2016 06 27 PUBLIC pkg

North East School Division Regular Board Agenda Monday, June 27, 2016

1:00-5:00 pm. NESD Boardroom

of 2

1. IN-CAMERA SESSION

2. CALL TO ORDER

3. ADOPTION OF AGENDA

Proposed Motion: That the agenda be adopted (as presented) or (as amended).

4. ADOPTION OF MINUTES

a) Minutes of Regular Meeting – 2016 05 24 Regular Board Minutes.FINAL.pdf

Proposed Motion: That the minutes of the Regular Meeting of May 24, 2016 be adopted (as presented) or (as amended).

5. DELEGATIONS & SPECIAL PRESENTATIONS

a) Mark Jensen, Coordinator of Continuous Improvement and Reporting

6. CONSENSUS AGENDA ITEMS

Proposed Motion: That the Board receive the items which are starred* and approve all recommendations contained therein. Prior to approving the motion, any trustee may request that a star be removed.

7. DISCUSSION/DECISION - BOARD DIRECTION

A. New Business

1. Approval of 2016-17 Budget - Budget Report for the Board 2016-17.FINAL.pdf; NESD Budget 2016-17 Presentation-Powerpoint.pdf

2. Approval of PMR Projects - PMR.FINAL.pdf

3. Hudson Bay – Change Orders and Additional Funding - Hudson Bay Community School.FINAL.pdf

4. Maude Burke School Pre K - Melfort Pre K.FINAL.pdf

5. Reorganization of Roles and Responsibilities - Reorganization of Roles and Responsibilities.FINAL.pdf

6. Core French in Carrot River schools - CR French.FINAL.pdf

B. Monitoring and Reporting Items

1. Wall Walk - June 2016.pdf

C. Board of Education Strategic Direction Items

1. Provincial Education Funding Distribution Model Review - Ed Funding.FINAL.pdf

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MEDIA

North East School Division Regular Board Agenda Monday, June 27, 2016

1:00-5:00 pm. NESD Boardroom

of 2

*8. INFORMATION ITEMS

A. Director's Personnel Report - 2016 May 1 - May 31- Director's Personnel Report.pdf

B. Out of Province Travel - 2016 06 27-Out of Province.FINAL.pdf

C. Education Sector Strategic Plan Key Messages - ESSP Key Messages - From PLT June 2016 (3).pdf

D. Admin Procedures -

i) AP 706 - Purchasing - AP 706.FINAL.pdf

E. 2016 Exit Interview Summary - Focus Group Interview Guide exit SUMMARY-16.pdf

F. NESD News Release - Reading Levels - NESD - NEWS RELEASE - Reading Level.pdf

*9. CORRESPONDENCE

a) CONFIDENTIAL -

10. SASKATCHEWAN SCHOOL BOARDS ASSOCIATION

11. IDENTIFICATION OF EMERGENT ITEMS FOR NEXT MEETING

12. ADJOURNMENT

13. TEN MINUTE RECESS AND MEDIA INTERVIEWS (if necessary)

14. CLOSED SESSION ROUNDTABLE AND MEETING REVIEW

https://mynesd.nesd.ca/department/Board/agendas/Documents/ESSP%20Key%20Messages%20-%20From%20PLT%20June%202016%20(3).pdf

NORTH EAST SCHOOL DIVISION BOARD MEETING MINUTES May 24, 2016

Regular Board Minutes Page 1 of 2

MINUTES OF A MEETING: of the Board of Education of the North East School Division No. 200 of Saskatchewan, held on Tuesday, May 24, 2016 at 1:00 at the Division Office, Melfort, Saskatchewan. PRESENT:

CALL TO ORDER – 1:15 pm

ADOPTION OF AGENDA

2016-05-43 B. Gagné moved that the agenda be adopted as amended. Amendment – Star City Archery Coach to be added to new business.

CARRIED (10-0)

MINUTES 2016-05-44 T. Kwiatkowski moved that the minutes of the Regular Board Meeting held on April 19, 2016 be adopted

as presented. CARRIED (10-0)

CONSENSUS ITEMS 2016-05-45 R. Hildebrand moved that the following consent agenda items be received and

recommendations be approved as presented: *8. Information Items *9. Correspondence

CARRIED (10-0) NEW BUSINESS 2016-05-46 B. Gagné moved that the Board approves the appointment of Rosie Ottenbreit as returning

officer for the 2016 general election of the school board for the North East School Division No. 200.

CARRIED (10-0)

2016-05-47 L. Perkins moved that the Board approves funding of up to $5000 for Coach Rob Unruh to accompany Sheldyn Moore, a member of the Canadian All Star Archery Team, at the international archery competitions in Johannesburg, South Africa in July 2016.

CARRIED (10-0)

MONITORING AND REPORTING ITEMS

2016-05-48 T. Goudy moved that the Board receive the 360 degree feedback report (November 16, 2015) for Don Rempel and the goals set as the Director of Education’s annual performance review as of May 24, 2016 and that a copy of the feedback report and goals in the director’s personnel file.

CARRIED (10-0)

Lori Constant Ted Kwiatkowski Director of Education: Don Rempel Linda Erickson Luke Perkins Supt. of Business Admin.: Wanda McLeod Bob Gagné Kathy Ponath - Chair Todd Goudy Freeman Reynolds Richard Hildebrand Marla Walton

NORTH EAST SCHOOL DIVISION BOARD MEETING MINUTES May 24, 2016

Regular Board Minutes Page 2 of 2

STRATEGIC DIRECTION ITEMS

2016-05-49 M. Walton moved that the Board approves the Continuous Agenda for 2016-17. CARRIED (10-0)

2016-05-50 M. Walton moved that the Board receive the Board Evaluation Summary as part of the Board Governance Health Check.

CARRIED (10-0)

2016-05-51 B. Gagné moved that the Board enter into closed session at 2:10 pm. CARRIED (10-0)

2016-05-52 B. Gagné moved that the Board move out of closed session at 2:40 pm. CARRIED (10-0)

ADJOURNMENT

2016-05-53 M. Walton moved that the Board adjourn at 2:50pm. CARRIED (10-0)

________________________________ ______________________________________ Board Chairperson Superintendent of Business Administration

NESD Board of Education Meeting Date: June 27, 2016

Topic: Approval of the 2016-17 Budget Report: Annual Operating and Capital Budget Estimates

MEETING AGENDA ITEM INTENT ☒ Board Meeting ☒New Business ☐Information ☐Committee of the Whole ☐Board Strategic Direction ☒Decision ☐Monitoring or Reporting Items ☐Discussion ☐Information Items ☐Correspondence

BACKGROUND

The Ministry of Education has indicated that the school boards must pass and submit their 2016-17 budgets to the Ministry no later than June 30, 2016.

