AGENDA Special School Board Meeting
Wednesday, June 17, 2015 7:30 pm Board Chambers 33 Spectacle Lake Drive Dartmouth, NS
1. CALL TO ORDER
2. APPROVAL OF AGENDA
3. DECISION ITEMS
3.1 Report # 2015-06-23 - Business Plan and Budget – Terri Thompson, Director, Financial Services
3.2 Report #2015-06-14 - Consolidated Financial Statements – Terri Thompson, Director, Financial Services
4. DATE OF NEXT MEETING
Board Meeting – June 24, 2015
5. ADJOURNMENT
Halifax Regional
School Board
The HRSB observes a scent-reduced environment at its meetings and invites the public and staff to join in this effort. 33 Spectacle Lake Drive Dartmouth NS B3B 1X7 Please turn off your cell phone. Usage is restricted to outside the Board Chambers. Thank you T 902 464-2000 Ext. 2321 F 902 464-2420
Public √ Report No. 2015-06-23 Private Date June 17, 2015
HALIFAX REGIONAL SCHOOL BOARD 2015-2016 Business Plan and Budget
PURPOSE: To present the 2015-2016 General Fund and Supplementary Fund Business Plan and Budgets to the Board for approval.
BACKGROUND: In accordance with the Education Act, the Board is required annually to prepare a business plan and budget. In addition, a budget for supplementary funding is also prepared.
CONTENT: The General Fund business plan and budget proposal has been prepared for presentation to the Board on the basis of the funding profile sheet for 2015-2016. Other budget assumptions have been reviewed in detail with the governing Board. The budget proposals also reflect the General and Supplementary Funds’ staffing allocations for the 2015-2016 school year.
Over the past several months, there have been a number of Leadership sessions with the full Board to review expenditures and to provide input to draft the business plan and budget proposals.
The Supplementary Fund budget for 2015-2016 has been prepared on the basis of funding terms included in the recently concluded agreement for Supplementary Education Funding with the Halifax Regional Municipality (HRM) and unofficial communications from HRM staff for 2015-2016. HRSB is currently awaiting confirmation from Halifax Regional Council on future funding terms.
COST: As per budget resolutions
FUNDING: As per budget resolutions
TIMELINE: Effective April 1, 2015 to March 31, 2016 upon approval by the Board.
APPENDICES: Appendix 1 – General Fund Business Plan and Budget 2015-2016 Appendix 2 – Supplementary Fund Budget 2015-2016
RECOMMENDATIONS: 1. It is recommended that the Board approve the wage rate adjustments for casual staff, lunch supervision staff, door monitors, EXCEL program staff, and casual EPAs as included in the 2015-2016 Budget, effective August 1, 2015.
2. It is recommended that the Board approve the 2015-2016 General Fund Business Plan and Budget as presented, with spending authority of $442,692,900.
3. It is recommended that the Board approve the 2015-2016 Supplementary Fund Budget as presented, with a spending authority of $16,087,000.
COMMUNICATIONS:
From: Terri Thompson, Director of Financial Services, at 464-2000 Ext 2241 or e-mail at [email protected].
To: Board – June 17, 2015
Filename: ktucker/ 2015-2016 Business Plan and Budget – 15-06-23 Date last revised: June 12, 2015
DRAFT GENERAL FUND BUSINESS PLAN AND BUDGET
2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT GENERAL FUND BUSINESS PLAN AND BUDGET 2015-2016
Table of Contents
1.0 INTRODUCTION AND PLANNING CONTEXT ...... 3
2.0 MISSION ...... 4
3.0 DEPARTMENT/GOVERNMENT PRIORITIES ...... 4
4.0 BOARD GOVERNANCE STRUCTURE ...... 5
5.0 PROGRAM AND SERVICE DELIVERY FUNCTIONS ...... 6
6.0 OPERATIONS AND SUPPORT FUNCTIONS ...... 7
7.0 ANNUAL REPORT OF ACHIEVEMENTS FOR 2014-15 ...... 9
8.0 GOALS FOR 2015-16 ...... 30
9.0 PRIORITIES ...... 31
10.0 PERFORMANCE MEASURES ...... 33
11.0 FINANCE AND OPERATIONS ...... 37
APPENDICES
1.0 School Board Organizational Structure ...... 42
2.0 Key Facts ...... 49
3.0 General Fund Budget Summary ...... 51
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HALIFAX REGIONAL SCHOOL BOARD DRAFT GENERAL FUND BUSINESS PLAN AND BUDGET 2015-2016
1.0 INTRODUCTION AND PLANNING CONTEXT
The Halifax Regional School Board (HRSB or the Board) shares a geographic boundary with the Halifax Regional Municipality. The Board operates 137 schools serving more than 48,000 students and employing approximately 4,831 FTE teachers and support staff.
The HRSB works in partnership with the Department of Education and Early Childhood Development and the Halifax Regional Municipality in providing programs and services for students. The Board strives to address current and emerging student needs.
This business plan covers the period April 1, 2015 to March 31, 2016. While the budget covers that time frame, most if not all of the business plan priorities and initiatives are intended to fall within the next school year, September 2015 to June 2016.
In planning for 2015-2016, the Governing Board, together with the Superintendent and Senior Staff, has considered the goals and priorities as outlined in the 3Rs: Nova Scotia Action Plan for Education 2015 along with the goals and strategies of the Board’s Strategic Plan 2013-2017. Aligning the goals of both documents has formed the basis for the goals and priorities included in this Business Plan (Sections 8.0 and 9.0).
The HRSB is seeing great success in many areas of operations despite challenges from declining enrolment, aging schools, and the lowest per capita student funding in the province. In the coming year, the Governing Board will continue to manage within the current provincial fiscal reality, continue to move forward with improvement initiatives, and continue to provide good governance and leadership.
Specific to 2015-2016, the HRSB is committed to supporting the work of the audit of school boards by the provincial Auditor General’s Office and the completion of the initial Long-Range Outlook, a document prepared by school boards which provides a broad picture of the school board and an overview of all schools within the jurisdiction.
While the Governing Board and Superintendent are focused on clear directions for student achievement in the coming year, there are other realities that continue to influence the business plan and budget.
For many years, the Halifax Regional Municipality has supported the HRSB in providing enhanced programs and services to students through supplementary funding. For the 2014-2015 fiscal year, this amount totaled approximately $16.5 million. The end of the fiscal year brought to conclusion the existing four-year agreement between the two parties. The HRSB is currently awaiting confirmation from Halifax Regional Council on future funding terms. For budgeting purposes, staff has proceeded with a $450,000 reduction which reflects the terms of the recently concluded agreement and unofficial communications from HRM staff. This anticipated reduction in funding required that the Governing Board make decisions which would minimize the impact on students and classrooms. Further budget adjustments will be necessary if the amount of funding provided differs from the anticipated amount.
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2.0 MISSION
A strategic mission statement was developed for the Halifax Regional School Board following the appointment of the current Governing Board. The mission statement is:
Providing a high quality education for every student every day.
To operationalize this mission, the Governing Board with Superintendent and Senior Staff have developed a strategic plan and vision for a four-year time frame to focus the Board on specific goals and strategies.
Providing a safe and engaging learning environment where every student learns, grows and succeeds.
This vision statement is a key factor in shaping the Board’s Strategic Plan and the annual business planning and budgeting processes.
3.0 DEPARTMENT/GOVERNMENT PRIORITIES
The HRSB is committed to supporting the initiatives and actions outlined in the 3Rs: Nova Scotia Action Plan for Education 2015. To focus our work, the following four goals have been established:
1. To improve student achievement 2. To strengthen safe and inclusive school environments 3. To achieve equitable learning opportunities for all students 4. To build engagement, support and confidence in HRSB
Goals 1 and 2 are common goals that have been established for all school boards in partnership with EECD. This alignment of goals and priorities directly supports the pillars as identified in the 3Rs: Nova Scotia Action Plan for Education 2015 (3Rs).
The board-level goal to achieve equitable learning opportunities for all students aligns with pillar three of supporting inclusive school environments by celebrating diversity, promoting self-identification, increasing the cultural competency of staff and merging self-identification data with student achievement data for analysis and interpretation.
Goal 4 to build engagement, support and confidence in HRSB embodies the spirit of the 3Rs that, “Together we are all accountable for our children’s future.” More than 19,000 Nova Scotians responded to the Minister’s Panel on Education demonstrating there is considerable public interest in having a modern, high- functioning education system. Increasing opportunities for meaningful engagement with partners and developing strategic communication plans to support the goals of the business plan and the 3Rs are examples of how the HRSB plans to address this goal.
As mentioned above and outlined in Section 9, Priorities have been established for each of these Goals. These Priorities are the strategies and initiatives the HRSB will undertake over the next year to move toward these stated Goals.
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Senior Staff provides the Governing Board with a Business Plan update on a quarterly basis. This update outlines the progress being made toward meeting the stated Goals and Priorities. Performance Measures have been identified in Section 10 for each Goal which assists in measuring this progress.
In addition, the Superintendent’s monthly report to the Governing Board will focus on the progress being made in the four goal areas. The report emphasizes this progress through storytelling in a variety of ways that highlight the work teachers, administrators, support and board staff are doing each day.
Regularly, the Governing Board receives a presentation from staff called, “Focus on Learning.” The purpose of this report is to emphasize how Board and provincial initiatives come to life in the classroom, including student achievement data.
4.0 BOARD GOVERNANCE STRUCTURE
The Halifax Regional School Board is comprised of nine elected board members and one appointed board member. Eight (8) members are elected in local electoral districts, one member is elected to represent African Nova Scotian students and families throughout the jurisdiction of the Board and one member is appointed by the Province of Nova Scotia to represent Mi’kmaq students and families within the Board. There are two non-voting Student Advisors on the Board.
The governance model adopted by the Board facilitates openness, accountability and input from the general public. Along with the many forms of communication that can take place between the general public and board members, the public are afforded an opportunity to appear before the Board at the regular monthly meeting on the fourth Wednesday of each month during the school year. This provides an opportunity to present issues, concerns or make recommendations to the Board.
The Board has two Standing Committees. The Audit Committee operates within the framework outlined in the Education Act Regulations and meets as required. Along with up to five members selected from the Governing Board, two community members with financial expertise have been appointed as members of the Audit Committee. The Governing Board has also established a Policy Development and Review Committee. The primary mandate for this Committee is to advise the Board on the development of new policy, respond to any legislation that requires the addition of or change to the Board’s existing policies, and to make recommendations for reviewing existing policies. The Committee is made up of all members of the Governing Board. Leadership sessions (working sessions with the Board and Senior Staff, used for planning, refining board governance practices, and studying background information on major issues) are held weekly when no board meeting is scheduled, and could be held on other evenings if necessary and appropriate.
The Board has approved by-laws that outline the governance model, as well as rules of order and procedures for the conduct of board meetings.
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5.0 PROGRAM AND SERVICE DELIVERY FUNCTIONS
The Board is structured into six departments under the overall direction of the Superintendent of Schools. Under Section 39 (3) of the Education Act, the Superintendent is accountable to the school board for the educational performance of the students and schools in the school district or school region. To meet this responsibility, the following three departments provide direct educational supports to schools:
A. SCHOOL ADMINISTRATION
The School Administration Department, through the office of the Director, is responsible for overall leadership and management of school operations. Core functions are broadly described as follows:
1. Develops and implements policies and procedures to provide for the effective operation of schools. 2. Supports school administrators with communication to parents and School Advisory Councils on board policies and procedures. 3. Provides for the professional development, appointment and evaluation of principals and vice- principals. 4. Contributes to succession planning through the development and delivery of a Leadership Development Program for aspiring administrators. 5. Develops and implements programs and resources to promote practices that provide for a safe, orderly and supportive learning environment at each school site. 6. Provides leadership and support of the HRSB school improvement process in support of student learning. 7. Administers the International Services division of the Board which includes the Nova Scotia International Students Program (NSISP). 8. Supports students, parents and community members who require assistance beyond the administration of the school. 9. Administers the Student Information System and provides support to schools. 10. Undertakes all other duties as may be assigned by the Superintendent.
B. PROGRAM
The Program Department, through the office of the Director, is responsible for the overall leadership in the delivery of the Public School Program (PSP) from implementation to evaluation. Core functions are broadly described as follows:
1. Provides leadership in the area of programs, student services, health promotion, technology integration, and education and accountability as they relate to students. 2. Provides for the delivery of special education student services under the provisions of legislation and policies. 3. Provides leadership and support of the HRSB school improvement process in support of student learning. 4. Ensures the effectiveness of delivery processes of all programs and services for students. 5. Coordinates provincial, national and international assessments of program and student performance. 6. Partners with post-secondary and community agencies to facilitate the transition of students beyond public education and provides support in establishing other positive partnerships with the community. 7. Undertakes all other duties as may be assigned by the Superintendent.
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C. BOARD SERVICES
The Board Services Department, through the office of the Superintendent, is responsible for the overall leadership and management of the Board’s executive and corporate activities. Core functions are broadly described as follows:
1. Performs the duties of the Superintendent of Schools as prescribed under the Education Act and Regulations. 2. Leads Senior Staff and provides for the supervision of all activities related to the core functions in all board departments. 3. Establishes annual objectives to address issues of planning, strategic leadership, staff development and system improvement. 4. Liaises with the Governing Board to encourage a collaborative approach to system leadership. 5. Maintains all official Board documentation, including minutes, correspondence and communications with government agencies. 6. Provides Communications Services as they relate to system goals, outcomes, issues identification, and public support for education. 7. Provides leadership on matters of Diversity, Inclusion and Race Relations, Cross Cultural Understanding and Human Rights (RCH) as they relate to system goals and outcomes. 8. Provides for the review and development of Board policy. 9. Undertakes all other duties as may be assigned by the Superintendent.
6.0 OPERATIONS AND SUPPORT FUNCTIONS
Under Section 39 (1) (a) of the Education Act, the Superintendent has responsibility for the efficient operation of the school board office and the public schools in the school district or school region. To meet this responsibility, the three departments noted below perform the following functions:
A. OPERATIONS SERVICES
The Operations Services Department, through the office of the Director, is responsible for overall leadership and management of the building operations, technology services, facility rentals, and student transportation functions of the Board. Core functions are broadly described as follows:
1. Provides regulatory inspection, maintenance, repairs and custodial services to all schools, buildings and grounds. 2. Facilitates the planning, prioritizing, implementation and management of all short and long term capital building requirements. 3. Administers board support services in the areas of information technology. 4. Manages student transportation through a contracted service provider. 5. Administers the rental of school buildings to community users in partnership with the Halifax Regional Municipality. 6. Undertakes all other duties as may be assigned by the Superintendent.
