% to 46%. Although we are above provincial rates in all categories, our results continue to concern us and we recognize that this is an area that we need to continue to focus on and put supports in place for our students. We need to continue to ensure our FNMI students receive and access supports to raise graduation rates.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 30 Grade 12 Graduation Rate: Extended-Time
Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system.
The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within five years of entering Grade 10, which includes those who graduated on-time, along with provincial results in each of these categories.
Notes: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on-time). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non- FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 31 Analysis of results
In 2009, 87% of South East Cornerstone Public School Division’s total student population graduated within five years of beginning grade 10; by 2015 that number increased slightly to 89% and in June 2016 it remained at 89%. If we look at the non-FNMI population, we see a slight increase from 88% to 90% to 91% between 2009 and 2016. The FMNI population showed a decrease from 60% to 53% from 2009 to 2015 but then increased to 69% in 2016. Our results are above the provincial average in all but one report (2010-2011 cohort for FNMI). Overall, our extended-time graduation rates are improving, but we need to continue to look at the supports we have in place or need to put in place for FNMI students.
Grade 9 to 10 Transition
The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time.
The following displays the percentage of Grade 9 students (all students and the FNMI subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 32 Notes: Percentages are calculated as the number of students attaining eight or more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016
Analysis of results
South East Cornerstone results have been fairly consistent with a small downward turn the last couple of years. Our results indicate that 84.4% of students enrolled in Grade 10 for the first time in 2015-16 achieved 8 or more credits; of those students who are FNMI, only 53.3% achieved 8 or more credits. In 2015-16 our division’s results are slightly higher than the provincial results of 76% for all students, and 43.5% for FNMI students. Our division results on average have exceeded the provincial results by over 10% for each category (overall and FNMI students) as demonstrated by the bar graph on the left. Credit attainment is an area that we need to continue to examine and put plans in place for our students.
Operational Spending
Outcome: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs.
School division goals aligned By August 31, 2020, South East Cornerstone Public School Division will with the Operational Spending implement an approach to find efficiencies and increase value add in order outcome for the school division to be responsive to the challenges of student needs.
Actions: A working group consisting of Superintendents and Principals was formed to review the staffing formula to see if there was a better way to allocate staff to schools while still meeting student needs.
School division actions taken School Administrators were provided with a presentation on budget during the 2015-16 school year (provincial, division and school based) in an effort to create a higher to achieve the targets and level of understanding of budget at the school level. outcomes of the Operational Spending outcome A Lean event was held on the Transportation Registration Process. It was identified that there was a duplication of information being collected from students and parents.
Data was collected regarding year over year employee absences.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 33 Early Years
Outcome: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.
By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by Early Years Evaluation (EYE). School division goals aligned with the Early Years outcome By June 2020, 90% of students exiting Kindergarten will score in the appropriate range in the Language and Communication domain as measured by the EYE-TA.
Strategy: Assess students using Early Years Evaluation (EYE) and use the data to develop programming supports for both individual and groups. Actions: Early Learning consultants participated and shared information in IMPACT Early Learning Fair. Identified children and collect referrals at IMPACT. Conducted initial interviews and intervene with vulnerable children. Supported PreK and K teachers and the learning environment by modeling and collaborating. PreK and K teachers completed annual reports.
Strategy: Gather baseline data of the Kindergarten Early Years Evaluation Teacher Assessment (EYE-TA) in all five domains. Actions: School division actions taken Administered the EYE-TA twice in the year and analyzed the data. during the 2015-16 school year to achieve the targets and Strategy: Meet with individual parents to share student EYE-TA data and outcomes of the Early Years develop a plan for home support in areas of weakness. outcome Actions: Parents sent an information package about the EYE-TA.
Strategy: Assess children using the Ages and Stages Questionnaire-3 (ASQ- 3) and use the data to develop programming supports for both individual and groups. Actions: Early Learning and Care Consultants and PreKindergarten teachers administered the ASQ-3 with parents and children. Gathered and analyzed the data to inform instruction.
Strategy: Develop processes and supports for vulnerable children ages 0 to 5 through the work of our Early Learning and Care Consultants. Actions:
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 34 Conducted home visits with families. Supported parents in establishing goals for their child’s development Provided education on how to teach and stimulate their child. Provided developmental screening. Provided networking links to parents. Referred families to professionals and other agencies and looked for inclusive opportunities for their child. Assisted in transition into Prekindergarten, Kindergarten or other suitable programs and provided information regarding early entrance. Supported teenage expectant parents on their journey to becoming parents, as well as providing direction for Special Project Credits to enable them to complete.
Strategy: Administer the Help Me Tell My Story assessment to Kindergarten children at Arcola, Carlyle Elementary and Stoughton schools. Actions: Early Learning & Care team assisted in the completion of the Help Me Tell My Story assessment and engagement of parents. Teachers developed learning activities based on the results and needs of the students.
Strategy: Division level support will be provided for professional development purposes for PreK and K teachers. Actions: Provided the opportunity for Kindergarten teachers to go on site visits.
Strategy: Student support teams (SST), including SLP’s, will identify students and whole class trends in the domain of language and communication and develop plans for intervention. Actions: SSTs determined whole class interventions. Determined which individual students require one-on-one or small group interventions.
Measures for Early Years
Early Years Evaluation
The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 35 the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RtI) level. Responsive Tiered Instruction (RtI) is a preventive approach that allows educators, school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding.
The following displays the percentage of students by RtI tiers at the end of Kindergarten in 2015-16, as well as the provincial results for each category.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 36
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 37 Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1.
Results reported previously for division EYE RTI Tiers at Kindergarten exit in 2014-15 may vary from results reported here. This is due to a change in reporting methodology. Prior to 2015-16, EYE results at Kindergarten exit omitted results for children who were assessed in spring post-screens only. The amended reporting methodology now includes results for all children screened in a division, regardless of whether or not they were enrolled and present during fall pre-screens.
