Frontier School Division Strategic Plan 2015-2020

Transcription

Our Children,
Our Success,
Our Future
Frontier School Division
Strategic Plan
2015-2020
Níkanihk
Kichawasimisináwak
Takáskihtamasowak
Kwayask
pimátisiwin.
Giinawand
Giniijaansinaanig,
Giinawind Gashki’
ewizinaanin,
Giinawind niingaang
ibimaadiziwi’inaan!
About the Front Cover
The Frontier School Board of Trustees believes that fine arts activities are an important and
necessary complement to the basic or core programs provided in the Division. Students get a
sense of identity and self-esteem when they are successful in the arts.
The Board has supported several initiatives in the arts including Artists in the Schools, pottery,
digital photography, drawing and the Frontier Fiddling Program. As well, the Board and Division
sponsor annual events, including the Juried Art Show, the Frontier Idol and Front Rocks and
the Annual Music Jamboree.
The fiddling program has been such a wonderful addition to Brochet School. The staff will
often comment on how nice it is to hear the music and parents or community members who
might drop in are impressed with how well the students are doing in their first year.
Looking back at the beginning of year in comparison with the present time, it is easy to see
how the students have improved. The students are more confident in their ability and eagerly
await their classes.
Nathan, the fiddling instructor, has done an excellent job with the students. The teachers
have often commented to me how patient he is and how well the students respond to him.
Every second visit to the school, he spends some time playing for the younger students so
they also get exposure to the fiddle and banjo.
I look forward to the continuation of the fiddling program at Brochet School in September.
Elinor Clark, Principal
Fiddling was a great way for my students to experience music. I believe they’ve enjoyed
themselves during class. It’s great to be able to award them 0.5 credit for fiddling.
Hector Riquelme, Grade 9 Teacher
The majority of students enjoy the fiddling program. They are learning very fast and are always
eager to learn. The fiddle jamboree was very entertaining. It was nice to see so many students play
the violin. I believe Nathan is doing an awesome job teaching the students to play violin. It certainly
shows when they start playing and when they practice. Keep up the good work, Nathan.
Belinda Clarke, Grade 6/7 Teacher
From Brochet students:
• I like it because the whole class sounds good when we play together.
• I enjoy fiddling. It’s easy to understand when he’s teaching.
• I like the fiddling program because fiddling is fun and you get to learn new songs. It’s kind
of easy to play fiddle, but not that easy. It’s fun playing with my class.
• The fiddling program is really fun and very interesting because our instructor is teaching
us a new way to make music and express ourselves. Also, we are learning fun and
creative songs. Fiddling can be really enjoyable if you try.
Our Children, Our Success, Our Future – Frontier School Division Strategic Plan 2015-2020
Table of Contents
Frontier School Board of Trustees .......................................................... 1
Message from Frontier School Board of Trustees ....................................... 2
Mission Statement ............................................................................. 4-6
Teaching and Learning in Effective Schools ........................................... 7-8
Seven Correlates of Effective Schools ...................................................... 9
Strategic Goals ............................................................................... 10-24
Goal 1 ....................................................................................... 10
Goal 2 ................................................................................... 11-16
Goal 3 ................................................................................... 17-20
Goal 4 ................................................................................... 21-22
Goal 5 .................................................................................. 23-24
Planning and Reporting for Accountability .......................................... 25-26
Closing Comments from the Chief Superintendent ................................... 27
Divisional Responsibilities ................................................................... 28
Division Map ...................................................................................... 29
Frontier School Division Schools 201 5/16 ................................................ 30
APPENDIX 1
Planning Requirements for “Our Children, Our Success, Our Future”
in Schools and Classrooms
APPENDIX 2
Frontier School Division Five Year Capital Plan
FRONTIER SCHOOL BOARD OF TRUSTEES
2014-2018
Top row (left to right): Hilbert Mosiondz, Area 1 (Wabowden), Howard Sanderson, Area 2
(Waterhen).
Middle row (left to right): Darlene Osborne, Area 5 (N orway House), Tanya Friesen, Area 3
(Bissett), Graeme Montgomery, Area 1 (South Indian Lake ).
Lower middle row:
Linda Ballantyne, Cha irperson, Area 2 (Grand Rapids), Kathleen
Ettawacappo, Area 5 (Norway House).
Bottom row (left to right): Donna Calvert, Area 4 (Sherridon), Marg Imrie, Area 3 (Falcon
Beach), Marion Pearson, Vice -Chairperson, Area 4 (Cranberry Portage).
1
Message from the Frontier School Board of Trustees
T he Boa rd is pr ou d of o ur s c ho ol di vi si o n a nd th e d ire cti o ns we ha ve se t i n t hi s
stra t egi c pla n . T he fi ve go a ls ou tli ne d in t he f ol low i ng do c um en t c ha rt th e wa y f or
dev el opi n g st ud e n ts t ha t a r e c lo sel y co n ne cte d to t he ir cu lt ure a nd la n g ua ge , a re o f
str on g c ha ra cte r, a n d w h o ha ve t he s ki l ls t o co nt rib ut e to so cie t y a t a lo ca l ,
pro v in c ia l , na ti o na l a n d g lo ba l le vel .
Our B oa r d h ol ds t he be l ie f th a t a ll st ud ent s ca n a c hi e ve a t t he hi g hes t l ev el s
rega r dle ss of ba c kg ro u nd or ci rc um sta n ce . Stu de nt lea r n in g is a t the h ea rt o f o ur
sc h oo l di vi si on . E ve r y thi n g tha t we d o a s a Di vi si on need s to s up po rt th is s in g ula r
ob je cti ve .
Wh ile we a s tr us te e s a c k now le d ge t he re a re ma n y fa c to rs t ha t impa ct o n st u de nts
ou ts ide o f t he s c ho ol , w e a ls o b e li ev e t ha t sta f f s wit hi n o ur s c ho ol di vi si o n ha ve t he
resp o ns ib ili ty a n d t he a bil it y to c lo se t he a c hie ve me nt ga p t ha t e x ist s wit h in ma n y o f
ou r sc h oo ls a nd th e r e st o f t he pr o vi n ce.
Our D i vi sio n ha s i ni ti a te d a co mp re he nsi v e a ppr oa c h to a dd res si ng t he a c h ie veme nt
ga p w it hi n o ur D iv is i on .
E xa mpl es i nc l ud e t he l ite ra c y a n d n ume ra cy c o nti n ua ,
fo c u sed p ro fe ss io na l l e a rn i ng , e n ha n ced v o ca ti o na l p ro gra mmi ng , a nd fi ne a rt s a nd
c ult ura l p ro gra m s. As a Di vi si o n we ha ve a l so f oc u sed o n o ur st u den ts’ ho li sti c we ll bei ng t hr o ug h a w ide ra n ge o f he a lt h, fi tn es s a n d o n -t he - la nd p ro gra m s i n cl ud in g t he
Fr o ntie r Ga me s, Hi g h S ch o ol Ga m es , nu tri t io n p ro gra m s, a n d el der p ro gra ms , M u si c
Ja mbo ree s, a nd c ul tu r e ca mp s.
It is t he e xpe cta tio n of t he Boa rd t ha t ea c h s ch o ol ex a mi ne s t he le ve l o f st ud en t
a c hie ve me nt a n d a tte nda n ce i n th e s ch o ol a nd ta kes ne ces sa r y steps t o c lo se a n y
a c hie ve me nts ga p s t h a t e xi st . Th e B oa rd a lso re co g niz es t ha t t o cl ose th e ga p , t he
stea d y de pe nda ble pre se nc e o f st a f f i n t he s c ho ol o n a da y -to -d a y ba si s is c rit ic a l .
Our B oa r d re c og ni ze s tha t i n ord e r f or st ud ent s t o a c hie ve a t pr o vi n cia ll y c ompe tit iv e
lev el s s c ho ol s m us t b e e f fe ct i ve . In or der to a d dre ss t h is a rea o ur Boa rd d ev el ope d
a nd a do pte d a goa l i n Our Chil dre n, O ur Succe ss , O ur Future t ha t fo c u ses o n ef fe ct i ve
sc h oo ls a n d e du ca ti on a l le a de r s hip . E d u ca ti ona l lea de rs hi p a t t he cl a s sr oom , s ch o ol ,
a nd D i vis io n le ve l i s e sse nt ia l f or cr ea ti n g, gro wi ng , a nd s ust a i ni ng ef f ec ti ve sc h oo ls .
In ord er t o f u rt he r su pp ort e f fe ct i ve s c h oo ls w it hi n t he Di vi s io n t he B oa r d ha s
a dop ted a p ol ic y o n s upe r vi sio n fo r gr owt h . The Boa rd i s plea se d tha t a s a Di v is io n
we a re d ra w i n g ve r y cle a r co n ne cti o ns b etwee n O ur C hil dre n, Our Succes s, O ur
Fut ure , The Se ve n Co rrela tes o f Effe ct i ve Scho ols , S upe r vi si on for Grow th , a n d t he
Fra mew or k for E ffe ct i ve Tea chi ng .
2
Our Boa rd ha s a ls o r e c og ni ze d t ha t in or d er f or opt ima l lea r n in g to oc c ur , we m u st
pro v ide o ur st ude nt s a nd sta f f wit h fa c ilit ies t ha t a r e sa fe , wel co mi ng , well
ma i nta i ne d, a nd p ro vi de e f fe ct i ve a n d en ga gi ng e n vir o nme nt s f or lea r ni ng . As pa r t o f
thi s do c ume nt w e a re ple a se d t o i n cl ud e t h e D i vis io n’ s Fi ve Year Cap ital Pla n . T hi s
Pla n in c lu de s o ur g o a ls fo r th e de vel op men t a n d ma i nte na n ce o f t he Di vi si o n’ s
in fra st ru ct u re .
As t ru ste es w e r e c og n ize t ha t t he c omm itm ent o f o ur sta f f t o t h e st ud en ts , a nd t he
rela t io n sh ip s f o ste r e d be tw e e n sta f f a nd s tu den ts i s e sse nt ia l t o s tud en t gr owt h . We
a ls o re co g nize tha t a ll sta ff s, re ga rdl es s o f title , co nt rib ut e to s tu den t lea r n in g. We
a c k now led ge t ha t a s a n e d uc a ti on a l or ga ni za ti on we a ll ha v e r e sp on si bil iti es a s r o le
mod els t ha t go w e ll be y o nd t he s c h oo l da y i n cl ud in g c o nd u ct i n t he v irt ua l wor ld .
T her ef or e, it i s e ss e n t ia l t ha t a s a s ch o ol di vi si o n o ur st ud en ts a n d sta f f a re p ro v ide d
wit h th e n e c e s sa r y s ki ll s to na vi ga te t hi s en vir o nme nt pra cti c i ng p o sit iv e di git a l
cit ize n sh ip .
On be ha l f o f t he B oa r d o f Tr u stee s I wa nt to t ha n k a l l o f o ur st a f f fo r ch o os in g t o
wor k f or F ro nt ie r a nd be i n g w ill in g t o wo rk bo th i nd i vid ua ll y a nd c ol lec ti ve ly t owa r d
ma k in g e ve r y d a y t he be st da y po ss ib le f or e ver y o ne o f o ur st u de n ts.
Linda Ballantyne,
Chairperson
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4
COMPONENTS OF DIVISION MISSION STATEMENT
( February 2008)
Introduction
The Board of Trustees approved the current Mission Statement in February 2008. There
are several components that comprise the total document. Each of these components is
important and has significance for the Division. These components are explained in the
following text.
Background Picture
Frontier School Division is defined by our natural surroundings and the beauty of this
environment. The images of land and water and their impact on us collectively is a part of
who we are. Our connection with all that is natural and holistic sets us apart and makes us
uniquely “Frontier”. Increasingly, schools, with community support, are providing land based and culturally-focused educational activities for students using this rich and
beautiful natural environm ent.
Map of Manitoba
In the lower left corner, the Province of
territory and our area boundaries. It is
educating many students who live in this
Manitoba. The narrow boundary lines
legislation.
Manitoba map identifies Frontier School Division
impressive to note that we are responsible for
huge territor y that covers approximately 75% of
outline our five areas as defined in provincial
Our broad geographical expanse is not a barrier to our mission, but rather on opportunity
to build and maintain relationsh ips across communities, from the farthest northern regions
to the farthest southern regions and to points east and west of the province.
This geography often leads us to think creatively. Our range of communities and cultures
fosters both inclusion and di versity. We see our communities as representative of the
larger fabric of Canadian society regardless of our geographic location.
Photographs in Circles
The three photographs in the circles speak to our geography and some of the unique but
routine ways that we travel in all seasons across the Division.
Float planes, snow
machines with toboggans, and trains on the Bay Line are common for many of us but
different and unique in the eyes of others.
Frontier Logo “O”
The Division’s logo of “Partners in Learning” is embedded in the letter “o” in Frontier at the
top of the Mission Statement. Input from across the Division clearly stated we must keep
and reinforce this phrase. Frontier School Division’s philosophy of part nership has never
been stronger.
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Our Children, Our Success, Our Future
We increasingly are aware of the vital importance of the interconnectedness of all levels of
home, school, community, and society. Our focus on building, preserving, and maintaining
relationships and partnerships are the same whether we are talking about a classroom or a
boardroom, a home or a community. It is through working as partners in learning that we
will share success. That is why we have chosen three simple statements to de fine our
mission.
Our Children
The Division’s efforts are for every child.
word children.
We use the broadest definition of the
Our Success
This describes our Division operating at its peak. When we are able to harness the
collective energy of every component of our system then we can achieve our
success.
Our Future
This is the focus of our planning. This is what lies ahead. This is what inspires us.
If we are thoughtful and thorough enough with the first two components of the
mission statement, then we can realize together a successful future for our children.
Our Vision…Our Beliefs










