ANNUAL REPORT - River East Transcona School Division

ANNUAL REPORT
to the community • 2007–2008
Creating student success
greetings
On behalf of the River East Transcona School Division
Board of Trustees, I am very pleased to present our
2007-08 report to the community. We trust you will
find the contents interesting and informative.
PURPOSE
The River East
Transcona School
Division exists to
educate students
to be inspired,
skilled, responsible
citizens.
VISION
The River East
Transcona School
Division will be
forward-looking,
innovative and
service-oriented,
offering superior,
comprehensive
programming
to meet the
emerging needs
of our students
and community.
MISSION
To fulfill our purpose and in our
journey toward our
vision, the River
East Transcona
School Division
is committed to
provide:
Relevant, progressive educational
programming and
supportive services
in a safe, stimulating learning environment.
All of our programs, services and initiatives reflect our
commitment to divisional priorities. Providing programming, services and technology to students with special
needs, celebrating the arts, promoting good health, promoting strong community
ties, and expanding our information technology base to enhance learning are just
some of the ways we meet those priorities.
As a school board, it gives us great pride to be able to offer our continued support
to the activities described in this report. We are very pleased to tell you about
them.
Robert Fraser
Chair, Board of Trustees 2007-08
River East Transcona School Division
I take great pride in presenting you with a small taste
of the new initiatives and tried-and-true programs and
services that enable our students to achieve success.
It is always a challenge to choose just a few things to
highlight, out of everything our division has to offer.
Each year at RETSD, our staff members provide the
creativity and drive to produce innovative ideas, as well
as advancement on existing programs.
I hope you enjoy reading about some of the exciting things happening in our division, and know that behind each story are a dedicated, hard-working staff and
the students that inspire them to great heights.
Dennis Pottage
Superintendent/CEO
River East Transcona School Division
divisional priorities 2008-09
1. Strengthen assessment practices to inform teaching and enhance learning.
2. Create and enhance safe, respectful and inclusive cultures.
3. Enhance student performance through information and communication
technologies.
4. Enrich educational opportunities for students through purposeful
connections between the division and its community.
FINANCIAL details
FINANCE FACTS
River East Transcona School Division is responsible for providing adequate
resources and skilled professional and support staff to educate, guide and serve
the needs of our students so they can learn and progress to the fullest extent
possible.
The following is a summary
The following breakdown of operating expenditures provides a detailed look
into how money is distributed to key areas. It illustrates that the focus of our expenditures continue to be on preserving essential programming and providing
resources to instructional activities.
of income sources for the
2007-08 school year:
Provincial program funding
52.7%
Local special levy
29.4%
Education property tax credit
11.8%
Other provincial sources
RETSD 2007-08 Operating Expenditures
3.3%
Non-provincial sources
Instructional Programs
DOLLARS
%
Regular Instruction
85,993,517
56.7
Student Support Services
26,590,375
17.5
Instruction & Other Support Services
5,978,087
3.9
2007-08 school year:
Total budget for instruction programs
118,561,979
78.1
Salaries and benefits
2.8%
The following is a summary
of expenditures for the
80.9%
Support Services
Division Administration
DOLLARS
%
4,492,075
3.0
Services and utilities
9.4%
Supplies, materials and equip-
Community Education & Services
1,968,518
1.3
Transportation of Pupils
2,875,949
1.9
ment
4.9%
Interest, payroll tax and
Schools of Choice
Operations & Maintenance
17,334,741
11.4
Payroll Tax & Interest
2,533,625
1.7
Capital Expenditures
3,961,112
2.6
33,166,020
21.9
151,727,999
100
2.2%
Capital expenditures
Total budget for support services
Grand total • all areas
2.6%
STUDENT SUCCESS
SWIM PROGRAM MAKES A SPLASH
River East Transcona School Division’s Adapted Aquatics Program, now in its 19th year, has grown
to meet the needs of 34 participating schools. It is the only program in Manitoba to offer swimming
instruction to kindergarten to Grade 12 students with special needs.
Held at Elmwood Kildonan Pool, the program meets the needs of over 200 RETSD students who are
physically or cognitively challenged. Students have the opportunity to swim once a week for a 10-week
block; three 10-week blocks are scheduled throughout the year to give as many students as possible
access to the program. Schools choose participants for whom the program is a good fit to accomplish
certain goals, whether to receive physiotherapy or gain daily living and social skills.