Source: Ministry of Education, Early Years Branch, 2016
Analysis of results
EYE-TA results for South East Cornerstone Public School Division have improved slightly year over year. The greater success has been from fall assessment to spring reassessment. In both sets of data South East Cornerstone has ranked ahead of the provincial results. We continue to strive for higher scores from fall to spring, recognizing that we only have access to a small percentage of children prior to their entry to Kindergarten.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 38 School Division Local Priority Area Student Transitions
By June 2017, students will move seamlessly from school entrance School division goals aligned through Grade three with minimal disruption to their social and academic with local priority area progress.
Strategy: Staff will implement the practices and procedures as outlined in the South East Cornerstone Public School Division Supporting Successful Student Transition Plan. Actions: Supported schools in the use of the transition plan.
School division actions taken Strategy: Student Support Teams (SST) will meet and analyze individual during the 2015-16 school year student data and recommend Tier 1 (whole classroom) strategies and Tier to support local priority area 2 and 3 interventions (individual or small group). Actions: SSTs determined whole class interventions. SSTs determined which individuals required one-on-one or small group interventions. Established a list of developmentally appropriate interventions for Kindergarten students.
Local Measures for Student Transitions Priority
AIMSweb R-CBM History Results 100% 90% 128 124 93 80% 236 158 70% 131 60% 183 184 160 50% 40% 200 30% 333 20% 276 293 248 10% 148 0% Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 2014 2015 2016 2015 2016 2013 (year started grade 1) 2014(year started grade 1) Spring SECPSD
Tier 1 Tier 2 Tier 3
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 39 AIMSweb M-COMP History Results 100% 90% 80% 180 171 192 145 70% 275 60% 148 50% 165 220 168 40% 172 30% 20% 237 208 262 10% 138 208 0% Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 2014 2015 2016 2015 2016 2013 (started Grade 1) 2014 (started Grade 1) Spring SECPSD
Tier 1 Tier 2 Tier 3
Notes: The percentage of students at each Tier is based on AIMSweb criterion-referenced targets.
Source: SECPSD data
Analysis of results
In analyzing our Reading Curriculum-Based Measurement (R-CBM) results of our students as they transition from Grade 1 to 2 and from Grade 2 to 3 we see an increase in the number of students in Tier 1 and a decrease in the number of students in Tier 3. We are proud to have the increase of students in Tier 1 along with the decrease of students in Tier 3 as we strive to meet the needs of all students.
For the Math Computation (M-COMP) results, as our students’ transition from Grade 1 to 2 we see an increase in the number of students in Tier 1 and a decrease in the number of students in Tier 3. When transitioning from Grade 2 to 3, there is a decrease in the number of students in Tier 1 and a decrease in the number of students in Tier 3. We are concerned with the decrease in the number of students in Tier 1 from Grade 2 to 3 which we will need to see if that happens again this next year and if so determine why we see the decrease in results.
We need to continue to examine our instructional strategies in English Language Arts and Math at all grade levels. Our Student Support Teams play a big role to ensure a smooth transition for students and that transition meetings take place to meet the needs of the students from year to year.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 40 DEMOGRAPHICS
In 2015-16 South East Cornerstone Public School Division had 8052 Kindergarten to Grade 12 students enrolled which was an increase of 9 students from 2014-15. The division has seen a slight decrease in the number of self-identified FNMI students going from 352 in 2014-15 to 350 in 2015-16. The number of English as an Additional Language students has seen an increase of 72 students from 2014-15 to 2015-16. South East Cornerstone Public School Division employs approximately 1088 full-time equivalent staff with 513.2 of those being classroom teachers. The Senior Management Team structure remained the same for the 2015-16 school year.
Students
South East Cornerstone SD 209 Subpopulation Grade Grades 2013-14 2014-15 2015-16 Enrolments 2013-14 2014-15 2015-16 Kindergarten 577 622 581 K to 3 98 97 104 1 611 573 637 4 to 6 81 74 73 Self-Identified 2 590 604 577 7 to 9 100 83 77 FNMI 3 555 583 615 10 to 12 119 98 96 4 581 559 592 Total 398 352 350 5 593 569 549 K to 3 ─ ─ ─ 6 540 596 593 4 to 6 ─ ─ ─ French 7 622 558 617 7 to 12 25 22 24 Immersion 8 597 605 560 9 631 633 651 Total 25 22 24 10 714 669 659 1 to 3 56 112 121 11 735 683 653 English as an 4 to 6 60 92 116 12 784 789 768 Additional 7 to 9 58 82 103 Total 8130 8043 8052 Language 10 to 12 57 86 103 Total 231 372 443 PreK 150 144 147
Note: 1. The table above identifies the actual number of students enrolled in each grade as of September 30 of each year. 2. Enrolment numbers are based on headcounts from Student Data Services (SDS) as of September 30 for each school year. 3. Enrolments includes all residency types, all ages, home based and home bound students, with the exception of EAL enrolments which exclude non-Saskatchewan residents, students 22 years and older, and home based students. 4. PreK enrolments are the 3- and 4-year-old enrolments on the SDS which includes those children who occupy the Ministry designated PreK spaces and those in other school division operated PreK or preschool programs. 5. A student's FNMI identity is established through self-identification. Source: Ministry of Education, 2015
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 41 Staff
Job Category FTEs Classroom teachers 513.2 Principals, vice-principals 31.4 Other educational staff (positions that support educational programming) – e.g., educational psychologists, educational assistants, school community 299.9 coordinators, speech language pathologists Administrative and financial staff – e.g., accountants, Information Technology 21.0 people, supervisors, administrative assistants, clerks Plant operations and maintenance – e.g., caretakers, handypersons, 87.5 carpenters, plumbers, electricians, gardeners, supervisors Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, 127.0 supervisors Senior management team (as described below) – e.g., chief financial officer, 8.0 director of education, superintendents
Total Full-Time Equivalent (FTE) Staff 1088.0
Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal.
