SOUTH EAST CORNERSTONE PUBLIC SCHOOL DIVISION

Transcription

SOUTH EAST CORNERSTONE
PUBLIC SCHOOL DIVISION
THREE YEAR PLAN:
IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK
JANUARY 2012
CIP SECPSD © 2012
Success and achievement for every student in every school
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TABLE OF CONTENTS
Message from the Board Chair……………………………………………………….……………,……………..….3
Message from the Director of Education……………………………………………….…..…………………….…3
Continuous Improvement Framework (CIF) - An Overview……………………………………………………….4
Division Mission, Vision & Value Statements…………………………………………...…………..….…….….....5
Division Goals…………………………………………………………………..…….………….…………………….6
Governance Structure……………………………………………………………………..…………………….…….7
Organizational Overview/Division Profile…………………………………………………………………..8
Board of Education…………………………………………………………………..…………………….…9
Divisional Structure………….…………………………………………………………………..………….10
Student Demographics………………………………………………………………..…………………….……….11
Schools/Communities/Configurations …………………………………………..………………………..12
Enrolments…………………………………………..………………………………………………………13
The Year In Review……….…………………..……………………………………………………........................15
Program Overview……………………………………………………………..…………………….………...…….19
Division Priorities and Strategies………………………………………………………………..…………..……..25
Higher Literacy and Achievement……………………………………………………………..………….26
Equitable Opportunities……………………………………………………………..…………..………….32
Smooth Transitions……………………………………………………………..…………..………...........34
Financial Analysis………………………………………………………………..…………………….……………..41
Budget Highlights……………………………………………………………..…………..…………….…..42
Revenues and Expenses……………………………………………………………..…………..….........43
Facilities Update…………………………………………………..…………………….………………….………...45
Communication Plan………………………………………………………………..……………………….……….47
Glossary………………………………………………………………..…………………….………..………………49
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MESSAGE FROM THE BOARD CHAIR
This document is the second three year education plan of South East Cornerstone Public School Division.
The Board of Education continues to lead the division guided by its mission statement to provide
passionate and committed leadership to ensure success for all. The Board is entering a new strategic
planning stage on many fronts. The much anticipated new funding formula from the SK Ministry of
Education will finally become reality in March of 2012. The new formula should add some stability and
predictability for education funding for the future, and therefore enable strategic decision making. 2012 also
marks the conclusion of this board’s mandate as School Board elections will be held on October 24th. It has
been a pleasure serving with this Board as the trustees have always kept successful outcomes for students
as their top priority.
The four priority areas of the Ministry (Higher Literacy and Achievement, Equitable Opportunities, Smooth
Transitions, and Accountability and Governance) will continue to guide our work. The School Division’s
priorities of Assessment, Mathematics, and Early Learning are also supported in this three year plan. The
Board supports the priorities by using data to make decisions for the future.
Emphasis will continue to be placed on the Board’s engagement plan with students, staff, and communities.
It is when we all work together for improved outcomes, that success can be achieved. The Board of
Education is pleased to lead SECPSD to a future that will enable the best outcomes and opportunities for
our students.
Carol Flynn
MESSAGE FROM THE DIRECTOR OF EDUCATION
This Continuous Improvement Framework for 2010-2013 will help lead to priorities and guide school
division programs for the future. We look to continue improving student outcomes across all grade levels
and prepare students for the future by providing a 21st century education for all learners.
With a vision of ensuring success and achievement for every student in every school, SECPSD will
continue to focus on individual school improvement plans and division and provincial initiatives, as we work
toward achieving our vision. The Ministry of Education’s Continuous Improvement Framework is reflected in
our division-created Three Priorities- Assessment, Mathematics and Early Learning. The Assessment
priority has received the most attention from our central office administrators, as that priority is where the
biggest changes are taking place for our school division. It is also where students and parents will see the
biggest changes in the years to come, particularly with grading procedures and changes to report cards.
Our programs reinforce our commitment to promote academic, personal and teamwork skills in our
students. We value development of the whole person, celebrations of success, working together for
success, participation, responsibility, effective leadership, growth and innovation, success for all and an
atmosphere where students will learn. This framework sets out a road map to guide our school division into
the future.
Dr. Marc Casavant
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CONTINUOUS IMPROVEMENT FRAMEWORK
The CIF reflects a commitment to strategic planning as part of a government-wide accountability
framework. It provides information that allows the Ministry and school divisions to report on progress
towards key priorities.
The CIF is a critical initiative for both the Ministry and school divisions in educational improvement. It
clarifies roles and responsibilities by assisting:
• Directors, trustees, school community council members, and school staffs in establishing,
coordinating, and monitoring division and school priorities;
• Directors, trustees, school community council members and school staffs in developing strong
partnerships with First Nations and Métis organizations and communities;
• Teachers and school administrators in guiding improvements in instructional practice, staff
development and school operations;
• Parents, students and community in better understanding school and division operations and
participate in the improvement process;
• Ministry officials in providing focused policy direction and support.
The SECPSD stands firm in its commitment to quality educational opportunities for all its students and
welcomes your support as together we ensure success and achievement for every student in every school.
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DIVISION MISSION, VISION & VALUE STATEMENTS
Mission Statement
To provide passionate and committed leadership to ensure success for all.
Vision Statement
To ensure success and achievement for every student in every school.
Value Statement
•
We value education that includes physical, emotional, social, academic and spiritual developmentDevelopment of the whole person.
•
We value a culture of celebration and the acknowledgement of success – Celebration of success.
•
We value productive teamwork – Working together for success.
•
We value participation and support of all individuals and groups in our community – Participation.
•
We value accountability for all individuals and groups in our division – Responsibility.
•
We value creative and facilitative leadership – Effective leadership.
•
We value continuous improvement of teaching and learning and the use of innovative practices –
Growth and innovation.
•
We value personal growth and development for all students – All students will learn.
•
We value a positive environment that enables each person to achieve his or her potential –
Success for all.
•
We value passionate commitment and good character – Commitment to be your best.
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DIVISION GOALS
BOARD AND SYSTEM GOALS
The Board has laid out a number of goals for itself and the school division. These goals are part of the
broader strategy for the CIF and include the following:
Board Goal No. 1
The Board shall demonstrate an ongoing commitment to effective governance.
Board Goal No. 2
The Board shall ensure that the owners of the school division understand and support the goals of the
education system.
System Goal No. 1
Our students have opportunities to learn and succeed in every school.
System Goal No. 2
Our students achieve at high levels.
System Goal No. 3
Our division and its schools effectively use information to measure, monitor and report continuous
improvement.
System Goal No. 4
Our division builds, strengthens and maintains positive relationships with all internal and external
stakeholders.
BOARD ENGAGEMENT PLAN
As part of its plan to keep the public informed about the events and activities taking place in the school
division, the Board of Education developed an engagement plan to communicate with a number of key
stakeholder groups.
The key stakeholder groups include:
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All school division employees
All Members of the Legislative Assembly (MLAs) whose constituencies are located within South
East Cornerstone Public School Division’s boundaries
School Community Councils
Parents of current and potential students
All ratepayers who live in the school division boundaries
The First Nations communities living within the division
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GOVERNANCE STRUCTURE
When South East Cornerstone Public School Division was formed in 2006, a
policy governance model was incorporated because the Board had to get the
division up and running. Now that the division has been together for six years, the
Board decided to go in a different direction with its governance model. It now uses
a Roles Clarification and Accountability (RCA) Governance Model which more
clearly defines the roles of the Board, the Director of Education/CEO and the
delegation of authority from the Board to the Education Director/CEO. The Board
has defined 15 policies to make this delineation.
The Board also rescinded the 2006 Policy Governance document and adopted a
new Board Policy Handbook, which is up-to-date and concurs with current
practices. A comprehensive set of Administrative Procedures that align the
direction of the Board with that of its CEO was also adopted to supplement the
model.
The development of two separate and distinct documents is meant to reinforce the
distinction in the organization between the Board’s responsibility to govern, and
the Education Director/CEO’s and his/her administrative duties.
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Organizational Overview/ Division Profile
The South East Cornerstone Public School Division No. 209 (SECPSD) is rural/urban in its geographic
structure with 38 schools in 27 communities. The division headquarters is nestled in Weyburn
Saskatchewan, serving communities from the Manitoba border in the east, to Ogema in the west, to
Rocanville and Fillmore in the north, to the United States border in the South. SECPSD encompasses a
wide band of southeast Saskatchewan and sits gracefully on approximately 31,000 square kilometers
(12,400 square miles); it is roughly the size of the Vancouver Island.
The division is categorized into three main regions; the West Region, East Region and South Region. Fig
1.1 highlight the schools within the division and the approximate distance between the school cities/zones,
in kilometres, within these regions.