Platform and swing lifts, belonging to the division, remain at the pool for the duration of the program
throughout the school year. These lifts allow students with physical disabilities to be safely lowered into
and lifted from the pool. The students are taught by swim instructors from the City of Winnipeg and
accompanied in the pool by divisional staff. As well, physiotherapists assist swim instructors to work on
student-specific therapy goals and ensure staff members are trained to use the lift equipment.
For many of the students, it is very therapeutic to leave the confines of their wheelchairs and experience
the freedom and buoyancy of the water. It relaxes tight muscles, provides new sensations and allows for
self-discovery. In some cases, it is their first opportunity to experience a lesson of this sort. It opens the
door for them to become more active and helps them gain confidence to meet new challenges.
2
Students tune in, triumph
FAST FACTS
Some of the most visible—and audible—evidence of student success in River
East Transcona School Division comes in the form of music. Proud parents
flock to school concerts at all grade levels and they delight in hearing their
children perform.
2007-08 SCHOOL BOARD
MEDAL WINNERS
This success is a reflection of the quality of music programs delivered in
RETSD schools and the level of commitment made by music teachers and
students to hone their craft. In middle and senior years particularly, budding
musicians gladly put in countless hours during and after class to rehearse with
their bands and vocal groups, and to practise their instruments at home.
SILVER
Music is an important and valued part of the curriculum in RETSD. From the
time kindergarten students sing their first song in class until Grade 12, when
students play or sing their last note, their musical education prepares them for
life-long participation and engagement in music. It nourishes their creativity,
confidence, self-expression, intellectual development, co-ordination, and more.
And, it gives them the ability to speak a universal language and appreciate different cultures.
In RETSD, about 44 per cent of Grade 7 students continue their music studies
by choosing band as one of their optional courses. A divisional middle years
choir also attracts about 80 students each year.
The interest in music remains high at the senior level. At one high school, up
to 47 per cent of students take at least one music course. The variety of courses
is expansive. Band and jazz band, woodwind, brass and percussion ensembles,
choir, vocal ensembles, musical theatre, guitar, dance, and state-of-the-art music
technology production courses are among the offerings. Many high school musical groups are invited to play and sing at community events, giving students
additional exposure and performance experience.
Middle and senior years music students have the added bonus of participating
in festivals in Canada and beyond. RETSD bands consistently receive positive
adjudications at these events. In May 2008, the jazz band from River East Collegiate (REC) was the only Canadian band chosen to compete in the prestigious Essentially Ellington jazz competition in New York City. The 17-piece
band, under the direction of Jeff Kula, spent four days at the Lincoln Centre for
the Performing Arts, participating in workshops and jam sessions with some of
the world’s finest jazz musicians. It was the fourth time in six years that REC
earned a place at the festival.
In October 2007, RETSD also marked a milestone when it partnered with the
Winnipeg Symphony Orchestra for its third community outreach concert. A
standing-room-only audience enjoyed a performance by the full symphony as it
played alone and accompanied student choirs from the division.
GOLD
Katelyn Sinclair • REC
Cristina Fluerar • MMCI
Kurtis Houlind • TCI
Abd Al Mageed Salem • CPET
Jennifer-Lee Wiebe • MMC
Evan Wiens • KEC
2008 STAFF AWARDS
Congratulations to these
award-winning staff members! Ray Czayka was named
Manitoba’s Chef of the Year
by the local branch of the
Canadian Culinary Federation;
Elder Mary Courchene was
honoured at the 2008 Keeping
the Fires Burning Awards as
part of National Aboriginal
Day; Joan Duerksen received a
Minister’s Award for Teaching
Excellence; Dan Gilbert was
honoured by the Manitoba
Volleyball Association with the
Elite Coach of the Year Award;
and Trish Ward received the
Lieutenant-Governor’s Medal
for Literacy.
GRADUATION 2008
Regular
Vocational
Dual diploma
French immersion
Mature student
Special
Total
1033
92
37
104
25
11
1302
strength in numbers
Each year, River East Transcona School Division participates in province-wide assessments of student
learning. Provincial assessments are completed in three areas:
• Grade 3 classroom-based assessment of reading and numeracy, and Grade 4 assessment of French Immersion lecture.
• Middle years classroom-based assessment of key competencies in mathematics, reading comprehension, expository writing and student engagement.
• Grade 12 curriculum-based standards test in language arts and mathematics.
For additional information about the provincial assessment program, contact your child’s teacher.