Students are healthy and successful.
Parents provide support, guidance, and direction.
Families build a strong foundation for students.
Staff are participating members of the community.
High standards of teaching result in academic excellence.
Appropriate educational programming is provided for all students.
School programs reflect the needs and aspirations of the community.
Language and culture celebrated in the community and school builds identity.
Schools are safe places where individuals are respected, cared for, and valued.
Our Division is an innovative and dynamic leader in education.
These are 10 strong and positive statements about students, parents and families, staff
and programs, safe schools, and our Division as a leader. They add clarity to our purpose,
focus, approach, and identity. They support the phrase – Our Children, Our Success, Our
Future – and further define our mission. The statements encompass what the Board
believes must be the guiding principles, goals, or universal values that will help us all
move in the direction of our mission. These statements must be revisited often and can be
the lens through which we view all that we do. When we look at all that we are and all that
we do, then we can truly believe that our mission is Our Children, Our Success, Our Future.
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7
Teaching and Learning in Effective Schools
This foundation supports
supervision and evaluation.
instructional
practice,
teacher
professional
learning,
and
All students can achieve success regardless of background and circumstance.
This is a place of achievement, reflection
understanding and wisdom of the elders.
and
deep
connection
to
knowledge,
This direction of the wheel is North and symbolized by the color White, the season of
Winter, and the element of Fire.
Learning occurs best
relationships exist.
within
a
safe
and
healthy
school
where
positive
This is a place of the planting of seeds and of first and second chances; it has a focus on
tasks.
This direction of the wheel is East and symbolized by the color Yellow, the season of
Spring and the element Air.
Multiple sources of data must direct decision making.
This is a place of growth and the adolescent development of mental capacities that include
hard work, integrity, honesty and truth.
This direction of the wheel is South and symbolized by the color Red, the season of
Summer and the element Earth.
We have the responsibility to close the achievement gap.
This is a place of deep reflection and going within to the emotional understandi ng of
adulthood.
This direction of the wheel is West and symbolized by the color Black, the season of Fall
and the element of Water.
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SEVEN CORRELATES OF EFFECTIVE SCHOOLS

High Expectations for Success.
The effective school expects that all students can attain mastery of the essential
school skills. In order to meet these high expectations, a school is restructured to
be an institution designed for “learning” not “instruction”. Teachers and students
must have access to “tools” and “time” to help all students learn.

Strong Instructional Leadership.
The effective school practices that the Principal is the “leader of leaders” not the
“leader of followers”. The Principal and all adults must take an active role in
instructional leadership.
The Principal will become the coach, partner, and
cheerleader.

Clear and Focused Mission.
The effective school has a clearly articulated mission.
The staff shares an
understanding and commitment to the mission and the instructional goals, priorities,
and assessment procedures it projects. The staff accepts responsibility and
accountability for promoting and achieving the mission of learnin g for all students.

Opportunity to Learn/Time on Task.
The effective school allocates and protects a significant amount of time for
instruction of the essential skills. The instruction must take place in an integrated,
interdisciplinary curriculum. Effective instruction time must focus on skills and
curriculum content that are considered essential, that are assessed, and most
valued. There should be abandonment of less important content.

Frequent Monitoring of Student Progress.
The effective school frequently measures academic student progress through a
variety of assessment procedures. The assessment procedures must emphasize
“more authentic assessment” in curriculum mastery. Assessment results are used to
improve individual student performance and also improve instructional delivery.
Assessment results will show that alignment must exist between the intended,
taught, and tested curriculum.