Senior Management Team
The Division adopts a hierarchical structure of governance, with the Board of Education at the helm and the Director of Education, Lynn Little, reporting to the Board. Working very closely with the Director of Education is the Deputy Director, Kelly Hilkewich. The six superintendents are assigned to the following:
Shelley Toth Chief Financial Officer/Superintendent of Division Services Shelley Sargent Superintendent of Education Gord Husband Superintendent of Human Resources Keith Keating Superintendent of Schools (West) Michael Merriman Superintendent of Schools (South) Kevin Hengen Superintendent of Schools (East)
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 42 •The Chief Financial Officer/Superintendent of Division Services is fiscally responsible for the information systems, transportation and fleet services, as well as maintenance and renovation of existing facilities and planning for future facility needs. •The Superintendent of Education is the direct supervisor, educational leader and operational manager for all division based educational support staff in the assigned areas of Student Services, Instructional Technology, Curriculum, Learning Supports and Early Learning and Care. •The Superintendent of Human Resources is responsible for Employee Services and Payroll. • The three Superintendents of Schools work with school based administrators and are each responsible for a region of the Division, with an average of 13 schools each. The portfolio is responsible for all school based instructional staff in the assigned regional area, with accountability for the overall management of all in-school programs.
FACILITIES INFRASTRUCTURE PROJECTS AND TRANSPORTATION
Facilities
School List 2015-16
School Grades Location ‘33’ Central School K to 12 Fillmore Alameda School K to 9 Alameda Arcola School PreK to 12 Arcola Assiniboia Park Elementary School K to 6 Weyburn Carievale K to 8 Carievale Carlyle Elementary School PreK to 6 Carlyle Carnduff Education Complex PreK to 12 Carnduff Cyber Stone Virtual School 10 to 12 Weyburn Estevan Comprehensive School 9 to 12 Estevan Gladmar Regional School K to 12 Gladmar Gordon F. Kells High School 7 to 12 Carlyle Haig School PreK to 6 Weyburn Hillcrest School K to 8 Estevan Lampman School K to 12 Lampman Lyndale School K to 9 Oungre Macleod Elementary School PreK to 5 Moosomin Macoun School K to 8 Macoun Manor School K to 12 Manor Maryfield School K to 12 Maryfield McNaughton High School 5 to 12 Moosomin
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 43 Midale Central School K to 12 Midale Ogema School K to 12 Ogema Oxbow Prairie Horizons School PreK to 12 Oxbow Pangman School K to 12 Pangman Pleasantdale School K to 8 Estevan Queen Elizabeth School K to 6 Weyburn Radville Regional High School 7 to 12 Radville Redvers School K to 12 Redvers Rocanville School K to 12 Rocanville Souris School K to 6 Weyburn Spruce Ridge School K to 8 Estevan Stoughton Central School K to 12 Stoughton Wapella School K to 9 Wapella Wawota Parkland School K to 12 Wawota Weldon School K to 8 Bienfait Westview School PreK to 8 Estevan Weyburn Comprehensive School 10 to 12 Weyburn Weyburn Junior High School 7 to 9 Weyburn Yellow Grass School K to 12 Yellow Grass
Infrastructure Projects 2015-16
Infrastructure Projects School Project Details 2015-16 Cost Weyburn Renovation Last phase of the remodel of the school $3,099,275 Comprehensive and New from a Grade 10-12 to a Grade 7-12 school Build Estevan HVAC Replace and upgrade HVAC system $253,664 Comprehensive equipment Estevan Roof Replace gym roof (section 17) $711,746 Comprehensive Macleod Roof Replace section 1, 8, 11A & B $218,521 Elementary Maryfield Roof Replace section 2, 3 & 4 $293,997 Total $4,577,203
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 44 Transportation
Transportation to and from school is provided to students using both school division owned and operated fleet and the use of a contracted bus provider. In 2015-16, school division fleet transported 3,569 students an average of 18,509 kilometres per day on 111 routes. First Student, the school division’s contracted bus provider, transported 927 students an average of 8,404 kilometers per day on 43 routes. This results in a combined annual total of 4,496 students being transported 5,248,035 kilometres.
Transportation services is also provided for rural students residing in the Holy Family Roman Catholic Separate School Division catchment area to the cities of Weyburn and Estevan. The numbers reported above would include those students being transported for the separate school division.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 45
FINANCIAL OVERVIEW
Summary of Revenue and Expenses In 2015-16, the South East Cornerstone Public School Division’s largest expense was Instruction. Instruction includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. The second largest expense was plant operations.
The school division receives the large majority of its revenue from a combination of government grants and the collection of education property taxes.