Mathematics • English • Grade 3
Percentage of students meeting Grade 3 expectations
100
80
100
2004
2004
2005
2005
2006
2006
2007
2007
80
60
60
40
40
20
20
0
0
Sorts Objects
Sorts Objects
Measurement
Measurement
Addition facts
Addition facts
Subtraction facts
Subtraction facts
Extends and
Problem-solving
describes patterns
Extends and
describes patterns
Problem-solving
Compares
Numbers
Compares Numbers
Place Value
Place Value
Graphing
Graphing
Mathematics • French Immersion • Grade 3
Percentage of students meeting Grade 3 expectations
100
80
60
40
100
2004
2004
2005
2005
2006
2006
2007
2007
80
60
40
20
20
0
0
Sorts Objects
Sorts Objects
4
Measurement
Measurement
Addition facts
Addition facts
Subtraction facts
Subtraction facts
Extends and
Problem-solving
Compares
describes
Numbers
Extends
andpatterns
Problem-solving
Compares
describes patterns
Numbers
Place Value
Place Value
Graphing
Graphing
Reflection
Reflection
100
100
100
100
80
80
Oral
Oral Reading
Reading
Comprehension
Comprehension
Reading • English • Grade 3
2004
2004
2005
2005
Percentage of students meeting Grade 3 expectations
2006
2006
2004
2004
2007
2004
2007
2005
2005
2005
80
80
60
60
100
40
40
80
60
60
20
2060
40
40
00
40
20
20
20
2006
2006
2006
2007
2007
2007
Reflection
Reflection
00
Oral Reading
Reading
Oral
Reflection
Reflection
Reflection
Comprehension
Comprehension
Oral
Reading
OralReading
Reading
Oral
Comprehension
Comprehension
Comprehension
100 Reading • French Immersion • Grade 3
100
100
80 Percentage of students meeting Grade 3 expectations
100
80
100
60
80
80
100
4080
60
6060
2060
80
4040
40
040
20 60
Reflection
Oral Reading
Comprehension
20
20
20
0
40
Reflection
Oral Reading
Comprehension
0
00
20
100
Reflection
Reflection
Reflection
OralReading
Reading
Oral
Oral
Reading
0Lecture • French Immersion • Grade 4
Oral Reading
PercentageReflection
of students meeting Grade
4 expectations
2004
2005
2004
2004
2006
2004
2005
2007
2005
2004
2005
2006
2005
2006
2006
2007
2006
2007
2007
2004
2007
2005
2006
2007
Comprehension
Comprehension
Comprehension
Comprehension
80
100
2004
60
80
2005
2004
2006
2005
2007
40
60
2006
20
40
2007
200
0
Reflection
Oral Reading
Comprehension
Reflection
Oral Reading
Comprehension
Student Engagement • Grade 7
Percentage of students who quite often or consistently demonstrate the behaviour
100.0%
100.0%
80.0%
80.0%
60.0%
60.0%
40.0%
40.0%
20.0%
20.0%
0.0%
0.0%
Demonstrates
Demonstrates Engages
Engages
in Selfin SelfAware
Aware
of Learning
of LearningParticpates
Particpates
in in
Accepts
Accepts
UsesUses
French
French
for for
Interest
Interest
in Learning
in LearningAssessment
Assessment
Goals
Goals
Lessons
Lessons Responsibility
Responsibility
for for Personal
Personal
and and
Learning
Learning
Social
Social
Growth
Growth
RETSD
English
Provincial
English
RETSD
French
Immersion
Provincial
French
Immersion
Demonstrates
Demonstrates Engages
Engages
in Selfin SelfAware
Aware
of Learning
of Learning Particpates
Particpates
in in
Accepts
Accepts
Uses
Uses
French
French
for for
Interest
Interest
in Learning
in Learning Assessment
Assessment
Goals
Goals
Lessons
Lessons
Responsibility
Responsibility
for for Personal
Personal
and and
Learning
Learning
Social
Social
Growth
Growth
100.0%
100.0%
80.0%
80.0%Number Sense and Number Skills • Grade 7
60.0%
60.0%Percentage
of students approaching or meeting mid-Grade 7 expectations
40.0%
40.0%
100.0%
100.0%
RETSD
English
Provincial
English
RETSD
French
Immersion
20.0%
20.0%
80.0%
80.0%
0.0%
0.0%
60.0%
60.0%
Orders
Orders
Fractions
Fractions Orders
Orders
Decimal
Decimal
Number
Number
Number
Number
Representation
Representation
40.0%
40.0%
UsesUses
Number
Number UsesUses
a Variety
a Variety
of of
Patterns
Patterns
Strategies
Strategies
20.0%
20.0%
Provincial
French
Immersion
0.0%
0.0%
Orders
Orders
Fractions
Fractions Orders
Orders
Decimal
Decimal
Number
Number
Number
Number
Representation
Representation
Uses
Uses
Number
Number
Patterns
Patterns
Uses
Uses
a Variety
a Variety
of of
Strategies
Strategies