Fig 1.1
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Board of Education
As the elected corporate body of the SECPSD, the Board of Education is responsible for establishing
direction to ensure the provision of appropriate educational services within the school division, in keeping
with the requirements of provincial legislation and the values of the electorate. The 10- member board of
the SECPSD consists of six trustees elected from rural subdivisions in southeast Saskatchewan and four
are elected from the cities of Estevan and Weyburn. Trustees are elected by voters to represent all
students in the Division.
In accordance with The Local Government Elections Act, the following members were selected in October
2009 to serve as Board Members for the term 2009-12.
Fig 1.2
Back row (L-R): Harold Laich, Daryl Harrison (Subdivision 3), Audrey Trombley (Subdivision 5), Bruce Wagner (Subdivision 6),
Janet Foord (City of Estevan), Bryan Wilson (City of Weyburn).
Front row (L-R): Len Williams (City of Weyburn), Pam Currie (City of Estevan), Carol Flynn (Subdivision 1), Kevin Keating
(Subdivision 4).
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Divisional Structure
The Division adopts the hierarchical structure of governance, with the Board of Education at the helm and
the Director of Education reporting to the Board. The Division has six Superintendents that are assigned to
the following:
• Superintendent of Schools (East)
• Superintendent of Schools (South)
• Superintendent of Schools (West)
• Superintendent of Education
• Superintendent of Human Resources
• Superintendent of Division Services
The Division’s six Managers are assigned to the following areas:
• Manager of Human Resources
• Manager of Payroll
• Manager of Finance
• Manger of Information Systems
• Manager of Transportation and Fleet Services
• Manager of Facilities
The Division’s six Coordinators are assigned to the following areas:
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Student Services
Assessment
Instructional Technology
Curriculum
Early Learning and Care
The Division is supported by Administrative Assistants, Technicians and Specialists.
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DEMOGRAPHICS
The division employs 556 Full Time Equivalent (FTE) teachers and 557 support
staff. These support staff include the education director, superintendents,
administration, information systems technicians, transportation personnel, bus
drivers, facilities personnel, custodians, educational division office staff, human
resources staff, student services/family counselors, speech language and
occupational therapists, library and clerical workers, educational assistants,
community school and cafeteria employees, with an annual operating budget of
approximately $92 million, plus capital projects.
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STUDENT DEMOGRAPHICS
School
Schools /Communities/Configurations
Community
Configuration
‘33’ Central School
Alameda School
Arcola School
Assiniboia Park Elementary
Carievale School
Carlyle Elementary School
Carnduff Education Complex
Estevan Comprehensive School
Gladmar Regional School
Gordon F. Kells High School
Haig School
Hilcrest School
Lampman School
Lyndale School
MacLeod Elementary School
Macoun School
Manor School
Maryfield School
McNaughton High School
Midale Central School
Ogema School
Oxbow Prairie Horizons School
Pangman School
Pleasantdale School
Queen Elizabeth School
Radville Regional High School
Redvers School
Rocanville School
Souris School
Spruce Ridge School
Stoughton Central School
Wapella School
Wawota Parkland School
Weldon School
Westview School
Weyburn Comprehensive School
Weyburn Junior High School
Yellow Grass School
Other (homeschooled)
TOTAL
Filmore
Alameda
Arcola
Weyburn
Carievale
Carlyle
Carnduff
Estevan
Gladmar
Carlyle
Weyburn
Estevan
Lampman
Oungre
Moosomin
Macoun
Manor
Maryfield
Moosomin
Midale
Ogema
Oxbow
Pangman
Estevan
Weyburn
Radville
Redvers
Rocanville
Weyburn
Estevan
Stoughton
Wapella
Wawota
Bienfait
Estevan
Weyburn
Weyburn
Yellow Grass
K-12
K-9
K-12
K-6
K-8
K-6
K-12
9-12
K-12
7-12
K-6
K-8
K-12
K-9
K-5
K-8
K-12
K-12
6-12
K-12
K-12
6-12
K-12
K-8
K-6
7-12
K-12
K-12
K-6
K-8
K-12
K-9
K-12
K-8
K-8
10-12
7-9
K-12
Enrolment
120
101
225
209
75
252
345
814
123
168
274
166
221
23
261
51
110
95
308
170
106
392
70
210
182
97
302
284
116
419
177
49
132
136
191
546
351
118
166
8155
Fig 1.3
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STUDENT DEMOGRAHPICS
Enrolments
As at September 30, SECPSD has a record of 8,155 students enrolled throughout the division. The
breakdown of grades for the 2011-12 school year are as follows:
South East Cornerstone SD
2010-2011
94
540
574
596
535
568
549
521
614
627
666
708
761
769
8122
Grade
Pre-K
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total
2011-2012
123
575
538
577
588
547
588
562
558
623
694
737
661
784
8,155
Fig 1.4
Enrolment Grade Breakdown
800
Total
600
400
2010-2011
200
2011-2012
0
Grade Configuration
Fig 1.5
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STUDENT DEMOGRAHPICS
The following chart shows South East Cornerstone Public School Division’s enrolment history for the
previous three years. All data is taken from enrolment numbers as of September 30 for the years 2009,
2010 and 2011. Fig 1.61 highlights an enrolment comparison over a three year period; Fig 1.62 highlights
enrolment by grade configuration for three academic school years.
Enrolment Comparison
Totals
8200
8100
8155
8122
8006
8000
7900
2009
2010
Years
2011
Fig 1.61
Enrolment History
4000
3348 3456 3536
2435 2428 2437
Totals
3000
2225 2238 2182
2009-2010
2000
2010-2011
1000
2011-2012
0
K- Grade 5
Grades 6-9
Grades 10-12
Grade Configuration
Fig 1.62
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THE YEAR IN REVIEW
The 2010-11 school year was a busy and exciting year. New report cards were
introduced to better assess students, the community of Oxbow received a new
school, a number of successful meetings were held with Ministry of Education
officials, as well as other divisional successes.
New Report Card
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Fig 1.7
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THE YEAR IN REVIEW
Report Cards
In an effort to change reporting methodologies, the division revised the existing report cards by
introducing an outcomes-based reporting system in the Fall, which results in more accurate
conclusions about student achievement. Recent changes to curricula by the Ministry of Education
involved the creation of student outcomes, which indicated the taxonomy level of student
performance to include knowledge, comprehension and application of the subject matter at the end
of each grade level. By having clear learning targets, student success increased, as students had a
clear understanding of the expectations for various subjects.
The new report cards now use a scale to report student achievement. Students will be Meeting (M),
Approaching (A), Beginning (B) or Experiencing Difficulty (E) for an outcome. If there is Insufficient
Evidence (I), that shows a student may have not done their work or enough of it.
All core subjects in Grades 6-9 now report using the outcomes-based system, along with Grades 15 and 10 Mathematics. Since the Ministry of Education still requires a percentage mark for students
in Grades 10-12, those will be included in the outcomes-based report cards as well.
Opening of Oxbow Prairie Horizons School
With much fanfare and celebration, a new-state of the art Oxbow Prairie Horizons School (OPHS)
was opened in April. It was a joyous day for the community of Oxbow as the 5,881-square-metre
(63,302-square-foot) facility brought together roughly 375 Kindergarten to Grade 12 students in
one place, creating an opportunity for older students to act as mentors and role models for younger
students. All students share a large commons area, gym, multi-purpose room, library and offices,
along with two new computer labs and wireless Internet throughout the building.
Learning Fair
South East Cornerstone’s inaugural Learning
Fair was held in May, as 600 division teachers
and administrators gathered together to share
and listen to successful strategies used in the
classroom.
Fig 1.8
Teachers at the Estevan Learning Fair
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THE YEAR IN REVIEW
Educators were exposed to areas such as:
o Technology
o Writing examples and Rubrics
o Science and Math Techniques
o Response to Intervention Strategies
o Anti-bullying Strategies
o Ways of conducting Celebrations of Learning (three-way conferences).
Board Meetings
During a formal meeting in December, SECPSD’s Board of Education met with Education Minister
Donna Harpauer and MLAs Don Toth and Dan D’Autremont. Many important issues facing
SECPSD were raised by Trustees, including capital assets for facilities, provincial capital funding
and schools of necessity. The meeting was successful, as all three MLAs were attentive to the
issues raised and asked many follow-up questions for clearer understanding.
Pre-K Programs
Young children in Arcola and Oxbow can now gain
more experience in a school-based setting, after
schools in those communities were awarded PreKindergarten programs for the 2011-12 school
year. Pre-K is an early learning program that
supports three- and four-year-old children and
their families. These two sites join other Pre-K
programs located at Haig School (Weyburn),
Westview School (Estevan), Carlyle Elementary
School and MacLeod Elementary School
(Moosomin).
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Fig 1.9
Pre-K students spend time reading with family at
MacLeod Elementary School in Moosomin.
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THE YEAR IN REVIEW
Biannual Conference
•
A biannual conference with Ministry officials in April allowed the school division to showcase some
of the positive and successful initiatives that have been accomplished through South East
Cornerstone’s Continuous Improvement Framework (CIF) since the last meeting in 2009. Ministry
officials praised the division for the excellent work done to enhance student learning, with one
Ministry consultant mentioning the division’s future is “bright, bold and beautiful.”