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B. FINANCIAL SERVICES
The Financial Services Department, through the office of the Director, is responsible for overall leadership and management of the finance function of the Board, as well as administration of the EXCEL childcare program. Core functions are broadly described as follows:
1. Performs corporate accounting, payroll, financial reporting and regional accounting services functions for the entire Board. 2. Oversees the preparation of the Board’s annual business plan, budget (both General Fund and Supplementary Fund) and year-end financial statements. 3. Oversees the implementation of the Board’s policy and procedures for procurement. 4. Administers the EXCEL childcare program that provides before and after school child care services for parents. 5. Oversees administrative contracts and agreements on behalf of the Board. 6. Undertakes all other duties as may be assigned by the Superintendent.
C. HUMAN RESOURCES
The Human Resources Department, through the office of the Director, is responsible for overall leadership and management of human resources within the Board. Core functions are broadly described as follows:
1. Supports recruitment, screening, hiring and retention. 2. Administers benefit plans, pension plans and insurance for all employees. 3. Supports professional development. 4. Facilitates preparation and maintenance of job descriptions, evaluation forms, personnel files and other records pertaining to employees. 5. Provides labour relations support through the administration and negotiation of the collective agreements for four unionized groups and one non-unionized group. 6. Provides support for services as mandated through the Human Rights Act, Trade Union Act and Occupational Health and Safety Act. 7. Administers compensation plans. 8. Facilitates and supports employee recognition initiatives. 9. Provides support to employees who are injured at work, facilitates return to work programs and accommodation, as required. 10. Undertakes all other duties as may be assigned by the Superintendent.
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7.0 ANNUAL REPORT OF ACHIEVEMENTS FOR 2014-15
Annual Report of Achievements Goal: To improve student achievement and personal success.
Priorities: Results:
• Ensure appropriate program planning is in place for every student
o Analyze and interpret early Analysis of 2013-2014 Early Literacy Support data (English and French literacy data to strengthen Immersion) was completed and a report of the results shared with the teacher practice. governing board in February 2015. Interpretation of the results is being used by board staff to strengthen the implementation for the 2015-2016 school year. Specifically, there will be changes to the focus of early literacy teacher / resource teacher professional development, an increase in on-site coaching for early literacy teachers and changes in the allocation of early literacy support, specifically in priority schools.
In December 2014, English and French Immersion early literacy teachers, and resource teachers providing early literacy support at grade three at 1/3 of elementary schools, were trained to enter early literacy support data into the new provincial PowerSchool data collection system. Through this new system of data collection elementary schools will be better able to monitor progress of students receiving early literacy support in grades Primary to Three and the overall implementation of early literacy support within their school.
By the end of March 2015, Comprehensive Early Literacy Support was implemented at grade three in 2/3 of all elementary schools. With this implementation, resource teachers within these schools received training to input data into the PowerSchool Early Literacy Support data collection system. The remaining schools will be provided training on the data system in May.
In January 2015 board staff reviewed school by school student data from the first block of early literacy support (Sept 2014 – Dec 2014) to monitor the overall implementation and identify schools where additional programming support may be required to improve student achievement. In response to this review, board staff has begun following up with identified schools and providing additional coaching visits to early literacy teachers.
o Complete and implement the In September, the resource review committee met to review the internal review of resource consolidation data from the school conversations which identified programming. common trends in the data and areas for future professional development. A final report delineating findings and next steps was created. Professional development opportunities in the areas of literacy and mathematics were provided to elementary resource teachers as outlined in the recommendations section of the resource report.
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Priorities (Cont’d): Results (Cont’d):
o Identify and assist schools whose The School Administration Supervisor that was reassigned to Program to data indicates they require support the improvement of student achievement results for African Nova additional support. Scotian students has worked directly with teachers and school administration to implement culturally relevant pedagogy. This support was predominantly in seven schools whose data indicated a large number of students of African descent as well as data that indicated additional support was required. Teachers and administrators in these schools have received professional development in the areas of culturally relevant teaching and assessment. School administrators received additional professional development in the areas of monitoring instruction and understanding the criteria for quality teaching, as outlined in the teacher appraisal policy and the teacher evaluation tool.
o Review the priority list for A needs assessment of accessibility upgrades has been conducted this year accessibility upgrades to schools and a priority list of schools requiring accessibility upgrades has been that supports student needs and created. Almost all of these upgrades have been completed. implement as funding is available. Site visits to schools and costing for the accessibility upgrades for the 2015-2016 school year are in progress. Priorities for upgrades will be established in May for the 2015-2016 school year.
o Support schools in the The six identified schools in the Gifted Education and Talent Development understanding and project (Bedford South, Bicentennial, Eric Graves, Gorsebrook, Harry R. implementation of the provincial Hamilton, and William King) are in their third year of implementation. Gifted and Talented guide. The six schools came together on November 13, 2014 for professional learning and shared their respective experience relative to ideas and strategies that worked in their schools. At the first session this year, schools had the opportunity to share the projects they implemented and ask questions of the lead teams.
A core team of Program and Student Services’ staff supported the professional learning for the schools involved in the gifted education and talent development project. Professional learning focused on the implementation of the provincial guide.
Additional professional learning occurred at the school sites as requested. The school self-assessment and feedback were shared with the schools and helped to identify where they are on the continuum of their gifted and talented work. Schools are focused on continuing to build knowledge and understanding in implementing the provincial gifted education and talent development guide by focusing on a process that supports the identification and programming for students with gifts and talents. The six schools will meet again before the end of the 2014-2015 school year to update their successes, share their plans to continue implementing these guidelines, and highlight what they have learned as they work through this process.
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Priorities: Results:
• Ensure an ongoing process to support all schools in their focus on school improvement planning
o Implement the Continuous School All HRSB schools are currently implementing the Continuous School Improvement (CSI) framework in Improvement (CSI) framework and are being supported by board staff in a all HRSB schools. differentiated manner. The 34 schools in year one of the CSI process have been engaged in the self-assessment process and are establishing new school improvement plans. The structured professional development for these 34 schools has focused on the interpretation and use of student achievement data, as well as the role of professional learning communities (PLCs) in the CSI process. During and following the professional development, literacy, mathematics and French Immersion board staff supported schools in the analysis and interpretation of their school data and the development of their school improvement plans. All other schools have continued to implement their school improvement plans in mathematics and literacy.
o Assist schools in the Professional development on the topic of professional learning understanding, and growth of communities (PLCs) has been provided to schools upon request. Tools for Professional Learning principals and teachers to self-assess the effectiveness of their PLCs have Communities (PLCs). been provided. School Administration Supervisors continue to focus on PLCs in their conversations with principals.
The school improvement plan template was revised this year to include a focus on PLCs. Each school in year one of the CSI process had to explicitly articulate how the further development of PLCs will contribute to the achievement of the schools’ math and literacy goals.
o Support schools to analyze, Upon request, support and professional development was provided to interpret and use student schools around formative assessment and ongoing communication in achievement results. Gradebook.
Members of the Program Department provided one day of professional development in January 2015 to English Language Arts Department Heads to support them in developing understanding of both formative and summative assessments that support instructional foci.
Program staff has supported principals in their Collaborative Learning Group work around formative assessment and use of data in professional learning communities.
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Priorities: Results:
• Continue to support existing and to develop new instructional leadership skills for administrators
o Deliver the newly developed Staff of the Program and School Administration Departments collaborated Instructional Leadership on the development and presentations of modules to support instructional Program to first group of leadership for principals. Forty-nine principals have completed three days administrators. of the Instructional Leadership Modules. Principals were involved in activities that included:
• exploring tools to support and enhance teacher instructional practice • practicing classroom observation walk-throughs • modelling feedback to help teachers improve instructional practices • reflecting on classroom observations and providing teachers with timely and effective feedback • developing strategies to enhance professional learning communities to build a capacity of shared leadership within the school • exploring the power of collaboration in improving student achievement
o Continue the Collaborative Principals continue to meet in their Collaborative Learning Groups Learning Groups (CLG) model (CLGs). These meetings coincide with Admin Unit meetings. Supervisors and ensure learning goals are have been continuing to support these groups, ensuring that targeted driven by needs of principals. learning goals and strategies, that have been created by the principals related to their own professional growth, are maintained as a focus. Collaborative Learning Groups have sought support from staff of the Program Department to enhance their learning. In addition, a few Collaborative Learning Groups have participated in visiting members’ schools to observe effective leadership practices.
o Support new administrators in Professional development for new principals continued successfully specific professional during the fourth quarter with two more sessions aimed at improving development for their roles. practice.
The new principals continued to receive professional development on best practices to support improved student learning. Sessions were interactive and facilitated by School Administration Supervisors and supported by staff from the Program, Finance and Operations Departments. Sessions centered on a variety of topics such as:
• the Student Registration policy and the procedures around Out- of-Area requests • PowerSchool, class configurations, student self-identification and Provincial Cap instructions • best practice in supporting students and how to collaborate with Student Services (Special Education Policy) • the responsibility of the principal in providing a high quality
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Priorities (Cont’d): Results (Cont’d):
• education for every student, every day • the program planning process
Professional development for new principals is an essential component of their learning and key aspect in building strong leaders.
Priorities: Results:
• Prepare students for a fulfilling path beyond school
o Expand co-op opportunities for Expansion of co-op in high schools continues to be focused on increasing high school students. enrolment numbers and bringing awareness to students of the relevance of connecting the curriculum to pathways they will consider.
Community partnerships continue to be integral to the success of student programs and courses related to Community Based Learning. To show appreciation for the commitment given by our partners, an Appreciation Breakfast was hosted by students at HRSB Spectacle Lake in November 2014. Almost 100 students, educators and partners came together to share experiences, with partners receiving tokens of appreciation that were made by the students. Ideas from this event were taken back to the schools so that each school could find ways of showing their gratitude to the many more partners who are part of their network.
Some of the major partners who continue to support student learning through placements in their industries: 14 students completed co-op placements with Department of National Defence, 20 students with MARLANT (Maritime Forces Atlantic), 31 in Law Enforcement, 42 at Capital Health and IWK, 10 in Information Technology with SimplyCast and 10 with HRSB.
o Monitor success of Options and Options and Opportunities (O2) is now offered in 15 high schools; the four Opportunities and support schools which became O2 schools in 2013-2014 introduced Cooperative schools with implementation and Education for O2 students at the Grade 11 level this year. This year 1050 expansion. high school students (including O2 and Bedford and Forsyth Education Centres were registered in Cooperative Education courses with the potential to earn 1300 credits. An additional 79 students achieved 155 credits during the summer of 2014.
All Grade 10 O2 students participated in tours of at least one Nova Scotia Community College (NSCC) Campus this year. Grade 11 students in each of the high schools were able to attend an NSCC Open House in October 2014 at which time applications were accepted with registration fees waived.
Test Drive and Building Futures for Youth programs saw 39 students placed in pre-apprenticeship positions in the summer, 2014. A total of 76 students were interviewed for these opportunities. Expansion to other sectors is being explored; preliminary discussions have been held with the NS Tourism Human Resource Council and the NS Apprentice Agency to explore the culinary field. Draft General Fund Business Plan Page 13 June 17, 2015 And Budget 2015-2016
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Priorities (Cont’d): Results (Cont’d):
The Carpenter Millwright Trades College (CMTC) expanded career exploration offerings and supported approximately 250 students in training in Flooring/ Steel Stud & Drywall/ Fall Arrest/ Scaffolding/ Carpentry/ Rigging. In addition CMTC hosted the 2nd Regional Carpentry Skills Competition in HRSB involving 12 students from our high schools, with the 1st and 2nd place students advancing to the Provincial Skills Competition.
Approximately 500 high school and junior high students (including Discovering Opportunities students) attended the NS Home Builders Career Day and the IWK Open House to learn more about careers in those fields and make curriculum connections.
Culinary Workshops were offered again this year and expanded to include Eastern Shore District High as a site to support students from Eastern Shore and Musquodoboit Rural High School. In addition, NSCC invited students who would be continuing on to Culinary Studies after high school to attend monthly training sessions with industry representatives. Forty-five students completed World Host training and received certification to support them in their exploration of customer service and hospitality industries.
Skills NS visited 28 schools to deliver 53 presentations on Skilled Trades and Technology opportunities to more than 1500 students. Forty-four students registered in various competition areas with six students from HRSB winning gold and advancing to Nationals in Saskatoon.
o Expand the Advanced Placement The Advanced Placement (AP) program's expansion at Lockview High program. and Dartmouth High has continued to be successful. Both schools continue to work on promotion of the program and the expansion of additional AP course offerings through the course selection process for the 2015-2016 school year.
The Advanced Placement (AP) coordinator at each site has worked with administration, guidance, students and parents/guardians to promote the program. There has been at least one additional course offered at 4 sites this school year and new courses planned for the 2015-2016 school year.
o Develop formalized credit HRSB has worked with all high schools to implement flexible models of recovery model(s). credit recovery/rescue recognizing the individual context of each school’s community. Documents were circulated to all high schools regarding the guidelines for delivery of credit recovery.
A Student Services Specialist continues to monitor the implementation of these credit recovery/credit rescue models.
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Priorities (Cont’d): Results (Cont’d):
o Pilot the new Department of Students met learning outcomes in all courses throughout the unit, and Education and Early Childhood developed a deep understanding of sustainable development and food Development grade 9 curricula through hands-on, question and inquiry based learning. Individual work in in the selected junior high. January focused on student interests and strengths, and took a variety of forms on an incredible range of topics. Student work was displayed during a Showcase Event in February that was open to families and the community. Students presented their learning in a variety of formats including videos, demonstrations, prezi’s, power points, and displays. The enthusiasm and engagement of students was high! The school plans to continue with this inquiry based approach next year, expanding it to include more classes and teachers at the grade 9 level.
o Implement additional Staff of the School Administration Department has met regularly with the recommendations of the administrative team from the alternative high school - Bedford Forsyth Superintendent’s Alternative Education Centres (BFEC) to provide support to the implementation of the High School Task Force Report. Superintendent's Alternative High School Task Force Report recommendations.