CURRENT STATUS

Administration is recommending annual operating and capital budget estimates for the 2016-17 fiscal year for the consideration of the Board.

RECOMMENDATION

Proposed motion:

That the Board approve the annual operating and capital budget estimates for the fiscal year September 1, 2016 to August 31, 2017 as detailed in the 2016-17 Budget Report.

PREPARED BY DATE ATTACHMENTS Wanda McLeod, Superintendent of Business Administration Tanya Biesenthal, Supervisor of Finance and Transportation Donna Eberle, Manager of Finance

June 22, 2016 • 2016-17 Budget Report: Annual Operating and Capital Budget Estimates

North East School Division 2016-17 Budget Report

Annual Operating and Capital Budget Estimates

Proposed Board Motion:

That the Board approve the annual operating and capital budget estimates for the fiscal year September 1, 2016 to August 31, 2017 as detailed in the 2016-17 Budget Report.

North East School Division Budget 2016-17 Statement of Operations (Prepared using Public Sector Accounting Board (PSAB) Standards)

2016-17 2015-16Budget Budget

RevenuesProperty taxation 11,010,960$ 10,011,408 Grants 44,960,995 48,025,382 Tuition and related fees 571,000 670,000 School generated funds 1,029,150 1,016,650 Complementary services 608,832 608,544 External services 130,143 135,693 Other 574,600 579,200

Total revenues 58,885,680$ 61,046,877

ExpensesGovernance 459,450$ 427,100 Administration 2,203,421 2,321,192 Instruction 42,490,888 41,302,443 Plant 10,238,897 10,280,141 Transportation 4,762,053 4,595,854 Tuition and related fees 275,000 200,000 School generated funds 949,206 973,350 Complementary services 1,450,215 1,366,176 External services 228,208 226,451 Other expenses 362,755 376,463

Total expenses 63,420,093$ 62,069,170

Surplus/(deficit) (4,534,413)$ (1,022,293)

North East School Division Budget 2016-17 Conversion to Cash Basis and Balancing the Budget

2016-17 2015-16Budget Budget

PSAB deficit (4,534,413)$ (1,022,293)

Tangible Capital Assets:Purchases (4,652,833) (5,363,459) Proceeds from disposals 8,000 11,000

Long Term Debt:Repayments for the year (342,539) (328,608)

Non-cash items:Amortization expense 4,240,208 4,130,821 Gain on disposals of tangible capital assets (8,000) 11,000 Employee Future Benefits expenses 93,500 55,600

Other cash requirements:Employee Future Benefits expected payments (17,000) (10,000)

Deficit cash for the year (5,213,077) (2,515,939)

Changes to the accumulated surplus:Internally restricted accumulated surplus: Tisdale Office and Transportation Building 2,638,000 2,300,000 NESIP grants to schools 396,954 267,000 ISSI carryover 10,558 220,000 School generated funds (net change) 23,056 (43,300) Violent Threat Assessment Response Training 8,000 -

Preventative Maintenance and Renewal (PMR) Funding: (895,534) 2016-17 Project 1,200,000 - PMR 2016-17 funding (1,162,000) -

Unrestricted accumulated surplus: Enrolment estimates (January projections too low) 300,000 - Funding shortfall in 2016-17 provincial allocation 1,773,509 - TMSS welding lab PMR project funded by NESD - 500,000 New van at MUCC 25,000

Cash from Hudson Bay Community School capital loan - 167,773

-$ -

REVENUES

Total 2016-2017 revenues are estimated at $58,885,680, a decrease of 3.54 % compared to the previous year.

Budget 2016-2017 2015-2016 $ Change % Change Revenues Property taxes $ 11,010,960 $ 10,011,408 $ 999,552 9.98% Provincial grants 44,960,995 48,025,382 (3,064,387) (6.38)% Tuition and related fees 571,000 670,000 (99,000) (14.78)% Complementary services 608,832 608,544 288 0.05% External services 130,143 135,693 (5,550) (4.09)% School generated 1,029,150 1,016,650 12,500 1.23% Other 574,600 579,200 (4,600) (0.79)%

Total Revenues $ 58,885,680 $ 61,046,877 $ (2,161,197) (3.54)%

Total 2016-2017 revenues from operations (and not capital) are estimated at $57,723,680, a decrease of 3.40% compared to the previous year. The decrease is due to a reduction in the school division operating funding as provided by the province on budget day and a decrease in tuition fees resulting from a decrease in the number of federally funded students being enrolled.

Budget 2016-2017 2015-2016 $ Change % Change Revenues Property taxes $ 11,010,960 $ 10,011,408 $ 999,552 9.98% Provincial grants 43,798,995 46,735,801 (2,936,806) (6.28)% Tuition and related fees 571,000 670,000 (99,000) (14.78)% Complementary services 608,832 608,544 288 0.05% External services 130,143 135,693 (5,550) (4.09)% School generated 1,029,150 1,016,650 12,500 1.23% Other 574,600 579,200 (4,600) (0.79)%

Total Revenues $ 57,723,680 $ 59,757,296 $ (2,033,616) (3.40)%

Note: The property taxes and the provincial grants combine to result in the annual operating grant as determined by the Ministry of Education. In 2015-16, the property tax estimate calculated by the Ministry of Education contained an error that resulted in an amount that was too low.

EXPENSES

In 2016-2017, expenses are estimated to be $63,420,093, an increase of 2.18% compared to the previous year's budget.

Budget 2016-2017 2015-2016 $ Change % Change

Expenses Governance (note 1) $ 459,450 $ 427,100 $ 32,350 7.57% Administration (note 2) 2,203,421 2,321,193 (117,772) (5.07)% Instruction (note 3) 42,490,888 41,302,443 1,188,445 2.88% Plant (note 4) 10,238,897 10,280,141 (41,244) (0.40)% School generated (note 5) 949,420 973,588 (24,168) (2.48)% Transportation (note 6) 4,762,053 4,595,854 166,199 3.62% Tuition and related fees (note 7) 275,000 200,000 75,000 37.50% Complementary services (note 8) 1,450,215 1,366,176 84,039 6.15% External services (note 9) 228,208 226,450 1,758 0.78% Other (note 10) 362,541 376,225 (13,684) (3.64)%

Total Expenses $ 63,420,093 $ 62,069,170 $ 1,350,923 2.18%

Notes:

1. In 2016-2017, the increase relates to board elections which only occur once every fouryears.

2. In the 2016-17 budget, there is a decrease in salary costs due to the restructuringof administration positions at Division Office.