Some initiatives discussed included: the division’s three priorities and where each fits into the
Ministry’s four main initiatives; results from the 40 Developmental Assets surveys; Response to
Intervention; student achievement data and where SECPSD compares provincially.
The Board also talked about its Governance Model, the Three-Year Education Plan and the Board
Engagement Plan, the latter which deals with how trustees reach key stakeholders important to the
school division. Also highlighted was the challenge South East Cornerstone is facing, after being
affected by a tax rebalance, which resulted in $1.3 million less in the upcoming budget.
Funding Model
A new funding model for school divisions from the provincial government was to be in place for
March 2011. Boards were advised the March 2011 budget would be a “status quo” budget when
the new funding model was not introduced. But then South East Cornerstone, along with five other
divisions, was hit with a tax rebalance that adversely affected SECPSD’s budget.
Due to the tax rebalance, $1.35 million had to be cut from the division’s 2011-12 budget. It is
expected South East Cornerstone will have to cut more money from its budget over the next few
years for the same reason. These cuts will have long-term effects on how the division serves
students.
The Board will now have to make difficult decisions around the budget. This could mean an
increase in the Pupil-Teacher Ratio or possible closure of small schools. It also affects the way the
Board plans strategically for the future.
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GENERAL PROGRAM OVERVIEW
South East Cornerstone students follow the provincial Core Curriculum, which
provides all of Saskatchewan with educational opportunities that serve them
regardless of their choices after leaving school. This commitment, combined with
high quality curriculum and instruction, effective assessment practices, a wide
range of resources, and supportive families and communities, prepares students
to live full and rewarding lives, embrace opportunities and challenges, and actively
engage with their communities. In recognition of the stages of child growth and
development, grades are grouped into four groups: Kindergarten, Elementary
(Grades 1-5), Middle Level (Grades 6-9) and Secondary Level (Grades 10-12).
To meet community and student needs at the local level, provision is made within
the Core Curriculum to offer Locally-Determined Options, such as Frenchlanguage classes. Such options can be provided through provincially-developed
courses or through courses developed at the local level. The possibility for
Adaptive Dimension also exists, where, in order to meet the variety of students’
needs, flexibility is allowed within the school program to enable schools and
teachers to adapt instructional materials, methods and the environment to provide
the most appropriate educational opportunities for students.
Renewal of K-12 curricula has been undertaken to incorporate recent educational
research, and to make clear the desired results for learning, in order to effectively
address the learning needs and potential of every student. Three Broad Areas of
Learning provide a conceptual foundation for the renewal of curricula, and
encompass and build upon the provincial Goals of Education. The K-12 goals and
grade level outcomes for each area of study are designed to ensure that students
reach their full potential in each of the following Broad Areas of Learning: Lifelong
Learners, Sense of Self, Community and Place and Engaged Citizens.
Saskatchewan curricula are designed to develop four interrelated Cross-curricular
Competencies that synthesize and build upon the six Common Essential
Learnings. Competencies which encompass understandings, values, skills, and
processes considered important for learning in all areas of study are utilized; these
include Developing Thinking, Developing Identity and Interdependence,
Developing Literacies and Developing Social Responsibility.
.
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South East Cornerstone students follow the provincial Core Curriculum, which reinforces the teaching of
basic skills and introduces an expanded range of new knowledge and skills. In recognition of the stages of
child growth and development, grades are categorized into four groups: Kindergarten, Elementary (Grades
1-5), Middle Level (Grades 6-9) and Secondary Level (Grades 10-12). SECPSD may approve the granting
of three Special Projects Credits per student registered at a division high school for an out-of-school
initiative. This will recognize student achievement in areas outside the regular secondary level program. It
encourages students to become involved in the selection, planning and organization of their own program.
Programs may include study areas such as community service, in-depth
research in academic training, technology, the performing arts, athletics or
entrepreneurship.
Access to these credits will be for students who have completed Grade 9. A
Special Project may be used three times to meet the 24-credit requirements at
the secondary level for graduation. Further applications must demonstrate
either different content from the first project completed or an extension of it.
The final project plan must be submitted to the Curriculum Co-ordinator in a
timely manner to allow for a minimum of 100 hours being devoted to the project
prior to the end of the semester.
Fig 2.1
To meet the credit requirements for graduation, students employed under the
supervision of a journeyman – in a trade where the hours worked are eligible for
apprenticeship credit – may earn up to four Secondary Level Apprenticeship
credits on the basis of work proposed and completed. These credits may be used
to fulfill the requirements for graduation.
A Carnduff student bounces a
vinegar-soaked egg, as part of a
demonstration at the annual
science fair in Midale
Response To Intervention
Monitoring students through Response To Intervention (RTI) is utilized by
the SECPSD to facilitate students who may require additional academic
assistance through one-on-one interaction. Personnel within the school
division facilitate the process, as well as classroom teachers provide
support, parents provide reassurance and students are actively engaged
in the goal setting process. Students are measured based on their ability
to do words per minute and their errors. The model focuses on identifying
the total learning needs of a student and what types of broad support he
or she requires through a Personal Program Plan, as opposed to focusing
on the medical needs of the student. This model is designed to meet the
needs of students within the classroom rather than withdrawing such
students.
Fig 2.2
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•
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•
Tier 1 (Universal – Green) represents students who need little to no
support other than in the classroom.
Tier 2 (Targeted – Yellow) represents students who need targeted or group intervention.
Tier 3 (Intensive – Red) represents students who need intensive, individual intervention. Once the
student adequately demonstrates the necessary skills they move back up into the yellow or green
levels.
Career Development
The Career Development action plan was created to ensure that students have equitable opportunities
and support that will enable them to graduate from high school with the essential skills and career
development competencies to succeed in the future. The action plan includes career counsellor access for
all high school students, electronic portfolios for all Grade 9 students, a career development action team,
Career Education curriculum for Grades 6-9, partnerships with business, industry and education and
encouraging parent and family involvement. Career Work Exploration 10, 20, 30A and 30B are offered at
high schools throughout the division; though not necessarily at all levels and in all schools. The Transition
Program for students with barriers to employment, Take Our Kids to Work Day, Pre-Health Professions
Club and Saskatchewan Youth Apprenticeship Program are coordinated at some schools. Four new basics
of Career Development include Digital Age Literacy, Inventive Thinking, Effective Communication and
High Productivity, where students develop strong skills for future employability.
With the majority of the Division’s schools located in rural areas, SECPSD has three rural counsellors who
work with Grade 10-12 students. During the previous school year, one worked in five schools and assisted
352 students. Another worked in five schools and assisted 347 students. A third counsellor worked in nine
schools and assisted 318 students. At the Weyburn Comprehensive, a half-time counsellor worked with
527 students, while at the Estevan Comprehensive, a three-quarter time counsellor worked with 646
students. South East Cornerstone offers two off-campus programs where students can earn their high
school diplomas. Those programs are the Bridge School in Weyburn and New Portal in Estevan.
Early Childhood Intervention Program (ECIP)
The Division has assumed permanent responsibility of the Early Childhood Intervention Program (ECIP)
for families in Weyburn, Estevan, Redvers, Carlyle and surrounding communities. ECIP is a province-wide
network of community-based supports for families of children who experience developmental delays. The
program utilizes a strength-based approach to deliver family-focused, home- and centre-based services.
•
•
Children involved with ECIP are often delayed in reaching age-appropriate developmental
milestones, such as walking, talking, eating, manoeuvring, playing or interacting socially with
others. They may also be born with a condition or diagnosis that makes it difficult for them to
develop at rates typical for a specific age group.
Assuming responsibility for ECIP will allow SECPSD to further build upon its division-wide priority
of Early Learning and its new Early Learning and Care program. Along with its six Pre-Kindergarten
programs, SECPSD will be able to help young children with their development in their early years;
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a time of growth, wonder and discovery. The building blocks for physical well-being, school
readiness and social belonging are established here as well.
Program Study
A study of all programs offered by South East Cornerstone was conducted by the Saskatchewan
Educational Leadership Unit (SELU), an organization at the University of Saskatchewan, with data from
those results released in December. An important aspect of the study was to collect data on the
perspectives of principals on the programs at the schools, as well as to complete an inventory of the
programs offered within the division. The objectives of the study as identified by SELU and SECPSD
included:
•
•
•
•
•
•
•
To identify current program offerings
To identify staff-preferred future course offerings through the principal
To identify school fees being charged
To determine ownership of band instruments and fees being charged for band
To identify preschools, daycares or playschools offered, as well as sources of funding for the
programs
To identify gaps in programming and barriers to offering programs
To identify equipment needed for preferred practical and applied arts offerings, as well as
upgrading present equipment.