Expository writing in English • Grade 8
Percentage of students approaching or meeting mid-Grade 8 expectations
100.0%
100.0%
RETSD
English
Provincial
English
90.0%
90.0%
80.0%
80.0%
RETSD
French
Immersion
100.0%
100.0%
70.0%
70.0%
90.0%
90.0%
60.0%
60.0%
80.0%
80.0%
Reading
French Immersion Grade 3
50.0%
50.0%
Generates,
Selects
Selects
& & Chooses
Chooses
Language
Language
to Make
to Make
an an UsesUses
Conventions
Conventions
& &
70.0%
70.0% Generates,
Organizes
Organizes
IdeasIdeas
100
Impact
Impact
Resources
Resources
60.0%
60.0%
Provincial
French
Immersion
2004
2005
80
50.0%
50.0%
2006
ReadingGenerates,
comprehension
in Chooses
English
• Grade
8 an an UsesUses
100.0% Generates,
Selects
Selects
& & Chooses
Language
Language
to Make
to Make
Conventions
Conventions
& &
2007
Percentage
of Ideas
students
approaching
or meeting mid-Grade
8 expectations
Organizes
Organizes
Ideas
Impact
Impact
Resources
Resources
60
90.0%
100.0%
100.0%
40 80.0%
90.0%
90.0%
70.0%
20
80.0%
80.0%
60.0%
70.0%
070.0%
50.0%
Reflectio n
Oral Reading
Co mprehensio n
60.0%
60.0%
Understands Key Ideas &
Interprets a Variety of Texts
Responds Critically to Texts
50.0%
50.0%
Messages
Expository Writing
in French Grade 8
Messages
Messages
Understands
Understands
Key Ideas
Key Ideas
& &
Interprets
Interprets
a Variety
a Variety
of Texts
of Texts Responds
Responds
Critically
Critically
to Texts
to Texts
RETSD
English
Provincial
English
RETSD
French
Immersion
Provincial
French
Immersion
Expository writing in French • Grade 8
Percentage of students approaching or meeting mid-Grade 8 expectations
100%
100.0%
6
RETSD
French
Immersion
90%
90.0%
100.0%
100.0%
Provincial
80%
80.0%
French
90.0%
90.0%
Immersion
70%
70.0%
80.0%
80.0%
60%
60.0%
70.0%
70.0%
50%
50.0%
60.0%
60.0%Generates,
Generates,
Selects
& Organizes
Chooses Language
Uses
Conventions
& Resources
Selects
& Organizes
Cho o ses Language
to M ake to
anMake anUses Co
nventio
ns &
50.0%
50.0%
Ideas Ideas
Impact
Impact
Reso urces
Generates,
Generates,
Selects
Selects
& Organizes
& Organizes Chooses
Chooses
Language
Language
to Make
to Make
an an UsesUses
Conventions
Conventions
& Resources
& Resources
IdeasIdeas
Impact
Impact
Ideas Ideas
ImpactImpact
Reading comprehension in French • Grade 8
Percentage of students approaching or meeting mid-Grade 8 expectations
100.0%
100.0%
French
Immersion
90.0%
90.0%
Provincial
French
Immersion
80.0%
80.0%
70.0%
70.0%
Reading French Immersion Grade 3
60.0%
60.0%
100
2004
50.0%
50.0%
80
Understands
Understands
Key Ideas
Key Ideas
& Messages
& Messages Interprets
Interprets
a Variety
a Variety
of Texts
of Texts
2005
Responds
Responds
Critically
Critically
to Texts
to Texts
2006
2007
60
40
Provincial standards test • Grade 12
Divisional average by subject by year
20
0
Reflectio n
Oral Reading
Pre-Calculus
Pre-Calculus
Jan-06
Jan-06
Co mprehensio n
Jun-06
Jun-06
Jan-07
Jan-07
Expository Writing in French Grade 8
Jun-07
Jun-07
ConsumerMath
Math
Consumer
Jan-08
Jan-08
Jun-08
Jun-08
AppliedMath
Math
100%Applied
90%
80%
FrenchLanguage
LanguageArts
Arts
French
70%
60%
English
LanguageArts
Arts
English
Language
50%
Generates, Selects & Organizes Cho o ses Language to M ake an
Ideas
Impact
00
1010
2020
3030
4040
Uses Co nventio ns &
Reso urces
5050
6060
7070
8080
Divisional performance 2008
Divisional performance • 2008
70
School-basedparaprofessionals
paraprofessionals
School-based
65
Provincial Average
January
350
60
350
Divisional Average June
55
Provincial Average June
330
330
50
310
310
290
290
Divisional Average
January
French
English
Language Language
Arts
Arts
Applied
Math
Consumer
PreMath
Calculus
100
9090 100
CARING SCHOOLS
focus on nutrition
Gone are the days when schools’ focus on nutrition stayed within the parameters of health classes and
Canada’s Food Guide. Now, these useful tools are just two ingredients in a recipe that is becoming
increasingly complicated and thoughtful. More attention than ever is being paid to the positive influence
schools can make on children’s eating habits.