Other Revenue 2015-16 5%
Grants 41% Property Taxation 54%
Expense 2015-16
Other Plant 6% 14%
Transportation 9% Instruction 67% Gov & Adm 4%
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 46 Budget to Actual Revenue, Expenses and Variances
Budget to Budget to 2016 2016 2015 Actual Actual % Variance Budget Actual Actual Over / (Under) Variance Note REVENUES Property Taxation 56,817,924 58,252,405 59,113,441 1,434,481 3% Grants 43,360,862 42,019,222 43,102,195 (1,341,640) -3% Tuition and Related Fees 1,236,618 1,565,406 1,242,344 328,788 27% 1 School Generated Funds 2,710,000 2,982,193 3,350,503 272,193 10% 2 Complementary Services 1,276,930 1,329,759 1,300,829 52,829 4% External Services 681,568 326,907 318,749 (354,661) -52% 3 Other 398,160 646,245 896,986 248,085 62% 4 Total Revenues 106,482,062 107,122,137 109,325,047 640,075 1%
EXPENSES Governance 616,300 579,798 560,523 (36,502) -6% 5 Administration 3,546,875 3,390,099 3,472,425 (156,776) -4% Instruction 71,285,877 70,070,939 69,087,185 (1,214,938) -2% Plant 15,517,802 14,758,737 13,866,829 (759,065) -5% Transportation 10,176,205 9,188,581 9,717,574 (987,624) -10% 6 Tuition and Related Fees 175,344 80,251 178,684 (95,093) -54% 7 School Generated Funds 2,757,519 2,805,971 3,251,677 48,452 2% Complementary Services 1,930,024 2,055,626 2,020,239 125,602 7% 8 External Services 572,668 432,762 400,867 (139,906) -24% 9 Other Expenses 733,655 627,799 496,409 (105,856) -14% 10 Total Expenses 107,312,269 103,990,563 103,052,412 (3,321,706) -3% Surplus (Deficit) for the Year (830,207) 3,131,574 6,272,635
Explanation for Variances (All variances that are greater than positive or negative 5% must be explained) Note Explanation 1 For the 2015-2016 academic year we had a higher number of non-resident students than projected, resulting in higher than budget tuition fee revenue
2 In 2015-2016 we had several schools fundraising and receiving donations for playground equipment and technology equipment.
3 Budget included the sale of a teacherage however this property has not yet sold. Cafeteria revenue was lower than expected. The offset of this decrease is reflected as well in cafeteria expenses being lower than budget.
4 We received funds from SHSAA for staffing reimbursements as well as an excess surplus distribution payment from WCB in 2015-2016.
5 Board member expenses were lower than budget due to lower travel costs and lower expenses in the other governance expense area.
6 Fuel costs were lower than budget due to fluctuating prices. Contracted transportation was lower than budget due to route adjustments and lower fuel costs. Staffing costs were lower than budget due to staff vacancies during the year.
7 Tuition fees paid for students enrolled in the Adult Basic Ed program was lower than budget due to a change in the funding agreement we have with South East Regional College. Funding for these fees are received through our Operating grant.
8 Pre K Staffing costs were above budget due to staff changes and their respective salaries differing from budget. 9 Cafeteria expenses were lower than expected. The offset of this decrease is reflected as well in cafeteria revenue being lower than budget.
10 Interest paid on our operating line of credit was lower as a result of fewer capital projects as well as a lowered interest rate following our tender for banking services.
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 47 APPENDICES
Appendix A – Payee List
Board Remuneration Board Remuneration Professional Name Remuneration Expenses Travel Development ** Total Betker, Warren $ 14,488 $ 933 $ - $ 2,202 $ 17,622 Currie, Pam 15,940 1,068 1,359 3,623 21,989 Flynn, Carol 25,650 2,325 5,554 7,059 40,588 Foord, Janet 14,969 768 1,077 2,301 19,114 Keating, Kevin 20,309 1,425 2,231 15,696 39,661 Laich, Harold 19,703 1,448 2,808 4,998 28,956 Pretzer, Dana 10,114 740 - - 10,854 Trombley, Audrey* 26,648 2,710 3,651 6,599 39,609 Wheeler, Shirley 16,853 994 988 4,415 23,249 White, Elwood 14,011 791 1,241 2,731 18,774 Total $ 178,684 $ 13,201 $ 18,908 $ 49,623 $ 260,417 * Board Chair ** Professional development includes educaiton, training, and conferences.