Eighteen recommendations were made based on studying all the programming offered in SECPSD. Six
recommendations focused specifically on the Band program. The division’s Senior Leadership Team,
with the support of the Board, identified four action items South East Cornerstone will do in response to
the recommendations and information presented. The four action items include:
•
•
•
•
Conduct a feasibility study so that input is received from the parents, students, School Community
Councils and school administration staff of Carnduff and Oxbow, where new band programs are
being considered.
Have the Director of Education conduct a follow-up on recommendations for principals and
itinerant band teachers effective the start of the 2011-12 school year.
Establish a committee that will work to examine the viability of band programs in Manor, Wawota,
Maryfield, McNaughton (Moosomin), Rocanville, Wapella and Macoun schools. The work of the
committee would be to engage in conversations with the school, SCC and community
stakeholders and review all aspects of band programming in those schools. The committee would
present its recommendations by Feb. 1, 2012.
As a result of the recommendations coming from the committee, South East Cornerstone Public
School Division will review the deployment of staff to meet and accommodate changes to the
existing band program.
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First Nation and Metis Education
Improving First Nations and Métis education is one of the priorities of the Ministry of Education. South East
Cornerstone established a First Nations and Métis Committee in December 2010, with the aim of
improving educational outcomes for all FN&M students in the division and increasing the amount of
supports aboriginal students receive. Terms of reference were established to guide the committee in its
work of assisting students. There are three First Nations within the division: Pheasant Rump, Ocean Man
and White Bear. South East Cornerstone has set six outcomes it hopes to achieve in order to improve the
educational experience and outcomes of its First Nations and Métis students. These outcomes include:
Outcome No. 1
FN&M students will successfully transition out of high school into either postsecondary training or the workplace at an increased level than is currently observed.
Outcome No. 2
FN&M students in SECPSD will achieve at levels equivalent to school division norms
in literacy as reported by AFL Reading results, Outcomes-based Reporting (System
Report Cards) and final marks, by June 2014.
in literacy as reported by AFL Writing results, Outcomes-based Reporting (System
in literacy as reported by AFL Math results, Outcomes-based Reporting (System
FN&M students in SECPSD will show increased graduation rates, as reported in
high school persistence rates in the Core Indicators Report, equivalent to the general
population in SECPSD.
Attendance rates for FN&M students will be at 80 per cent as reported by SIRS
(Student Information Record System) attendance records.
Outcome No. 3
Outcome No. 4
Outcome No. 5
Outcome No. 6
Fig 2.3
Other initiatives include a Nakota Language and Cultural Program, an Elders Program, cultural affirmation
and partnerships with First Nations and Métis people in the division and the Treaty 4 Student Success
Program.
Online Learning
SECPSD offers students from Grades 10-12 the opportunity to earn credits via distance learning. Offered
are 25 online courses in a variety of flexible delivery modes including semester structured, full year and
continuous intake courses. The full Grades 10-12 Math and ELA programs are currently offered as well as
13 elective courses. The following tables describe the courses students are offered during their high school
years.
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Semester One
Semester Two
Accounting 10
Accounting 20/30
Entrepreneurship 30
History 30
Information Processing 10
Interior Design 30
Math 20
Math C30
Native Studies 10
Calculus 30
Math 10 WP&A
Math A30
Math B30
Media Studies 20
Full Year (F/Y)
Flexible Intake
Communication
Production
Technology (CPT) 20
Life Transitions
Psychology 30
Law 30
Food Studies 20
ELA A10
ELA B10
ELA 20
ELA A30
ELA B30
Fig 2.4
Other Programs
Pre-Kindergarten programs for three- and four-year-olds are offered in six SECPSD communities: Carlyle
Elementary School, Haig School (Weyburn), Westview School (Estevan), MacLeod Elementary School
(Moosomin), Arcola School and Oxbow Prairie Horizons School. Daycare is offered at Pangman, Hillcrest
(Estevan), Weldon (Bienfait), Macoun and Ogema schools.
The purpose of Pre-K is to provide young children with a comprehensive range of effective educational
practices to support their development and lay the foundation for school success and lifelong learning. PreK is holistic, responsive, developmentally and culturally appropriate and caring. The focus is on the healthy
development of the whole child: social-emotional, physical, intellectual and spiritual. Development and
support for Pre-Kindergarten is the shared responsibility of the school division, community agencies, family
members and the province.
The school division strives to include all students within the school community while respecting their unique
gifts and abilities so they may realize their full potential. The Student Services team involves an array of
professionals dedicated to addressing the needs of students within our schools. Student Services includes
a committed team of student counsellors, educational psychologists, speech and language pathologists,
learning support teachers, speech and language assistants, educational assistants and occupational
therapists. Teachers in the school division have the opportunity to grow professionally through their
involvement on Professional Learning Communities (PLCs).
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DIVISION PRIORITIES AND STRATEGIES
The Continuous Improvement Framework (CIF) is designed to assist school
divisions with their strategic planning. The framework provides direction for school
division public reporting and assists the Ministry of Education in obtaining
important outcome information for its own planning. South East Cornerstone
Public School Division is currently in the second year of its three year strategic
plan. This document reports on progress towards the goals established at the
beginning of the three-year plan, and modifications to that plan. Assessment was
selected by stakeholders to be the highest priority during the current plan’s
lifecycle for SECPSD and all schools. Individual schools could then select either
mathematics achievement or early learning as their second priority. As a third
priority, schools could select one other division-developed priority or create a
unique goal.
The CIF provides a common strategic planning mechanism for Saskatchewan
learning, boards of education and school community councils to advance the
provincial Pre-K-12 priorities. Those provincial priorities include:
Higher Literacy and Achievement
Equitable Opportunities
Smooth Transitions
Along with the Ministry’s three priority areas, SECPSD has identified and aligned
its own priority areas to focus on from 2010-13:
Assessment
Mathematics
Early Learning
Response to Intervention (RTI)
The main priority focuses on developing effective Assessment practices with
emphasis on reporting outcomes, implementing grading practices and having
common reporting tools or documents. The new outcome-based report cards are a
direct result of the work put into the Assessment priority. South East Cornerstone
is in the process of fully developing all priorities, while schools will focus on the
Assessment priority and either Math or Early Learning as additional priorities.
Response to Intervention is a continuous and ongoing priority that is being
implemented in all 38 schools across the division. Supports will continue to be
added to assist students who require more help than the classroom teacher can
provide.
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HIGHER LITERACY AND ACHIEVEMENT
ASSESSMENT
Division Goals
Rationale
Strategies
To develop common standards and procedures across the school division for
student assessment and reporting.
• To increase teacher understanding of assessment literacy
• To implement grading practices that accurately reflect student progress and
achievement towards reaching curriculum standards.
The reporting of assessment is vital to the partnership that needs to exist between the
home and the school. Clearly defined grading practices generate student grades that
reflect a true picture of student achievement, thus enabling both students and teachers
to work together to increase student achievement. This practice follows SECPSD’s
commitment to the principles of growth and innovation and personal growth and
development for all students.
Assessment is the number one system and school priority in SECPSD. Each strategy
has multiple specific associated actions.
1.1.01 Common Reports K-12
• Actions involve the establishment of teacher committees to study and develop
common reporting documents and to work with our vendor to customize our
student information system, MIG SIRS, to meet our requirements regarding
the assessment and reporting of student achievement on outcomes.
1.1.02 Universal Screening
• Actions involved the establishment of teacher committees to assist in the
selection an appropriate universal screening program, determine which
screens would be implemented, and a timeline for implementation.
• Training of teaching staff on delivering the screens and interpreting the
results.
1.1.03 Large Scale Assessment Plan
• A needs assessment was performed to identify priorities and establish
direction of implementing large scale assessments within SECPSD, including
the development of internally created common assessments.
•
1.1.04 Assessment for Learning
• Professional development for teachers with Sandra Herbst and others,
numerous workshops and one-on-one work with SECPSD consultants,
supports for school administrators, a division-wide Learning Fair, multiple
forms of communication with parents and the community through the SCCs
and the media, and other actions emphasized the importance of this priority
area.
1.1.05 Grading Procedures
• The establishment of teacher committees, communication of developed
procedures to the schools, parents, and communities, and implementation of
new practices were actions that supported this strategy.
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Objective
(SMART
Goals)
Performance
Indicators &
Baseline
Data
To improve student assessment by developing a consistent SECPSD division-wide
Assessment and Evaluation practice, by September, 2013 as indicated by implementation
of such practices.
In order to develop a common assessment philosophy, to ensure consistent grading
practices across the division and to ensure a common reporting document, the provincial
curriculum was renewed, which propelled an increase in staff, student and parent
understanding of assessment and reporting.
Measurable indicators of progress involve the development and subsequent use by all
schools of common reporting documents, demonstrations of teacher awareness by selfassessment, development of school assessment plans, and the selection and
implementation of a universal screen.
At the start of the 2010-2011 school year our baseline data for indicators of progress
demonstrated:
•
•
•
•
•
•
Performance
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School assessment policy completion – individual school assessment plans had
not yet been developed through a formal process.
Adherence rate to grading procedures – several committees were developed
during the 2009-2010 school year to develop common grading guidelines.