3. In 2016-2017, the budget includes the salary increases for the teachers and support staff.There were four diversity teachers added to the 2016-17 budget. A new higher capitalthreshold has shifted laptop expenditures from the capital budget to the instructionexpenses.

4. The plant budget has been reduced as minor maintenance projects have decreased from$450,000 to $200,000 in 2016-2017. This decrease is then offset by the expectedincrease in the salaries of the caretakers, maintenance workers and other positions inthe facilities department.

5. The school generated fund items are budgeted by the school administration staff andrepresent their plans for the school funds. No major changes are anticipated for the2016-2017 school year.

6. The transportation budget for 2016-17 has increased due to the expected salary increases for the transportation positions, the hiring of an additional mechanic and the increase in amortization costs for the new buses purchased with the accumulated surplus during 2015-16 (and not included in the 2015-16 budget).

7. The 2016-2017 budget includes an increase in the estimated number of Adult Basic Education (ABE) students compared to the prior year. The increase in the estimated number is based on the 2015-16 actual enrolment in the ABE program.

8. The 2016-2017 additional cost associated with the collective agreement with the teachers has been included in the teachers’ salaries. There is also an increase due to the new universal snack program for all kindergarten students in the division and a universal snack program for all of the students at Central Park School. Both programs started during 2015-16 but were not included in the budget.

9. The 2016-2017 increase relates to the cafeteria salary increases associated with support staff.

10. As the payments on the loan for the construction of the Hudson Bay Community School capital project progress, the amount of interest expense decreases and the amount of the principal repayment increases.

North East School Division Capital Expenditures: Budget 2016-17

Budget 2016-17

Budget 2015-16

Tisdale Office and Transportation Building (note 1) 2,638,000$ 2,300,000 Computer hardware (note 2) 803,888 1,205,468 School buses (note 3) 721,000 553,363 Furniture and equipment (note 2) 321,945 441,777 Playground equipment 78,000 258,000 Vehicles 50,000 90,000 Computer software 40,000 35,500 Hudson Bay Community School - 479,351

4,652,833$ 5,363,459 Notes:

1. The renovation at the Tisdale Office and Transportation Building did not start in 2015-16. There are plans for this project to be done during the 2016-17 fiscal year.

2. The threshold for reporting tangible capital assets will change from $500 to $1,000 starting on September 1, 2016. The overall computer hardware and furniture and equipment budgets have not decreased, only the allocations between capital and operating budgets have changed.

3. The number of buses has remained consistent in Budget 2016-17 and Budget 2015-16. The high value of the United States dollar compared to the Canadian dollar has a negative impact on the amount that needs to be included in the budget.

North East School Division Budget 2016-17

Note: The 2015-16 budgeted property taxation revenues were based on the estimates received from the Ministry of Education. The estimate was too low. If the correct numbers were used in 2015-16, the property taxation percentage would have been 18% and the percentage for grants would have been 77%.

Property Taxation19%

Grants76%

Other5%

BUDGET 2016-17: REVENUES

Property Taxation16%

Grants79%

Other5%

BUDGET 2015-16: REVENUES

North East School Division Budget 2016-17

Gov & Adm4%

Instruction67%

Plant16%

Transportation8%

Other5%

BUDGET 2016-17: EXPENSES

Gov & Adm4%

Instruction67%

Plant17%

Transportation7%

Other5%

BUDGET 2015-16: EXPENSES


Topic: Preventative Maintenance and Renewal (PMR)


BACKGROUND

The deadline for submitting the three year PMR plans and budgets to the Ministry of Education is June 30, 2016. The provincial budget that was announced on June 1, 2016, NESD was provided with $1,162,843 ($970,061 in 2015-16).

CURRENT STATUS

Please find attached the proposed PMR budgets for 2016-17 plus the next three years. Administration is proposing that $1.2 million would be spent on a mechanical system upgrade at Melfort Unit Comprehensive Collegiate (MUCC) in 2016-17.

RECOMMENDATION

Proposed motion:

That the Board approve the Preventative Maintenance and Renewal plans for the fiscal years 2016-17, 2017-18, 2018-19 and 2019-20 as presented.

PREPARED BY DATE ATTACHMENTS Wanda McLeod, Superintendent of Business Administration Jeff Zenner, Supervisor of Facilities

June 22, 2016 PMR Budgets

Preventative Maintenance and Renewal (PMR) Projects2016-17 plus Three Year Future Plans

2016-2017 PMR Project List

School Description Amount

MUCC Mechanical upgrade: controls, Mixing boxes to classrooms, Gym air handler $ 1,200,000

$ 1,200,000



Brunswick School Deteriorating Entry Sidewalks; Main porch entrance (West) and Division II (North) porch entrance $ 25,000

Carrot River High Roof sections 11 & 12, (14,300 sq./ft.) $ 285,000

L P Miller Corrugated Sound Proof Dividers in MPR and on Stage $ 31,000

L P Miller ENG. Study; review all HVAC, electrical systems, build a business case for replacement schedule $ 30,000

MUCC Roof section 2, total 19,800 sq./ft., strip down to insulation cover with sbs, install fall protection $ 420,000

Tisdale Elementary Classroom modernization $ 200,000

$ 991,000

2018-2019 PMR Project ListSchool Description Amount Arborfield Windows need replacing in elementary wing $ 55,000

Bjorkdale Replace existing tile gym floor with rubber sports flooring $ 50,986

L P Miller Remove and replace folding partitions throughout, sounds carries thru effecting teaching, maybe just sound bar at 5/8 drywall type X. $ 150,000

L P Miller Provide A/C to classrooms, help with better learning environment, controls to operate DX coils on extra fan unit. $ 350,000

L P Miller Caulking has dried out, causing shrinkage, cracking and leaving gaps allowing water penetration. $ 10,000

L P Miller Roof sections 28, 29,19 20, approx. 18,000 sq./ft. $ 375,000

L P Miller Office renovation to make it more of a useable space, aesthetically welcoming & safer (currently you can’t see people entering school) $ 158,335