Personal Services Name Amount Name Amount Abel, Darren $ 86,490 Barath, Sara 62,976 Abel, Jodi 84,920 Barnard, Connie 96,155 Abramson, Tanice 84,295 Barnard, Darren 77,624 Abtosway, Christopher 101,467 Barr, Jennifer 71,124 Altwasser, Pamela 67,704 Barrett, Coleen 84,295 Amy, Michele 50,928 Bartley, Tawna 66,401 Anderson, Cheryl 112,120 Bartsch, Lucas 57,092 Anderson, Deidre 98,674 Bassendowski, Colin 81,036 Anderson, Justine 74,721 Battersby, Trina 73,709 Andrew, Louise 61,641 Baumann, Janet 84,349 Andrew, Meaghan 74,138 Beam, Leah 87,764 Andrews, Michele 91,504 Beaver, Donna 85,430 Andrist, Rob 74,784 Bechard-Fuller, Lise 108,951 Annis, Carlee 50,872 Beck, Blair 85,389 Arnold, Margot 85,612 Becker, Candy 59,146 Arnold, Rhea 57,967 Belinsky, Brian 121,992 Aspinall, Devin 100,505 Belinsky, Lesia 50,973 Babiarz, Joanne 59,163 Bell, Kathryn 88,396 Barabash, Holly 85,338 Berglund, Karen 84,295
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 48 Name Amount Name Amount Beriault, Stacey 60,667 Butz, Kevin 89,185 Berling, Trent 85,098 Buydens, Brian 83,499 Berry, Carmen 82,539 Byers, Kristin 73,835 Betteridge, Melinda 50,267 Callfas, Michael 65,803 Biberdorf, Lynda 86,005 Cameron, Bev 86,442 Bigeagle-Bayliss, Misti 84,295 Cameron, Jeffrey 99,749 Birch, Bryce 93,202 Cameron, Tanya 69,763 Birnie, Lana 59,990 Cameron, Tracy 85,777 Blackburn, Brenda 84,734 Campbell, Jordan 68,710 Blackburn, Nicole 86,117 Campbell, Marie 66,305 Bloomfield, Evan 84,807 Campbell, Monique 65,543 Bloomfield, Natalie 84,367 Campbell, Shelly 109,629 Bloor, Jade 68,699 Caravaggio, Michael 62,929 Bloskie, Mary 62,891 Carleton, Audrey 89,317 Bochek, Debbie 84,551 Carver, Kylee 105,728 Bohnert, Jeffery 72,439 Chalmers, Stacey 56,878 Boon, Barbara 86,030 Chapman, Jeff 58,396 Borreson, Melissa 84,439 Chapman, Michelle 51,402 Boutin, Jody 93,159 Charles, Luann 84,295 Boyd, Kerrie 50,125 Charlton, Robert 72,322 Bradley, Marvel 53,099 Chepil-Kvamme, Bonita 84,954 Branyik-Thornton, Chessall, Donna 54,600 Christine 90,144 Clausen, Andrea 50,760 Bratton, Sandra 79,282 Cole, Tammy 84,749 Breault, Annette 84,477 Colibaba, Keith 69,784 Brillinger, Derek 71,303 Collins, Lindsay 90,871 Brinklow, Darren 60,664 Cook, Darlene 74,862 Broccolo, Thomas 70,123 Copeland, Jody 71,062 Bromm, Nathan 90,997 Cowan, Teresa 88,396 Brown, Eugene 101,664 Craven Mclean, Ellen Brown, Lindsay 84,466 Louise 85,152 Brown, Meghan 63,435 Cundall, Michelle 66,039 Brown, Shannon 93,631 Currie, Kelly 96,503 Bue, Joan 94,573 Cuthbert, Renee 97,954 Burnett, Shannon 69,052 Dammann, Kathlyn 56,092 Burton, Amy 73,910 Dangstorp, Ole 96,127 Butler, Todd 94,108 Davenport, Rose 94,573 Butz, Holly 84,406 Davenport, Shane 86,945
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 49 Name Amount Name Amount Davidson, Beverly 53,057 Finlay, Jaime 91,151 Daviduk, Jodi 51,402 Fitzpatrick, Brenda 83,667 Deitz, Nadine 84,295 Flaman, Jodie 65,354 Deptuck, Raelene 88,568 Flavel, Vanessa 85,173 Devlin, Heather 72,161 Fleck, Bryan 86,551 Dobos, Alex 56,689 Fleming, Ken 58,876 Dobos, James 57,168 Fletcher, Tasha 74,905 Dobson, Andrew 110,799 Fonstad, Amanda 69,514 Dobson, Arlene 106,357 Fornwald, Amber 86,313 Dovichak, Jessica 60,841 Fornwald, Leah 93,920 Down, Darla 79,325 Fowler, Corinne 65,286 Drew, Jacinda 89,081 Fowler, Ryan 114,530 Driscoll, Sarah 69,158 Fox, Jason 83,499 Dumaine, Preston 58,370 Franklin, Tamara 89,097 Duncan, Margaret 96,334 Fraser, Debra 66,713 Duncan, Robert 58,876 Frazer, Lisa 84,705 Dureault, Carrie 81,825 Fregin, Karly 66,131 Durr, Kyla 84,515 Freitag, Rayanne 69,072 Dutka, Stacy 84,515 Friesen, Jaelise 54,870 Dyck, Carroll 64,538 Friesen, Tammy 91,416 Dyck, Kevin 84,515 Froese, Stephen 75,672 East, Sara 79,774 Gall, Kristy 85,612 Eddy, Nathanael 62,685 Galloway, Stephanie 66,867 Eden, Tracy 100,043 Garlapati, Rama Krishna 60,671 Ehrhardt, Marika 72,743 Gawryluik, Clark 83,499 Elliott, William 84,295 Geiger, Trevor 68,998 Ellis, Cindy 88,624 German, Kellie 89,595 Elton, Steven 68,497 Gibbs, Jacquelene 98,674 Enger, Bonnie 85,346 Gibney, Melissa 72,111 Ermel, Lindsay 61,631 Gibson, Margie 86,177 Eskra, Shelagh 71,789 Giesbrecht, Caitlin 65,181 Evans-Hooper, Cathy 67,154 Giesbrecht, Elizabeth 55,584 Faber, Anthony 79,018 Gill, Arashdeep 57,793 Farrell, Teresa 93,474 Gillies, Caroline 93,464 Fehrenbach, Tyler 106,829 Gillingham, David 99,951 Fergusson, Patricia 88,396 Gillingham, Rena 98,674 Fieber, Ed 86,220 Gilmore, Will 111,510 Field, Kenton 89,846 Glab, Shelley 87,331