The provincial government launched the Healthy Kids, Healthy Futures All-Party Task Force to encourage discussion about how to promote healthy eating and active living for young Manitobans. The task
force recommended greater access to healthy foods in schools and pushed for schools to have written nutrition policies as part of their school plans. As a result, in 2007, River East Transcona School Division
developed a nutrition policy with the intent of educating students about making healthy food choices.
The division believes that “people thrive in safe and caring environments.” In creating its nutrition policy,
it has given great consideration to the impact the school environment can have on the health and wellbeing of its student population.
The policy outlines the division’s expectations about teaching the principles of healthy eating. It also
recognizes that children learn from what role models say and do, and provides guidelines for schools to
support this learning by promoting nutritious food choices in canteens, cafeterias, classrooms and offices.
The policy doesn’t govern lunches or snacks that students and staff members bring from home.
RETSD schools have responded enthusiastically to the nutrition policy, each working in their own way
to develop healthy practices, such as: providing healthy choices in vending machines and at canteens and
cafeterias; fundraising with either nutritious or non-food products; providing healthy foods for school
celebrations and staff meetings; choosing incentives other than food for student rewards; and developing
school nutrition handbooks.
8
continuum ensures success
FAST FACTS
Using a continuum of supports and services to meet the academic, physical
and social/emotional needs of students has been standard practice in River
East Transcona School Division in recent years.
NUTRITION
In 2007-08, RETSD’s Student Services Unit introduced a visual representation that enhances teachers’ and parents’ understanding of exactly what
that “continuum of supports and services” looks like. The visual, in the form
of a brochure and a poster, lists personnel, programming and placement
options available to help teachers help their students achieve success. The
three options are represented in a blended way on the visual to show their
connectedness. The visual also shows the sources of those supports and
services at three levels—the school, the division, and community agencies—
and how all of the elements work in partnership to meet the needs of all
RETSD students.
• Good eating habits in
childhood and youth have
immediate and long-term
benefits.
The lists under personnel, programming and placement at each of the three
levels are long, but not exhaustive. Indeed, they will be ever-changing lists,
particularly at the community level. Examples of personnel vary from classroom teachers and school counsellors, to division speech-language pathologists and reading tutors, to professionals with community agencies such as
the Society for Manitobans with Disabilities and the Child Development
Clinic. Programming examples include computer-assisted learning and flexible groupings in the classroom, individual education plans or individual or
group intervention programs developed at the division level, and community
agency involvement in these plans and programs. Placement can be in the
school classroom, or in a divisional program such as Off-Campus or in community programs such as Montcalm School or St. Amant School.
• In the last 20 years, intake
of soft drinks has more
than doubled.
RETSD’s continuum of supports and services was developed in response to
the division’s 2004 Student Services Review and the Appropriate Educational Programming legislation (Bill 13) that came into effect in the province in 2005. It supports the provincial philosophy of inclusion and demonstrates that the division provides equal access to appropriate educational
programming. Service delivery, or how to access the supports and services
and what teachers can expect once they access them, will be the next step in
the process of further educating teachers and parents about the continuum.
Childhood obesity in
Canada has tripled over the
past 20 years.
• Children who eat breakfast are more likely to
meet their overall daily
nutritional requirements.
• 33% of 7-13 year old males
and 27% of females are
overweight.