MUCC Roof section 1, total 9,900 sq./ft., strip down to insulation cover, install fall protection $ 435,256

Star City Replace fire alarm control panel $ 72,343

$ 1,656,920



Brunswick Redevelop area with office and work area; School request to have Addition on West side before existing west doors $ 306,070

Brunswick Stucco walls, Paint has faded and should be upgraded. Cracks are showing in several locations. Patch and repair stucco and upgrade painting $ 90,000

MUCC Modernization of 2nd floor Labs, RM 212,213,214,215 $ 51,816

MUCC General office space reno for more usable area $ 268,492

Carrot River High New air handlers for fresh air to meet ASHRA standards $ 750,000

Star City New air handlers for fresh air to meet ASHRA standards $ 645,218

Tisdale Elementary Crawlspace linear needs replacing, lots of ground water, cause of smell & mold growth. $ 50,000

Tisdale Elementary Exterior pole mounted electrical utility transformer c/w overhead wiring feeds to main switch gear. Safety concern that power lines are over play area $ 60,000

Wagner Replacement plan for lockers at the back of rooms $ 75,000

$ 2,296,596

Prepared by Jeff Zenner, Supervisor of Facilities

North East School Division


Topic: New Hudson Bay Community School – Construction Project


BACKGROUND

At the September 15, 2015 Board meeting, Administration provided information regarding the construction of the new Hudson Bay Community School. The following was included in the package for the Board meeting:

The construction of the school is expected to still remain within the original capital budget. However, with the planned alternate pricing at the beginning of the project and the unanticipated additional costs associated with the demolition of the old high school, administration may need to come back to the board at a later date for additional funds. At this time, it is expected the requested amount would be less than $150,000.

The planned alternate pricing at the beginning of the project had been discussed with the board and totaled $379,500. The items included within this cost: plastic laminated counter tops in washrooms, epoxy resin in lab areas, glass paneled guardrails, paved roadway and staff parking and glass partitions in administrative areas and library. (No budget adjustment was completed when these costs were added to the budget of the project.)

A financial report for the costs relating to the construction of the new Hudson Bay Community School was provided to the Audit Committee as part of the quarterly financial reporting. At February 29, 2016, the total budget room available for the construction of the new Hudson Bay school was approximately $1.1 million. Some projected future costs have been included with the financial information. In addition to the estimated future costs for the new Hudson Bay Community School, there are other costs expected. The estimated value of these other costs cannot be predicted at this time. For example, another change order will be needed to repair the stairwell in the school.

The largest unanticipated cost included in the total costs to date for the project would be the cost of the asbestos removal from the old Hudson Bay high school (during the demolition). The cost of this change order was approximately $128,000.

CURRENT STATUS

There are plans to have the various sub-contractors at the school to resolve the deficiencies during the months of July and August. Based on the project costs to date, this project should be at 100% of the budgeted amount when completed. Administration would like to request a board motion that would allow Administration to spend up to $100,000 over budget, if needed during the summer months. This would allow Administration more flexibility to ensure the deficiencies are resolved during July and August (when there are no Board meetings to ask for the approval). Administration would only use these funds if absolutely necessary. The deficiencies should be funded with the original contract funds. A report will be provided to the Board in September as to whether or not any of the $100,000 was necessary. In addition, the Board approved $1,163,000 (plus applicable taxes) in change orders at the September 15, 2015 Board meeting. A listing of change orders totaling $1,239,492 is attached. This listing includes the original $1,163,000 in change orders that have been approved by the Board. There are other change orders with an estimated cost of

NESD Board of Education

approximately $15,000 that have not yet been priced. The administrative procedures require the Board to approve change orders totaling $50,000 or more.

RECOMMENDATION

Proposed Board Motions: That the Board approve another $92,000, for a total of $1,255,000, plus applicable taxes in change orders that relate to the construction of the new Hudson Bay Community School, within the original capital budget as approved by the Board. That the Board approve up to $100,000 in additional capital funding for the new Hudson Bay Community School, only if necessary.

PREPARED BY DATE ATTACHMENTS Wanda McLeod, Superintendent of Business Administration Jeff Zenner, Supervisor of Facilities

June 23, 2016 • Hudson Bay Community School - Change Order Listing

PROJECT: Hudson Bay Community SchoolOWNER: North East School Division No. 200CONTRACTOR: Graham Construction and Engineering LP

Amount1 $ 3,095.76 2 379,500.00 3 1,634.71 4 (12,515.44)5 (14,825.24)

6R 471.15 7 13,223.45 8 2,594.26 9 -

10 18,907.67 11 23,777.43 12 4,501.16 13 8,819.38 14 11,656.20 15 145.87 16 6,612.21 17 43,969.68 18 (1,800.00)19 3,074.34 20 2,481.21 21 2,670.87 22 3,344.03 23 10,064.43 24 5,806.78 25 6,896.94 26 5,533.42 27 1,526.56 28 578.45 29 cancelled - 30 10,448.39 31 6,175.32 32 582.83 33 272,332.58 34 14,199.34 35 11,858.94 36 1,689.23 37 cancelled - 38 5,973.32 39 2,623.99 40 Open41 1,641.47 42 2,162.29 43 2,305.58 44 5,537.07 45 1,817.34 46 593.84 47 15,382.65 48 4,305.71

Number Brief Description and/or Drawing number

Gym Lighting RevisionSteel stud bracingShoring post locations

Reinforcing - Main FloorPiles under Stair S2Electrical shop drawing coordination

Door hardware revisionsBasketball net bracingFurring for Structural Steel

Door for mechanical room 220Revised Wall type W4

Date: 23-06-2016

Pile revision for Alternate 2Relocated Existing ShedDelete Perimeter Weeping Tile

Existing gas line through new school footprintApproved Alternate prices by Board

Emergency lighting in washrooms

PAA Duct RevisionsWhite boards room 203 & 204Fire rating in room 161,220 and 226

Alternate Brick TiesRevise Structural BracingDoor 170 A/B

PAA layout revisionMetal bottom to fan coilD109 Mag Hold Open

Roofing adhesiveHardware revisionsCementitious fire proofing

Landscaping revisionsLibrary millwork ChangesChanges to room 155,161,162 and D109

Ceiling height revisionsRain water leader revisionsHanging file hardware

Gypsum walls in rooms 124/125 and 207/209Window FlashingPower to Field Sheds

Mullion for Door 150A/BGypsum Bulkhead in Staff Room 115Isolation Valves

Gypsum walls around stair S2Staff room electrical cash allowanceRelocated Bridge in Peace Garden