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 50 Name Amount Name Amount Glaspey, Kelly 89,317 Hengen, Kevin 140,417 Gonczy, Kendra 62,392 Henry, Christy 83,098 Gonczy, Taylor 74,939 Henry, Derald 83,490 Goranson, Melanie 84,295 Henty, Jenny 67,233 Gordon, Trevor 66,865 Herman, Garth 70,668 Gowan, Michael 96,648 Hesselink, Heidi 80,766 Grace, Sean 56,684 Hilkewich, Kelly 165,000 Graf, Carol 62,069 Hillstead, Megan 60,534 Graff, Sharon 68,092 Hilstrom, Lakyn 54,926 Graham, Michael 94,827 Hiltz, Lori 53,051 Grayson, Moira 88,396 Hind, Shawna 85,330 Greening, Jeffrey 89,387 Hiske, Aaron 112,120 Gress, Cherilyn 85,810 Hoffart, Susan 85,416 Greve, Lindsay 57,524 Hoffart, Wendy 87,477 Grieve, Tammy 88,600 Hoffos, Brent 122,450 Griffin, Trudi 88,396 Hoffos, Patrice 85,121 Grose, Bretten 58,005 Hoimyr, Roberta 85,537 Gryde, Carrie 54,116 Hollingshead, Loni 89,771 Guenther, Lars 101,747 Holman, Melissa 84,734 Gulka, Kim 53,455 Horrocks, Shelley 84,739 Haberstock, Cheri 108,984 Hortness, Monty 88,626 Hack, Curtis 93,780 Houston, Janine N 73,496 Hala, T Bradley 50,276 Howe, Darcy 97,057 Halabuza, Randy 85,462 Hughes, Megan 70,020 Hale, Tera 91,015 Hunt, Debbie 95,845 Haluik, Alana 53,439 Husband, Gord 160,000 Hamilton, Dana 84,295 Husband, Susan 98,175 Hammermeister, Ilchuk, Karla 77,121 Marilyn 83,471 Iversen, Sharleen 103,711 Hanna, Michelle 84,911 James, Graham 86,436 Hanson, Paula 84,535 Jeannot, Chad 58,202 Hardern, Dan 98,674 Jeannot, Jody 85,191 Harris, Kenneth 88,396 Jeannot, Patrick 122,799 Harvey, Cathy 105,236 Jensen, Brayden 60,922 Haselhan, Shalane 60,544 Jensen, Joanne 85,536 Haupstein, Kimberly 84,503 Jensen, Stephanie 86,498 Hayes, Brian 84,963 Jensen, Wendy 84,526 Heebner, Tanya 80,432 Jerred, Fred 64,348
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 51 Name Amount Name Amount Johns, Tara 86,051 Klassen, Allen 88,396 Johnson, Blake 89,867 Klassen, Jenifer 57,966 Johnson, Darren 90,007 Klatt, Sandra 102,982 Johnson, Karly 68,947 Kleiboer, Quin 63,912 Johnson, Kristy 94,573 Klein, Donna 85,612 Johnson, Marcia 74,707 Klein, Patricia 84,322 Johnson, Marnie 96,598 Knapp, Averyl 85,393 Johnson, Marty 83,490 Knibbs, Nancy 71,566 Johnson, Nathan 113,730 Knibbs, Stephanie 84,295 Johnson, Trent 86,726 Kosior, Mark 99,398 Johnson, Wendy 95,701 Kot, Robert 70,008 Johnston, Teresa 56,142 Kot, Twyla 52,351 Jones, Dawn 60,556 Kotelo, Wade 93,920 Jones, James 64,225 Kreklewich, Wesley 89,317 Jones, Kendra 63,876 Krienke, Dana 89,425 Jones, Tamala 51,832 Kroeker, Mark 82,726 Joorisity-Dickie, Leslie 72,287 Kryger, Susan 57,236 Jordan, Adam 63,838 Kurup, Tina 93,433 Jozsa, Michael 85,359 Kvamme, Robert 84,389 Jutras, Kaila 65,336 Kwochka, Bruce 110,799 Jutras, Ryan 71,216 Kyle, Justine 71,771 Karlunchuck, Jennifer 75,109 Labelle, Kevin 89,515 Kay, Tracy 88,626 Ladouceur, Rebecca 74,009 Kazimer, Kimberly 89,650 Lambert Vandesype, Keating, Keith K 160,000 June 90,166 Kelloway, Beth 60,952 Lang, Charles 83,967 Kennedy-Allin, Karen 89,087 Laprairie, Andrew 58,353 Kerr, Andrea 91,868 Larson, Christine 94,406 Kerr, Jody 91,536 Larson, Donna 87,734 Kessler, Angelina 66,777 Lavoie, Heather 84,515 Kiliwnik, Tracey 107,083 Lawless, Kimberly 57,068 Killoh, Kimberley 58,722 Lawson, Kerri-Ann 88,724 Kines, Andrea 88,396 Lawson, Peggy 112,120 King, Gerald 79,018 Leblanc, Joshua 71,203 Kingdon, Jennifer 82,287 Lee, Janet 59,163 Kirkness, Scott 59,712 Lee, Tim 97,640 Kish, Rana 74,856 Leko, Penny 94,080 Klassen, Alissa 64,535 Lendrum, Wilfrid 85,173
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 52 Name Amount Name Amount Leonard-Schmidt, Kara 89,750 Mcfadden, David 88,630 Lindemann, Jeffrey 75,967 Mcgillivray, Betty 84,533 Lindenbach, Cheryl 84,295 Mcgonigal, Nancy 84,295 Ling, Ming-Tao 54,059 Mcgowan, Jodie 74,441 Little, Carolynn 186,250 Mcgregor-Matichuk, Little, Michael 93,784 Tegan 86,490 Locke, Darryl 85,313 Mcintosh, Natalie 63,320 Locken, Kimberly 86,992 Mckenzie, Shelly 87,723 Logan, Kelly 85,484 Mckinney, Tara 80,431 Lonsberry, Nina 101,540 Mckinnon, Marnie 75,454 Love, Shawn 88,630 Mcleod Fraser, Nancy 111,913 Lowe, Natalie 90,202 Mcmullen, Megan 62,038 Lueck, Randy 102,701 Mcnab, Valerie 85,612 Lunde, Jeff 58,847 Mcnabb, Jessica 61,803 Maas, Marlin 83,499 Mcnalty, Jeanette 59,830 Macdonald, Craig 58,807 Mcnaughton, Monte 83,536 Mack, Joyce G 65,689 Mcpherson, Laureen 55,826 Mack, Susanne 87,551 