The admission process continues to evolve to ensure students are in classes as soon as possible while at the same time ensuring necessary supports are identified to help students meet with success. As of March 31, there were 247 students enrolled in a variety of courses at the two sites. Students are able to use an on-line expression of interest to begin the registration process. The flexible nature of the schedules allows students who need additional time for learning the opportunity to complete first semester credits over the course of the year.
Teachers participated in several professional development sessions led by staff from the Program Department that focused on effective assessment practices, youth and mental health, and the school planning team process. Staff also had professional development on restorative approaches. The Safe Schools consultant will begin working with the school and administrative team to assist with creating a safe and positive learning environment using the framework of the Code of Conduct and the Positive Effective Behavior Supports (PEBS).
With support from the Technology Education Consulting Services of the Department of Education and Early Childhood Development, BFEC has begun incorporating “maker spaces” into the curriculum. These are learning spaces where students come together and collaborate while sharing small tools, resources, and knowledge. This will support students in completing outcomes for courses such as Design 11.
Support for implementation of the Task Force Recommendations will continue with a focus on improving teaching, learning, and student engagement.
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o Expand Skilled Trades to an Skilled Trades provides a unique opportunity for students to experience additional high school. the skilled trades as a possible career opportunity. Expansion of Skilled Trades to Cole Harbour High School has afforded students the opportunity to take courses within the curricula that immerses them in the realities of skilled trades work. This expansion is allowing students to explore skilled trades as a possible career option. Construction Trades 11 was introduced as an expansion to the program in second semester.
Goal: To maximize exemplary teaching practices to support high quality instruction.
Priorities: Results:
• Create a common understanding of exemplary and innovative teaching practices through professional development grounded in research
o Support teachers in the All Program Department staff and School Administration Supervisors understanding and have received professional development to deepen their understanding of implementation of curriculum culturally relevant pedagogy and using a culturally relevant approach to alignment (curriculum, match the learning styles of students to maximize student achievement. instruction and assessment). Through the implementation of the Comprehensive Early Literacy Support (CELS) model, the following groups of teachers have received professional development aimed at furthering their understanding of the implementation of curriculum alignment:
• Professional development was provided to English and French Immersion early literacy teachers to support them in using on- going assessment information to determine instructional next steps for students. • All primary and grade 1 English and French Immersion teachers received one day professional development in November supporting the Department of Education and Early Childhood Development’s launch of the Learning Through Play DVDs. This support emphasized the importance of play in early childhood development and spoke directly to effective teaching and assessment of literacy outcomes in a play based structure. • All grade two English program teachers received professional development to strengthen literacy instruction. Seven different sessions were offered with each session focusing on a different aspect of literacy instruction (e.g. conferring, mini-lessons, analyzing assessment, etc.). Participants chose the session they wanted to attend that aligned to their learning needs. • All grade two French Immersion teachers received professional development on conferring within the Readers and Writers Workshop. • Grade 3 (English and French Immersion) teachers in 2/3 of elementary schools have been provided one professional development day to outline the Comprehensive Early Literacy Support model at grade 3 and to strengthen their understanding of the workshop model. During the session, grade 3 classroom
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teachers and resource teachers collaborated to examine current literacy assessment practices and identify next steps in support and instruction. By June 2015 all resource teachers and grade 3 teachers will have participated in this professional development. • From April 2014 to March 2015, four days of professional development was provided to resource teachers in 2/3 of elementary schools as they began implementing Early Literacy Support at grade 3. The sessions focused on administering and using on-going reading and writing assessment to plan for instruction and effective delivery of small group lessons. By June 2015 all resource teachers will have participated in this professional development.
During our February Bus Clusters days the following professional development was provided:
• Core French teachers at the elementary and junior high levels attended a session about the Neurolinquistic Approach for Core French, which is referenced in the Minister’s Report on Education. This is currently being used in several of our schools. • Visual arts teachers at the elementary and junior high levels received culturally relevant professional development connecting to the visual arts outcomes. • Music teachers at the elementary and junior high levels received professional development on curriculum outcomes for all grade levels and shared best practices. • Physical Education teachers (P-12) received professional development addressing the new curriculum. This professional development also focused on how to embed the teaching of literacy skills within Physical Education instruction. This involved the construction of a vertical map of the progression of literacy skills from P-12.
Junior high and senior high resource teachers in the JL Ilsley Family of schools (JL Ilsley, Rockingstone Heights, Elizabeth Sutherland, Herring Cove Junior High and Cunard Junior High) engaged in professional development on reading assessment for at-risk learners and how to use assessment to plan for instruction. The goal of the professional development was to strengthen the reading skills of students and improve the transitioning of student information between the feeder junior high schools and JL Ilsley.
Two junior high schools (Eastern Passage Education Center and Sackville Heights Junior High) received professional development regarding the importance of aligning curriculum, assessment, evaluation and reporting practices with an emphasis on developing rubrics to support setting clear learning targets for assessment and evaluation.
Program staff worked with School Administration staff to develop communication to principals around areas of classroom assessment, evaluation/grading and reporting in light of the provincial changes to reporting student learning.
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Junior high principals received a one day professional development session in September to outline the provincial changes in reporting student learning. This support emphasized the importance of aligning curriculum, assessment, evaluation and reporting practices.
After school sessions were provided to junior high schools to support their understanding of the provincial report card changes. Online resources were developed to support teachers with ongoing provincial report card changes (for example: the shift from letter grading to percentage grading in grades 7 and 8).
At the request of schools, site based support is provided in the areas of classroom assessment, evaluation/grading and reporting.
o Implement the new provincial All teachers in grades 4 to 6 and elementary resource teachers received math curriculum in grades 4-6 one day of professional development to support the implementation of the and grade 11. new mathematics curriculum. Teachers learned how to develop clear learning goals for their students and how to plan lessons that start with students’ current understandings in relation to the topic and work towards the learning goal. The sessions also focused on effective instructional strategies and planning through the lens of student background, culture and experience.
All teachers teaching Pre-Calculus 11 received one day of professional development to support them in the implementation of this new course.
Mathematics Department Heads received one day of professional development to assist them in their work as curriculum leaders.
As part of the continued support for the implementation of the revised mathematics curriculum, professional development was provided early in October to any teacher who was new to the 4-6 grade levels.
Teachers of Mathematics 11 attended two days of professional development. The first day was held in October and the professional development focused on understanding the content and pedagogy of the curriculum, effective assessment practices and understanding the common yearly plan being used across the province. The second day was held in December and was designed to provide teachers with a deeper understanding of instruction and assessment practices.
Central office mathematics team provided professional development to teachers with combined classes in grades 4-6. This day allowed teachers to gain a better understanding of effective strategies to meet the needs of a combined class as well as support with lesson planning and assessment for an upcoming unit.
Professional development in mathematics was also provided to all P-6 resource teachers. Teachers gained a better understanding of the Leaps and Bounds Toward Math Understanding resource which can be used to help identify areas of need for students and plan focused learning opportunities to meet those identified needs.
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Central office mathematics team provided site based professional development to P-6 classroom teachers and administration that required additional support. This support consisted of one-on-one consultation, small group support, P-6 staff sessions, and opportunities to visit and observe classrooms demonstrating effective mathematics instruction. Teachers were supported in learning how to navigate and use the new curriculum documents, print resources and online resources, as well as understanding the expected pedagogy, aligning curriculum, instruction and assessment practices and how to explain curriculum changes to parents.
Mathematics coaches continued to provide in-class support for teachers with the implementation of the P-6 curriculum.
To support the implementation of the grades 4-6 and grade 11 mathematics curriculum, teachers have been provided with two days of professional development. This professional development examined mathematical content, effective pedagogy, effective assessment practices and instructional response, as well as the effective use of curriculum documents and resources. These days were held in May, June and September.
The central office math team continued to support teachers with effective practices (aligning curriculum, instruction and assessment) at all grade levels, as they implement the mathematics curriculum.
o Support secondary teachers to Technology Integration Leaders (TILT) provided the following expand instructional strategies professional development to expand technology instruction: using wireless networks. • Grade 8 Information Economy Initiative Extension (IEIE) teachers received a session titled, “Formative Assessment through Technology Integration" • As part of the provincial rollout, 90 junior high teachers attended a session titled, “Transforming Teaching Using Technology.” This professional development series is ongoing and focuses on the use of technology as one of the tools of 21st Century learning and teaching. • TILT also provided support to teachers on Moodle by providing an introductory and an intermediate session on effective use of Moodle to support classroom instruction. • Individual and/or small group professional development was provided on request at a variety of schools on topics including, but not limited to: Mimio, Discovery Education, iPad use and Kidblog.
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Twelve junior high principals have been working with an external consultant focused on supporting their understanding of 21st Century pedagogy. Principals are very interested in developing a deeper understanding of the technologies available to their teachers and how this pedagogy will look different in the years to follow. Common topics discussed were: Digital Citizenship, Bring Your Own Device, Project Based Learning, the 21st Century Workshop Model, Taxonomy of 21st Century Learning Verbs and a sharing of exemplary lessons.
The Technology Integration Lead Team (TILT) collaborated with every junior high principal and together developed a plan to purchase mobile devices through provincial funding. These mobile devices will support teachers in their practice as they move towards student centered and problem based learning experiences with their students.
TILT continued to provide support to schools as they purchased iPads to support student learning. The team also supported French Immersion teachers as they integrated iPads into the French language arts classroom to help students achieve speaking and listening outcomes.
TILT provided professional development to high school Learning Strategies teachers as they implemented "bring your own learning device" strategies for their students. Professional development focused on the use of educational applications to support student organization and note taking.
The team provided support to our junior high core French teachers as they explored the “1 iPad classroom” concept and discovered how the iPad could be used as a presentation tool and used to support oral language development.
TILT supported high school French language arts teachers at Auburn High and Lockview High as they integrated iPads into their classrooms.
TILT also provided professional development to library support specialists as they enhanced literary experiences for students. This professional development focused on developing book chats and book reviews through the integration of augmented reality and applications on mobile devices.
o Support increased use of The first phase of the implementation of Google Apps for Education innovative teaching practices in (GAFE) has begun and the technology integration lead team provided junior high schools. information sessions to schools and has held full day professional development sessions for staff in the first phase of implementation.
The Technology Integration Lead Team (TILT) also supported a variety of schools with the implementation of iPads, Chromebooks and other android devices.
With the support of the HRSB math department, TILT provided professional development to math teachers who were integrating Mimio interactive boards to support students in the achievement of math outcomes.
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The Assessment Team worked collaboratively with the Technology Integration Lead Team in providing professional development to junior high teachers focusing on the integration of how technology can be used to support formative assessment. Some examples of formative assessment tools that were shared to support student learning included the following: google docs (for group work), padlet (brainstorming tool), mentimeter (student response tool) and quick response (QR) codes.
TILT provided two professional development sessions to classroom teachers on the effective use of Discovery Education. This professional development provided teachers with a comprehensive digital program that supplemented textbooks and resources. These online streamed videos are aligned with the provincial curriculum outcomes and take students beyond the classroom.
A professional development day was provided to grades 7-9 French Language Arts teachers to support the integration of all four strands of the French Language Arts provincial curriculum. The session focused on the workshop model, with an emphasis on oral language development to align curriculum, instruction and assessment.
Opportunities were provided to 93 grade 7 teachers to conduct individual research on a wide variety of technology integration topics. These teachers were also provided with further opportunities to develop individual technology integration lessons which they could bring back to the classroom.
Planning began in an effort to provide technology integration support to grades 8 and 9 teachers, as part of the 2014-2015 provincial technology integration roll out. The first of the cohort sessions was held in October, 2014.
Central office staff was provided with a tech-tune-up professional development opportunity to help with their ongoing work in supporting teachers, as well as engaging students through technology.
Work continued to promote Discovery Education (through our technology integration leaders) as a technology integration strategy to source online resources that support the implementation of curriculum outcomes.
Priorities: Results:
• Increase the cultural proficiency of teachers and administrators
o Administer the needs assessment A Cultural Proficiency Needs Assessment Survey was developed and for teachers and administrators administered. The online survey was conducted from September 15 to on cultural proficiency. Analyze October 3. The return rate was 28% overall. the data to develop an appropriate action plan. The Survey team, with representatives from Board Services, Program and School Administration analyzed and interpreted the data to inform recommendations for an action plan.
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The Cultural Proficiency Needs Assessment Survey Report was presented to the Governing Board on March 4, 2015. The report was accepted and will now inform future actions based on the recommendations.
Priorities: Results:
• Emphasize exemplary teaching in the teacher appraisal process
o Review the teacher evaluation Human Resource Services met with a representative from the Department process with reference to the of Education and Early Childhood Development to discuss the action Department of Education and items in the Minister’s Action Plan that will have a direct impact on the Early Childhood Development current teacher appraisal process. As part of the plan, a new teacher exemplary teaching practices. appraisal system will be developed for implementation by all school (From the CSI Framework – boards in Nova Scotia. The development of the new appraisal process will Best Practices in Instruction and include provincial standards of teaching and standardized training for all Assessment) school administrators. Human Resources staff have expressed an interest in participating in the development of the new teacher appraisal process.
o Explore options for procuring a The Department of Education and Early Childhood Development has web-based evaluation process. indicated they are exploring a web based solution as part of the provincial teacher appraisal process noted above.
o Support School Administrators The Human Resources Managers continue to meet with principals in using the teacher appraisal individually to provide advice on how to use the teacher evaluation process to improve teaching process to guide teachers who may require extra support. The discussions practice. often include reviewing the tool, developing sample action plans with timelines and advice regarding the process generally.
Priorities: Results:
• Encourage teachers to continuously assess the effectiveness of their instructional strategies in meeting the diverse needs of each student
o Support teachers in the analysis, Upon request, Program staff has attended professional learning interpretation and use of communities (PLCs) at schools to support understanding of the use of classroom data to inform conversations, observations and formal assessments (classroom data) to instructional strategies. support differentiated instructional practices.
The Continuous School Improvement (CSI) school self-assessment was revised this year. The first section requires teachers to interpret both classroom and external assessment data. The second section requires teachers to assess the effectiveness of their instructional strategies in relation to this data. As a result of this self-assessment, teachers develop new instructional strategies they will implement in response to the data, as well as professional learning they will engage in related to these strategies. Professional development, support and feedback were provided to 34 school teams from the Program Department on an on-going basis as they engaged in this self-assessment process. Draft General Fund Business Plan Page 22 June 17, 2015 And Budget 2015-2016
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All early literacy teachers, English and French Immersion, received professional development on how to use informal and formal literacy assessments to inform daily instructional practices.