• Food is the most advertised product to children
on TV. There are almost
no ads for fruit and
vegetables, milk, or whole
grain products.
– From www.gov.mb.ca/healthyschools/foodinschools/why.html
RETSD’s nutrition policy
can be found at www.retsd.
mb.ca/site/about/policy/
polmain.html
STUDENT SERVICES
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Meanwhile, the visual sends a strong message: the focus is on programming designed to enhance the teaching and learning process to ensure the
academic success of all students. It also demonstrates the division’s intent to
support the learning and behaving needs of all students regardless of their
challenges.
8DCI>CJJBD;HJEEDGIH6C9H:GK>8:H
For more information
about the student services
continuum, go to www.
retsd.mb.ca/site/stu_svcs/
ssmain.html
To support the provincial philosophy of inclusion and to provide equitable access to appropriate educational
programming as identified in the Manitoba Public Schools Act, the River East Transcona School Division
provides the following continuum of supports and services.
TECHNOLOGY
computers leave the lab
The integration of information communication technology (ICT) into classroom teaching and practice
is growing in River East Transcona School Division. In 2007-08, the division took that integration a step
further by introducing wireless laptops for student use as a pilot project at Princess Margaret School.
Wireless laptops have the same capabilities as computers in a traditional computer lab, but they are
mobile rather than fixed. At Princess Margaret, 20 laptops that connect to the school network wirelessly
rather than with a network cable, were available for students to use almost anywhere learning was happening in the school.
Laptops have several advantages. They answer a need in schools where demand on the computer lab is
high but space to build a second lab is limited or non-existent. Teachable moments aren’t lost because a
class has to wait until its scheduled time in the computer lab. They provide the opportunity for multiple
classes of students to have access simultaneously. A class only uses the computers it needs—students
working on group projects often share one computer—without tying up the whole computer lab. And,
because the laptops are in the classroom, teachers and students have convenient access to other resource
materials and learning tools such as science equipment.
Access to laptops supports the goals of the provincial Literacy with Information and Communication
Technology curriculum. Student learning is enhanced because students can use the laptops to produce
documents and presentations, do math and science simulations, communicate via e-mail and blogs, conduct internet research and data analysis, and view maps.
At the end of the pilot year at Princess Margaret, teachers and students reported that using laptops was a
very positive addition to delivering lessons and learning. As a result of the pilot, teachers were motivated
to expand the use of technology in their classrooms.
The project was deemed successful and in 2008-09, four more large early years schools will be equipped
with a supply of wireless laptops. The schools are Donwood, Springfield Heights, Sun Valley and John
de Graff.
10
technology for all abilities
FAST FACTS
One of River East Transcona School Division’s core beliefs is that “everyone
is unique and can achieve success.” For some children, achieving that success
requires different types and levels of support, depending on their abilities.
LITERACY WITH ICT
Assistive technology, which includes low to high-tech devices and software,
is one form of support provided by RETSD to improve the academic and
functional skills of students with special needs. The technology ranges from
specialized software such as Boardmaker®, which prints out picture symbols
to support communication, to computer hardware such as touch windows
and adapted mice, and speech-generating devices.
RETSD has been so successful in its efforts to anticipate and meet the
needs of students that in 2008 its assistive technology team was presented
with a Yes I Can! award by the Manitoba Council for Exceptional Children.
This award was given to a team and not one individual—determining the
assistive technology needs of students and the division as a whole is a big job
and requires a group effort.
Many people are involved in the process, from trustees who determine
how funding is allocated to the resource teachers, classroom teachers and
paraprofessionals who work directly with students. As well, the Student
Services and Clinical Services units, superintendents and administrators,
and information technology (IT) department all collaborate to provide
technology for students with special needs that helps them be successful
with their learning.
RETSD has an assistive technology committee to co-ordinate this team.
The committee has three main areas of focus: working with the Computers
For Kids committee to acquire technology to meet student-specific needs;
working with the IT department to acquire software for the computers;
and training and arranging for professional development for teachers and
paraprofessionals, so they can use the technology to explore websites, look
at new software for special needs students and develop meaningful ways for
these students to interact with the curriculum.
Parents, many of whom express great relief that their children will have the
benefit of assistive technology, are also involved in the process, working with
the schools to set goals and help their children work toward them. They also
learn about new software for their students and the technology available to
explore websites.
RETSD continually strives to
be aware of how information and communication
technology (ICT) can be used
in classroom learning, teaching
and assessment.