A Safe and Orderly Environment.
The effective school has an orderly, purposeful, caring environment, which is free
from the threat of physical harm. Desirable student behaviours are consistently
articulated and expectations are clear. Students help each other and want what is
best for all. This environment nurtures positive interaction between students and
teachers that is collaborative, cooperative, and student -centred.

Positive Home-School Relations.
The effective school builds trust and communicates within the school, with parents
and the community. Forming partnerships with the parents and comm unity enables
all stakeholders to have the same goals and expectations.
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Principals will review on a quarterly basis with staff and school committees.
Strategic Goal 1
Effective Schools are essential for student success. Strong educational
leadership and instruction allows students to achieve at the highest level
regardless of background or circumstance.
The Board believes that all students can achieve at the highest level regardless of background or circumstance.
implementation of the Seven Correlates of Effective Schools will be evident in all classrooms and schools.
Outcomes
Schools
will
demonstrate
Correlates of Effective Schools .
Seven
In order to achieve this goal, the
Strategies
Indicators
The seven correlates will be profiled at August Gathering
with information distributed to all new teaching staff .
Materials provided.
Chief Superintendent provides regular reports to the Board.
Directions set. Reports provided.
Area Superintendents will lead discussions and professional
learning at:
 Area Advisory Committee meetings,
 Principals/consultants meetings.
Discussions held, professional learning provided.
Principals will provide professional learning at:
 staff meetings,
 school committee meetings.
Professional learning provided.
Schools will reflect the correlates in their school planning
documents.
Correlates reflected.
Schools will set attendance targets to achieve high
expectations for success, opportunity to learn and time on
task. Framework for addressing attendance will be provided
and discussed with school administrators.
Attendance target set at 90%.
Attendance plans developed and frequently monitored.
Framework provided and discussed.
Achieved results are reported in the Frontier Northerner Annual Report.
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Strategic Goal 2
Students will develop the knowledge, skills, strategies and attitudes
leading to graduation.
The Board recognizes the importance for students to develop knowledge, skills, strategies and attitudes in the provincial cor e curricula of English
Language Arts, Mathematics, Social Studies/Native Studies, Sci ence, and Physical Education. In particular, the Board has identified the need for all
students to be able to read and write and to do basic mathematical operations by the end of Grade 3. Success in the core curricula is essential for
further success in school leading to graduation, post -secondary education, vocational training such as apprenticeship, and direct entry into the world
of work.
Outcomes
Strategies
Indicators
In English Language Arts, all students
will demonstrate knowledge, skills,
strategies and attitudes to achieve
yearly outcomes as stated in
Provincial curricula.
In response to the new English Language Arts curriculum
instructional coaches will lead the Division in pilot
implementation.
New curriculum piloted.
Curriculum forms basis of instruction.
Teachers will implement English Language Arts
curriculum, with support through professional learning
and educational leadership from administrators, resource
teachers, teacher leaders, and instructional coaches .
Supervision for Growth and Professional Learning
guidelines are followed for all professional learning
activities conducted.
Instructional coaches will lead and support Divisional
initiatives including directing and supporting a
professional learning community. Instructional coaches
will meet with and report to school administrators
regarding programming in the school.
Instructional coaches are active participants in the
programming and professional learning community of
the school. Instructional strategies are implemented
and supported.
All schools will collaboratively develop a school plan with
a school-wide literacy focus.
School plan implemented.
Plans utilize data from classroom -based assessment, the
Divisional continua, Divisional and Provincial assessment,
and appropriate interventions.
Program planning and delivery reflects assessment
data.
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STRATEGIC GOAL 2 Continued
Outcomes
Strategies
Indicators
Classrooms and school will report student growth
using the Divisional Reading and Writing continua
and other relevant assessment data collected by the
classroom teacher. This report will be reviewed with
the Area Superintendent in the fall, spring, and en d
of the school year.
Classroom and school reports, and plans for improvement.
Teachers will assess, track and communicate with
parents or guardians student progress using the
Division Reading and Writing Continua.
Completed continua communicated and shared with
parents or guardians throughout the year (K -9).
Teachers will integrate technology using:
Students are able to evaluate the validity and accuracy of
resources.



research, writing, electronic communication and
collaboration, digital photography, and video
production,
mainstream applications applicable to English
Language Arts ,
student application of critical analysis skills such
as evaluation of information services.
All staff will model and instruct students in digital
citizenship.
Digital submissions of assignments.
Students utilize and choose the appropriate applications
for the tasks.
Students engaged in learning and practicing digital
citizenship.
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Outcomes
Strategies
Indicators
In Mathematics, all students will
demonstrate knowledge, skills,
Teachers will implement Mathematics curriculum, with
support through professional learning and leadership
from administrators, resource teachers, teacher leaders,
and instructional coaches.
Curriculum forms the basis of instruction.
regarding programming in the school.
programming and professional learning community of the
school. Instructional strategies are implemented and
supported.
All schools will collaboratively develop a school plan with
a school-wide numeracy f ocus.
School plan implemented.
Plans utilize data from classroom -based assessment, the
Divisional continua, Divisional and Provincial assessment,
and appropriate interventions.
Program planning and delivery reflects assessment data.
Teachers and Principals will develop and implement
Mathematics plans that reflect strands and processes of
the Mathematics curriculum.
School plan includes Mathematics plan.
Plans, including appropriate interventions, utilize data
from classroom -bases assessment, and Divisional and
Provincial assessments.
Program planning and delivery reflects assessment data.
Data-drive instruction is implemented.
Teachers and Principals will share and review data on
student growth. This report will be reviewed with the
Area Superintendent in the fall, spring, and end of school
year, and will be presented to the school committee.
Assessment data forms the basis of improvement plans.
Teachers will assess and track student progress, and
communicate results with students, parents or guardians,
and will also report on end of year assessments to the
parents or guardians.
Progress communicated and shared with students, parents
or guardians throughout the year.
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Outcomes
Strategies
Indicators
Teachers integrate technology using:
resources.



collaboration, and video production,
mainstream applications applicable to Mathematics,
student application of critical analysis skills such as
evaluation of information services.
citizenship.
In Science, all students will
demonstrate knowledge, skills,
Teachers will implement Science curriculum, with support
through professional learning and leadership from
administrators and teacher leaders, and Instructional
coaches.
for the tasks.
citizenship.
Curriculum implemented.
Manitoba Science Foundation for Implementation
documents are implemented and hands -on Science
activities occur.
regarding programming in the school including the
establishment of team leaders.
programming and professional learning community of the
school. Instructional strategies are implemented and
supported.
Team leaders established in each school.
The Instructional coaches and teachers will promote
Science-related careers to students in all grade levels.
Record of the number of career -related/leadership
workshops offered to students.
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Outcomes
Strategies
Indicators
All schools will promote science safety including training
for proper storage and disposal of chemicals.
Training provided, inventory maintained and stored
according to provincial regulation.
All schools will promote sustainable living encompassing
social, environmental, and economic factors with an
emphasis on connections to the natural world.
Increase in the number of Education for Sustainable
Development (ESD) activities that schools/students
complete.
All schools will:
Instructional coaches will maintain and report on the ESD
activities and projects in the Division.
 incorporate ESD initiatives into all existing curricula,
 reorient technical-vocational education to include aspects
of alternative energy technology,
 connect students to their natural environment and
promote conservation and protection of their natural
resources,
 participate in an annual Science event organized by the
Divisional Science Committee ,
 attain EcoGlobe Status by June 2016 .
EcoGlobe status obtained.
Professional learning activities developed in support of
economic and sustainable development.
Professional learning activities.
resources.
 research, writing, electronic communication and
collaboration, digital photography, and video production,
 mainstream applications applicable to Science,
 student application of critical analysis skills such as
evaluation of information services.
citizenship.
for the tasks.
citizenship.
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Outcomes
Strategies
Indicators
In Physical Education, all students
Teachers will implement the Physical Education curriculum,
with support from the Health , Wellness and Physical
Education Coordinators.
Curriculum forms the basis for instruction.
Coordinators will lead and support Divisional initiatives
promoting health and wellness . Coordinators will meet with
and report to school administrators regarding programming
in the school.
Coordinators will collect and compile data on Divisional
wellness programs in order to inform programming.
All schools, with student and parental involvement, will
implement policies, programs and activities that support
healthy lifestyles, healthy schools and communities.
Healthy foods policy, health and wellness programs
and activities implemented.
Teachers integrate outdoor education, gardening initiatives,
and environmental science skills into classroom activities
with support through professional learning and leadership
from administrators, teacher leaders, community resources
and coordinators .
Student activities implemented.
The Division will continue implementation of the Healthy
Foods in Schools and Offices Policy.
Policy implemented.
Students demonstrate positive
behaviours, knowledge and attitudes
associated with healthy lifestyles,
healthy schools and healthy
communities.
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Strategic Goal 3
Supporting student success including increased engagement and graduation
results through Indigenous language and culture programming.
The Board is committed to adopting Indigenous perspectives throughout curricula with a goal of increasing parental, community, and elder
involvement within our school system. It is the Board’s belief that when strong connections are developed with communities g rounding students in
their culture, they will become increasingly successful in their academic achievements.
Outcomes
Strategies
Indicators
Students in schools who have access
to speakers of Indigenous languages
will implement an oral language
program.
All staff who are Indigenous language speakers will
participate in and support the oral language program
in the school.
Students will be learning and using their language.
Teachers providing formal language instruction in the
school will receive support from Divisional
Indigenous language support staff.
Staff fluent in Indigenous languages will be
participating.
Resources will be available through the Divisional
Indigenous language support staff for teachers teaching
the language program in the schools.
Students will participate in land based education in partnership with
the local community.
Increase student participation and use of Indigenous
language in land-based activities utilizing traditional
skills and teachings in conjunction with curricular
outcomes.
With the support of the community resources, elders and
other resource people, language and land -based
activities will be established.
Foster and participate in partnership
with K-12, post-secondary institutions
and Indigenous organizations to
gather knowledge and best practices
across the province.
Participate and contribute in meetings with various
organizations that share common objectives , set
goals and determine best practices .
Best practices implemented.
Elders or elder councils will be
implemented in the schools.
The Divisional Indigenous language support staff will
meet and invite elders to the schools, on a
community by a community basis.
Councils formed and elders visible in the school.
17
Outcomes
Strategies
Indicators
In Social/Native Studies, all students
Provincial and Divisional curricula.
Teachers will implement the Social/ Native Studies
curriculum, with support throu gh professional
learning and leadership from administrators, teacher
leaders, and Divisional cultural support staff .
Divisional cultural support staff will lead and support
Divisional initiatives including directing and
supporting a professional learning community.
Divisional cultural support staff are active participants in
the programming and professional learning c ommunity of
the school. Instructional strategies are implemented and
supported.
Professional learning document implemented and
activities completed.
Schools are implementing Social/Native Studies
curriculum.