Teachers began implementing these practices during that school year.
Common report usage – 2009-2010 saw the development and implementation of
common reporting documents for Grades 1-5, 6-9, and 10-12. Reporting by
outcomes was implemented for Math and optionally ELA in grades 1-5, all
outcome-based subjects in grades 6-9, and Foundations of Mathematics and PreCalculus 10 and Workplace and Apprenticeship Mathematics 10.
Implementation of universal screening – a universal screening program selection
process occurred during the 2009-2010 school year and a product was selected.
Training of school administrators occurred in the spring of 2010 so that screening
could commence in the Fall of 2011.
Large scale assessment plan – South East Cornerstone students continue to
participate in international, national, and provincial large scale assessments but
ceased internal benchmark assessments during the 2009-2010 school year. A
common assessment for Grade 7 Math was developed in 2010-2011, to be
deployed to schools in January 2012; currently under development are common
assessments for Math 4 and Math 10. These Math assessments focus on the four
goals of Mathematics: logical thinking, number sense, spatial sense, and
mathematics as a human endeavour.
Assessment literacy actualization – professional development and support for
assessment for learning literacy continued.
•
1.1.01 By June 30, 2012, all schools will have an approved school
assessment policy.
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Targets
•
•
•
•
•
1.1.04 By June 30, 2012, all teachers will demonstrate, by survey, that they
are working towards implementing the “15 Fixes for Broken Grades (15FBG).’
1.1.05 By June 30, 2012, all schools will use common division-wide reporting
documents for 1-12. All subjects 1-9 will report all classes by outcomes;
Grades 10-12 will report as an overall percentage grade; student programs on
individual outcomes will also be reported for Math 10 and Math 20 pathways
and ELA 10.
1.1.06 All schools with elementary grades will implement AIMSweb universal
screening for reading fluency for Grades 1 - 3. Optionally they may also
employ universal screens in Math, and for ELA and Math up to Grade 8.
1.1.07 Large Scale Assessment Plan – Common assessments for Math 4 and
Math 10 are under development, with scheduled deployment during the 20122013 school year. The Math 7 common assessment will be completed by all
appropriate schools during January, 2012.
1.1.08 Teachers will be surveyed as an indicator of their understandings and
implementation of assessment practices.
Outcomes
Criteria
1.1.01
1.1.04
1.1.05
1.1.06
1.1.07
1.1.08
Description
By June 30, 2012, all schools will have an approved school
assessment policy.
By June 30, 2012, all teachers will demonstrate, by survey,
that they are working towards implementing the “15 Fixes
for Broken Grades”.
By June 30, 2012, all schools will use common divisionwide reporting documents for 1-12. All subjects 1-9 will
report all classes by outcomes; Grades 10-12 will report as
an overall percentage grade; student programs on
individual outcomes will also be reported for Math 10 and
Math 20 pathways and ELA 10.
All schools with elementary grades will implement
AIMSweb universal screening for reading fluency for
Grades 1 - 3. Optionally they may also employ universal
screens in math, and for ELA and math up to Grade 8
Status (As at January 2012)
45% complete
Overall progress in implementing 15FBG is
advanced in 36 of 38 schools.
100% compliance
During the Fall of 2011, 30 of 31 schools
with grades 1 – 3 carried out the initial
universal screen. All 31 schools with
elementary grades will participate in the
January screen.
Large Scale Assessment Plan – Common assessments for Assessment materials sent to participating
Math 4 and Math 10 are under development, with schools.
scheduled deployment during the 2012-2013 school year.
The Math 7 common assessment will be completed by all
appropriate schools during January, 2012
Teachers will be surveyed as an indicator of their Self-assessment survey indicates that
understandings and implementation of assessment only 8 of 38 schools have sufficiently
practices
implemented assessment practices.
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Summary of Progress
While implementing major changes in assessment and grading practices, as well as major changes in
reporting documents, major curriculum renewal has provided some challenges. Keeping parents informed
of the process and reasons for the changes has been a key component of the overall strategy. Despite
these challenges, teacher surveys of progress towards attaining proficiency in current assessment and
grading practices indicates that clear progress is being made, and highlights areas where further supports
may be targeted. Early reports of the usefulness of having a universal screening program in place have
been extremely positive.
MATHEMATICS
Division Goals
To increase student achievement in Mathematics.
Rationale
During this time of Saskatchewan curricula renewal, division supports will be put in place
to enable teachers to use effective instructional strategies in order to improve student
achievement in Mathematics. Results from the Pan-Canadian Assessment Program
2010 and from provincial Assessment for Learning in Mathematics suggests our
students continue to demonstrate some weaknesses in the study of Mathematics. Our
goal is to improve our students’ success in this fundamental area.
Strategies
1.2.01 Large Scale Math Assessment
01 Develop a large-scale division-wide assessment plan
02 Create large-scale Math assessments
03 Administer Math assessments
04 Analyze and act upon results
1.2.02 Mathematics Curriculum Implementation
01 Employ curriculum consultants to support teachers
02 Purchase common major resources for schools
03 Review Mathematics time allotments in schools
04 Establish Mathematics-based professional learning communities
05 Establish Mathematics-based book circles
06 Offer Mathematics division-wide workshops for professional development
07 Utilize Mathematics leadership team to support teachers
1.2.03 Mathematics Intervention for Students
01 Response to Intervention (RTI) implemented in all schools
02 Learning support teachers employed to support students in all schools
03 Purchase Numeracy Nets
04 Numeracy Nets training for teachers
05 Purchase First Steps for teachers
06 First Steps Training for teachers
07 Using outcomes reporting as identification of students requiring intervention
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Objective (SMART Goals)
Performance Indicators &
Baseline Data
•
In the 2011 Grade 5 AFL Mathematics assessments, the percentage
of SECPSD students scored as proficient and the percentage scored
as adequate, will be similar to or significantly higher than the
provincial norms in each of the Mathematics achievement measures.
•
In the 2011 Grade 8 AFL math assessments, the percentage of
SECPSD students scored as proficient and the percentage scored
•
In the 2013 Grade 11 AFL math assessments, the percentage of
SECPSD students scored as proficient and the percentage scored
•
AFL results for Mathematics will be used as performance indicators.
Longitudinal comparisons in results are often difficult to accurately
assess, but Math curriculum renewal in 2008 made comparing
division results from previous assessments particularly difficult. Our
measures are based on how our students perform relative to
provincial norms.
In the 2009 AFL, SECPSD Grade 5 students met or exceeded
provincial results at both the levels of adequacy and higher, and
proficiency in all 5 measured areas. Grade 8 students were
meaningfully lower than provincial norms for two areas at the level of
adequacy, and 4 areas at the proficient level, out of 5 measured
areas. Grade 11 students were meaningfully lower than the
provincial average for 2 of 3 areas at the adequate level and all 3
categories at the proficiency standard.
•
Performance Targets
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For all measure areas, our targets are to have students meet or exceed
provincial norms at both the levels of adequacy and higher, and proficiency
30
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Outcomes
Overall Mathematics Performance Results, Grade 5
% Achieving Standard, Adequate or Higher and Proficient
Performance Area
Math Content Skills [CPR]
Number
Shape and Space
Patterns and Relations
Statistics and Probability
Math Content Skills [APS]
Computation Questions
Adequate or Higher
Proficient
72%
26%
75%
64%
20%
41%
Adequate
or Higher
67%
60%
82%
63%
CPR Strands
Proficient
37%
33%
30%
34%
Fig 2.5
Overall Mathematics Performance Results, Grade 8
% Achieving Standard Adequate or Higher and Proficient
CPR Strands
Performance Area
Adequate or Proficient Adequate
Proficient
66%
30%
Number
66%
33%
Shape and Space
70%
26%
72%
25%
66%
46%
35%
11%
48%
28%
Fig 2.6
Note: Red indicates SECPSD students scored meaningfully lower than provincial norms; green indicates
performance above provincial norms; no shading indicates no meaningful difference than that of the
province.
Summary of Progress
Numerous supports for Mathematics instruction are now in place and include programs such as First Steps
in Math and Numeracy Nets. Small workshops, individual meetings with consultants, webinars provided by
our division mathematics consultant provide targeted supports. AFL 2010 Math results, however, indicate
that we have not yet achieved our goals. Our new common assessments will provide us with further data
to assess progress in Mathematics achievement.
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EQUITABLE OPPORTUNITIES
Division
Goals
Rationale
Strategies
Objective
Performance
Indicators &
Baseline
Data
To improve the academic success of our First Nations/Métis students.
South East Cornerstone Public School Division’s vision is to ensure success and
achievement for every student in every school. This vision recognizes that equitable
opportunities for success be available for all students.