Through the implementation of Early Literacy Support at grade 3, Program staff worked with elementary resource teachers and English and French Immersion grade 3 teachers to identify learning goals for students and use assessment information to plan for instruction. Professional development with resource teachers also focused on how to provide small group reading and writing instruction.
Goal: To achieve equitable learning opportunities for all students.
Priorities: Results:
• Develop a common understanding of the breadth and depth of diversity within our school system and address any policy implications
o Review and update the Diversity The Diversity Management Policy was reviewed jointly by Human Management Policy. Resource Services’ staff and the Coordinator, Diversity Management. An edited draft of the Diversity Management Policy has been completed. This draft is ready for review by the Policy Development and Review Committee in preparation for consultations.
o Review policy recommendations The policy recommendations of the former Diversity Management of the former Diversity Committee continue to be implemented as individual polices are reviewed. Management Committee and implement recommendations as Each policy brought forward to the Policy Development and Review policies are updated. Committee continues to be reviewed against the recommendations of the former Diversity Management Committee. This is an ongoing process.
Priorities: Results:
• Establish systems and processes to analyze and report student achievement data for identified groups
o Continue to promote student Principals continue to concentrate on increasing self-identification at their self-identification. school. Approximately 82% of Halifax Regional School Board students have self-identified. Ongoing discussions at principal and vice principal meetings, individual discussions between supervisors and principals, as well as principals identifying an action plan
specific to their school, continue to form the framework to enhance this work. Attention will remain on ensuring all primary students and new students registering are aware of the need to self-identify, thus increase self-identification for all Halifax Regional School Board students.
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o Merge self-identification data In the spring of 2014, Halifax Regional School Board’s (HRSB) Research with student achievement data. and Data Consultants used student self-identification information to Analyze and interpret. disaggregate the provincial literacy assessments by ancestry. Grades 3 and 6 reading comprehension and writing data was analyzed. Results indicate there is an achievement gap between those that self-identify as African Nova Scotian learners and the overall board results. This information was shared with the Governing Board in May, 2014 and has provided HRSB staff with a priority focus: to improve student achievement for learners of African descent.
o Communicate and respond to the In the fall of 2014, HRSB’s Research and Data Consultants used self- most recent findings. identification information to disaggregate Early Literacy Support data. Results indicate there is an achievement gap between those that self- identify as African Nova Scotian learners and the overall board results. This information was shared with the Governing Board in February 2015. Response to this data is ongoing.
o Collect and analyze data to track Staff of the School Administration Department continues to track the progress in order to support movement of current grade 10 students in our high schools through a students to complete high school report created and generated within PowerSchool. Staff continues to within an established timeline. communicate with school registrars on an ongoing basis to ensure that data regarding student withdrawals or transfers is accurately tracked. For the first time, staff will be able to report on data in regards to the retention of our Grade 10 students at the end of the 2014-2015 school year.
Priorities: Results:
• Continue to recruit and retain staff to reflect the diversity of the student population
o Implement the applicable The African Nova Scotian/Mi’Kmaq Education Task Force Report and recommendations of the Recommendations was presented to the Governing Board at the January Provincial Task Force regarding 28, 2015 Board meeting and a working group within Human Resource the hiring of Aboriginal and Services has been established to oversee the implementation of the African-Nova Scotian teachers. recommendations applicable to the Halifax Regional School Board (HRSB). Human Resource Services’ staff will participate in a Career Fair for HRSB students to encourage teaching as a future career path. A comprehensive list of community partners/organizations has been created for the purpose of recruitment and outreach.
o With the appropriate community A plan to promote employee self-identification, including aboriginal partners, pursue Aboriginal self- employees, is being developed by Human Resource Services. A identification amongst HRSB communication was sent to teachers and support workers who have self- teaching staff. identified as Aboriginal/Mi’kmaq to gather input on community partners that can provide support for Aboriginal/ Mi’kmaq teachers. Further consultation will occur in the coming months.
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o Promote the self-identification of Human Resource Services struck a working group including the employees. Coordinator, Diversity Management and met in December 2014. Representatives from the School Administration Department attended a working group meeting in January 2015 to share best practices from the student self-identification survey. The self-identification survey (Form 4 attached to Diversity Management Plan) was reviewed to align the self- identification categories with those in PowerSchool (Form 4 will be reviewed by Senior Staff at a future date). Work continues on the alignment of the self-identification categories in the Board’s Human Resource system (SAP), including the ability to report on information, once stored. The working group will meet in the coming months to review templates for a survey and develop a communication plan.
o Collect and analyze retention A session was held with teachers offered an “Equity Contract” in data and implement strategies as November 2014. The purpose of the session was to obtain feedback on needed that will support the how the Halifax Regional School Board can support new teachers in the retention of diverse staff. beginning stages of their teaching career. An additional session was held in February 2015 for those who were not able to attend the first session. The information gathered will inform strategies needed to support the retention of diverse staff.
Human Resource Services also met with two Aboriginal Employment Officers recently to highlight the role of Educational Program Assistant substitutes as a potential partnering opportunity to support their clients.
Priorities: Results:
• Improve technology and transportation infrastructure to support broader access to programming
o Develop new Request for A review of other transportation tenders has been completed and a first Proposal in preparation for draft of the revised Halifax Regional School Board Student Transportation student transportation contract Request for Proposals has been prepared. The draft document has been tender. reviewed by The Department of Education and Early Childhood Development Facilities Management staff. Further revisions to the Request For Proposal (RFP) document are in progress.
o Review transportation routing. The Student Transportation Implementation Plan was completed for Millwood High and Sackville High families of schools in response to boundary revisions and grade reconfiguration effective September 2014.
The Early French Immersion program eligibility in the Sackville High Family of schools has been expanded to the full Sackville High School catchment area.
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An information session for School Administration Supervisors to support school’s use of technology for routing and bussing information was developed over the summer.
o Support the expansion of During the summer, wireless infrastructure equipment was installed at 50 wireless networks in elementary elementary schools. There are 40 elementary schools remaining which will schools. be completed as funding becomes available.
o Continue to implement Cole Harbor District High School was equipped for wireless access as part technology upgrades for of the Additions and Alterations project. All high schools now have increased wireless access. wireless access.
Priorities: Results:
• Support and enhance every school’s ability to ensure that all students experience a learning environment that meets their needs for physical, social and emotional safety.
o Continue to implement School Administration staff has provided ongoing support to schools on recommendations in the Nova developing positive school climate through professional development Scotia Anti-bullying Action Plan sessions on class management and Positive Effective Behavior Supports to both elementary and junior high schools such as:
• anti-bullying program initiatives • support for Peer Mediation at elementary schools • junior high sessions on working with students exhibiting behavior challenges
o Develop PowerSchool reports to There will be professional development on the new Ministerial Policy, support the revised Provincial Provincial Code of Conduct in May for implementation in September Code of Conduct. 2015.
o Support social, emotional In keeping with the mandate of Safe Schools and through a grant provided learning curriculum within the by Department of Education and Early Childhood Development, a Student elementary schools through the Leadership Opportunities Program Grant was offered to a number of Caring School Community junior and senior high schools. Two examples of these initiatives are: program. • the creation of a student led mural depicting images of different components of a safe school • the development of a partnership with Chebucto Connections to create an art installation, using clay tiles, about youth in Spryfield
The Consultant, Safe Schools continues to provide professional development for the cohorts of schools participating in the Caring School Community, promoting social emotional learning.
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Principals continue to seek out the Consultant, Safe Schools to support individual students and parents in order to ensure a safe and positive school environment.
o Support and expand the number The Safe School Committee surveyed and collated data on Restorative of schools implementing Approaches in the Halifax Regional School Board and is looking at ways Restorative Approaches. to support schools with this initiative.
o Develop and share good digital The Safe School Consultant continued to provide direct support to schools citizenship strategies to support on an individual basis to address digital citizenship within their schools. social, emotional and physical safety.
Goal: To build engagement, support and confidence in HRSB.
Priorities: Results:
• Identify and implement best practices for community engagement at both the Board and school levels
o Develop professional A Community Engagement Professional Development Plan was developed development and resources to and submitted for Board approval. The purpose of the professional align with guiding principles for development will be to support the Governing Board in developing skills community engagement. and techniques to conduct community engagement work with their constituents. The approved plan began with a Community Engagement professional development session in January, facilitated by Tim Merry.
o Develop an annual A checklist has been developed to expand upon the Communication Plan communications checklist (e.g., from 2013-2014. The checklist identifies the means by which the Halifax Board decisions, school reviews, Regional School Board communicates. registration information, school cancellations, school calendars, The communications checklist is a living document which is continuously etc.). updated and reviewed. The checklist is beneficial in identifying both issues and opportunities to proactively communicate. It has led to improved workflow and a more timely assignment of work.
Revisions to the Communications Policy will include an annual Communications Plan which will expand upon this checklist.
Priorities: Results:
• Create protocols for proactive, open and timely internal and external communication
o Promote preferred tools for Communications continues to use the HRSB website, Twitter and school external communication. newsletters to promote communication opportunities with parents. As of March 31, 106 schools are using Twitter.
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o Finalize and implement the The revised Communications Policy is completed and will be presented to revised communications policy. the Policy Development and Review Committee April 8, 2015.
o Identify means of The means of communication available to internal audiences include: communications available to internal audiences (HRSB staff) • Email and develop a plan to promote • myHRSB these tools. • HRSB website • Internal mail • Internal telephone service • Twitter
A communications plan to promote internal communications has been completed. An internal newsletter, “HRSB Shout Outs,” has been created and distributed three times prior to March 31, 2015. This is another opportunity to celebrate some of the great things students and staff accomplish on a daily basis.
o Develop a social media protocol. A literature review of existing school board communication and social media policies and practices has been completed. Based on the information gathered, social media use by employees and students has been considered during revisions to the communications policy. Revisions to the provincial Acceptable Use Policy (AUP) are meant to incorporate social media use.
o Implement the policy A Policy Management Plan listing prioritized policies for update and management plan for the review review has been brought forward to the Policy Development and Review of all HRSB policies. Committee. Detailed timelines for policy development and review underway are being further developed to support the work of the Committee. The Committee manages the Halifax Regional School Board policies through the direction of this plan.
The Policy Management Plan has been updated as policies under development and review progress. The plan highlights stages of development and projected dates for completion.
o Implement a process to redesign The new HRSB website was launched on August 5, 2014. the current HRSB website. The redesigned website is functioning as expected. Communications and Information Technology staff continue to work with the web designers to improve performance.
Recent improvements include the addition of a link on the front page to the HRSB YouTube account. This platform supports the use of video to highlight HRSB accomplishments and share news.
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o Research options to standardize A meeting was held with nine principals in December 2014 to gather their school websites and redesign the input on school website content and functionality. Design of a school- myHRSB intranet. based template is nearing completion, with a demo site being tested in the spring of 2015.
Priorities: Results:
• Nurture strong relationships with the Department of Education and Early Childhood Development, HRM and other community partners.
o Governing Board and staff The Governing Board works closely with the Regional Education Officer continues to foster relationships as part of its relationship with the Department of Education and Early with Department of Education Childhood Development. and Early Childhood Development, HRM and community partners.
o Governing Board seeks In addition, Governing Board members have met with HRM counselors opportunities to promote the and political parties to discuss educational issues and to build HRSB with Department of relationships. Education and Early Childhood In their individual roles, Board Members continue to meet with their Development, HRM and constituents and attend school events and functions within the HRSB. community partners.
o Renew the Supplementary Fund The Superintendent and Director, Financial Services met with the Halifax Agreement with HRM. Regional Municipality’s Director of Finance and Budget Manager to begin discussions around the renewal of the Supplementary Fund Agreement.
HRSB staff continues to seek opportunities to meet with Halifax Regional Municipality staff to continue these discussions.
Priorities: Results:
• Achieve greater efficiency in the management of our facilities
o Continue to implement the There are 57 Energy Upgrade projects underway or completed of the 90 energy upgrade project schools planned under the four year project. Of the 57 projects that have (Phase 2). already started, there are 36 with all measures substantially completed. The remaining 21 schools are scheduled to be completed by the end of fiscal 2015-2016.
The total expenditure for the work was increased slightly to $12.9M at the end of the fiscal year.
So far the project has received around $440,000 (with an additional $250,000 expected) in incentives from Efficiency Nova Scotia and Heritage Gas for the work completed in the project to date.
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Summary of Energy Upgrade Work completed in the 2014-2015 fiscal year:
• Lighting Retrofits: 23 completed, 8 in progress. • New Building Automation Systems: 22 completed, 2 in progress.
• Natural Gas Boiler Conversions: 14 completed, 6 in planning for
future years. • Biomass/Pellet Boiler installed and operating at Millwood High. • Water Conservation Packages: 14 completed. • Building Envelope Sealing: 36 completed.
• Smart Meters: 24 completed.
Operations staff has begun entering our school energy data into Energy o Identify opportunities outside of the energy project for additional Star Portfolio Manager which will allow us to bench mark our energy savings. Implement as funding performance against other schools in Canada. This is a recently adopted allows. initiative through National Resources Canada (NRCAN).
This was completed in April 2014. The Long Range Outlook is under o Prepare annual Capital Construction plan. development for presentation to the Governing Board in April 2015. This document will become the foundation for future planning processes including school reviews, boundary reviews, P3 lease extension consideration, capital construction and renovation submissions.
8.0 GOALS FOR 2015-16
The Governing Board and Senior Staff have established the following goals to guide the development of business plan priorities:
1. To improve student achievement. 2. To strengthen safe and inclusive school environments. 3. To achieve equitable learning opportunities for all students. 4. To build engagement, support and confidence in HRSB.
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9.0 PRIORITIES
Goal 1: To improve student achievement
Priorities: • Ensure an on-going process to support all schools in their focus on school improvement planning.
• Implement provincial streamlined curriculum in Grades Primary-3 including the integration of educational technology and student assessment
• Implement the Nova Scotia Mathematics curriculum in grades 7-9, and grade 12
• Administer an Observation Survey of Early Literacy Achievement to all students at the start of Grade 1
• Implement provincial homework guidelines
• Offer early intervention support in math for students in Grades P-3
Goal 2: To strengthen safe and inclusive school environments
Priorities: • Implement the new provincial Code of Conduct.