Instruction on Treaty Education will
be provided by Grades 4 to 6
teachers, as part of the Social
Studies Curriculum.
production,
mainstream applications applicable to Social
Studies/Native Studies,
Students are able to evaluate the validity and accuracy
of resources.
Digital submission of assignments.
for the tasks.
citizenship.
citizenship.
Teachers will be provided professional learning on
the Treaty Implementation kits.
18
Outcomes
Strategies
Indicators
Divisional cultural support staff will meet with and
report to school administrators regarding
programming in the school.
the programming and professional learning community of
supported.
of resources.



Instruction on Residential Schools
Experience will be provided to the
appropriate Grade levels.
production,
mainstream applications applicable to Treaty
Education,
Schools are implementing Treaty Education curriculum.
Students utilize and choose the appropriate a pplications
for the tasks.
citizenship.
citizenship.
Teachers will be provided professional learning on
the Residential Schools Experience kits.
Instruction provided.
Divisional cultural support staff will meet with and
report to school administrators regarding
programming in the school.
the programming and professional learning community of
supported.
Schools are implementing Residential Schools Experience
kits.
19
Outcomes
Strategies
Indicators
of resources.



The compulsory Grade 11 Division
course on Native Studies will be
implemented.
production,
mainstream applications applicable to Residential
Schools Experience,
as evaluation of information services .
for the tasks.
citizenship.
citizenship.
Course refined to implement local histories as well as
current topics in Native Studies.
Course implemented.
Local histories, elder interviews and communities
studies to be digitized for use in schools.
Materials available.
20
Strategic Goal 4
All students will be provided with appropriate educational programming .
The Division is committed to the provision of appropriate educational programming for all students as defined by provincial legislation. The Board
believes in supporting children from cradle to career. They also recognize that students should be provided diverse pathways and alte rnative
opportunities that lead to graduation. Students who are actively engaged in learning and attend school regularly have a gre ater sense of belonging
and are more likely to graduate.
Outcomes
Strategies
Indicators
Students demonstrate success as a
result of curriculum-based
educational services, supports,
resources, and the appropriate
programs to which they are entitled.
Teachers and principals will ensure that
differentiation of instruction, including small group
instruction, occurs in all classrooms. Teachers and
principals will provide a range of programs, supports,
and resources.
Student success levels will be monit ored using data
collected for , of , and as learning.
By the end of Kindergarten, young
children demonstrate readiness for
success in school.
Schools, in partnership with parents and the
community, support the implementation of programs
and resources such as Head Start, Baby First, Steps
and Stages, day care, P.E.E.R. and Child Development
and Family Centres.
Approaches and programs implemented.
All schools will implement the “Welcome to
Kindergarten” program.
Program implemented. Training provid ed.
All schools will implement the “Dolly Parton
Imagination Library” program.
Program implemented.
All schools, as possible and appropriate, implement
Nursery programs.
Schools will administer and use the results of early
years screening.
Data will be collected, analyzed, monitored and
reported to the Area Superintendent and school
committee at intervals throughout the year.
21
Outcomes
The number of students who
complete Grade 12 will increase 5%
yearly.
Strategies
Indicators
A committee of educators will research, examine and
develop curriculum for full -day Kindergarten.
Committee formed.
Curriculum developed.
Teachers and principals, with Division support, will
increase technical-vocational programming and Career
Development in Grades 5-12 including:
 Middle Years Trades Program,
 Senior Years Trades Program (Building Construction ,
Power Mechanics, Cosmetology, Culinary Arts),
 High School Apprenticeship Program (HSAP),
 Expanded Options Program (EOP) ,
 Engaged Learners Program.
Number of graduates.
Engage students in exploring high interest courses
including work experience, student leadership, school initiated courses (SIC), dual credits, and distance
education.
Number of courses offered and number of students
participating.
Schools will develop appropriate scheduling and
supports, including cour se offerings, and teacher
advisor groups to increase opportunities for success
of students.
Supports, flexible timetables, alternative education
programming.
Schools will implement a career/personal counselling
program.
Individual career plans and portfolios.
Schools will implement attendance/ retention
improvement plans targeting 90% attendance in High
School.
Attendance/retention plans developed and implemented.
Number of students participating in technical -vocational
programs.
22
Strategic Goal 5
Supporting student success by developing character, building relationships
and developing and maintaining caring, healthy, safe and inclusive schools.
The Division is committed to developing and maintaining caring, healthy, safe and inclusive schools. The Division’s mission in this area includes
forming partnerships with families and community leaders to foster the development of students who are strong of character an d active participants
within their community and broader society. As part of our com mitment, the Division supports instruction in character development and believes in
providing opportunities for students to exercise good citizenship. The Board believes that students and staff are entitled to learn and work in a safe
and secure environment.
Outcomes
Strategies
Indicators
Students demonstrate knowledge,
skills, attitudes and values associated
with good character and citizenship.
All schools will develop character education programs in
partnership with the local community.
Programs developed and implemented.
Staff will model good character by demonstrating
respect and empathy and positive interactions.
Students demonstrate positive
behaviours, knowledge and attitudes
associated with safe, caring and
orderly schools.
All schools, with student and parental involvement, will
develop for implementation, plans for maintaining safe
and orderly learning and working environments.
To create a safe and secure
environment where students and staff
can appropriately respond to high risk
and threat-related behaviour.
Division implements policies, procedures, protocols and
resources for responding to high -risk and threat-related
behaviour.
Character education included in school plan.
Plan communicated with parents and community.
Codes of conduct, Emergency Response plan, and
School Handbook developed, distributed and
implemented.
Plan communicated with parents and community .
Procedures, protocols and resource s implemented.
Achievement results are reported in the Frontier Northerner Annual Report.
23
Outcomes
All staff members are familiar with
and will implement Divisional policy
and Provincial regulations in regard
to providing a safe learning and
working environment.
Strategies
Indicators
Division tracks high-risk and threat-related incidents.
Database created and implemented, including school lock
down report.
Based upon Division policy, and as appropriate, school
administrators approach community agencies to
participate in the local threat assessment protocol.
School/community protocol developed and implemented
with agencies such as Child and Family Services,
R.C.M.P., First Nations police.
Staff members certified as “train the trainer” leaders
will provide Level I training throughout the Division in
threat assessment .
Multi-year implementation plan and ongoing training
developed and approved.
Division provides staff training in proacti ve approaches
to high risk and threat-related behaviour of students.
Training provided.
The Division will work toward ensuring all staff and
facilities are in compliance with Divisional policy and
provincial workplace safety legislation.
Implementation ongoing.
Training provided on an on-going basis.
Achievement results are reported in the Frontier Northerner Annual Report.
24
PLANNING AND REPORTING FOR ACCOUNTABILITY