Mctavish, Heather 63,366 Macpherson, Drew 66,329 Mcwilliams, Evelyne 83,490 Magee, Sarah 57,378 Meek, Shauna 70,843 Magel, Beverly 98,674 Merchant, Clarence 58,396 Magnusson, Melissa 75,953 Meredith, Sherrie 93,082 Manderscheid, Sara 64,747 Merriman, Michael 145,417 Mann, Janet 85,816 Metheral, Carey 88,630 Manning, Daniel 107,876 Methot, Katherine 64,538 Manning, Tammy Lee 89,132 Meyer, Darrell 86,597 Marchand, Chylisse 83,459 Meyer, Lori 84,529 Marshall, Kierden 65,179 Michalchuk, Brittany 60,338 Martin, Gregory 74,686 Milbrandt, Jodi 67,891 Martinson, Megan 68,350 Miller, Brenda 75,348 Matheson, Kendra 65,527 Miller, Meagan 70,472 Matthewson, Charisse 84,295 Minty, Erin 52,236 Mavin, Randy 88,990 Mitchell, Ashley 60,405 Mcauley-Hortness, Mitchell, Robert 58,434 Roxine 88,687 Moffatt, Kyla 79,444 Mccannell, Joann 88,824 Moffatt, Tami 103,711 Mccormac, Lana 88,973 Mojelski, Korine 87,295 Mccutcheon, Marilyn 84,295 Moon, Lisa 84,376
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 53 Name Amount Name Amount Moore, Heather 83,894 Phillipchuk, Kelly 95,866 Morland, Jessica 91,110 Pierce, Sarah 71,972 Moser, Brenna 55,844 Pilapil, Kirk 66,182 Mukendi, Didi 59,870 Pirio, Anita 88,165 Mukendi, Yakira 59,075 Pirlot, Alaina 96,631 Munroe, Kimberley 100,415 Pitman, Delise 88,396 Mytopher, Kimberly 95,030 Pottie, Lauren 68,626 Naini, Indira 77,513 Prokopetz, Darren 51,327 Naylen, Judy 86,449 Pryce, Christa 99,717 Neilmeyer, Jacalyn 96,218 Purves, Sarah 68,516 Nell, Sarah 63,185 Putland, Devona 52,025 Nelson, Donna 85,047 Rakochy, Aynslee 65,503 Neuman, Glenys 57,705 Rasmuson, Kristy 73,315 Nichols, Gregg 53,332 Ray, Dawn 71,250 Nichols, Ryan 115,993 Reed, Patricia 85,030 Nichols, Tenille 91,112 Rein, Taylor 55,674 Nidesh, Dixie 67,323 Renauld, Tracy 84,295 Nieviadomy, Rodney 64,348 Renkas, Randy 85,904 Nobert, Karyse 84,463 Retzlaff, Sherry 84,113 Oberg, Wade 125,294 Riddell, Riley 61,320 Oberkirsch, Haleigh 53,189 Risdale, Linda 84,837 O'Dell, Tyson 73,204 Risling, Jos 106,930 Offet, Deena 99,717 Risling, Megan 66,620 Olson, Cory 85,173 Roelfsema, Megan 73,247 Olson, Mitch 55,057 Roettger, Armin 79,018 Ostrander, Carmen 99,335 Rohloff, Colleen 88,803 Palmer, Craig 88,443 Rondeau, Adrienne 74,784 Palmer, Darci 71,800 Rosner, Annmarie 83,791 Paul, Whitney 71,530 Rowley, Elizabeth 103,711 Pawlak, Murray 51,844 Roy-Brown, Melissa 85,083 Pearson, Ardelle 86,285 Rutten, Amy 94,573 Peeace, Lisa 84,954 Rutten, Carrie 85,105 Perkins, Kevin 85,612 Ruzicka, Robyn 84,306 Perry, Fredrick 78,957 Ruzicka, Troy 64,851 Persson, Miles 58,988 Saltel, Maurice 108,185 Peters, Jane 87,646 Sambrook, Kristy 69,329 Petlak, Jason 112,593 Samson, Jacie 51,359 Phenix, Marg 74,862 Sanborn, Heather 84,313
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 54 Name Amount Name Amount Sanders, Brandee 67,093 Stanhope, Della 85,136 Sandomirsky, David 98,064 Stefan, Kimberley 62,633 Sargent, Shelley 145,417 Steffensen, Colleen 50,989 Satre, Eric 83,499 Stein, Kyle 58,271 Saunders, Susan 95,800 Stephanson, Katrina 73,162 Savill, Tanis 90,238 Stephen, Pamela 103,639 Schaefer, Peter 84,295 Stewart, Diane 88,396 Scharnatta, Tannis 57,590 Stewart, Sandra Lee 89,983 Schell, Trina 84,430 Stewart, Sherry 85,229 Scherle, Janelle 57,869 Stillman, Paul 61,801 Scholz, Tania 97,113 Stock, Jeremy 59,469 Schott, Mark 79,123 Struthers, Danelle 68,320 Schultz, Robert 79,018 Sukut, Jeffrey 85,871 Schwean, Tannis 86,177 Sully, Douglas 84,954 Seguin, Stacey 51,402 Summers, Graeme 85,398 Sharpe, Andrew 71,299 Summers, Sheena 80,912 Shirley, Muriel 89,198 Sveinbjornson-Lowe, Shupe, Jacqueline 84,745 Nadine 88,833 Shupe, Jesse 52,509 Swanston-Hickie, Helen 74,862 Shuya, Kathleen 68,916 Swarbrick, Breanne 61,883 Silljer, Kelsey 65,147 Sweeting, Carli 76,769 Simpart, Courtney 60,283 Swirski, Susan 99,717 Singleton, Amy 61,702 Swyryda, Jim 83,499 Singleton, Riley 70,921 Tavanetz, Clarke 75,603 Slater, Andy 58,967 Taves, Kaitlin 63,580 Smart, Michelle 113,955 Taylor, Grant 98,674 Smeltzer, Angela 89,909 Thompson, Carolyn 69,888 Smigiel, Nicole 51,202 Thompson, Collinda 85,148 Smith, Haley 51,402 Thompson, Kevin 98,674 Smith, Lisa 110,804 Thomson, Joanne 106,605 Smoliak, Brittany 72,825 Toms, Michelle 79,473 Smoliak, Jessica 76,307 Torgunrud, Marguerite 85,612 Smoliak, Nancy 84,394 Toth, Shelley 160,664 Snelling, Lori 76,189 Treso, Steven 83,793 St.Onge, Carolin 109,748 Trithart, Greg 85,393 St.Onge, Jeff 116,495 Trombley, Jacqueline 84,597 Stadnick, Dyon 75,528 Tweed, Jodi 63,559 Stallard, Douglas 107,145 Uhren, Dara 97,483