• Strengthen partnerships with outside agencies.
• Implement provincial guidelines for supporting transgender and gender non-conforming students.
• Monitor student progress on Individual Program Plans (IPPs).
• Implement provincial criteria for placing a student on an IPP.
Goal 3: To achieve equitable learning opportunities for all students
Priorities: • Implement the recommendations of the HRSB Cultural Proficiency Needs Assessment Survey Report.
• Continue to merge self-identification data with student achievement data for analysis and interpretation.
• Respond to the results of the student achievement data analysis to address identified gaps in student learning.
• Continue to recruit and retain staff to reflect the diversity of the student population by expanding community outreach, increasing social media for the purpose of recruitment encouraging applicant self-identification.
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Goal 4: To build engagement, support and confidence in HRSB
Priorities: • Establish an annual engagement process with all SAC’s to support the Long Range Outlook.
• Demonstrate improvement with strategic communication plans.
• Seek opportunities to promote the HRSB with Department of Education and Early Childhood Development, HRM and community partners.
• Achieve greater efficiency in the operation of our facility plant operations.
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10.0 PERFORMANCE MEASURES
Goal 1: To improve student achievement Baseline Data Target and Trends Performance Performance Measure and Year Reporting Year
The percentage of students 2014-15: Increase over Pending meeting expectations in Grade 4 76% met baseline by 2017-18 provincial mathematics assessment
The percentage of students 2014-15: Increase over Pending meeting expectations in Grade 6 72% met baseline by 2017-18 provincial mathematics assessment
The percentage of students 2014-15: Increase over Pending meeting expectations in Grade 6 78% met baseline by 2017-18 provincial reading assessment
Provincial Measures The percentage of students 2014-15: Increase over Pending meeting expectations in Grade 6 Ideas: 78% baseline by 2017-18 provincial writing assessment Organization: 64% Language Use: 69% Conventions: 60%
The percentage of grade 1 2011-2012: Increase the 2012-2013: Target
students who received Early 57% met percentage annually. 47% Achieved Literacy Support and met 2013-2014: classroom year end 50% benchmarks. measures
The percentage of grade 1 2012-2013: Increase the 2013-2014: Target based
- students who entered Early 69% met percentage annually. 72% Achieved Literacy Support in the limited category and improved to the approaching or meeting category year end benchmarks.
based, school -
Board
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Goal 2: To strengthen safe and inclusive school environments Baseline Data and Target and Trends Performance Performance Measure Year Reporting Year
Develop common survey N/A N/A N/A measures for the 2016- 2017 business planning cycle. Measures Provincial The percentage of 2013-2014: To maintain a Pending parents/guardians who 93% percentage of 90% or respond “most days” or greater. “every day” to the question: My child’s school is a safe place. in the HRSB Getting to Great Survey.
The percentage of 2013-2014: To increase the Pending
ures students who respond 85% percentage by 1% “yes” to the question: I annually. meas can be myself at school. in the HRSB Getting to Great Survey. based - The percentage of 2013-2014: To increase the Pending students who respond 88% percentage by 1% “never” or “sometimes” to annually. the question: People at based, school - my school make me feel like I don’t belong. in the
Board HRSB Getting to Great Survey.
The percentage of 2013-2014: To maintain a Pending teachers who respond 94% percentage of 90% or “usually” or “always” to greater. the question: My school is a safe place. in the HRSB Getting to Great Survey.
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Goal 3: To achieve equitable learning opportunities for all students Baseline Data and Target and Trends Performance Performance Measure Year Reporting Year
The percentage of 2014-15: To reduce the Pending students who self-identify Reading: 16% percentage in the as being of African Writing: Reading and Math Descent who scored in the Ideas: 3% Components and below expectation Organization: 5% maintain a category in the provincial Language Use: 3% percentage of 5% or Grade 6 RWM (Reading, Conventions: 6% less in the Writing Writing, Math). Math: 28% Components by
2017-18.
The percentage of 2014-15: To reduce the Pending students who self-identify Reading: 8% percentage in the measures as being of Aboriginal Writing: Reading and Math Descent who scored in the Ideas: 0% Components and
based
- below expectation Organization: 3% maintain a category in the provincial Language Use: 2% percentage of 5% or Grade 6 RWM (Reading, Conventions: 4% less in the Writing Writing, Math). Math: 14% Components by 2017-18.
based, school - The percentage of 2013-2014: To reduce the 2014-2015: Pending students in our Priority Reading:17% percentage in the Reading: 14% Board Schools who scored in the Writing: Reading and Math Writing: below expectation Ideas: 2% Components and Ideas: 2% category in the provincial Organization: 2% maintain a Organization: Grade 6 RWM (Reading, Language Use: 2% percentage of 5% or 4% Writing, Math). Conventions: 4% less in the Writing Language Use: 3% Math: 26% Components by Conventions: 2017-18. 6% Math: 22%
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Goal 4: To build engagement, support and confidence in HRSB Baseline Data and Year Target and Trends Performance Performance Measure Reporting Year
An increased percentage of 2012-2013: To increase by 1% Pending parents/guardians who • P-6 Parents/ by 2014-2015. respond “always” or Guardians (N=4386): “usually” to the question: 83% measures Do you feel your child is • 7-9 Parents/ receiving a quality Guardians (N-1506); based
- education? in the HRSB 72% Getting to Great Survey. • 10-12 Parents/ Guardians (N=1207): 72%
based, school Achieve greater efficiency Reduce energy 2014-2015: Target achieved
- 2012-2013: in the management of our consumption by facilities and reduce 396,328 GJ 2964 GigaJoules by 388,088 Board energy consumption. 2014-15. (normalized)
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11.0 FINANCE AND OPERATIONS
A. KEY FINANCIAL INDICATORS
GENERAL FUND PROPOSED 2013-2014 2014-2015 2015-2016 ACTUAL FORECASTED* BUDGET
REVENUE Province of Nova Scotia $284,699,589 $301,043,000 $300,112,500 Halifax Regional Municipality 106,256,000 119,856,200 125,835,800 Government of Canada 2,683,409 3,050,500 2,389,100 Board Generated Revenues 12,631,590 13,970,100 14,355,500 TOTAL REVENUE $406,270,588 $437,919,800 $442,692,900
EXPENDITURES
SCHOOL ADMINISTRATION Salaries – Teachers $234,201,820 $256,616,700 $263,408,100 Salaries – Non-teachers 29,051,761 30,756,500 31,729,000 Benefits 29,932,564 26,123,900 27,010,600 Student Services 79,915 76,200 76,200 Program Support Resources 8,719,326 9,752,500 8,579,300 Administration 51,660 51,500 51,500 Professional Development 47,778 125,000 125,000 International Services 2,200,307 2,517,800 2,690,300 Summer School 26,215 17,300 22,500 Adult and Community Education 351,592 329,700 295,000 TOTAL – SCHOOL ADMINISTRATION $304,662,938 $326,367,100 $333,987,500
PROGRAM Salaries – Teachers $8,741,191 $8,987,700 $9,183,100 Salaries – Non-teachers 473,842 628,500 622,900 Benefits 644,753 765,800 759,400 Special Education & Student Support 2,079,155 2,589,400 2,697,300 Program Support Resources 5,699,801 9,741,500 7,588,800 Administration 89,572 77,500 84,600 Professional Development 1,314,886 2,003,300 1,221,600 TOTAL – PROGRAM $19,043,200 $24,793,700 $22,157,700
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PROPOSED 2013-2014 2014-2015 2015-2016 ACTUAL FORECASTED* BUDGET
BOARD SERVICES Board Governance $250,401 $276,900 $301,200 Board Services 1,502,920 1,379,900 1,486,600 TOTAL – BOARD SERVICES $1,753,321 $1,656,800 $1,787,800
OPERATIONS SERVICES Administration $2,310,311 $2,293,400 $2,389,100 Custodial Services 21,165,073 22,161,600 21,830,900 Maintenance Services 7,209,672 8,340,400 7,733,200 Plant Operations 14,387,225 14,138,400 14,154,900 Capital Projects 2,742,529 1,599,000 1,201,000 Student Transportation 17,501,098 18,593,500 18,900,500 Technology Services 3,601,541 5,378,500 4,344,200 Facilities Rental 528,064 498,400 555,800 TOTAL – OPERATIONS SERVICES $69,445,513 $73,003,200 $71,109,600
FINANCIAL SERVICES Administration $2,400,159 2,475,200 2,616,900 EXCEL – Before & After School Program 4,472,921 5,814,100 6,476,300 TOTAL – FINANCIAL SERVICES $6,873,080 $8,289,300 $9,039,200
HUMAN RESOURCES SERVICES Administration $2,108,105 $2,192,200 $2,377,100 Staff Development 2,079,059 2,135,600 2,180,000 TOTAL – HUMAN RESOURCE SERVICES $4,187,164 $4,327,800 $4,557,100
TOTAL – EXPENDITURES $405,965,216 $438,437,900 $442,692,900
EXCESS/(DEFICIT) OF REVENUES $305,372 ($518,100) 0 OVER EXPENDITURES
OPENING ACCUMULATED SURPLUS $15,236,632 $16,073,805
CLOSING ACCUMULATED SURPLUS $16,073,805 $15,555,705
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PROPOSED 2013-2014 2014-2015 2015-2016 ACTUAL FORECASTED* BUDGET
Designation of Accumulated Surplus: General Fund – Unrestricted $2,156,559 $2,181,797 General Fund – Program Resources 323,663 323,663 General Fund – Capital Amortization 8,187,165 7,643,827 School Based Funds 5,406,418 5,406,418 $16,073,805 $15,555,705
* Forecast Based on December 31, 2014 Financial Results
Note - The expenditure numbers in 2013-2014 and 2014-2015 exclude school generated funds transactions. For more detail, refer to the audited financial statements on the Board’s web site at www.hrsb.ca.
B. COST PRESSURES
The following information outlines the major cost pressures of the HRSB for the 2015-2016 fiscal year.
Teachers’ Salaries and Benefits
Teachers’ salaries and benefits comprise the largest portion of the Board’s budget. The current provincial collective agreement will expire July 31, 2015. The budget includes the April – July portion of the 3.0% increase that was effective August 1, 2014. The pay rate for substitute teachers has been increased by 3.0% for the same period, as well.
In addition to salary scale increases, there are other annual cost pressures for the teacher employee group. Teachers are eligible for step increases or increments if they have not reached the top salary step for their license level. With the significant number of retirements in the past several years, many of the newly hired teachers are eligible for annual step increases. It is estimated that increments in 2015-2016 will amount to almost $3.9 million in additional annual salary expenditures.
Teachers can qualify for license upgrades if they have completed the necessary educational requirements. Based on recent experience, it is projected that 200 teachers will qualify for a license upgrade in 2015-2016 at an average value of $7,325. This results in an annual cost pressure of almost $1.5 million.
There will be cost pressures in teacher benefits. While the Canada Pension Plan (CPP) rate has stayed the same, the maximum earnings amount has increased. Employment Insurance (EI) rates have also remained the same, but the maximum earnings amount for EI has increased. As a result, statutory benefits for most teachers have increased by 2.2%. Along with these increases, a July 2015 change to the NSTU Salary Continuation Plan has created a cost pressure of $1.5 million over last year’s budget. This pressure has been funded by the Province.
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Teacher retirements impact the budget. As teachers at the top of the scale retire, salaries for teachers’ replacements are typically lower on the salary scale. With about 110 retirements estimated in 2015, salary expenditures in the fiscal year 2015-2016 may be reduced by almost $1.5 million.
Non-teacher Salaries and Benefits
Non-teaching salaries and benefits comprise the next largest component of the Board’s budget. There are three union agreements, a non-union professional employees group and casuals that make up the non- teaching employee group.
The current CUPE agreement expired July 31, 2014. The current NSGEU agreement includes a 3.0% increase effective October 1, 2015. The current NSUPE agreement expires July 31, 2015. The PEG salary scales expired on March 31, 2015. With the exception of the NSGEU increase, the cost pressure for the Board for the increases for these employee groups have not been included in the budget and will be factored in once the rates are confirmed.
There are other cost pressures within these employee groups as well. Most of the salary scales in these collective agreements have step increases that employees receive based on years of service. Employees who have not yet reached the final step will be eligible for a pay increment on their anniversary date.
Regularly assigned EXCEL staff and lunch monitor staff received a 2.5% increase in 2014-2015 effective August 1, 2014. The budget includes an estimated increase of 3.0% for this group of employees, as well as other casual employee groups.
There are also benefits’ cost pressures. While the Canada Pension Plan (CPP) and Employment Insurance (EI) rates have stayed the same, the maximum earnings amount has increased for both. Workers’ Compensation Board (WCB) rates have risen, as well as the maximum earnings amount for WCB. As a result, statutory benefits for most non-teachers have increased by as much as 3.2%. Along with these increases, the employer cost of contributing to the pension plan and Long Term Disability plan increase as non-teacher salaries increase, since these contributions are based on a percentage of salary, as well as employer sharing of medical/dental premiums.
Other
Student Transportation – A major non-salary expenditure of the Board is the contracted student transportation service. The current contract with Stock Transportation provides for a 2.5% increase beginning in September 2015, as well as the full year impact of the September 2014 increase. This results in an increase of approximately $0.28 million over the budget in 2015-2016, as a result of an anticipated reduction in fuel costs.
Operations
Costs continue to increase for operating and maintaining our school and office buildings. Heating oil prices have declined during the winter of 2014-2015, 25% - 30% lower in January – March 2015 as compared to the same period in 2014. This reduction is estimated to continue into 2015-2016, and helps to offset some of the increased costs to maintain our schools.
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The Board has undertaken several energy efficiency projects over the last number of years. These projects have resulted in reductions in electricity consumption, which has allowed for a modest reduction to our budget for electricity costs.
Summary
With about 84% of the Board’s budget comprising salaries and benefits, the main cost pressures for 2015- 2016 are in these areas. The Board’s revenue is determined by the Provincial government and while the HRSB would like to see greater movement toward full implementation of the Hogg Funding Formula, it recognizes the fiscal challenges faced by the province. The funding provided for 2015-2016, combined with sound fiscal practices, allows the Board to present a balanced budget while minimizing the impact on resources at the school and classroom level.