Each year, a sequence of planning events takes place to assist the Board, staff, schools, and
community to provide the highest quality education for our students. This planning process takes
into consideration the context and environment of the Division an d reflects the mission, goals,
vision, and beliefs of Frontier School Division.
EVENT
TIMING
 School Committees and Schools Identify Priorities.
School committees and schools identify the educational topics they feel
should be priorities in the Division. This identification process must include
the school committee and school staff and may include community meetings.
School committees/schools submit educational priorities directly to the Board.
• September – December
 School and School Committees Prepare Budget Proposals.
The Board directs the preparation and circulation of a budget package for
each school/committee. Committees and schools are asked to prepare
budget proposals for their local school and submit them to the SecretaryTreasurer and to the Area Superintendent. Budget proposals will be reviewed
and analyzed by the Secretary-Treasurer, Area Superintendents, and
supervisory staff with budget responsibilities.
• September – December
 Board Reviews Strategic Plan.
The Board will review proposals and provide direction on the Division’s
strategic plan. The plan will shape the draft budget. Budget development
continues.
• January – April
 Budget.
The Board approves the budget and the five year capital plan for the coming
year. The budget reflects the strategic plan.
• April
• June
 School Plans.
The strategic plan approved earlier by the Board is distributed to schools and
school committees to assist in developing school plans.
• June
 Community Report.
The local report required by Manitoba Education and Advanced Learning is
completed for the community by each school and distributed locally and
copied to the Area Superintendent, Chief Superintendent, and Manitoba
Education and Advanced Learning.
• June
 Division Report.
An annual report is prepared, presented to the Board, and circulated to
communities. This report recaps the long-term strategic plan, reviews the
results of the plan, highlights major accomplishments, and provides a
financial report.
• Fall
25
PLANNING AND REPORTING FOR ACCOUNTABILITY
Submissions of School
Committees/Staff Educational
Priority Proposals and
Budget Proposals to Board
(September-December)
Division Report
Distributed
(Fall)
Strategic Plan Confirmed
and Budget Aligned
With Plan
(January-April)
Community Report
Provided
(June)
Approval of Budget and
Five Year Capital Plan
(April, June)
Divisional Strategic
Plan Distributed
(June)
26
Closing Comments from the Chief Superintendent
I n t h e o p e n i n g c o m m e n t s b y t h e B o a r d C h a i r p er s o n a t t h e b eg i n n i n g o f t h i s do c u m en t a v er y
c l e a r di r e c t i o n w a s s e t f o r o u r D i v i s i o n . O u r si n gu l a r f o c u s h a s b e en t o c l o s e t h e a c a d em i c
p e r f o r m a n c e g a p t h a t e x i s t s b e t w e e n o u r sc h o o l di v i s i o n a n d t h e r e s t o f t h e pr o v i n c e . W e
h a v e t a k e n m a n y s t e p s a s a s c h o o l d i v i si o n t o s e e e v er i n c r e a s i n g n u m b e r s o f o u r s t u den t s
gr a du a t e f r o m h i gh s c h o o l . O u r a p pr o a c h h a s b e en a n d c o n t i n u e s t o b e o f f e r i n g pr o gr a m m i n g
f o r o u r s t u d e n t s t h a t t h e y f i n d e n ga g i n g a n d t h a t t h e y s e e l o n g t e r m v a l u e i n .
A s a D i v i s i o n w e h a v e pl a c e d a h e a v y em ph a si s o n l i t e r a c y a n d n u m er a c y . W e h a v e a l so
c o n t i n u e d t o o f f e r a gr e a t m a n y p r o gr a m s f o r o u r st u d en t s i n t h e a r ea o f spo r t s, F i n e A r t s,
W o r k E x pe r i e n c e , a n d a w h o l e r a n g e o f c u l t u r a l a c t i v i t i e s. A l l t h e pr o gr a m s w e o f f er s e r v e t o
e n r i c h t h e l i v e s o f o u r s t u d e n t s i n a w a y f ew o t h er sc h o o l di v i s i o n s c a n m a t c h .
A s a D i v i s i o n w e h a v e b e gu n e x a m i n i n g w a y s o f su p po r t i n g c h i l d r en f r o m t h e t i m e t h e y a r e i n
t h e c r a dl e u n t i l t h e t i m e t h e y e n t e r t h e i r f i r st c a r e er o p po r t u n i t y . O u r D i v i si o n r ec o g n i z es t h a t
f o r c h i l d r e n t o b e h e a l t h y a n d e x p e r i e n c e a c a d e m i c su c c e s s w e m u s t i n v o l v e o u r s el v e s i n t h e
br o a d e r a s p e c t s o f a c o m m u n i t i e s w e l l - b ei n g.
O u r B o a r d h a s a do pt e d a n u m b e r o f f o u n da t i o n a l st a t em en t s t h a t f o c u s o n t e a c h i n g a n d
l e a r n i n g i n e f f e c t i v e s c h o o l s . G o a l O n e o f t h i s d o c u m en t s t a t e s t h a t o u r B o a r d b el i ev e s a l l
s t u d e n t s c a n a c h i e v e a t t h e h i gh e s t l e v e l s r eg a r dl e s s o f b a c k g r o u n d o r c i r c u m st a n c e, a n d t h a t
i n o r de r t o r e a l i z e t h i s g o a l , t h e s e v e n c o r r el a t e s o f ef f ec t i v e sc h o o l s w i l l be e v i d en t i n a l l
c l a s s r o o m s a n d s c h o o l s w i t h i n o u r D i v i s i o n . T h i s go a l f o c u se s o u r a t t en t i o n o n a d d r e s si n g t h e
f a c t o r s w i t h i n o u r c o n t r o l t o c l o s e t h e a c h i ev em e n t g a p t h a t ex i s t s b et w e en o u r st u d en t s a n d
the rest of the province.
T h e f i v e go a l s a n d a c t i o n s pr o v i d e u s w i t h a d e t a i l e d pl a n o n h o w w e a s a D i v i si o n w i l l
c o n t i n u e t o m o v e f o r w a r d i n pr o v i d i n g a w el l - r o u n d e d e du c a t i o n t o o u r st u d en t s i n
e n v i r o n m e n t s t h a t a r e s a f e a n d h e a l t h y . A t t h e c o r e o f e v e r y t h i n g w e d o , w e r ec o g n i z e t h e
i m po r t a n c e o f t h e po s i t i v e r e l a t i o n s h i p s t h a t n e e d t o ex i s t b e t w e en o u r s t a f f , o u r st u d en t s
a n d t h e c o m m u n i t i e s w e s e r v e . W e a l so a c k n o w l e dg e a n d su p po r t t h e f a c t t h a t o u r st u d en t s
n e e d t o b e s o l i dl y g r o u n d e d i n t h e i r c u l t u r e a n d h a v e a s t r o n g s en se o f w h o t h e y a r e a s
i n d i v i du a l s w i t h i n t h e l a r g e r s o c i e t a l c o n t ex t .
O f t e n i n e du c a t i o n w e t h i n k m o s t l y a bo u t t h e c l a s sr o o m en v i r o n m en t b et w e en t e a c h e r s a n d
s t u d e n t s , t h e d e l i v e r y o f c u r r i c u l u m , a n d t h e o v e r a l l n e ed f o r sc h o o l s t o b e h e a l t h y a n d
po s i t i v e e n v i r o n m e n t s f o r s t u d e n t s a n d st a f f . F o r t h e f i r s t t i m e i n o u r h i st o r y t h e D i v i si o n ’ s
F i v e Y e a r C a p i t a l P l a n h a s b e e n i n c l u de d i n t h i s do c u m en t . W h i l e w e h a v e a l w a y s r ec o g n i z ed
t h e i m po r t a n c e o f o u r p h y s i c a l e n v i r o n m en t i t i s i m po r t a n t t o f o r m a l l y r e c o gn i z e a n d
c o m m u n i c a t e o u r c o m m i t m e n t t o t h e o n go i n g r e n ew a l o f t h e D i v i si o n ’ s i n f r a s t r u c t u r e.
A s e m pl o y e e s o f F r o n t i e r S c h o o l D i v i si o n e a c h o n e o f u s h a s t h e r e s po n si bi l i t y t o b e t h e b es t
w e c a n b e w i t h i n o u r p e r s o n a l a n d pr o f e s si o n a l l i v e s, a s w e a r e o f t en t h e r o l e m o d e l s o u r
s t u d e n t s a n d c o m m u n i t i e s l o o k t o w a r d. W o r k i n g t o g et h er a s sc h o o l s, a r e a s , a n d a s a w h o l e
D i v i s i o n , w e c a n m a k e e a c h d a y t h e be s t d a y i t c a n b e f o r t h e c h i l d r en i n o u r c a r e.
Ray Derksen,
Chief Superintendent
27
Our Children, Our Success, Our Future– Frontier School Division Strategic Plan 2015-2020
Divisional Responsibilities
Ba sed upon dire ction of the Chief Superintendent, a nd reviewed with the Board of
Trustees, Area a nd Assista nt Superintendents are a ssigned Divisiona l program
responsibilities in the follow ing area s.
Superintendents noted below ha ve the
responsibility a nd a uthority to provide Divisional lea dership in these program a nd
curricula r area s in order to imple ment effectively the strategic goa ls outlined in our
pla n. In the ca se of Are a Superintendents, this assignment is ba sed upon Division
policy.