In 2007-08, teachers, ICT
co-ordinators and teacher
librarians explored options for
integrating technology into
classroom learning in meaningful ways and developed lesson plans that infuse technology into the curriculum. Using
the Manitoba Citizenship,
Education and Youth publication entitled Literacy with ICT
Across the Curriculum as their
guide, in 2008-09 kindergarten to Grade 8 teachers will
introduce exciting new ways
of using technology in the
classroom and will also begin
teaching students how to
use technology. In June 2010
teachers will begin reporting
to parents on student literacy
with ICT.
ICT takes many forms, such as:
Computers, laptops
Digital and video cameras
Digital microscopes
Scanners
Digital audio devices
Global positioning systems
Electronic whiteboards
The Internet
Additional information:
www.edu.gov.mb.ca/k12/tech
CONNECTIONS
seniors in OUR SCHOOLS
When visiting River East Transcona schools, you will find evidence that schools are not just for the age
five to 18 crowd. Senior citizens are participating in school culture more than ever, in many ways.
RETSD schools are increasingly searching for ways to offer their students the benefit of elders’ experience and a variety of intergenerational initiatives have resulted, bringing students and seniors together
for mutually beneficial activities. Such programming is vital in our increasingly age-segregated society.
School initiatives are often as simple as planting flowers at a seniors’ residence or including seniors in a
daily walking program each morning. Some schools invite seniors to regularly visit the school to read to
students, teach them to knit or simply share their insights and personal history with classes.
There are schools that have developed sustained intergenerational programs, such as one that pairs
Grade 5 and 6 students with seniors at a local residence for visits once a month through the school year,
culminating in a year-end event. Another has Grade 5 students participating in a meal program with
a seniors’ council, enjoying activities together, talking with them and finally writing biographies about
those they have met. Some schools serve Christmas dinners every year to their senior community and
one holds an annual senior citizen prom, where guests range in age from 55 to 90 and students are
involved in every aspect of the lively event.
Seniors are also a loyal customer base, whether having their hair done by hairstyling students, indulging
in monthly gourmet meals prepared by food service students or having their yards spruced up by those
participating in the Career Quest Program. Students gain useful skills, engage in the spirit of volunteerism and connect with a group that is otherwise often isolated.
12
lifelong learning
FAST FACTS
River East Transcona School Division has a rich history of connecting with
the community. One long-standing connection is through EdVentures, the
division’s continuing education department, which offers a wide range of
courses that literally bring people of all ages back to the classroom.
SENIOR CITIZENS 65+
LIVING IN RETSD
Long before River East and Transcona-Springfield school divisions amalgamated to become River East Transcona, people were signing up for those
divisions’ evening classes in everything from speed writing to lawn mower
repair to first aid. While course selections have changed with the times and
competition to attract students has increased, interest in continuing education courses is still strong today. In 2007-08, RETSD’s EdVentures offered
600 courses at 27 sites, attracting almost 5,000 people over fall, winter and
spring sessions. Six week-long, full-day summer camps for kids were also
offered at Salisbury Morse Place School.
Every year, strong connections are being made with the people who sign up
for the courses and with the teachers who teach them—people from the
community who are anxious to share their expertise in a wide range of areas.
In 2007-08, some of the most popular EdVentures courses included yoga
and aquasize, and in keeping with what’s “in”—courses focusing on digital
cameras and photography, and how to shop on eBay. The department’s
ED2GO, which offers online courses students can work on in their home
at their convenience (even in their pyjamas in the middle of the night!),
continued to be a hit. As well, parents registered their offspring for a growing roster of programs for children. Demand for the children’s courses is big;
fully one-third of registrations in 2007-08 were for kids programs. Cooking,
crafts, technology, musical theatre and sports, fitness and dance were among
the kids’ favourites.
Early bird online registration was introduced in 2007-08, enhancing the
ability to sign up for courses quickly and conveniently. A redesign of the EdVentures brochure also meant course listings can now be published earlier
on the division’s website.
Continuing education programming is synonymous with lifelong learning.
With people living longer, healthier lives than ever before, courses offered
through River East Transcona School Division’s continuing education
department will continue to serve a need and continue to be a connecting
force within the community. Local residents will have the opportunity, in
their own neighbourhood, to socialize and pursue an interest or learn a new
skill with like-minded people. And in the process, they’ll be nurturing their
physical, mental and emotional health.
Shown as percentage of
total area population.