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 55 Name Amount Name Amount Ulmer, Derrick 84,962 Webb, Cathy 96,603 Ulrich, Robin 61,031 Weidenhamer, Jacob 58,444 Ursu, Christopher 85,134 Weighill, Emma 56,248 Ursu, Larry 110,799 Weimer, Colleen 86,051 Valentine, Madeleine 52,091 Weiss, Mellissa 58,795 Van Betuw, Michael 59,053 Wesley, Royden 64,535 Van De Sype, Tanis 52,565 Whippler, Trent 93,901 Vance-Schreuder, Whitehead, Kyle 86,051 Chantel 56,290 Whitrow, Yvonne 85,085 Vandesype, Michelle P 51,402 Wiens, Kimberley 52,256 Vandewoestyne, Wiks, Alison 62,461 Celeste 85,141 Wild, Brittney 60,947 Vanrobaeys, Mandy 59,218 Williams, Jacquie 89,767 Vargo, Laurie 87,295 Willock, Dawn 96,271 Verity, Jackie 97,955 Willoughby, Raven 89,777 Vermeersch, Heather 101,674 Wilmot Stadnick, Volk, Jeanette 84,521 Rhonda 89,310 Volk, Todd 115,940 Wilson, Adam 69,284 Vollbrecht, Krystal 73,389 Wilson, Colin 65,507 Vuono, Trevor 60,724 Wilson, Susan 88,860 Wagner, Lindsey 74,784 Wolf, Michael 99,974 Wagner, Tara 66,458 Wolf, Michelle 84,817 Wallace, Judith 84,313 Wood, Lisa 55,284 Walter, Erin 83,898 Woodrow, Evan 78,394 Walter, Lorne 78,394 Wright, Brian 106,680 Walters, Jeffrey 94,573 Youck, Sabrina 88,542 Walters, Joyce 80,416 Young, Melanie 82,585 Wardle, Paul 78,394 Yurkiw, Marilyn 121,992 Wardrope, Ron 114,534 Zacharias, Robert Dean 85,582 Warren, Iris 97,443 Zacharias, Sherry 84,756 Warren, Karla 84,247 Zelyck, Lee 51,893 Wasylyk, Morgan 65,005 Zelyck, Treena 74,784 Watson, Leah 81,598 Weatherald, Cheryl 85,159
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 56 Supplier Payments Name Amount Name Amount Advanced Marsh Canada Limited 502,396 Telecommunications $ 195,626 Maxim International Apple Canada Inc. 369,639 Trucks 259,523 Atlas Apex Roofing 546,641 Mazenc Fuels Ltd 111,765 Barber Motors (1963) Mid City Plumbing & Ltd. 75,319 Heating 202,685 Blackboard Inc. 53,881 Mom's Pantry Products 57,867 Boardwalk MTS Inc 95,077 Communications 506,558 Nelson Education Ltd. 157,566 CDW Canada 89,781 PCG Canada 69,910 Choice Electrical Supply Pearson Canada Ltd. 151,344 Assessment Inc. 94,433 City Of Estevan 76,849 Pearson Education Crown Advertising Canada 108,505 Products Inc 53,841 Prairie Janitorial Supply Dell Canada Inc. 1,163,917 Inc. 87,254 Don's Plumbing And Praxair Distribution 50,392 Heating 100,993 Quorex Construction 4,811,607 Double K Roofing Ltd. 50,348 Regens Disposal Ltd. 93,119 Envirotec Services Inc. 217,893 Roof Managment & Evolution Presentation 112,748 Inspection 155,599 Federated Co- Sask Power/Sask Energy 2,156,839 Operatives Ltd. 567,390 Sask Tel 432,938 Fellners Driving School Scholantis Learning 69,078 Ltd 146,358 Scholastic Book Fairs 96,520 FirstCanada ULC 2,284,685 Scholastic Canada Ltd. 74,293 Flynn Canada Ltd. 535,101 SchoolLogic 77,294 Fountain Tire 56,278 SGI, Motor Vehicle Good Spirit School Division 162,092 Division 60,310 Sobey's - Estevan 75,507 HBI Brennan Business 181,459 Southeast Agri-Motive 55,584 HDH Architects 139,241 Southern Plains Coop 154,124 Housser, Donna 123,536 Sportfactor Inc 131,036 HVAC Sales (1997) Ltd. 51,948 SRB Education Solutions 142,782 Independent's Choice Suncorp Valuations Ltd 71,839 Dist. 56,074 Supreme Basics 128,247 Jostens Canada 72,288 Sysco Serca Konica Minolta Business 510,188 Foodservices Inc. 209,749
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 57 Name Amount Name Amount Tarpon Energy Services Vollbrecht, Barbara 134,048 Ltd. 56,920 Walter's Industrial Trade West Equipment Mechanical 75,075 Ltd 76,503 Warner Bus Industries Unisource Canada 267,461 Ltd. 854,729 Vivid Consulting Inc. 55,342
Other Expenditures
Name Amount Name Amount Canadian Union of Saskatchewan Workers Public $ 84,500 Compensation 212,371 Municipal Employees SECTA 56,233 Pension 2,968,791 SEIU Local 299 112,645 Saskatchewan School Teachers Boards Association 1,241,449 Superannuation Comm 92,660 Saskatchewan Teachers Federation 6,369,165
South East Cornerstone Board of Education Annual Report – 2015-16 – Page 58 Appendix B – Management Report and Audited Financial Statements
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