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Appendix 1.0
Governing Board
Superintendent
School Administration Program Human Resource Services Financial Services Operations Services Board Services Department Department Department Department Department Department
*Organizational structure as of August 1, 2015.
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Executive Administrative *Senior Staff Advisor Superintendent Assistant
Corporate Secretary Senior Diversity Advisor Coordinator, Communications
Facilitator, African Nova Communications Administrative Assistant Scotian Student Support Officer
Consultant, English as an Additional Language
RCH Program Advisor
*For reporting purposes, the Corporate Secretary, Senior Diversity Advisor and the Coordinator, Communications report to the Superintendent. In the day‐to‐day operations of the HRSB, the Senior Staff Advisor provides direction to these staff members.
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Director, Administrative Coordinator, Secretary (2) Assistant School School Administration Administration
Facilitator Supervisors Facilitator Supervisors Consultant SIS International Services School Administration Staffing & Resources School Administration Safe Schools Project Manager Program (4) (4)
Manager SIS Technology School SIS Training International Services Secretary School Support Specialist Principals Specialist (2) Program Principals
Project Manager International Services Secretary
Program
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Director, Operations Administrative Planner Services Assistant
Custodial Maintenance Technology Student Services Transportation
Coordinator, Coordinator Administrator Coordinator Property Services Secretary Property Services Secretary Student Information Custodial Maintenance Transportation Technology
Supervisors Materials School Technology Supervisors Manager (5) AESOP (2) Manager Manager IT/Network Regulatory Manager Specialist Support Compliance Supervisors School Technology Staff Quality Control (4) Manager Assistant Maintenance (2) Manager (4) Supervisor Computer for Caretakers / Schools Program Custodians Manager Special Projects Maintenance Specialist Wireless Staff & Infrastructure Supervisor Facilities Rental Monitors Manager Manager Energy VoIP & Network
Infrastructure Web Developer DBA (2) Security / Communications Specialist
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Director, Human Resource Services
Coordinator Human Resource Services
Client Services Workplace Compensation Labour Health & Benefits Relations
Respectful Manager HR HRIS Recruitment & Health & Abilities Workplace Injury Compensation & Labour Relations Workplace Occupational Health Manager (4) Supervisor Retention Advisor Specialist Specialist Benefits Manager Consultant Consultant & Safety
Compensation & Central Office AESOP Claims Management Benefits Receptionist Administrator Administrator Administrator (2)
HR Clerk (2)
HR Administrator (4)
Draft General Fund Business Plan Page 46 June 17, 2015 and Budget 2015-2016 Program Appendix 1.0 Department Consultants Research and Data (2) Administrative Facilitator Assistant Director, Program School Improvement Consultant Assessment & Reporting
Programs Student Services
Secretary (2) Coordinator, Programs Coordinator Secretary (1.5) Student Services
Facilitator Consultant Facilitator Curriculum Literacy Consultants Facilitator Specialist English Program 7‐12 Implementation (G) (G) Implementation Early Literacy (3) Student Services (4) Autism (5)
Consultant Facilitator Consulant Consultant Specialist Nutritionist (G) Community Based Mathematics Student Health Care Literacy 7‐12 Assistive Technology (4) Learning (G) Implementation Needs
Consultants Consultants Reading Recovering Regional & Mathematics Support Specialist FSL Program (G) (2) Teacher Leader (G) Site‐based (4) Student Program Planning (4) Services (71)
Leaders Consultant Specialist Technology Integration Library Services Behaviours (4) (2) (G)
G‐ Partially or fully funded by Government Grant.
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Director, Financial Administrative Assistant Services
Finance Excel Program
Coordinator, Financial Services
Manager Budget Regional Accounting Payroll Coordinator Accounting & Purchasing Manager Services Managers (2) Manager Excel
Financial Clerk Financial Finance Clerk Payroll Supervisors Head Instructor Regional Accounting Analyst Budget Analyst Excel (3) & Support Staff Services
Buyer Payroll Registrar Supervisor Finance Clerk Accounts Receivable
Supervisor Finance Clerk Assistant Accounting & Payroll (5) Registrar Purchasing Finance Clerk Accounts Payable (2)
Finance Clerk Accounting/ Purchasing (2)
Finance Clerk Mail Room / Print Shop
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2.0 Key Facts
Key Fact Category September 30, 2013 September 30, 2014 Students Total Number of Students 48,596 48,185 Average Class Size P-2 22.5 19.5 Average Class Size 3-6 24.2 23.7 Average Class Size 7-9 25.0 24.8 Average Class Size 10-12 25.5 25.7 Total Number of Classes & Sections 3,358 3,164 Teachers Instruction FTEs 2,379.5 2,451.8 Administrative FTEs 228.9 227.4 Resource FTEs 308.7 308.7 Student Support FTEs 251.6 281.7 Program Support FTEs 15.0 School Support Staff Education Assistants (total hours service/day) 4,044.6/205 4,148.2/205 Library Technicians (total hours service/day) 67.6/205 67.6/205 Student Supervision (total hours service/day) 950/186 950/186 School Secretaries (total hours service/day) 1,123.5/206 1,123.5/206 Student Support Workers (total hours service/day) 133/205 147/205 Board Governance School Board Members 10.0 10.0 Board Support Staff FTEs 2.0 2.0 Regional Administration Senior Management FTEs 7.0 7.0 Program Management FTEs 26.0 24.0 Operational Management FTEs 44.0 44.0 Administration Support FTEs 18.0 18.0 Secretarial/Clerical FTEs 31.5 31.5 Technology Students/Instructional Computer 3.13 3.06 Technical Support FTEs 35.0 34.0 Computers & Devices/Technician 633 660 Property Services Total School Sq. Ft. 7,741,990 7,520,080 Sq. Ft./Student 159.3 156.6 Private Operator Sq. Ft. 746,425 744,825 Operating Cost/Sq. Ft. $6.28 $6.58 Bd. Custodial/Sq. Ft. 0.091 0.092 Con. Custodial/Sq. Ft. 0.089 0.096 Sq. Ft./Custodial Hour 2,870.5 2,825.5 Operating Capital $935,200 $885,200
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Transportation Total Buses Operated 246 246 Total Students Transported 24,509 + 780 passes 24,861 + 772 passes Total Cost/Student Transported $734 $748.92 Average Bus Load 99 101 Cost/Unit – Contracted $69,662 $74,242 Cost/Unit – Board n/a n/a Number of Operating Days 186 186
DRAFT General Fund Business Plan Page 50 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line REVENUE
Province of Nova Scotia Formula Funding 274,898,200 266,643,200 266,637,000 8,255,000 8,261,200 R1 Provincial Initiatives 19,419,900 21,716,100 22,067,900 -2,296,200 -2,648,000 R2 Other Provincial Initiatives and Grants 5,794,400 9,276,600 12,338,100 -3,482,200 -6,543,700 R3 Subtotal 300,112,500 297,635,900 301,043,000 2,476,600 -930,500
Halifax Regional Municipality Mandatory Contribution 125,835,800 119,856,200 119,856,200 5,979,600 5,979,600 R4 Subtotal 125,835,800 119,856,200 119,856,200 5,979,600 5,979,600
Government of Canada Adult EAL 1,997,000 2,592,000 2,592,000 -595,000 -595,000 R5 French Special Projects 231,500 231,500 231,500 0 0 R6 Minority Official Language 160,600 208,500 208,500 -47,900 -47,900 R7 Other Projects 0 0 18,500 0 -18,500 R8 Subtotal 2,389,100 3,032,000 3,050,500 -642,900 -661,400
Board Generated Revenue Nova Scotia Student Adult Learning 295,000 295,000 330,200 0 -35,200 R9 Investment Income 300,000 200,000 392,900 100,000 -92,900 R10 Summer School Fees 22,500 22,500 10,900 0 11,600 R11 Facilities Rental 773,000 703,000 782,400 70,000 -9,400 R12 EXCEL - Before and After School Program 9,332,500 8,431,200 8,629,200 901,300 703,300 R13 International Services 3,466,700 3,249,100 3,208,200 217,600 258,500 R14 Miscellaneous 165,800 170,700 616,300 -4,900 -450,500 R15 Subtotal 14,355,500 13,071,500 13,970,100 1,284,000 385,400
TOTAL REVENUE 442,692,900 433,595,600 437,919,800 9,097,300 4,773,100
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Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line EXPENDITURES
SCHOOL ADMINISTRATION
Salaries - Teachers Classroom 180,956,100 175,075,100 176,162,900 5,881,000 4,793,200 S1 Special Education 25,298,800 24,819,500 24,250,500 479,300 1,048,300 S2 Student Support 9,922,400 9,424,500 9,251,300 497,900 671,100 S3 Library and Guidance 6,787,300 6,395,400 6,295,300 391,900 492,000 S4 Teacher Administrators 25,396,500 24,628,500 24,591,300 768,000 805,200 S5 Board Administration 1,630,500 1,622,600 1,621,300 7,900 9,200 S6 Substitutes 13,416,500 13,232,900 14,444,100 183,600 -1,027,600 S7 Subtotal 263,408,100 255,198,500 256,616,700 8,209,600 6,791,400
Salaries - Non-Teachers Educational Program Assistants 21,712,900 21,274,900 21,063,500 438,000 649,400 S8 Library Support Specialists 398,200 390,200 364,100 8,000 34,100 S9 School Secretaries 6,009,400 5,835,400 5,837,100 174,000 172,300 S10 Board Administration 207,200 200,100 200,300 7,100 6,900 S11 Student Support 818,100 822,700 776,900 -4,600 41,200 S12 Security 87,400 87,100 87,100 300 300 S13 Lunch Supervision 2,495,800 2,427,500 2,427,500 68,300 68,300 S14 Subtotal 31,729,000 31,037,900 30,756,500 691,100 972,500
Benefits Statutory 16,553,000 16,036,700 16,177,800 516,300 375,200 S15 Medical/Dental/Salary Continuation 4,856,300 3,411,800 4,438,000 1,444,500 418,300 S16 Service Awards 2,112,500 2,084,200 2,084,200 28,300 28,300 S17 Pension 3,488,800 3,463,500 3,423,900 25,300 64,900 S18 Subtotal 27,010,600 24,996,200 26,123,900 2,014,400 886,700
DRAFT General Fund Business Plan Page 52 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line Student Services Travel - Student Services 61,200 61,200 61,200 0 0 S19 Other Non Salary Expenditures 15,000 15,000 15,000 0 0 S20 Subtotal 76,200 76,200 76,200 0 0
Program Support Resources Classroom Supplies and Equipment 4,216,500 4,209,600 4,769,300 6,900 -552,800 S21 School Technology 756,000 756,000 1,006,000 0 -250,000 S22 Data Lines 544,700 530,800 545,800 13,900 -1,100 S23 Circuit/Resource Travel 187,100 187,100 187,100 0 0 S24 Textbook Credit Allocation 2,591,700 2,565,400 2,565,400 26,300 26,300 S25 Other Non Salary Expenditures 170,000 190,000 190,900 -20,000 -20,900 S26 Provincial Math/Literacy Strategies 0 269,800 269,800 -269,800 -269,800 S27 Other Projects 113,300 118,200 218,200 -4,900 -104,900 S28 Subtotal 8,579,300 8,826,900 9,752,500 -247,600 -1,173,200
Administration Supplies and Materials 20,000 20,000 20,000 0 0 S29 Other Non Salary Expenditures 31,500 31,500 31,500 0 0 S30 Subtotal 51,500 51,500 51,500 0 0
Professional Development System Leadership/Student Info Systems 125,000 125,000 125,000 0 0 S31
International Services Revenue 3,466,700 3,249,100 3,208,200 217,600 258,500 S32
Expenditure 2,690,300 2,500,100 2,517,800 190,200 172,500 S33 Net Revenue 776,400 749,000 690,400 27,400 86,000
DRAFT General Fund Business Plan Page 53 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line Summer School Revenue 22,500 22,500 10,900 0 11,600 S34
Expenditure 22,500 22,500 17,300 0 5,200 S35 Net Revenue 0 0 -6,400 0 6,400
Adult and Community Education Night School 15,000 15,000 15,000 0 0 S36 Nova Scotia Student Adult Learning 280,000 280,000 314,700 0 -34,700 S37 Subtotal 295,000 295,000 329,700 0 -34,700
Total School Administration 333,987,500 323,129,800 326,367,100 10,857,700 7,620,400
PROGRAM
Salaries - Teachers Special Education 6,507,800 6,372,100 6,347,800 135,700 160,000 P1 Student Support 0 262,900 335,400 -262,900 -335,400 P2 Board Administration 2,675,300 2,349,300 2,304,500 326,000 370,800 P3 Subtotal 9,183,100 8,984,300 8,987,700 198,800 195,400
Salaries - Non-Teachers Board Administration 306,500 285,700 275,000 20,800 31,500 P4 Student Services Secretaries 226,400 218,700 216,200 7,700 10,200 P5 Tutors 90,000 90,000 137,300 0 -47,300 P6 Subtotal 622,900 594,400 628,500 28,500 -5,600