Relocate Methane Exhaust FanFirst Floor Type N CabinetsRoom 136 Sanitary piping

Gypsum Board Chase in Rooms 212 and 225

49 5,771.56 50 Open51 1,299.08 52 27,155.41 53 3,674.69 54 4,221.70 55 10,361.61 56 2,902.20 57 5,000.00 58 366.61 59 10,706.52 60 5,768.57 61 2,264.65 62 2,774.17 63 cancelled - 64 2,440.70 65 1,621.01 66 6,032.80 67 11,747.46 68 8,490.93 69 (19,500.00)70 1,892.77 71 3,444.04 72 2,685.01 73 2,762.23 74 3,901.86 75 865.99 76 13,105.93 77 5,014.16 78 877.82 79 (6,350.00)80 9,061.34 81 9,157.65 82 1,577.21 83 1,819.17 84 3,438.87 85 4,033.49 86 128,208.98 87 Cancelled88 Extra pea gravel for play structures 13,988.26 89 Elec. underground feeds to football sheds 25,421.31 90 extra security keypad - 91 Paint Booth table 895.46 92 additional Library shelves 25,157.78 93 4,057.95 9495

1,239,492.12$

Reinforcing Stair #3 - OPENAdditional traffic pads on roof to equipment - OPEN

Data Racks in Room 116 and 142Data switchesType N Cabinet Modification

Stair S1 Gypsum BoardShower trim

Stair and Walkway postsStage Cart ModificationFloor Mats in Vestibules

Clear coat for OSB StainMechanical changesGas line in Fume Hood

Install Classroom ProjectorsClerestory GlazingFloor Plugs and WAP

Revised Ceiling HeightsLibrary Millwork Electrical Change

Relocated Chain Link GateRevise Waterproof FlooringMDF Paneling in Corridor 200

Trophy Case MullionDryer Exhaust BoosterLED Fixture Type 19

Reception and Library Valence LightingHBS Servery DishwasherNew Student Lounge

Revise Partial Height Wall in Rooms 127 and 128Recycling Room Fire DamperElectrical Changes in Room 115 and D109

Hardware ChangesRemove old Science ChemicalsData switch Receptacle Changes

MDF Trim in Performing ArtsUnder Student Lounge in Corridor 201 LightingDishwashers

Removal of unforeseen asbestos in existing school

Additional letters on school sign

Whiteboards in rooms 127, 128 and 218MDF Below Computer DesksRaise hydrant elevations


Topic: Pre-Kindergarten Programs in Melfort


BACKGROUND

In 2015-16, a consultation was held within the city of Melfort for the purpose of reviewing the Melfort attendance areas. After meeting with the three School Community Councils (SCC), it was decided to make some small changes that resulted in students in Melfort Heights moving from the Maude Burke attendance area to the Reynolds attendance area and the students on Caskey and Lancaster moving from the Brunswick attendance area to Reynolds. No one was disadvantaged in this process as we allowed grandfathering to occur. The goal was to re-align the attendance areas slowly over the next 5 or so years, providing changes that were easy to rationalize to our SCC’s.

CURRENT STATUS

The Board of Education approved the re-location of Pre-kindergarten from Brunswick School to Reynolds School effective with the start of the 2016-2017 school year. Administration recommends moving the Maude Burke Pre-Kindergarten program to Reynolds School. The city of Melfort intake system would stay the same, and students from the Maude Burke attendance area would move to Maude Burke school for Kindergarten. Administration would want to examine this annually but anticipate that the 16-17 enrolment projections at grades Kindergarten and 2 will create the need for pre-kindergarten program to remain at Reynolds School for a minimum of two years.

RECOMMENDATION Proposed motion:

That the Board approve the relocation of the designated pre-kindergarten program serving the Maude Burke attendance to Reynolds School effective with the beginning of the 2016-2017 school year.

PREPARED BY DATE ATTACHMENTS Don Rempel Director of Education

June 21, 2016 Ministry of Education letter of June 14 to Eric Hufnagel


Topic: Core French in Carrot River Schools

MEETING AGENDA ITEM INTENT ☒ Board Meeting ☒New Business ☐Information ☐Committee of the Whole ☐Board Strategic Direction ☒Decision ☐Audit Committee Meeting ☐Monitoring or Reporting Items ☐Discussion ☐Information Items ☐Correspondence

BACKGROUND

The provincial core curriculum makes provision in the K to 12 school program for locally-determined options, to provide time for local or community program priorities. Decisions about the priorities of locally-determined program offerings, such as religious education or second language instruction, are best made by boards of education in consideration of local community needs. The Board of Education has supported School Community Council decisions on locally determined options such as Core French. Administration has directed principals in communities with more than one school to work together to arrive at consensus regarding the option of Core French across all grades.

CURRENT STATUS

A joint meeting of the Carrot River Schools was held and a letter and survey of parents was distributed. The survey responses were 52% voting to remove Core French; 40% voting to keep Core French; and 8% with no opinion. The School Community Councils of Carrot River Elementary School and of Carrot River Junior Senior High School held a joint meeting on June 6, 2016 to review the results of the community survey and to develop a consensus position on the locally determined offering of Core French. The wish of the majority of voting members of both SCCs was to remove Core French as a locally determined offering in Carrot River, effective with the beginning of the 2016-2017 school year.

RECOMMENDATION

Proposed Board Motion: That the Board has received information from the June 6, 2016 joint meeting of School Community Councils for the Carrot River Elementary School and the Carrot River Junior Senior High School; and that the Board of Education supports the motions made by each SCC for removal of Core French in the Carrot River schools effective with the beginning of the 2016-2017 school year.

PREPARED BY DATE ATTACHMENTS Don Rempel Director of Education

June 20, 2016 Carrot River Joint SCC Meeting Minutes of June 6, 2016


Topic: June Wall Walk

MEETING AGENDA ITEM INTENT ☒ Board Meeting ☐Principle and Policy Item ☒Information ☐Committee of the Whole ☐Board Strategic Direction ☒Decision ☒Monitoring or Reporting Items ☐Discussion ☐Information Items ☐Correspondence

BACKGROUND

As part of the Education Sector Strategic Plan (ESSP), Cycle 2 (2015-16) the NESD performs data Wall Walks with its Board of Education as part of the distribution of information and monitoring of key data sets. These Wall Walks occur four times during the year in accordance with reporting periods for school data. The first Wall Walk for the 2015-16 school year was completed at the December 8, 2015 Board Meeting. Data sets include a selection of statistics and measures from student performance on key assessments and outcomes as well as from the previously agreed upon NESD Key Performance Indicators which are aligned to the NESD Strategic Plan.