Current plans to improve achievement by our First Nations/Métis students are closely tied
to our related goals for smooth transitions. By promoting a welcoming, nurturing and safe
school environment, our hope is to encourage our First Nations/Métis students to attend
school regularly and participate fully and inevitably increase and improve academic
success Programs such as Shared Canvas Series involving Cree artist Michael Lonechild
and Grade 5/6 students from our three communities with students who live on the First
Nation reserves of Ocean Man, Pheasant Rump and White Bear (Stoughton, Arcola and
Carlyle respectively) are intended to build relationships.
• First Nations/Métis students in SECPSD will achieve at levels equivalent to school
division norms in literacy as reported by AFL Reading results, Outcomes Based
Reporting (System Report Cards), and final marks by June 2014.
division norms in literacy as reported by AFL Writing results, Outcomes Based
division norms in numeracy as reported by AFL Math results, Outcomes Based
AFL results for Mathematics, Reading, and Writing, and Core indicators of graduation rates
and final marks for high school courses will be used to indicate progress. Comparisons will be
made at the level of “Adequate or Higher”. Once fully implemented, our data warehouse,
Skopus, will facilitate using class final marks for grades 1 – 9 as additional indicators. AFL
Results. Division targets are set at 100.
Reading Comprehension
Writing Product
Math Content Skills
Performance
Targets
Grade 4
Grade 7
Grade 10
Grade 8
Grade 11
Grade 5
Grade 8
Grade 11
2009 Results
92
94
90
No data
No data
78
85
No data
Target
100
100
100
100
100
Fig 2.7
Gaps in achievement between South East Cornerstone First Nations/Métis students and our
general population will lessen, as measured by scores for AFL assessments in Mathematics,
Reading, and Writing.
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EQUITABLE OPPORTUNITIES
Outcomes
Percentages achieving adequate and excellent/proficient standards for First Nations/Métis students, in
Mathematics, Grades 5 and 8
Opportunity-to-Learn
Prep & Commit. to Learn
Knowledge/Use of Problem Solving & Inquiry
Home Support for Learning & Math
Math Performance Skills
Number
Shape and Space
Grade 5
Adequate
Excellent
Grade 8
Adequate
Excellent

84%

92%

87%
Adequate
36% 
54% 
39% 
Proficient
67% 
70% 
72% 
Adequate

31%

30%

44%
Proficient
50%
47%
44%
78%
53%
53%
60%
19%
28%
22%
25%
25%
14%
32%
51%
51%
53%
65%
45%
20%
33%
14%
16%
14%
20%
33%
4%
13%




























Fig 2.8
Note: Cells shaded that contain a percentage value indicate that there is a meaningful distinction in the
results of the division subpopulation when compared to overall provincial results and/or corresponding
provincial subpopulation results. Shading in cells showing the arrow symbols indicate whether there is a
meaningful distinction between the division subpopulation and the corresponding provincial subpopulation.
Up arrows  indicate meaningfully higher than the provincial subpopulation; down arrows  indicate
meaningfully lower than provincial subpopulation; side arrows indicate similar to the sub provincial
subpopulation.
Summary of Progress
In almost all areas of the 2011 AFL Math and Reading assessments, SECPSD self-declared First Nations
& Métis students performed meaningfully lower than provincial students, but meaningfully higher than their
provincial subpopulation. While we see positive results with the subpopulation comparison, there is still too
large of a gap in achievement between our First Nations/Métis students and the general population,
particularly in Mathematics.
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SMOOTH TRANSITIONS
Division
Goals
To support the development, through prevention and intervention, of our young children, from
birth to Grade 3.
The Ministry of Education states that “Prekindergarten early intervention and preventative
programming has proven to have both short and long-term benefits in the lives of children who
are at risk of failure in school”. South East Cornerstone Public School Division’s plan for early
learning supports that belief. As of September 1, 2011, South East Cornerstone School Division
has been providing Early Childhood Intervention Programming for young children in our
attendance area. Since the initiation of this program, additional SMART goals are currently in the
development phase.
Plan/
3.1.1 Educate parents, caregivers, people who interact with children on typical milestones in
Strategies
language cognitive development
• Provide information to public health for distribution at the 18th month check-up ( RE: fold
out brochure like developmental assets)
• Provide communities Booth in a Box Early community forums, Welcome Wagons
• Present at IMPACT sessions - Early Learning consultants participate and share
information in IMPACT Early Learning Fair
• Coordinator of Early Learning and Care provides newsletter inserts on milestones into
school newsletter
• Information will be posted on division web page
• Provide opportunities for presentations for care givers
Rationale
3.1.2
•
•
•
•
•
3.1.3
•
•
•
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Educate parents, caregivers and people who interact with children on typical milestones
in language cognitive development 3.1.3 Identify children who require supports and
provide interventions to move towards meeting developmental milestones
Teacher talk – professionals and parents/caregiver sessions
Modelling of reading, sharing and basic numeracy
Development of website videos/screen cast modelling interactions with children
Family Friday – Pre-K demonstration – current families bring others
Incorporate numeracy books into book selection
Identify children who require supports and provide interventions to move towards
meeting developmental milestones
Present at IMPACT sessions - Early Learning consultants participate and share
Collect referrals at IMPACT
Early Childhood Intervention Program – direct support to identified children
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SMOOTH TRANSITIONS
•
•
3.1.4
•
3.2.1
•
•
•
•
•
•
3.2.2
•
•
3.3.1
•
•
•
•
•
•
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Supporting Pre-K teachers and the learning environment with Early Learning
Consultants – modelling and collaborations
Identify children who may have vulnerabilities and are not receiving direct support and
provide the families with information to support their children
Identify and make connections with community partners and Ministry partners
Coordinator of Early Learning and Care will make connections by meeting with
community groups that have similar objectives in working with children
Educate parents, caregivers and people who interact with children on typical milestones
in physical development
Provide information to public health for distribution at the 18th month checkup (RE: fold
Provide communities Booth in a Box early community forums, Welcome Wagons
Coordinator of Early Learning and Care provides newsletter inserts on milestones into
school newsletter
Information will be posted on division web page
Provide opportunities for presentations for care givers
Initiate Kinderaerobic program for children ages 3-5 with community partners
Work with school daycares (WCS, Ogema, Weldon, Stoughton, Pangman, Hillcrest) In
school playschools (Carievale, Gladmar, Macoun, Maryfield, Pangman, Wapella,
Wawota, Weldon)
Develop resources for Kinderaerboics and move data to action workshops
Educate parents, caregivers, people who interact with children on healthy behaviors of
emotionally mature children.
Provide information to public health for distribution at the 18th month checkup ( RE: fold
Provide communities Booth in a Box early community forums, Welcome Wagons
Coordinator of Early Learning and Care provides newsletter inserts on milestones into
school newsletter
Information will be posted on division web page
Provide opportunities for presentations for care givers and other child care stakeholders
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SMOOTH TRANSITIONS
3.3.2
•
3.4.1
•
•
•
•
3.4.2
•
•
•
•
3.4.3
•
•
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Identify children who require interventions to support healthy behaviours in relation to
emotional maturity
Identify children through participation at the IMPACT sessions and through ECIP
referrals and provide direct service
Research-based effective instructional strategy for fluency (accuracy, rate, and prosody)
for classroom instruction (Tier 1).
Ensure classroom teachers, administrators, and superintendents have access to and
are aware of research-based effective instructional strategies. Distribution methods may
include curriculum newsletter, web-site, consultants, and professional development.
(break this into smaller actions)
Provide superintendents and principals a model of what to look for in the classroom.
(Examples include checklists, videos, conversation guides)
Opportunities are provided to Coordinators and consultants to stay up-to-date with
current research.
Administration of AIMSweb universal screen to all students in order to identify students
who may be at risk for learning gaps in reading and who may benefit from intervention
and support.
Analyze the results of the screen to determine which students may require more
intensive supports. Students may be classified as green (on target), yellow (at risk of not
meeting targets), and red (at high risk).
Ensure that classroom teachers plan for intervention within the classroom for students
who are minimally at risk (high yellow).
For students who are more at risk, four to six-week classroom intervention plans (CIP)
will be developed to identify the assessments completed, D.A.T.A. goals, interventions,
and targeted outcomes. (These plans will specify who does what, when and where.)
Students who are identified as at risk and high risk (yellow and red) may require further
diagnostic assessment from the classroom teacher, the RtI coach, and/or the LST.
Provide classroom teachers with suggestions of research-based effective practices for
fluency (accuracy, rate, and prosody) for students who have been identified as requiring
Tier 2 intervention.
Coordinators will research intervention practices in order to better guide classroom
teachers.
Develop a plan that helps teachers attach an appropriate intervention to student learning
needs/gaps.
Page 36
CIP SECPSD © 2012
SMOOTH TRANSITIONS
Objective
•
•
•
•
•
Performance
Indicators &
Baseline Data
To support the holistic development of prekindergarten to grade 3 students by creating
an early learning program in SECPSD in which the principles of early learning are
foundational.