Benefits Statutory 493,200 469,800 496,200 23,400 -3,000 P7 Medical/Dental/Salary Continuation 121,800 70,200 111,500 51,600 10,300 P8 Service Awards 77,100 90,700 90,700 -13,600 -13,600 P9 Pension 67,300 65,700 67,400 1,600 -100 P10 Subtotal 759,400 696,400 765,800 63,000 -6,400 DRAFT General Fund Business Plan Page 54 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line
Special Education and Student Support Supplies and Materials 168,000 168,000 168,000 0 0 P11 Assistive Technology Equipment 293,800 301,600 301,600 -7,800 -7,800 P12 Innovation Challenge 380,300 380,300 380,300 0 0 P13 SEIRC/Special Needs Support 534,900 482,400 482,400 52,500 52,500 P14 Travel - Student Services 80,000 85,000 85,700 -5,000 -5,700 P15 Contracted Services 1,240,300 1,389,300 1,171,400 -149,000 68,900 P16 Subtotal 2,697,300 2,806,600 2,589,400 -109,300 107,900
Program Support Resources Supplies and Materials 185,600 233,500 233,500 -47,900 -47,900 P17 Provincial Program Initiatives and Projects 5,406,200 5,382,800 6,916,000 23,400 -1,509,800 P18 Adult English as an Additional Language 1,997,000 2,592,000 2,592,000 -595,000 -595,000 P19 Subtotal 7,588,800 8,208,300 9,741,500 -619,500 -2,152,700
Administration Supplies and Materials 35,000 35,000 35,000 0 0 P20 Other Non Salary Expenditures 49,600 42,500 42,500 7,100 7,100 P21 Subtotal 84,600 77,500 77,500 7,100 7,100
Professional Development Curriculum Implementation 318,300 339,500 293,300 -21,200 25,000 P22 Literacy Implementation 41,200 250,200 278,900 -209,000 -237,700 P23 Mathematics Implementation 317,000 374,300 680,900 -57,300 -363,900 P24 Assessment and Evaluation 29,200 13,800 16,700 15,400 12,500 P25 School Improvement 46,400 120,100 154,200 -73,700 -107,800 P26 Student Services 243,600 191,600 222,700 52,000 20,900 P27 RCH 225,900 242,800 356,600 -16,900 -130,700 P28 Subtotal 1,221,600 1,532,300 2,003,300 -310,700 -781,700
Total Program 22,157,700 22,899,800 24,793,700 -742,100 -2,636,000
DRAFT General Fund Business Plan Page 55 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line BOARD SERVICES
Board Governance Stipends and Benefits 116,100 108,300 108,300 7,800 7,800 B1 Supplies and Materials 5,000 5,000 5,000 0 0 B2 NSSBA Dues 85,000 85,000 85,000 0 0 B3 Other Non Salary Expenditures 95,100 78,600 78,600 16,500 16,500 B4 Subtotal 301,200 276,900 276,900 24,300 24,300
Board Services Salaries 954,900 847,100 828,100 107,800 126,800 B5 Benefits 139,300 140,600 141,400 -1,300 -2,100 B6 Supplies and Materials 70,000 70,000 70,000 0 0 B7 Professional Services 250,000 250,000 268,000 0 -18,000 B8 Other Non Salary Expenditures 72,400 72,400 72,400 0 0 B9 Subtotal 1,486,600 1,380,100 1,379,900 106,500 106,700
Total Board Services 1,787,800 1,657,000 1,656,800 130,800 131,000
OPERATIONS SERVICES
Administration Salaries 1,860,100 1,803,300 1,785,800 56,800 74,300 O1 Benefits 446,500 433,700 428,100 12,800 18,400 O2 Travel 35,000 35,000 35,000 0 0 O3 Other Non Salary Expenditures 47,500 47,500 44,500 0 3,000 O4 Subtotal 2,389,100 2,319,500 2,293,400 69,600 95,700
DRAFT General Fund Business Plan Page 56 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line Custodial Services Salaries 12,793,100 13,107,000 13,082,100 -313,900 -289,000 O5 Benefits 4,279,400 4,359,700 4,305,000 -80,300 -25,600 O6 Supplies and Equipment 803,400 788,400 838,400 15,000 -35,000 O7 Building Rental Expense 1,892,100 1,840,500 1,864,600 51,600 27,500 O8 Contracted Services 2,062,900 2,057,900 2,071,500 5,000 -8,600 O9 Subtotal 21,830,900 22,153,500 22,161,600 -322,600 -330,700
Maintenance Services Salaries 1,889,000 1,842,000 1,836,000 47,000 53,000 O10 Benefits 639,600 638,000 610,400 1,600 29,200 O11 Supplies and Equipment 4,154,600 4,104,600 4,794,000 50,000 -639,400 O12 Vehicle Operating Expense 250,000 200,000 250,000 50,000 0 O13 Contracted Services - Maintenance 800,000 800,000 800,000 0 0 O14 Relocation Expenses 0 50,000 50,000 -50,000 -50,000 O15 Subtotal 7,733,200 7,634,600 8,340,400 98,600 -607,200
Plant Operations Insurance 707,600 665,100 647,900 42,500 59,700 O16 Utilities - Electricity 5,393,700 5,765,100 5,734,500 -371,400 -340,800 O17 Utilities - Heating Fuel 6,797,600 7,963,700 6,500,000 -1,166,100 297,600 O18 Utilities - Water / Sewer 1,189,000 1,189,000 1,189,000 0 0 O19 Utilities - Telephone 67,000 67,000 67,000 0 0 O20 Subtotal 14,154,900 15,649,900 14,138,400 -1,495,000 16,500
Capital Projects 1,201,000 1,024,200 1,599,000 176,800 -398,000 O21
Student Transportation 18,900,500 18,619,000 18,593,500 281,500 307,000 O22
DRAFT General Fund Business Plan Page 57 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line Technology Services Salaries 2,258,000 2,262,600 2,250,900 -4,600 7,100 O23 Benefits 596,700 598,000 584,100 -1,300 12,600 O24 Computer Services - Schools 181,400 403,600 453,600 -222,200 -272,200 O25 Computer Supplies - Administration 79,100 79,100 79,100 0 0 O26 O'Connell Drive Refresh 160,700 147,000 147,000 13,700 13,700 O27 P3 Information Technology Sinking Fund 335,300 1,134,900 1,134,900 -799,600 -799,600 O28 IEI Non Salary Expenses 122,900 122,900 122,900 0 0 O29 Travel 68,000 68,000 68,000 0 0 O30 Professional Services 410,100 406,000 406,000 4,100 4,100 O31 Telephone/Fax/Data 132,000 132,000 132,000 0 0 O32 Subtotal 4,344,200 5,354,100 5,378,500 -1,009,900 -1,034,300
Facilities Rentals Revenue 773,000 703,000 782,400 70,000 -9,400 O33
Salaries 417,400 412,600 365,800 4,800 51,600 O34 Benefits 85,300 83,100 75,200 2,200 10,100 O35 Service Contract 52,400 52,400 52,400 0 0 O36 Other Non Salary Expenditures 700 5,000 5,000 -4,300 -4,300 O37 Subtotal 555,800 553,100 498,400 2,700 57,400 Net Revenue 217,200 149,900 284,000 67,300 -66,800
Total Operations Services 71,109,600 73,307,900 73,003,200 -2,198,300 -1,893,600
DRAFT General Fund Business Plan Page 58 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line FINANCIAL SERVICES
Administration Salaries 1,638,900 1,606,500 1,598,000 32,400 40,900 F1 Benefits 418,300 400,800 401,000 17,500 17,300 F2 Supplies and Materials 160,000 185,000 170,000 -25,000 -10,000 F3 Travel 3,000 3,000 3,000 0 0 F4 Liability Insurance 342,700 227,900 240,100 114,800 102,600 F5 Professional Services 39,000 38,100 38,100 900 900 F6 Service Fees 15,000 25,000 25,000 -10,000 -10,000 F7 Subtotal 2,616,900 2,486,300 2,475,200 130,600 141,700
Excel - Before and After School Program Revenue 9,332,500 8,431,200 8,629,200 901,300 703,300 F8
Salaries 5,145,200 4,549,900 4,636,200 595,300 509,000 F9 Benefits 625,300 550,700 548,200 74,600 77,100 F10 Other 705,800 641,200 629,700 64,600 76,100 F11 Subtotal 6,476,300 5,741,800 5,814,100 734,500 662,200 Net Revenue 2,856,200 2,689,400 2,815,100 166,800 41,100
Total Financial Services 9,093,200 8,228,100 8,289,300 865,100 803,900
DRAFT General Fund Business Plan Page 59 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Line HUMAN RESOURCE SERVICES
Administration Salaries 1,807,900 1,668,600 1,615,200 139,300 192,700 H1 Benefits 431,800 416,700 423,700 15,100 8,100 H2 Pension Top-Ups 24,100 40,000 40,000 -15,900 -15,900 H3 Supplies and Materials 108,300 101,100 105,100 7,200 3,200 H4 Travel 5,000 7,200 7,200 -2,200 -2,200 H5 Service Contracts 0 5,000 1,000 -5,000 -1,000 H6 Subtotal 2,377,100 2,238,600 2,192,200 138,500 184,900
Staff Development Professional Development 2,180,000 2,134,400 2,135,600 45,600 44,400 H7 Subtotal 2,180,000 2,134,400 2,135,600 45,600 44,400
Total Human Resource Services 4,557,100 4,373,000 4,327,800 184,100 229,300
TOTAL EXPENDITURES 442,692,900 433,595,600 438,437,900 9,097,300 4,255,000
NET SURPLUS/(DEFICIT) 0 0 -518,100 0 518,100
DRAFT General Fund Business Plan Page 60 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND FTE COUNT - BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected
SCHOOL ADMINISTRATION
Salaries - Teachers Classroom 2,419.3 2,408.2 2,413.2 11.1 6.1 Special Education 308.7 308.7 308.7 0.0 0.0 Student Support 125.8 122.8 121.8 3.0 4.0 Library and Guidance 80.2 81.6 80.2 -1.4 0.0 Teacher Administrators 248.6 248.1 248.1 0.5 0.5 Board Administration 15.0 15.0 15.0 0.0 0.0 Subtotal 3,197.6 3,184.4 3,187.0 13.2 10.6
Salaries - Non-Teachers Educational Program Assistants 600.6 587.8 592.6 12.8 8.0 Student Support 21.0 21.0 21.0 0.0 0.0 Library Support Specialists 10.4 10.4 10.4 0.0 0.0 School Secretaries 151.6 152.6 152.6 -1.0 -1.0 Board Administration 4.0 4.0 4.0 0.0 0.0 Security 2.0 2.0 2.0 0.0 0.0 Subtotal 789.6 777.8 782.6 11.8 7.0
Total School Administration 3,987.2 3,962.2 3,969.6 25.0 17.6
PROGRAM
Salaries - Teachers Special Education 80.0 79.0 79.1 1.0 0.9 Student Support 0.0 3.0 4.0 -3.0 -4.0 Board Administration 26.0 23.0 30.0 3.0 -4.0 Subtotal 106.0 105.0 113.1 1.0 -7.1
DRAFT General Fund Business Plan Page 61 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND FTE COUNT - BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Salaries - Non-Teachers Board Administration 6.5 6.5 6.5 0.0 0.0 Student Services Secretaries 5.9 5.9 5.9 0.0 0.0 Subtotal 12.4 12.4 12.4 0.0 0.0
Total Program 118.4 117.4 125.5 1.0 -7.1
BOARD SERVICES
Board Members 10.0 10.0 10.0 0.0 0.0 Administration 11.0 9.0 9.0 2.0 2.0 Subtotal 21.0 19.0 19.0 2.0 2.0
Total Board Services 21.0 19.0 19.0 2.0 2.0
OPERATIONS SERVICES
Board Administration Administration 26.0 26.0 26.0 0.0 0.0 Subtotal 26.0 26.0 26.0 0.0 0.0
Facilities and Grounds Custodial 301.9 303.9 303.9 -2.0 -2.0 Maintenance 42.0 42.0 42.0 0.0 0.0 Subtotal 343.9 345.9 345.9 -2.0 -2.0
Technology Services Administration 5.0 5.0 5.0 0.0 0.0 Technicians 34.0 34.0 34.0 0.0 0.0 Subtotal 39.0 39.0 39.0 0.0 0.0
DRAFT General Fund Business Plan Page 62 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0 GENERAL FUND FTE COUNT - BUDGET SUMMARY 2015-2016
Proposed Change Change Budget Budget Projected Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projected Facilities Rentals Administration 1.0 1.0 1.0 0.0 0.0 Subtotal 1.0 1.0 1.0 0.0 0.0
Total Operations Services 409.9 411.9 411.9 -2.0 -2.0
FINANCIAL SERVICES
Board Administration Administration 26.0 26.0 26.0 0.0 0.0 Subtotal 26.0 26.0 26.0 0.0 0.0 EXCEL Administration 9.0 9.0 9.0 0.0 0.0 Subtotal 9.0 9.0 9.0 0.0 0.0
Total Financial Services 35.0 35.0 35.0 0.0 0.0
HUMAN RESOURCE SERVICES
Board Administration Administration 25.0 23.0 23.0 2.0 2.0 Subtotal 25.0 23.0 23.0 2.0 2.0
Total Human Resource Services 25.0 23.0 23.0 2.0 2.0
TOTAL FTE COUNT 4,596.5 4,568.5 4,584.0 28.0 12.5
DRAFT General Fund Business Plan Page 63 June 17, 2015 and Budget 2015-2016 APPENDIX 3.0
HALIFAX REGIONAL SCHOOL BOARD SCHOOL ADMINISTRATION AND PROGRAM - BENEFIT SUMMARY 2015-2016
Statutory Medical/Dental Service Pension Total Sal Con Awards School Administration Classroom Teachers 10,313,600 1,849,000 1,530,600 6,600 13,699,800 Special Education 3,536,900 2,067,400 213,800 2,608,400 8,426,500 Student Support 557,800 145,000 82,300 97,100 882,200 Library and Guidance 342,600 95,700 57,400 53,100 548,800 Teacher Administrators 919,000 250,300 214,600 0 1,383,900 Board Administration 76,600 22,700 13,800 24,600 137,700 Program Support Staff 806,500 426,200 0 699,000 1,931,700
Total Benefits - School Administration 16,553,000 4,856,300 2,112,500 3,488,800 27,010,600
Program Special Education 357,200 78,300 55,000 26,800 517,300 Board Administration 136,000 43,500 22,100 40,500 242,100
Total Benefits - Program 493,200 121,800 77,100 67,300 759,400
DRAFT General Fund Business Plan Page 64 June 17, 2015 and Budget 2015-2016
HALIFAX REGIONAL SCHOOL BOARD
DRAFT SUPPLEMENTARY FUND BUDGET
2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
Table of Contents
1. INTRODUCTION AND PLANNING CONTEXT ...... 3
2. FINANCIAL SUMMARY ...... 4
3. SUPPLEMENTARY FUND BUDGET HIGHLIGHTS ...... 6
4. SUMMARY OF SUPPLEMENTARY FUND PROPOSAL FOR 2015-2016 ...... 7
5. APPENDIX 1.0 – DETAILED BUDGET SUMMARY AND STAFFING BUDGET ...... 9
Page 2 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
1.0 INTRODUCTION AND PLANNING CONTEXT
The Halifax Regional School Board (HRSB or the Board) shares a geographic boundary with the Halifax Regional Municipality (HRM). The Board operates 137 schools serving more than 48,000 students and employing approximately 4,831 FTE teachers and support staff.
The HRSB’s mission is, “Providing a high quality education for every student every day.” The Board shares a common goal with the Halifax Regional Municipality of creating a healthy, sustainable, viable and well-educated community.