CURRENT STATUS

This data Wall Walk will include data sets from Diagnostic Leveled Reading (DLR) and StudentsAchieve (English Language Arts (ELA) and math), Early Years Evaluation (EYE), Reading Assessment District (RAD), and Key Performance Indicators (KPIs).

RECOMMENDATION

Proposed motion:

That the Board approves, as a monitoring report, the June 2016 Wall Walk for the key data sets of the North East School Division for term four of the 2015-16 school year.

PREPARED BY DATE ATTACHMENTS Mark Jensen, Coordinator of Continuous Improvement and Reporting

June 23, 2016


Topic: Out of Province Travel

MEETING AGENDA ITEM INTENT ☒ Board Meeting ☐New Business ☒Information ☐Committee of the Whole ☐Board Strategic Direction ☐Decision ☐Audit Committee Meeting ☐Monitoring or Reporting Items ☐Discussion ☒Information Items ☐Correspondence

BACKGROUND

The Board receives regular updates regarding the out of province travel for both employees and students of North East School Division.

CURRENT STATUS

The following is the planned travel:

1) July 7-9, 2016 – Don Rempel; Canadian Association of School System Administrators Conference (CASSA); Winnipeg, MB.

2) July 8-22, 2016 – Rob Unruh and Sheldyn Moore (Star City student) to Archery competitions in Cape Town, South Africa

3) Sept. 9-10, 2016 – Hudson Bay football team; Alexander, ND.

RECOMMENDATION Proposed Board Motion

PREPARED BY DATE ATTACHMENTS Triki Zenner, Assistant to the Director

June 21, 2016

Education Sector Strategic Plan (ESSP) Key Messages for 2016-17 Priorities

June 20/16

ESSP Success to Date

Within the first two years of the implementation of the ESSP, a strong focus has been on increasing the percentage of Grade 3 students reading at Grade level. The development of Saskatchewan Reads and a strong focus within the classroom has resulted in an increase of eight per cent. In 2013, only 65 per cent of students were able to read at Grade 3 levels at the end of their Grade 3 year. By June 2015, 73 per cent of students were reading at grade level. 2016-17 Priorities:

1. Following Their Voices

We are focused on improving First Nations and Métis student engagement and achievement by building stronger relationships and partnerships with students, families, and First Nation Educational Authorities. We are beginning to see some promising early results with enhanced First Nations and Métis student engagement and initial increases in graduation rates for First Nations and Métis students.

2. Improving Grad rates We will create a mechanism to discuss and share best practices that will contribute to higher graduation rates.

3. Unified Student Information System (USIS)

We are in the process of researching the scope for a USIS to determine if a viable business case can be developed.

4. Early Years

The Early Years Outcome made some good progress as evidenced by the release of the Government’s Early Years Plan (http://www.saskatchewan.ca/residents/family-and-social-support/child-care/saskatchewans-early-years-plan). The Plan outlines five pillars that contribute to a nurturing environment for our families and children from prenatal to age eight.

Work outlined in the Plan that involves the education sector can be seen in the actions for the next year. Additionally, this outcome highlights the importance of supporting the professional learning of

our staff that teach and work in our PreKindergarten and Kindergarten classrooms. Our staff creates the rich learning environment and requires targeted professional learning activities.

Consultations with stakeholders who support early learners such as libraries, literacy offices and community-based organizations have begun.

5. Reading, Writing and Math

The sector-wide reading improvement plan, supported by Saskatchewan Reads and Saskatchewan Reads for Administrators, is sharing effective teaching practices, helping teachers identify students’ strengths and needs, meeting unique individual student needs and supporting administrators in the leadership required to support reading instruction. Provincial writing rubrics have been developed collaboratively by teachers and ministry staff to assist teachers in evaluating students’ progress. The holistic writing rubrics are available for all grades (1-12), and teachers are encouraged to use the rubrics at all grade levels. The rubrics are to be considered draft documents for the 2016–17 school year.

Mathematics rubrics for grades 1–9 will be developed in 2016–2017 for English, French Immersion, and Fransaskois programs. The mathematics materials will be available for use in fall 2017.

6. Sector Wide Efficiencies

School divisions will continue to look at sector wide efficiencies.


Topic: Administrative Procedure: Purchasing

MEETING AGENDA ITEM INTENT ☒ Board Meeting ☐Principle and Policy Item ☒Information ☐Committee of the Whole ☐Board Strategic Direction ☐Decision ☐Monitoring or Reporting Items ☐Discussion ☒Information Items ☐Correspondence

BACKGROUND

Board procedures are developed by the board and require board approval. Administration develops and oversees compliance of administrative procedures. Board policy requires the Director of Education to inform the Board of Education of administrative procedures and any changes to administrative procedures.

CURRENT STATUS

Administration would like to update Administrative Procedure 706: Purchasing. The current practice does not require purchase orders for services purchased; however, the administrative procedure does not reflect this practice. The attached amended administrative procedure provides for the update. In addition, administration would like to require purchase orders for goods purchased that total over $1,000 (and not the current $500).

PROPOSED MOTION: That the Board accepts the updated Administrative Procedure: Purchasing as presented.

PREPARED BY DATE ATTACHMENTS Don Rempel, Director of Education June 23, 2016 AP 706 – Purchasing

AP 706 - Purchasing ~ Administrative Procedures Manual

Page 1 of 3

BACKGROUND

PURCHASING

Purchases of materials, supplies, and equipment by the Board are to be made in accordance with principles and procedures designed to acquire best value for the school division.

PROCEDURES

1. Definitions

The following definitions are cited to ensure consistent interpretation:

• Formal Tender—A process requiring the tender to be advertised in the local newspaper(s) and tender opening to be made publicly.

• Request for Proposal—A formal process for obtaining offers from competing organizations and evaluating those proposals against stated requirements, using a predefined evaluation process and a predefined set of evaluation criteria in which price is not the only factor.

• Written Quotation—A process requiring selected vendors to submit written quotations, not required to be opened publicly.

• Purchase Order—A legal contract between the school division and a vendor that gives the vendor authority to ship and charge for the goods specified in the order.