3.1 By June 2014, 90% of students entering Kindergarten will score above the 25th
percentile in the domain of Language and Cognitive Development as measured on the
Early Development Instrument (EDI).
percentile in the domain of Physical Health and Well Being as measured on the Early
Development Instrument (EDI).
percentile in the domain of Emotional Maturity as measured on the Early Development
Instrument (EDI).
3.4 By June 2014, 95% of grade 3 students will meet grade level expectations for
reading fluency (accuracy and rate will be used as the measures; norms will be from
AIMSweb, our universal screen program).
Early literacy goals are currently in development. Targets and indicators will be based
on EDI data provided to the school division.
3.1.1
Advanced literacy
3.1.2
Basic numeracy
3.2.1
Children who have an excellent ability to physically tackle the school day
3.2.2
Children who have excellent or good gross and fine motor skills
3.3.1 70% of our students will be on track/ready for school in pro-social and helping
behaviour
3.3.2
Children who often show most of the helping behaviours; helping someone
hurt, sick or upset, offering to help spontaneously, invite bystanders to join in
3.4.1 – 3.4.9
Performance
Targets
CIP SECPSD © 2012
There will be 9 indicators, 3 for each year (Fall, Winter, Spring)
Under development
Page 37
SMOOTH TRANSITIONS
Outcomes
Program under development.
Summary of Progress
As of September 1, 2011, South East Cornerstone Public School Division began providing Early Childhood
Intervention Programming for young children in our attendance area. Early Childhood Intervention
Programs (ECIPs) are a province-wide network of community-based supports for families of children who
have developmental delays. ECIPs utilize a strength-based approach to deliver family-focused, home- and
centre-based services to families. Early Childhood Interventionists and Consultants build trusting
relationships with families and assist them in working toward mutually-identified goals. ECIP organizations
share the vision of “All families have the capacity to meet the developmental needs of their children within
the community of their choice.” Children who are involved with ECIPs are often delayed in reaching ageappropriate developmental milestones such as walking, talking, eating, manoeuvring, playing or interacting
socially with others, or are born with a condition or diagnosis that makes it more difficult for them to develop
at rates that are typical for a specific age group.
First Nations and Métis Students
Division
Goals
To promote the successful transition of our First Nations and Métis students as evidenced by
increasing graduation rates.
Rationale
South East Cornerstone Public School Division’s vision is to ensure success and
achievement for every student in every school. This vision recognizes that equitable
opportunities for success be available for all students.
Strategies
Plans and strategies to promote transitions and persistence are detailed in Equitable
Opportunities.
CIP SECPSD © 2012
Page 38
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CIP SECPSD © 2012
SMOOTH TRANSITIONS
Objective
Performance
Indicators &
Baseline
Data
Performance
Targets
First Nations/Métis students in SECPSD will show increased graduation rates as reported by
high school persistence rates in the Core Indicators Report, equivalent to the general
population in SECPSD.
Core indicators of graduation rates, as measured by the percentage of all students graduating
in 3 years from Grade 10.
Graduation rates for the general SECPSD student population will be standardized at 100,
based on data provided in the Core Indicators report.
Outcomes
Percentage graduating in 3 years from Grade 10.
2010
2011
Actual
45.9
58.4
Target
100
100
Fig 2.9
Summary of Progress
Too few of our First Nations and Métis students successfully graduate from high school. Several initiatives
have been started during the current school year to promote a more welcoming and nurturing school
environment in order to encourage regular school attendance and participation by our First Nations and
Métis students. These initiatives are directed more specifically towards students in the elementary grades
so their effect on graduation rates will not be immediately evident.
CIP SECPSD © 2012
Page 39
SMOOTH TRANSITIONS
Division
Goals
Rationale
Strategies
To improve the success of our First Nations and Métis students through community
relationship building and cooperation.
South East Cornerstone Public School Division recognizes the need to strengthen
relationships with our First Nations and Métis communities in order to promote the success
and achievement of all students.
During the 2010 – 2011 school year a partnership has formed between SECPSD and Treaty
4 Student Success Program (T4SSP). The following seven strategies have been proposed:
01
Board Engagement
02
Formation of a First Nations and Métis Advisory Board.
03
Strategic Planning
04
Shared Canvas
05
Supporting Community Knowledge Keepers/Elders Program
06
Community Liaison – Outdoor/Cultural Trek
07
Community Literacy
Objective
2.1 SECSD Board of Education and First Nations Communities working
together for the improvement of FNM student outcomes
Performance Indicators &
Baseline Data
Measurable indicators have not yet been developed to measure progress
towards our goals.
Performance Targets
Under development.
Outcomes
Criteria
1.1.01
Description
Several initiatives have now been completed. The Shared Canvas Series successfully involved
Grade 5 and 6 students from the communities of Stoughton, Arcola and Carlyle working with artist
Michael Lonechild. Each student created their own portfolio of several paintings which were then
put on display for the public.
Summary of Progress
Building connections between our First Nations and Métis communities and our schools remains an
important goal.
CIP SECPSD © 2012
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CIP SECPSD © 2012
FINANCIAL ANALYSIS
On June 16, 2011, the Board of Education considered and approved South East
Cornerstone’s 2011-12 operating budget of $92.3 million. The budget was then
sent to the Ministry of Education for their approval. Since 2009, the ability of
school boards to levy the local tax rate has been removed and school divisions
have been funded by the province. The province determines the amount of
funding for school boards from both provincial operating grants and local property
taxation.
Those two sources account for 93.5 per cent of the total operating revenue of
$91.3 million. The division raises another 4.9 per cent through school-generated
funds and tuition fees to other organizations. The remaining 1.6 per cent comes
from miscellaneous sources. In addition to operating revenue of $91.3 million, the
division projects capital grant revenues – to support Ministry-approved major
facilities projects – to be $11.4 million, for total budgeted revenues of $102.7
million.
Salaries and benefits for the school divisions roughly 1,210 staff make up 72.3 per
cent of the operating expenses. Goods and services make up 21.8 per cent, debt
servicing makes up 0.25 per cent and amortization makes up 5.7 per cent of the
$92.3 million in operating expenses.
Capital expenditures are budgeted at $22.9 million, with $20.3 million focused on
the Weyburn Comprehensive School renewal, three re-locatable classrooms and
five roofing projects.
CIP SECPSD © 2012
Page 41
FINANCIAL ANALYSIS
Budget Highlights 2011-2012
The 2011-12 budget continues to focus on established division priorities as well as some new initiatives.
These include:
•
Assessment, Math and Early Learning – The division has focused its instructional initiatives on
three priorities and a three-year implementation plan (2010-13). The planning for and activities
related to the second year of the plan have been resourced here.
•
New Early Learning and Care Program – This budget highlights the implementation of a new early
learning and care program that will support families of children who experience developmental
delays.
•
New Pre-K Programs – Ministry approved Pre-K programs will be established in the communities
of Arcola and Oxbow.
•
Information Systems – The division continues to support the infrastructure that has been
established and recognizes the importance of data collection for reporting and planning.
•
Facilities – This budget provides for the first phase of the remodel and expansion of the Weyburn
Comprehensive School, the purchase of three re-locatable classrooms and five roofing projects.
Some specific operating program expenditures include:
•
•
•
•
•
•
•
•
•
$16.5 million for Weyburn Comprehensive renewal project
$7 million for Student Support Services
$2.3 million for school-based budgets
$2.1 million for three relocatable classrooms
$1.7 million for school-based technology equipment
$1.7 million for roofing renewal for five schools
$1.1 million for Instructional Technology
$0.9 million for Early Learning and Pre-K
$0.3 million for system priorities
CIP SECPSD © 2012
Page 42
With funds budgeted for school-based technology
equipment, Carnduff students learn how to
create a video using digital camcorders.
Page 42
CIP SECPSD © 2012
FINANCIAL ANALYSIS
Revenues and Expenditure
The following is a brief summary of South East Cornerstone’s 2011-12 operating budget:
2010-11
Budget
2011-12
Budget
Revenues
Property Taxation & Grants
Tuition and Related Fees
School Generated Funds
Complementary Services
External Services
Other
92,096,394
2,102,771
2,045,000
191,452
369,700
294,700
96,249,390
1,824,000
2,595,000
1,187,279
357,400
477,600
Total Revenues
97,100,017
102,690,669
Expenses
Governance
Administration
Instruction
Plant
Transportation
External Services
Other Expenses
645,226
1,206,257
63,603,049
12,211,743
8,268,310
320,000
2,045,000
826,649
501,601
479,782
627,000
1,168,644
63,373,894
12,607,282
8,986,010
355,000
2,399,469
2,088,949
452,800
230,714
Total Expenditures
90,107,617
92,289,762
6,992,400
10,400,907
Surplus (Deficit) for the Year
Fig 3.1
CIP SECPSD © 2012
Page 43
FINANCIAL ANALYSIS
Fig 3.2 and 3.3 gives a graphical representation of Revenue and Expenses for the 2011-2012 academic
year.