It is within the framework of a shared vision with HRM for excellence in educational opportunities and student achievement that supplementary funding is provided on an annual basis. There is a long history of the former cities of Halifax and Dartmouth providing funding for public education that is above the mandatory amount directed annually by the Province. The former Halifax County and Bedford communities have benefited from supplementary funding over the past 13 years.
Supplementary funding is used to enhance and augment educational programs and services to students who live in the Halifax Regional Municipality. Supplementary funding allows students to benefit from programs and services that might not be available with the general funding received by the HRSB.
More than 99% of the funding is spent on staffing. In 2014-15, the funding provided for 140.6 FTE teacher positions and 104.5 FTE school based student support staff. A significant portion of the funding is spent to provide enhanced arts and music programs, lower class sizes, and increased student support throughout the region.
HRM and HRSB entered into an agreement in the spring of 2007 that covered arrangements for providing supplementary funding. The original agreement achieved tax rates harmonized among all areas of HRM. The HRSB also made improvements in the allocation of the funds to provide for regional equity in the resources provided from supplementary funding.
In time for the 2011-2012 fiscal year, the most recent agreement was renewed for a further 4 year term. This proposal was approved by both HRM Council and the Halifax Regional School Board and extended to March 31, 2015. This agreement included an annual reduction of supplementary funding of $450,000, which is the same reduction that had occurred annually over the previous 4 years. While the funding continues to decline, it does provide for longer term predictability so that the HRSB can plan for strategic allocations of this funding.
While there is no agreement currently in place, the context for establishing the 2015-2016 supplementary fund budget proposal follows on the direction set in previous years. The estimated amount of funding is reduced by $450,000 for 2015-2016 in accordance with the previous joint agreements. Where the total amount of supplementary funding is shared with the Conseil scolaire acadien provincial (CSAP), the HRSB share is estimated to reduce by a total of $472,300 due to a decrease in the portion of total enrolment within HRM. (Budget to budget change reflects a reduction of $414,200 due to a variance between the budgeted and final actuals for 2014-2015.)
The 2015-2016 budget covers the period April 1, 2015 to March 31, 2016. The proposal is based on the amount outlined in the HRM budget document that was approved by Council in April, 2015. The Board
Page 3 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016 maintains its commitment to retain spending levels for arts and music with efforts to increase funding in these programs throughout the region as resources become available. It is important to recognize that with declining enrolment, specialist allocations per class will reduce, with the reduction in the number of individual classes.
The HRSB thanks Halifax Regional Council for their continued support of supplementary funding.
2.0 FINANCIAL SUMMARY
The supplementary fund budget proposal is based on the amount indicated in the previous joint agreement. The basis for deriving the total supplementary funding to the HRSB is as follows:
Total approved funding 2014-2015 $17,246,100 Overall reduction in funding 2014-2015 (as per joint agreement) <450,000> Estimated proportionate share to CSAP based on enrolment as per legislation <709,100> Estimated total funding for 2015-2016 $16,087,000
Over 99% of the supplementary funds are spent on salaries and benefits. The increases and anticipated increases within collective agreements for 2015-2016 have been reflected in this budget proposal. Salary and benefit costs have been budgeted for staff in all union groups based on actual and projected staffing.
Overall adjustments in the budgets were necessary to offset the funding reduction and the impact of salary increases. The budget proposal for 2015-2016 is summarized as follows:
Page 4 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
Budget Proposal Approved Budget 2015-2016 2014-2015 Revenues
Supplementary Funding $16,087,000 $16,501,200
Expenditures
Classroom Teachers Elementary Music 804,200 809,500 Junior High Music and Art 579,300 557,500 Elementary Art 583,800 587,900 Additional Teachers 3,159,100 3,411,000 Fine Arts 1,558,000 1,528,800 Sub-total 6,684,400 6,894,700
Special Education Resource Teachers 2,484,100 2,438,600 Social Workers 499,100 494,000 Educational Program Assistants 950,500 956,700 Sub-total 3,933,700 3,889,300
Library and Guidance Library Support Specialists 2,216,300 2,257,000 Guidance 0 260,100 Sub-total 2,216,300 2,517,100
Curriculum Leadership 410,800 401,700
Other Early Learning Opportunities 359,100 361,500 Student Services Secretaries 34,500 26,100 Secretaries 54,100 40,900 Student Support Workers 120,400 120,500 Sub-total 568,100 549,000
Benefits Statutory 903,100 900,000 Medical/Dental/Salary Continuation 410,800 351,400 Service Awards 81,700 100,900 Pension 446,700 450,100 Sub-total 1,842,300 1,803,300
Substitutes 338,400 353,100
Program Support Program Supplies and Materials 73,000 73,000 Therapeutic Swim Program 20,000 20,000 Sub-total 93,000 93,000
TOTAL EXPENDITURES $16,087,000 $16,501,200
Page 5 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
3.0 SUPPLEMENTARY FUND BUDGET HIGHLIGHTS
The 2015-2016 Supplementary Fund budget represents a reduction of $414,200 from the total funding budgeted in 2014-2015. It is anticipated that CSAP will receive a slightly greater proportion of the funding than last year as their enrolment is increasing within HRM as compared to HRSB.
The budgetary changes in 2015-2016 to adjust to the new level of funding are outlined below.
As noted previously, provision has been made within the budget for estimated negotiated salary and wage increases within collective agreements. Over 99% of the supplementary funds are directed to staff salaries and benefits.
The budget takes into account the full year impact of reductions made in 2014-2015. Adjustments in staffing take place on a school-year basis so any reductions take into account the timing of these adjustments within the fiscal period.
The adjustments proposed for 2015-2016 are as follows:
Increase of 0.4 FTE Junior High Music and Art teachers Increase of 0.3 FTE Fine Arts teacher position Reduction of 6.8 FTE Classroom teachers
All of these changes are effective as of the start of the next school year on August 1, 2015.
Page 6 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
4.0 SUMMARY OF SUPPLEMENTARY FUND BUDGET PROPOSAL FOR 2015-2016
Approval of this budget proposal results in the following resource allocations for the 2015-2016 school year.
CATEGORY RESOURCES DESCRIPTION Elementary Music 10.9 FTE All elementary school classes in HRM receive an enhanced allocation to increase the number of music classes.
Junior High Music and 8.0 FTE All junior high schools in HRM receive an enhanced allocation to Art support elective programming in music and art.
Elementary Art 8.1 FTE Grades 4 to 6 in elementary schools in the former Halifax District School Board receive an additional 60 minutes per week of art instruction provided by an art specialist (historical program). An Elementary Art Consultant works with teachers on the delivery of the art program in Dartmouth (historical position). The pottery lab at St. Catherine’s School offers a program open to all schools in HRM that bus the students to the site to participate.
Additional Classroom 49.0 FTE Additional teaching staff are provided across HRM to lower class Teachers size and to provide additional “profile support” to schools with identified needs. A 0.3 teaching position to support the Therapeutic Swim program is included here, as well.
Fine Arts 21.4 FTE Fine Arts specialists provide All City Music/Fine Arts programs across HRM. In addition, there are two Fine Arts family positions allocated through the funds.
Resource Teachers 30.7 FTE These additional teachers provide enhanced programming opportunities for students requiring resource support across all schools in HRM. It also increases the schools’ ability to provide early interventions with small groups and to serve the academic and behavioral needs of students.
Social Workers 6.0 FTE This group of social workers meets emotional, social and family needs in the former Cities of Halifax and Dartmouth (historical positions).
Educational Program 27.0 FTE This group of Educational Program Assistants provides support to Assistants high needs students across HRM. This staff is allocated based on identified needs.
Library Support 63.3 FTE All schools in HRM have the benefit of additional library support Specialists staff, thereby allowing students direct access to school libraries to improve student achievement.
Page 7 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
CATEGORY RESOURCES DESCRIPTION Student Services 0.7 These part time positions (.5 and .2) support the supplementary Secretaries funded special education staff in the site offices serving schools formerly under the jurisdictions of the Halifax and Dartmouth District Schools Boards.
Early Learning 9.0 The Early Learning Opportunities program focuses on preparing Opportunities Teachers young children for entry into the public school system. The program is offered in 5 areas across HRM: Joseph Howe, Rockingstone Heights, Nelson Whynder, South Woodside and Harbour View Elementary Schools.
Secretaries 1.1 These positions (.8 and .3) support the Fine Arts programs.
Student Support 3.0 Student Support Workers provide support to at-risk students and Workers enhance the allocation of Student Support Workers currently provided in the General Fund. There are two positions in the former City of Halifax and one position in the former City of Dartmouth (historical positions).
Curriculum Leadership All High schools in HRM identify teacher leaders to provide curriculum leadership and teacher support for core subject areas.
Fine Arts Supplies These funds provide supplies and materials for the pottery lab and All City/Fine Arts programs across HRM.
Therapeutic Swim This program is offered to students with special needs formerly under the jurisdiction of the former Halifax District School Board (historical position).
Page 8 Draft Supplementary Fund Budget June 17, 2015 2015-2016
HALIFAX REGIONAL SCHOOL BOARD APPENDIX 1.0 DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
BUDGET SUMMARY
Change Change Budget Budget Projection Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projection
REVENUES
Supplementary Funding 16,087,000 16,501,200 16,559,300 -414,200 -472,300
EXPENDITURES
Classroom Teachers Elementary Music 804,200 809,500 804,300 -5,300 -100 Junior High Music and Art 579,300 557,500 555,600 21,800 23,700 Elementary Art 583,800 587,900 591,100 -4,100 -7,300 Additional Teachers 3,159,100 3,411,000 3,363,600 -251,900 -204,500 Fine Arts 1,558,000 1,528,800 1,539,800 29,200 18,200 Sub-total 6,684,400 6,894,700 6,854,400 -210,300 -170,000 Special Education Resource Teachers 2,484,100 2,438,600 2,451,900 45,500 32,200 Social Workers 499,100 494,000 494,100 5,100 5,000 Educational Program Assistants 950,500 956,700 946,900 -6,200 3,600 Sub-total 3,933,700 3,889,300 3,892,900 44,400 40,800
Library and Guidance Library Support Specialists 2,216,300 2,257,000 2,256,000 -40,700 -39,700 Guidance 260,100 260,300 -260,100 -260,300 Sub-total 2,216,300 2,517,100 2,516,300 -300,800 -300,000
Curriculum Leadership 410,800 401,700 407,800 9,100 3,000
DRAFT Supplementary Fund Budget 2015-2016 Page 9 June 17, 2015 HALIFAX REGIONAL SCHOOL BOARD APPENDIX 1.0 DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
BUDGET SUMMARY
Change Change Budget Budget Projection Budget To Budget To 2015-2016 2014-2015 2014-2015 Budget Projection
Other Student Services Secretaries 34,500 26,100 25,700 8,400 8,800 Early Learning Opportunities 359,100 361,500 346,300 -2,400 12,800 Secretaries 54,100 40,900 40,300 13,200 13,800 Student Support Workers 120,400 120,500 118,600 -100 1,800 Sub-total 568,100 549,000 530,900 19,100 37,200
Benefits Statutory 903,100 900,900 956,900 2,200 -53,800 Medical/Dental/Salary Continuation 410,800 351,400 396,500 59,400 14,300 Service Awards 81,700 100,900 100,000 -19,200 -18,300 Pension 446,700 450,100 437,700 -3,400 9,000 Sub-total 1,842,300 1,803,300 1,891,100 39,000 -48,800
Substitutes 338,400 353,100 353,100 -14,700 -14,700
Program Support Program Supplies and Materials 73,000 73,000 92,800 0 -19,800 Therapeutic Swim Program 20,000 20,000 20,000 0 0 Sub-total 93,000 93,000 112,800 0 -19,800
TOTAL EXPENDITURES 16,087,000 16,501,200 16,559,300 -414,200 -472,300
DRAFT Supplementary Fund Budget 2015-2016 Page 10 June 17, 2015 HALIFAX REGIONAL SCHOOL BOARD APPENDIX 1.0 DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
STAFFING BUDGET
School Year School Year 2014-2015 (April-July) 2015-2016 (August -March) TOTAL FTE's Salary Cost FTE's Salary Cost Salary Cost
Classroom Teachers Elementary Music 10.90 278,400 10.90 525,800 804,200 Junior High Music and Art 7.60 193,900 8.00 385,400 579,300 Elementary Art 8.10 202,100 8.10 381,700 583,800 Additional Teachers 55.80 1,189,400 49.00 1,969,700 3,159,100 Fine Arts 21.10 534,300 21.40 1,023,700 1,558,000 Sub-total 103.50 2,398,100 97.40 4,286,300 6,684,400
Special Education Resource Teachers 30.70 859,900 30.70 1,624,200 2,484,100 Social Workers 6.00 172,800 6.00 326,300 499,100 Educational Program Assistants 27.00 329,000 27.00 621,500 950,500 Sub-total 63.70 1,361,700 63.70 2,572,000 3,933,700
Library and Guidance Library Support Specialists 63.30 767,200 63.30 1,449,100 2,216,300 Sub-total 63.30 767,200 63.30 1,449,100 2,216,300
Curriculum Leadership 142,200 268,600 410,800
DRAFT Supplementary Fund Budget 2015-2016 Page 11 June 17, 2015 HALIFAX REGIONAL SCHOOL BOARD APPENDIX 1.0 DRAFT SUPPLEMENTARY FUND BUDGET 2015-2016
STAFFING BUDGET
School Year School Year 2014-2015 (April-July) 2015-2016 (August -March) TOTAL FTE's Salary Cost FTE's Salary Cost Salary Cost Other Student Services Secretaries 0.70 10,800 0.70 23,700 34,500 Early Learning Opportunities 9.00 124,300 9.00 234,800 359,100 Secretaries 1.10 16,900 1.10 37,200 54,100 Student Support Workers 3.00 41,700 3.00 78,700 120,400 Sub-total 13.80 193,700 13.80 374,400 568,100
Benefits Statutory 401,000 502,100 903,100 Medical/Dental/Salary Continuation 142,800 268,000 410,800 Service Awards 29,000 52,700 81,700 Pension 154,300 292,400 446,700 Sub-total 727,100 1,115,200 1,842,300
Substitutes Short Term Sick Leave 338,400
Total Salary and Benefits 244.30 5,590,000 238.20 10,065,600 15,994,000
DRAFT Supplementary Fund Budget 2015-2016 Page 12 June 17, 2015