E nglish La ngua ge Arts
Da rren Kinden

Mathema tics
Don McCaskill

Fine Arts
Marti Ford

Science
Da ve Swa nson

Indigenous La ngua ge and Culture :

Indige nous la ngua ge s, la nd -ba sed educa tion, E lders program - Da ve Swa nson

Indige nous Studie s - Ma rti Ford

Student Se rvices
Karen Crozier

Technology, Libra ry Service s
Bra dley Ha mpson

High School & Caree r Programming
Tyson Ma c Gillivra y
These a ssignme nts a re re vie we d a nnua lly a nd a ssigned by the Chief Superintendent a nd
ma y be a djusted from time to time based upon Divisional needs and sta ffing cha nges.
Any cha nge s of a ssignme nt include consultation with the appropria te Superintendent,
a nd are review ed w ith the Board of Trustees.
28
29
SCHOOLS
AD D RE S S
P HO NE
F AX
Berens River
Black River Anishinabe
Brochet
Chan Kagha Otina Dakota Wayawa Tipi
Cold Lake
Cormorant Lake
Cranberry Portage Elementary
Disbrowe
D.R. Hamilton
Duck Bay
Duke of Marlborough
Falcon Beach
Frontier Collegiate Institute
Frontier Mosakahiken
Helen Betty Osborne Ininiw Education
Resource Centre
Gillam
Grand Rapids
Gypsumville
Jack River
Joseph H. Kerr
Julie Lindal
Lakefront
Leaf Rapids Education Centre
Mary Newell
Matheson Island
Mel Johnson
Minegoziibe Anishinabe
Ministic
Mountain View
Oscar Blackburn
Pelican Rapids
Peonan Point
Philomene Chartrand
Pikwitonei
Rorketon
San Antonio
Skownan
Stevenson Island
Thicket Portage
Wanipigow
Waterhen
West Lynn Heights
AREA
3
3
1
2
4
4
4
3
1
2
3
3
4
4
5
Box 344, Berens River, R0B 0A0
General Delivery, O’Hanly, R0E 1K0
Box 70, Brochet, R0B 0B0
Box 40, Beulah, R0M 0B0
Sherridon, R0B 1L0
Cormorant, R0B 0G0
Cranberry Portage, R0B 0H0
Red Sucker Lake, R0B 1H0
Box 70, Cross Lake, R0B 0J0
Box 123, Duck Bay, R0L 0N0
Box 338, Churchill, R0B 0E0
Box 70, Falcon Lake, R0E 0N0
Moose Lake, R0B 0Y0
Box 790, Norway House, R0B 1B0
382-2153
367-8298
323-2051
568-4757
468-2021
357-2225
472-3250
469-5778
676-2278
524-2394
675-2737
349-2295
472-3431
678-2353
359-4100
382-2422
367-2266
323-2053
568-4762
468-2039
357-2178
472-3622
469-5168
676-2045
524-2267
675-2617
349-2274
472-3191
678-2312
359-4803
1
2
2
5
4
1
2
1
1
3
1
2
3
2
1
2
2
2
1
2
3
2
3
1
3
2
1
Box 370, Gillam, R0B 0L0
Grand Rapids, R0C 1E0
Gypsumville, R0C 1J0
100 Poplar, Snow Lake, R0B 1M0
Ilford, R0B 0S0
Crane River, R0L 0M0
Box 670, Leaf Rapids, R0B 1W0
Granville Lake, R0B 0P0
Matheson Island, R0C 2A0
Wabowden, R0B 1S0
Box 130, Camperville, R0L 0J0
Box 320, God's Lake Narrows, R0B 0M0
Barrows, R0L 0B0
South Indian Lake, R0B 1N0
Box 141, Pelican Rapids, R0L 1L0
Box 193, St. Martin, R0C 2T0
Box 40, Camperville, R0L 0J0
Pikwitonei, R0B 1E0
Box 160, Rorketon, R0L 1R0
Bissett, R0E 0J0
Skownan, R0L 1Y0
Box 9, Stevenson Island, R0B 2H0
Thicket Portage, R0B 1R0
Box 2569, Wanipigow, R0E 2E0
Waterhen, R0L 2C0
Box 670, Lynn Lake, R0B 0W0
652-2193/2519
639-2451
659-4475
359-6781
358-2281
288-4355
732-2750
473-2403
0-6000
276-2118
689-2620
524-2354
335-2159
545-6246
374-2056
587-2131
659-2009
524-2343
458-2471
732-2525
277-5277
628-3315
456-2786
286-3264
363-7392/7253
628-3443
356-2292
652-2150
639-2605
659-5708
359-6650
358-2116
288-4317
732-2899
473-8632
276-2153
689-2289
524-2287
335-2170
545-6228
374-2052
587-2037
659-2363
524-2596
458-2431
732-2404
277-5280
628-3568
456-2319
286-3271
363-7293
628-3571
356-8363
Division Office
Area 1 Office
Area 2 Office
Area 3 Office
Area 4 Office
Area 5 Office
30 Speers Road, Winnipeg, R2J 1L9
16 Kelsey Bay, Thompson, R8N 0L7
38-1st Avenue N.W., Dauphin R7N 1G7
30 Speers Road, Winnipeg, R2J 1L9
775-9741
677-6744
638-6839
775-9741
472-3800
359-6711/12/13
775-9940
677-6878
638-3335
697-1318
472-3283
359-6897
30
APPENDIX 1
Planning Requirements for
“Our Children, Our Success, Our Future”
in Schools and Classrooms
Legislated Requirements for School Plans
The Public Schools Act states:
Section 41 (1) Every school board shall:
(z)
ensure that each school in the school division or district prepares an annual school
plan.
An Annual School Plan:

is a written document prepared collaboratively ,

has input from school staff, parents, students, and community members, particularly
school committees,

reflects a school division or district’s educational priorities, goals and budget ,

responds to a school community’s unique strengths and needs.
Source: Supporting Inclusive Schools School-Based Planning and Reporting, A Framework for
Developing and Implementing Annual School Plans and Reports,2004, Manitoba Education .
School Principals:

will lead in preparing, implementing, and submitting school plans.

will ensure classroom planning:
 meets the needs, and recognizes the individuality of the learner,
 complies with “Our Children, Our Success, Our Future ”,
 is consistent with “Framework for Effective Teaching”, and,
 provides the supports to learners enabling them to meet curricular requirements.