15.3%
19.7%
11.1%
4.6%
12%
10.2%
AGE DISTRIBUTION
Percentage of
total population
0-14 yrs
15-19 yrs
20-24 yrs
25-44 yrs
45-64 yrs
65+ yrs
19.7%
7.1%
6.5%
29.0%
24.0%
13.7%
CONTINUING EDUCATION
Number of courses offered
Fall 2007
181
Winter 2008
176
Spring 2008
138
Enrolment
Fall 2007
Winter2008
Spring 2008
2024
1478
1367
RETSD TRENDS
STUDENT STATistics
Division enrolment
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Enrolments by grade distribution
Kindergarten
2003-04
2004-05
2005-06
2006-07
2007-08
1,097
1,124
1,067
1,063
1,018
Grades 1–5
6,361
6,133
5,929
5,778
5,767
Grades 6–8
4,379
4,250
4,160
4,096
3,971
Grades 9–12
6,314
6,375
6,387
6,226
6,320
Special • Ungraded
153
147
154
173
61
2003-04
2004-05
2005-06
2006-07
2007-08
English
15,392
15,106
14,693
14,331
14,069
French Immersion
2,268
2,328
2,416
2,448
2527
German Bilingual
502
494
499
458
438
Ukrainian Bilingual
142
101
89
99
103
Enrolments by language program
14
STAFF STATISTICS
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YOUR TRUSTEES
16
Trustee Ward 1
Colleen Carswell
222-1486
[email protected]
Trustee Ward 1
George Marshall
221-8464
[email protected]
Trustee Ward 2
John Toews
663-0475
[email protected]
Trustee Ward 3
Robert Fraser (Board Chair)
667-9348
[email protected]
Trustee Ward 4
Rod Giesbrecht
661-5984
[email protected]
Trustee Ward 4
Eva Prysizney
668-3501
[email protected]
Trustee Ward 5
Peter Kotyk
668-4181
[email protected]
Trustee Ward 5
Brian Olynik
661-6440
[email protected]
Trustee Ward 6
Greg Proch
663-1925
[email protected]
CONTACT US
FAST FACTS
SCHOOLS
Administration Offices
Student Service Clinical Unit
589 Roch St.
Winnipeg, MB R2K 2P7
Tel: 204.667.7130
Fax: 204.661.5618
491 Munroe Ave.
Winnipeg, MB R2K 1H5
Tel: 204.669.5643
Fax: 204.663.9230
Educational Resource Centre
Student Services Support Unit
95 Bournais Dr.
Winnipeg, MB R2C 3Z2
Tel: 204.669.9412
Fax: 204.669.9428
760 Kildare Ave.
Winnipeg, MB R2C 3Z4
Tel: 204.222.9577
Fax: 204.224.2783
Maintenance
Transcona Community
Learning Centre
1455 Molson St.
Winnipeg, MB R2G 3S6
Tel: 204.669.5660
Fax: 204.668.9548
130 Regent Ave. E.
Winnipeg, MB R2C 0C1
Tel: 204.958.9297
Fax: 204.958.9299
McLeod Education Centre
Transportation
530 McLeod Ave.
Winnipeg, MB R2K 0B5
Tel: 204.667.6193
Fax: 204.668.9309
2057 Camsell Ave.
Winnipeg, MB R2E 1G2
Tel: 204.669.0202
Fax: 204.663.7731
General information
42 schools
24 early years/elementary
12 middle years/junior high
6 senior years
2 adult learning centres
1 continuing education
centre
School enrolment size
Students
Schools
< = 100
100–200
200-300
300-400
400-500
500-600
600-700
700-800
800-900
900+
1
8
7
9
8
3
1
1
1
3
Number of students
Elementary (K–8)
Secondary (9-12)
Adult education
10,769
6,369
743
Students by gender
Females
Males
49%
51%
Schools of choice students
Incoming
Outgoing
616
341
International students
169 international students attended RETSD for part or all
of the school year. Students
came from:
Brazil
Chile
Czech Republic
Ecuador
Germany
Hong Kong
Japan
Korea
Mexico
Slovakia
Taiwan
Turkey
Vietnam
5 8 9 R o ch S t r e e t, W i n n i p e g , M a n i t o b a R 2 K 2 P 7 P 2 0 4 . 6 6 7. 7 1 3 0 f 2 0 4 . 6 6 1 . 5 6 1 8 www.retsd.mb.ca
For questions and comments, please contact the RETSD senior communications co-ordinator.