• Standing Purchase Order—A contract that provides for a vendor to supply specified products or services for a specified period of time with actual requirements to be determined, requested, and delivered when and as required.

2. Processing Purchases

a) Formal tendering is required when:

• The Director of Education, or designate deems it to be in the best interests of the school division; or

• It is a requirement of The Education Act, 1995.

• It is a requirement of the New West Partnership Trade Agreement, 2010 for goods, services and construction.

It is expected that all requirements for goods and services purchased through the formal tender process will be ordered by the schools and Central Office at the time of the formal tender. The lists of goods and services to be obtained through the formal tender process is to be subject to an annual review to determine items of inferior quality and/or items to be added or deleted.


Page 2 of 3

The Superintendent of Business Administration has the lead responsibility for conducting formal tenders.

b) A formal request for proposal process is used when the purchase is not solely a product or commodity, but is more in the nature of a solution to a problem or need where the solutions are expected to be quite varied and/or difficult to evaluate or cost is not the only selection criterion.

c) A minimum of three (3) written quotations should be requested when:

• The value of the item is expected to be between $5,000 and $75,000; or

• The Director of Education or designate deems it to be in the best interests of the school division.

d) Goods and services up to an aggregate cost of $5,000 may be purchased directly by budget

managers. A purchase order is required when the goods are purchased by the budget manager. Goods obtained through the formal tender process are excluded from this authority. A purchase order is not required when a purchase card is used or when a service is purchased. Purchase Orders are a legal contract with the vendor and are required as follows:

• All school (decentralized and school generated fund accounts) and division office

purchases greater than $1,000, when a purchase card is not used.

• Transportation and facilities department purchases greater than $3,000.

e) For purchases not requiring a PO (purchases less than $$1,000 from the school or division

office, or less than $3,000 from transportation and facilities), authorization for payment will be indicated by an authorizing individual signing the invoice. An authorizing individual must be identified on the ‘Designated Signing Authorities’ document.

In those cases where the tender or quotation process is utilized, consideration is to be given to process, quality, and the supplier’s reputation, as evidenced by previous performance and service.

Where no competitive supply market exists, or it is considered in the best interests of the Board, purchasing practices are to employ such value analysis and negotiation methods considered appropriate for obtaining acceptable materials at the lowest possible price. Purchasing processes, forms, and services are to be utilized only for authorized school division business. No school division employee utilizing purchasing processes is to accept any gift or benefit, whether in the form of goods, services, loans, or favours, from any individual, organization, or corporation which is interested directly or indirectly in dealings with the Board, subject to normal exchange or hospitality between persons doing business together.


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3. Responsibilities and Authorities

a) The Board of Education provides approval for award of tenders for all major capital construction.

b) The Board of Education provides approval for tangible capital expenditures for motor vehicles,

furniture and fixtures, equipment and computer hardware and software, as well as minor renovations and Preventative Maintenance and Renewal items through the budget approval process.

1. Any tangible capital asset items purchased through Formal Tender, Written Quotes or Requests for Proposal that were not included in budget or exceed budget by more than 10% require approval by the Director or designate.

2. Any purchases with a budget variance greater than the Director limitations require board approval in accordance with ADMINISTRATIVE POLICY 702 - BUDGET.

c) The Superintendent of Business Administration is responsible for purchasing practices and procedures.

d) The Superintendent of Business Administration has the authority to revise requisitions

according to established standards, provided such revisions are discussed with the requisitioner.

e) Purchases may be authorized only by budget managers, namely the Director of Education, Superintendents, Supervisors, Coordinators, Principals, Consultants, and other designated managers as identified on the ‘Designated Signing Authorities’ document.

Education in a Culture of Excellence Last Revised: June 2016

Student Focus Group: Grade Twelve June 8, 2016

1 | P a g e

Outcomes: Students believe that education will benefit them personally and economically, and will have a strong bearing on their future.

1. It is important for me to learn what is taught. 2. I am learning the skills I will need for success later in life. 3. The mathematics I am learning will be very useful in the future. 4. The skills I am learning in language arts will be useful in the future. 5. What I learn at school is useful in my everyday life.

#1. What positive factors in our school may contribute to the students agreeing with this category?

Foundations 30 – taxes, loans, accounting; English – business uses; offer law class. Lots of labs Resumes, business letters & practical school Scholarship applications Essays for University Life transitions 30 – learning to pay bills, budgeting, etc. Personal Finance 30 excellent Good variety of clubs in larger school. They use real life examples Opens up more options for you. (sciences and pre-calc 30 online) Personal finance is difficult but it’s worth it in the long run. Feel that the subjects taught will benefit in future.

#2. What can my school do to be even better in this category?

More real life courses. More art electives – no drama, music programs More sports, shop in smaller schools More time spent in the workplace to learn what we are learning engages with the real

world. If the teacher/counselors helped and encouraged kids to take higher level classes. Some of the math is not useful in everyday life, but will be useful in university life. School could start offering fewer online classes and have more teachers teaching classes like

personal finance. Sometimes there is little interest in some classes so drop those. Difficult elective choices. Online classes are good, but sometimes hard to keep up with. Some classes are above what a person will need for the future.


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Relevance: Students find classroom instruction relevant to their everyday lives. 1. We explore ideas and topics that are meaningful. 2. We cover topics that are useful. 3. I know the purpose of what we are learning.


Some consumer education in Foundation Workplace 30. English is relevant but some classes were not (Calculus 30) Life transitions 30 was helpful When we have a job in the future, it’s a benefit to get our ideas across through verbal

and written communication – resumes and formal formats for writing. Delivered properly


Better financial education Preferred Biology 20 to Environmental Science 20 If there was no penalty in university for Workplace 30 More real-life examples of how classes might be used (ie. Calculus) Less memorization and more applied learning. Didn’t learn about taxes. Have professionals come to classes and explain how they use what we are learning; to

show relevance in real life. Make more aware of optional classes that match our employment interests. English classes are pretty good. Too fast and too much in an hour. (Science) Some subjects are not relevant for the future use – depending on what students are

aiming for.


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Rigor: Students find classroom instruction is well organized, with clear purpose, and with immediate and appropriate feedback that helps them learn.

1. We understand the purpose of each lesson. 2. Teachers quickly give students specific feedback on their work. 3. The feedback from tests and quizzes help me learn.