will ensure that assessment is:
 meaningful, accurate and consistent,
 for, of and as learning, and is
 aligned with provincial reporting requirements .
Appendix 1 Page 1
Expectations for School Plans
In “Our Children, Our Success, Our Future” the Board identifies mandated goals that all schools
are to address. This document must be referenced in the development of school plans. Each
school is expected to make “Our Children, Our Success, Our Future ” relevant to the unique context
of the community. Schools may identify additional goals not mandated in “ Our Children, Our
Success, Our Future” in order to support student success within the local context.
The school plans should address both immediate and long -term strategies laying out the path for
student success within the local context. It is also expected that principals and teachers will
maximize the use of Divisional resources, resource personnel, and professional learning
communities as necessary in the development and implementatio n of an effective school plan.
As part of the development of the school plan, school and community input must be sought. ( See
pages 23 and 24)
Timeline requirements for reporting school plans are outlined in the “Schools - Administrative
Reports and Requirements” Checklist. This Checklist, templates for school and classroom planning,
and web links are all available on the Division’s web site.
Expectations for Classroom Plans
Effective plans at the classroom level are essential for student success.
Classroom planning needs to ensure that instruction:




meets the needs, and recognizes the individuality of the learner,
complies with “Our Children, Our Success, Our Future ”,
is consistent with “Framework for Effective Teaching”,
provides the supports to learners enabling them to meet curricular requirements.
Planning will also ensure that student assessment is:



meaningful, consistent, and accurately recorded,
for, of and as learning,
aligned with provincial reporting requirements .
The Division expects all teachers have a yearly classroom plan (early years/middle years) or
course level plan (senior years) reflective of the above requirements in place at the beginning
of September for each school year .
The development and use of daily, weekly, monthly, theme plans or units, or a combination of
the above, are essential for student learning. Additional planning requirements may be
implemented at the school level by t he school principal.
All plans will be available to be reviewed with the principal, and where appropriate, the Area
Superintendent. Instructional coaches will provide mentoring and support in the development and
implementation of classroom level plans.
Teachers are responsible
unanticipated absences.
for
planning
for
substitute
teachers,
for both anticipated
and
Appendix 1 Page 2
School Planning Process: Roles and Responsibilities
The main roles and responsibilities for the teacher and the principal are previously indicated in this
document.
Clarifying the roles of the consultant and the Superintendent will assist educational staff in
developing more effective school and classroom plans in support of student learning, and are as
follows:
Instructional Coaches:





Will lead and support Divisional initiatives and meet with and report to school
administrators regarding programming in the school.
Analyze and use assessment data to plan for student improvement and success, in
conjunction with appropriate school staff.
Support principals and classroom teachers in classroom planning.
Support development and implementation of intervention plans, programs, and activities.
Coach and mentor instructional strategies.
Superintendents:


Work with the Frontier School Board in the development and implementation of “ Our
Children, Our Success, Our Future ”, “Teaching and Learning in Effective Schools”, and,
“Supervision for Growth and Professional Learning”.
Direct and support principals in the implementation of the above.
School Plan Components
Manitoba Education and Ad vanced Learning requires all schools to report upon both priorities and
outcomes. The school plan is comprised of four (4) components. The school plan is an on -going
cyclical process that should span several years as well as addressing yearly outcomes.
Part 1 – School Mission Statement
The effective school has a clearly articulated mission statement, as a foundation of their school
plan. It serves to focus and guide school initiatives. A school’s mission statement should reflect
the Division’s mission statement. You may use the Division mission statement in the school plan
if no school mission statement is available.
Part 2 – School and Manitoba Education and Advanced Learning
Priorities
School priorities are annual statements that identify areas requiring further action. They are
derived from the Divisional strategic plan “ Our Children, Our Success, Our Future ” and may also
reflect other priorities as defined by the local context. They should address major issues related
to the seven correlates. They also need to be mutually compatible, attainable, observable, and
measurable.
Appendix 1 Page 3
Part 3 – Action Plan
The action plan is a four -part outline of the specific tasks that need to be done to achieve
outcomes. The plan outlines how the school will accomplish major goals and address annual
priorities, while making effective use of available human and material r esources. These sections
are outlined below.
A.
Outcomes (what we want) should be specific, measurable, achievable, relevant and time
related, (SMART) and long-term.
B.
Strategies (what we will do) are specific activities designed to accomplish goals and
achieve desired results.
C.
Indicators (what we measure) are measurable and observable items of data or information
that track and measure the success of an outcome.
D.
Results (what we achieved) are the actual achievements directly related to outcomes and
strategies. This section is done later in the school year and provides closure to the annual
plan.
Part 4 – Results
SCHOOL PLAN (Template 1)
The reporting of results from the school plan is an essential accountability step. Principals are
required to fill out column 4 of the school plan, as well as summative comments of the Annual
School Plan.
The school plan should be provided to the local First Nation. This report will be provided each
year to the Chief and Council directly or to a person design ated as a representative of the local
First Nation.
A report will be provided to Manitoba Hydro representatives in Gillam.
COMMUNITY REPORT (Template 2)
Annually, each school provides a Community Report to the local community. This requirement is
mandated by Manitoba Education and Advanced Learning and the Division.
MANITOBA EDUCATION AND ADVANCED LEARNING SCHOOL PLANNING REPORT
(Template 3)
Manitoba Education and Advanced Learning requires a three-year reporting cycle from schools and
divisions.
Year 1
The report on the school plan will be completed in October of each year. A
standard template mandated by Manitoba Education and Advanced Learning
is to be used, and is available on the Division’s web site.
Year 2 and 3
Schools will submit a list o f current educational priorities and outcome
areas to the Division. This is required by Manitoba Education and Advanced
Learning and the Division will submit the report to the Department .
Appendix 1 Page 4
TEMPLATES
The following templates, checklist, and web links are available on the Division’s web site:
Template 1 –
Frontier School Division School Plan
Template 2 –
Community Report
Template 3 –
Manitoba Education and Advanced Learning School Planning Report
Template 4 –
Sample templates for ELA and Math Planning
Checklist –
Administrative Reports and Planning Requirements
Web link 1 –
Sample Classroom, Grade and Course Plans
Web link 2 –
Planning in Education (Manitoba Education and Advanced Learning web
site and links)
Web link 3 –
Library Services link for effective schools materials
Appendix 1 Page 5
APPENDIX 2
Five Year Capital Plan
2015/16 to 2020/21
Table of Contents
Introduction
Page 2
Identifying Infrastructure Need and Planning Cycle
Page 2
Five Year Capital Plan 2015/16 to 2020/21
Pages 3-7
Current Major Projects Underway
Pages 3-4
Requested Projects
Page 5
Renovations and Additions
Pages 6-7
D-Grants and F-Grants
Page 7
Appendix 2 Page 1
INTRODUCTION
All provincial school divisions in Manitoba are required to submit a Five Year Capital Plan to the
Province of Manitoba on an annual basis.
The Five Year Capital Plan is a school division’s strategic plan for upgrading, replacing or
building new facilities and infrastructure required for the safe and effective operation of the
Division. Capital facilities include schools, offices and buildings, and teacher housing units. It
also includes things such as water and waste water treatment plants, fuel stora ge, and things such
as bus garages.
Once approved by a school division the plans are submitted to the Public Schools Finance Board
(PSFB). In order to proceed with a provincially -funded capital project, school divisions must
receive the approval of the P FSB. Once approval is received the PFSB allocates the necessary
financial resources for the project to the school division.
Frontier School Division is unique in many ways including the processes the Division follows in
addressing the capital needs of the school division.
For schools that are primarily federal responsibility, it is necessary for the Division to receive
funding and project approval from Aboriginal Affairs and Northern Development Canada
(AANDC).
In a number of Frontier communities the Division receives proportional infrastructure funding from
both the provincial and federal governments depending on the perc entage of provincial and federal
students attending the school. In these situations approval for projects is required from both
governments.
Frontier School Division has partnerships with over 14 First Nations. When major educational
infrastructure proj ects such as new schools or additions to the existing school are needed, AANDC
requires the full support and ongoing involvement of Chief and Council. Frontier staff is able to
provide much of the technical support as to the rationale for the need of the project but the support
and presence of Chief and Council is required for AANDC to give consideration to funding the
project.
IDENTIFYING INFRASTRUCTURE NEED AND PLANNING CYCLE
School Committees and Principals have a role to play in identifying infrastr ucture needs as
outlined in the School Committee Constitution and Terms of Reference document:
“Each year the Area Superintendent/Principal will review with the committee both
short- and long-term building needs, maintenance and minor capital and with the m,
decide on priorities.”
A sequence of planning events take place to address infrastructure needs of our schools and
offices.
Appendix 2 Page 2
EVENT
Timing
Input and requests from school committees and schools
September-December
Capital Plan drafted and reviewed by Division staff
January-February
Draft Capital Plan reviewed by the Board Finance Committee
March
Final review of Capital Plan by Finance Committee
And presentation to the Frontier School Board for approval
April
Submission of approved plan to provincial and federal government
April/May
It should be noted that requests made to the Province as part of our Five Year Plan do not
automatically receive funding. It is not uncommon for projects to be submitted for many years
without receiving appr oval. There are many pressing infrastructure needs in provincial schools,
and on a yearly basis the provincial funding allocations can only address a small percentage of the
capital projects submitted by school divisions.
This same funding situation al so applies to capital requests submitted to AANDC. Frontier School
Division’s capital requests are ranked on the basis of need and urgency as measured against other
needs across the Province, and in the case of First Nations, other needs across Canada.
FIVE YEAR CAPITAL PLAN 2015/16 TO 2020/21
The following list provides a brief description of all the projects on the Division’s Five Year
Capital Plan submission to the PFSB and AANDC.
The dollar amounts attached to the projects in the plan are rough e stimates and do not reflect the
final costs of a project.
Once a project receives approval various companies have an opportunity to bid on a project and
detailed cost estimates are submitted that are reflective of current costs of building in particular
locations.
CURRENT MAJOR PROJECTS UNDERWAY
The following major multi -year capital projects are currently underway in Frontier School
Division.