Revenue 2011-2012
Grants and Property Tax
External Services
Other
Fig 3.2
Expenses 2011-2012
Instruction
Percentage
70%
Plant
60%
Student Transportation
50%
40%
Governance
30%
Administartion
20%
External Services
10%
0%
Other
Expense related items
Fig 3.3
CIP SECPSD © 2012
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CIP SECPSD © 2012
FACILITIES UPDATE
Capital Expenditures for the 2011-12 school year are budgeted for $22.9 million.
Of that, $20.3 million is focused on the Weyburn Comprehensive School renewal,
three re-locatable classrooms and five roofing projects.
South East Cornerstone has developed a Five-Year Capital Projects Plan, from
2011-16, for a number of school facilities in the division. This plan will see the
construction of two new facilities and upgrade of two existing facilities. All
construction is dependent upon the approval of the Ministry of Education.
The Board has defined the following major capital priority list for the period of
2011-16. The speed of progress on the projects depends upon provincial
government funding approvals and various other uncontrolled factors, such as the
weather or availability of tradesmen.
CIP SECPSD © 2012
Page 45
FACILITIES UPDATE
The following list describes the facilities construction plan:
• Oxbow Prairie Horizons School (Kindergarten to Grade 12) – Completed.
Oxbow Prairie Horizons School (OPHS) was completed in April 2011. This 5,881-square-metre
state-of-the-art facility was the culmination of a number of years of planning and work. The facility
brings together all students in Oxbow and surrounding area under one roof. Roughly 375
Kindergarten to Grade 12 now call OPHS home.
• Weyburn Comprehensive School renovation and addition – In Progress.
This two-contract project will run from June 2010 to December 2014, turning the school into a
Grade 7-12 facility. Pre-construction began in June 2009 and involved the removal of any
hazardous materials and review of all mechanical systems. Contract 1 runs from June 2011 to
September 2013, with upgrades to mechanical and electrical systems, a renovated IT server room,
resource centre, 13 classrooms, new multi-purpose space, school administration office, visual arts,
commercial kitchen and daycare rooms.
Contract 2 will run from March 2013 to December 2014 and will see the bulk of construction. The
1913, 1946 and 1961 areas of the building will be demolished while 10 new middle years’
classrooms and a staff room will be added. A new two-storey addition will become home for the
Southeast Regional College, as well as renovations to 16 classrooms, 5 Practical Applied Arts
shops and an existing gymnasium.
• Weyburn Junior High School renewal and Construction – Yet To Begin.
After completion of the Weyburn Comp project, a refresh will be done on the junior high school to
turn it into a Pre-Kindergarten to Grade 6 facility. If the Weyburn Comp project timelines are
consistent, the refresh to the Weyburn Junior High should commence in September 2014 and be
completed by December 2015.
• Weyburn Souris School construction – Yet To Begin.
In 2015-16 Souris School will receive a renewal and refresh to the building, with some construction
taking place to enhance certain aspects of the facility.
• Carlyle Pre-Kindergarten to Grade 12 School construction – Yet To Begin.
This project consists of constructing a new facility to house all students from Pre-Kindergarten to
Grade 12 in Carlyle and area. The project is expected to take place from 2015 to 2017. This facility
will replace Carlyle Elementary and Gordon F. Kells High School.
Other facility projects budgeted for the 2011-12 school year that cost less than $1 million include: roofing
projects at Estevan Comprehensive School, Gordon F. Kells (Carlyle), Alameda School, Wawota Parkland,
Redvers School, Stoughton Central, Wapella School and Yellow Grass School; re-locatable classrooms at
Assiniboia Park Elementary School (Weyburn), Arcola School and MacLeod Elementary; and renovations
to the Arcola Maintenance Shop.
CIP SECPSD © 2012
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CIP SECPSD © 2012
COMMUNICATION PLAN
The SECPSD, through its vision to provide success for every student in every
school, has developed the following Communications Plan to ensure that internal
and external stakeholders are adequately informed and to aid in the further
development, productivity and sustainability of the division. The plan creates a
clear and concise medium for communicating with and within the school
community.
The internal stakeholders of the SECPSD include the Board of Education, division
staff, senior leadership, coordinators, managers, principals, students and
administration; our external stakeholders include parents, businesses, civil and
religious groups, the media, the SCC and the SSPA.
The goal of the SECPSD Communication Plan is to improve the internal and
external communications system with the goal of creating an open, two- way
communication between the divisions Board of Education, its students, staff,
parents and the community.
The Communications Plan will be reviewed and updated twice a year, or as
deemed necessary by the Director of Education, the Board of Education and/or
Communications Department.
CIP SECPSD © 2012
Page 47
COMMUNICATION PLAN
The Division utilizes the following strategies to ensure effective communication:
Highlights flow of information
• Organizational charts are created and posted to the Division’s website to ensure that staff is aware of and
understands the division’s hierarchical structure. The chart also helps create levels of accountability,
reporting and the decision making structure.
Produces information division wide
• Board Highlights and other pertinent information are disseminated to internal and external stakeholders as
the need arises.
• Newsletter distributed to all staff members and members of the School Community Council on a monthly
basis.
• Disseminates media releases, news releases.
• Distributes information from meetings on need-to-know basis in formats as stipulated by divisional
guidelines.
Provides printed materials
• Brochures as needed to highlight district programs or provide general district information.
• Letters from the Director of Education as the need arises.
• Continuous Improvement Plan which is distributed and perused by internal and external stakeholders.
Publications Posted Online – The Division practices effective financial management and as such provides printed
materials on our division’s web site to reduce the percentage of paper communications. Our on-line home page
archives include:
• About the Division, Policies and Procedures, Continuous Improvement Framework, News/ Emergency
Notifications, Media Clippings, Divisional Newsletters
• Board information, Board Highlights, School Review Process etc.
• School list and a school link portal
• Information for Parents, Students and the Community; each with its own link
Assessment and Accountability
The SECPSD has explored the importance of assessment and accountability within its working environment and as
such will develop the following to determine effectiveness:
• Benchmarking – will be used to ascertain what communication strategies are being implemented in other
school districts.
• Surveys - electronic surveys will be used to ascertain people’s opinion and to collect quantitative
information.
• Email receipt requests - counters will be used on the website to measure the number of hits for each story.
• Interpersonal Contact - Informal word-of-mouth surveys will be conducted to gauge the level of effectiveness
of Communications Plan.
• The Communications Department will also seek to provide ongoing training and support for administrators in
effective communication with staff and the public by providing continuing training sessions as part of
principal’s meetings on how to train teachers and staff to communicate their school’s message; to ensure
effective communication and customer service.
• Subscription to school communication publications and disseminate pertinent ideas and information to
administrators.
• Supply administrators with public relations fact sheets and other easy-to-use communications tools as
needed when issues arise.
• Creation of quick, web-based form for schools to utilize when reporting an upcoming event to the
Communications Department.
CIP SECPSD © 2012
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CIP SECPSD © 2012
GLOSSARY
Accountability: The act of being responsible for assigned responsibilities. This includes, but is not limited
to the use of funds, results achieved, planning for continuous improvement and achieving desired results.
Continuous Improvement Framework (CIF): An annual strategic planning and reporting process that
identifies and aligns school division priorities with appropriate strategies, operational supports and
outcomes measures.
Core Indicators: The set of measures used to track and measure the success of a program or initiative in
meeting the desired outcomes. These indicators have been selected by Ministry in consultation with its
partners.
Data: Information collected through systematic method (quantitatively or qualitatively) which is used as
evidence for tracking progress.
Division Goal: A broad improvement statement that aligns with provincial or local priorities.
Goals: Goals are broad, long term statements that guide organizations in the direction of realizing their
vision.
Indicator: A specific item of information that can be used to track and measure the success of a program
or initiative in meeting desired outcomes. Indicators are observable and measureable.
Objective(s): A specific statement that precisely identifies the area of improvement given in the division
goal statement.
Outcomes: The results achieved through the impact of an initiative, program or policy.
Performance Indicators and Baseline Data: The specific measures that will be used to track and
measure the success of the strategies in the division’s plan. The baseline refers to the starting point of the
specific indicator(s) that will be used to measure changes over time.
Performance Targets: Targets define desired levels of performance to be attained by a certain time.
Targets are always expressed quantitatively, and with a timeline.
Rationale: The reasoning or principles that explain why the division has selected a particular goal.
Strategies: Strategies are specific actions that school divisions and schools take to achieve goals and
desired outcomes for their students.
Vision: A vision describes a possible desired future state for the organization, grounded in reality, which
inspires and guides decisions and actions.
CIP SECPSD © 2012
Page 49
For further information contact:
South East Cornerstone Public School Division
80A-18th Street NE
Weyburn SK
S4H 2W4
Phone: (306) 848-4795
Fax: (306) 848-4747
Email: [email protected]
Website: www.cornerstonesd.ca
CIP SECPSD © 2012
Page 50
Success and achievement for every student in every school

SOUTH EAST CORNERSTONE PUBLIC SCHOOL DIVISION

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