Jack River School – New Water and Waste Water Treatment Plants and Infrastructure
The project was first targeted in 2000 for complete replacement of plants/infrastructure.
This project is jointly funded by PSFB and AANDC. Projected cost at completion is
$4,520,000. When completed, it will provide a safe, reliable drinking water supply and a
reliable fire suppression system.
Appendix 2 Page 3

Berens River School – Structural, Mechanical, Life Safety and Building Envelope
Upgrades
Major repairs are underway including re -insulation of mould -abated mechanical systems,
fire separation and placement of ground cover in crawl space, site drainage, and exterior
and interior upgrades. The projected cost at completion is $900,000.

Leaf Rapids Education Centre – Reorganization of Floor Plan
The Leaf Rapids Education Centre floor plan is being reorganized to allow for a safe and
functional learning centre. The project is being planned in three phases over three fiscal
years with the majority of work scheduled for completion in 2015 and 2016 summers. The
projected cost at completion is $300,000.

Helen Betty Osborne Ininiw Educat ion Resource Centre – Commercial Kitchen
Planning is underway to develop the commercial cooking capacity in order to provide daily
meal preparation for student meal programs (breakfast program) and special event catering.
The majority of work will be co mpleted in the summer of 2015. A flexible plan layout is
considered for a culinary arts program with appropriate space for learning. The projected
cost at completion is $350,000.

Gypsumville School – HVAC Ventilation Upgrade
The ventilation upgrades include the supply and installation of a heat recovery system to
provide fresh air to the school. This upgrade, once approved by the PSFB, will take place
over the summer of 2015. The projected cost at completion is $625,000.

Grand Rapids School – Exterior Masonry Replacement, and Home Economics Lab
Ventilation Upgrade
Two projects are required at this school.
The exterior masonry replacement was identified in 2003, and updated in 2008 and in 2011,
is for the replacement of failing masonry on the origi nal school building. The project, once
approved, will be jointly funded with the PSFB and AANDC with a projected current
estimated cost of $1,250,000.
The Home Economics Lab Ventilation Upgrade, recently identified during a Frontier
School Board visit to this school, includes upgrades to the exhaust systems to provide
energy efficient exchange of air for students and staff. The completion of this project is to
be undertaken over the summer of 2015. This project is funded by the PSFB and the

Cormorant Lake School – Industrial Arts Classroom
A new 1,500 square foot classroom will be built to support increased Industrial Arts
programming for students. The estimated completion of the project will take place during
the latter part of the 2015/16 school year. The project is funded by the PSFB and the
Appendix 2 Page 4
REQUESTED PROJECTS
The following major multi-year capital facility projects have been submitted as part of the
Division’s Five Year Capital Plan.

Oscar Blackburn School – New School and Teacherages
School: The school was built in 1973 with a major addition in 1987. In 2010 to current
time, major structural failures were addr essed in sprinkler systems, fire alarm, heating, and
ventilation issues, exterior siding and architectural features. Upgrades and replacements
have taken place since 2010; however the safety and functionality of the school for students
and staff remain a concern for the Division.
Teacherages: Of the current 17 dwellings, only 6 were built within the last twenty years.
The remaining 11 units are in excess of 40 years old and are beyond their functional life
expectancy. Efforts to rebuild and reinforce existing structural deficiencies are ongoing.
The Division is currently conducting a comprehensive building condition assessment. The
2015/16 projected cost estimate for this project is $40,000,000.
The Division is working with the O -Pipon-Na-Piwin Cree Nation and AANDC to determine
future needs to support students and staff at South Indian Lake.

Brochet School – New School and Teacherages
School: Originally built in 1966 with an addition in 1974, this wood -framed school has
endured some of the ha rshest winter conditions in the North. Heating and hot water
systems for the school and teacherages rely on 36 oil -fired burners. Major building
upgrades have taken place in 1994/95 and again in 2004. New furnaces were installed in
2009.
Teacherages: There are currently 7 wood -framed buildings used to house teachers, with
many of them having been occupied pre -1970.
Improved construction techniques and energy efficient heating and lighting systems would
help reduce the onerous operation costs curren tly in place for the Brochet facilities. The
2015/16 projected cost estimate for this project is $55,000,000.
The Division is working with the Barren Lands First Nation and AANDC to move this
project forward.

Gillam School – New School
Manitoba Hydro’s expansion of operations at Keeyask, Conawapa and Keewatinoow have
resulted in an increased student population for the community of Gillam. A study
commissioned by Manitoba Hydro has been forwarded to the PSFB for consideration.

Ministic School – New Gymnasium
This school does not have a gymnasium. Physical Education instruction is currently
provided outdoors, and with the extreme northern climate, it is difficult for students and
staff to be provided with activities without the proper infrastructure.
This project has been identified as priority of the Board for many years.
projected cost estimate for this project is $350,000.
The 2014/15
Appendix 2 Page 5
RENOVATIONS AND ADDITIONS
The following renovations and additions have been submitted as part of the Division’s Five Year
Capital Plan.

Frontier Collegiate Institute – Brick Veneer Replacement, Phase 2
The replacement of the brick veneer is urgently required. Replacement of roof sections
will form part of the work included in the wall replacement. The 2014/15 projected cost
estimate for this project is $1,000,000.

Brochet School – Fuel Oil Distribution System
A refurbishment of the existing 42 -year old underground distribution system and redesign
of the existing tank storage system is required. Extensive plans have been developed for
this project. The 2015/16 project cost estimate for this project is $750,000.

Philomene Chartrand School – Addition and Renovation
A comprehensive building condition assessment was conducted in 2003. The school has
had ongoing minor improvements over the years but requires significant upgrades including
the replacement of portable units. The 2014/15 projected cost estimate for this project is
$4,300,000.

D.R. Hamilton School – Replacement Sections A, B, A1, A2, A3
A 2011 Roofing Inspection report identified a number of deficiencies in the roof that must
be addressed. The projected cost estimate for this project is $160,000.

Skownan School – Water and Sewer Upgrade
The school is not hooked up to the municipal w ater systems and requires that water be
trucked in on a regular basis. The Division is exploring a plan to connect to the community
water and sewer systems. Cost estimates are to be determined.

Leaf Rapids Education Centre – Roof Replacement
A 2014 Roofing Inspection report identified a number of deficiencies in the roof that must
be addressed. The 2014/15 projected cost estimate for this project is $800,000.

Mel Johnson School – Roof Replacement
A 2014 Roofing Inspection report identified a number o f deficiencies in the roof that must
be addressed. The 2015/16 projected cost estimate for this project is $800,000.

Wanipigow School – New School Addition
The original school was built in 1968 with the gymnasium and classroom additions being
constructed in 1983. Due to increasing enrollments over the years 7 temporary classrooms
have been added. These portable classrooms have reached the end of their life expectancy
and are in need of immediate replacement. The 2015/16 projected cost estimate for this
project is $4,300,000.
Appendix 2 Page 6

Frontier Collegiate Institute – Campus Development, Ongoing
A multi-year plan is in place to redevelop the campus buildings that have been in use since
the mid-1950s. Proposed improvements include a new cafeteria build ing, comprehensive
landscaping, a sports field upgrade, and the relocation of Arts, Music and Home Economics
programming into renovated spaces. There is also a need for improved facilities for
Woodworking and Welding courses. The projected campus developm ent cost estimate for
these projects is $10,000,000.

Grand Rapids School – Additional Teacherages and Water/Sewer Upgrades
Currently there is a significant shortage of housing for teachers. The existing housing
stock is in need of replacement. Further, there is also a requirement that the housing units
become part of the municipal sewer and water infrastructure. The 2015/16 projected cost
estimate for these projects is $400,000.
D-GRANTS AND F-GRANTS
In addition to the Five Year Capital Plan the Division allocates funding to address dozens of
projects that do not fit the criteria for major capital but are necessary for the overall maintenance
of the Division’s infrastructure.
These projects are fund ed through what the Division refers to as D -Grants and F-Grants. The
projects do not require the approval of the provincial or federal government as they are considered
to be part of a routine maintenance program. A list of these projects can be obtained from the
Facilities Department.
Appendix 2 Page 7
Frontier
Partner
s in Lea
rning
Science

Frontier School Division Strategic Plan 2015-2020

Transcription

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