By Grade 12 teachers seem to be well organized Lots of use of technology Good feedback; re-writes helped to learn. Great to have feedback; and explanations with the marks The teachers are very organized, even new teachers. (2)


Internet assignments are hard to use to turn in; assignments are lost. One teacher’s issues caused assignments to backlog No consistency on how the “rewrite” policy is applied. Small schools. Teachers are overloaded which affects their ability to get work back in a

timely manner. Tests are slow to be returned – teachers all have different timelines, some give it back

next day, others it takes 3 weeks, some not at all unless you ask. Some classes are rushed and too much homework. Learned more from dad at home than in the online class Some teachers say you are too mark hungry. Pass advice down from the older retiring teachers/principals to new staff. Feedback is sometimes not readily available, most times depends on the teacher. Feedback needs to be appropriate and helpful. Some classes are a bit long – Math.


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Relations: Students feel teachers are responsive to their needs, and encourage independence with a democratic approach.

1. Teachers treat us fairly. 2. Teachers praise us when we have done well. 3. Teachers get along well with students. 4. Teachers show an interest in every student’s learning. 5. Teacher take account of students’ needs, abilities, and interests. 6. Teachers do a lot to help students who need extra support.


Teacher aids for students who need extra help. Teachers saw a need for extra help in Grade 10 Math, which made a difference in Grade 11 and 12.

Tutorials at lunch help. Teachers know us outside of class (personally), which allows you to learn individually

according to skills, interests and abilities, makes things more fun. Pick own books of interest, research what interests you and applies to what you are

doing in life outside of school. Teachers offer to help outside of class. Online classes are supported with teachers help. Treated fairly Teachers praise you when you do well. Split grade teachers manage their time well, but can’t keep up to demands. We’re all treated fairly because we’re all on about the same level. My teacher will stay for hours to help if students need extra help. Teachers are available after class to help out.


Help for those who are behind and less for the gifted. Some students are subject to higher expectations than others Some students get too much help and should be expected to do more themselves. Teachers have their favorites and not-so favorites. Split grade makes extra support rare; we aren’t learning to our ability. In some classes, it would be better for the teacher spend more time teaching and

engaging students rather than just giving notes. Depends on student’s attitude. Identify students that are not willing to make an effort Make sure assignments are handed in on time. It has gotten to the point that students

don’t bother handing in assignments. Not enough time given during class.


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Expectations: The school staff emphasizes academic skills and hold high expectations for all students to succeed.

1. Students must work hard to succeed. 2. Teachers encourage students to do better. 3. Teachers expect homework to be done on time. 4. Students are clear about what is expected of them for their courses. 5. Teachers expect all students to do their best work.


Teachers really make the difference in this; some individual teachers are better at this than others.

Rewrites are always allowed in some schools (Hudson Bay); not allowed in other places. They like the teachers who are fair and give equal expectations to all students. Rubrics We are clear on our expectations for our courses. All teachers expect students to do homework and hand in assignments on time.


More rewards for working hard – not stickers. Teaching style needs to be engaging and instructive, not just so-so. Some students are subject to higher expectations than others Some students get too much help and should be expected to do more themselves. Many students miss or aren’t trying hard and teachers give us an easier work load. Don’t

push us to what we could achieve. More time spent with under achievers. Have equal expectations for all students. Unfair to let others have more time when we

can’t. Some teachers expect more from some students. Some students don’t work as hard and

the teachers tend to focus on students who try hard to succeed. Not all student hand assignments on time Most students attempt to complete assignments


6 | P a g e

School Sports: Students play sports with an instructor at school, other than in gym class.

1. In the past month, how often have you played sports WITH a coach or instructor AT SCHOOL, other than in gym class?


Recognize teachers who do this on their own time Melfort and Nipawin – lots of options; bigger schools have good programs Carrot River small but lots of options because the teachers are really committed to it.

Small schools really commit to it, and everyone participates. Friends Wrestling team started in Gronlid. Our phys. Ed. Teacher wants us to be on time for every class. My coaches have always been very engaged, with each member of the team. The teachers treat us like employees sometimes, expecting us to always be on time.


Practice times could be better. Bjorkdale – very little sport opportunities; some cooperation with Porcupine Plain;

cooperating is nice but lots of driving – sharing venues would help this. $100 travel fee deters some families.

Need more uniforms/equipment Add more sports – dance/gymnastics/horseback riding. Sometimes the changes in sports schedules are not well publicized. We didn’t always

know when the practices changed days or time We need to start organizing sports at an earlier age, especially for boys. Consider having towns that are close together share sports teams. Smaller schools:

o Not enough students in class. o Depending on sports – no coaches available. o Forces students to travel to bigger schools to participate in sports.


7 | P a g e

School Clubs: Students take part in art, drama, or music groups; school clubs; or a school committee.

1. In the past four weeks, how often have you taken part in art, drama, or music groups; school clubs, such as a science, math or chess club, or a school committee, such as student council or the yearbook committee?


SRC doesn’t do much Choice in art and drama Visual arts online course was good Math, science and chess club well received. (new because a student initiated it) GSA new in school and positively received. SRC – gives experience in community development Larger school – small number of students take leadership Teachers with a passion for these areas make it happen More opportunities in larger schools Carrot River big floor hockey club for boys and girls; intramurals make sports accessible

to all kids. Some students do a lot but some students don’t want to give up their noon hours to

help (SRC). Still do lots of stuff. Teachers help out too. Some teachers get involved but smaller schools don’t have same advantages.


Good electives but more needed Aboriginal students in Nipawin to have their own association and join with SRC – need

more integration and FNM kids involved. Need teachers to learn it. More partnerships with community’s facilitating student leadership to make clubs

happen. Not many groups in smaller schools – don’t have teachers for art, drama, music. (2) Nice to have teachers that love doing a program – drama. Funding for music program hard to get even though we have an enthusiastic music

teacher.


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Truancy:

1. In the past month, have you missed a day of school WITHOUT permission? 2. In the past month, have you cut or skipped a class WITHOUT permission? 3. In the past month, have you arrived late for school or classes?

#1. What factors in our school may contribute to the students agreeing with this category?

Phone calls We don’t’ skip without permission. Some students have to help out with farming during

parts of the year. Teaches us to be on time and future employment will require this.


Support for individual student presentation – kids are stress about presenting as individuals.

Lots of senior students aren’t showing up and no consequences for them. Admin might have given up.

Attendance perks for good attendance. If the teachers all show up on time, then the students care more about showing up on

time. Email sent to parents; lots of parents don’t care so won’t respond to the email.


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Effective Learning Time:

1. Teachers are good at explaining difficult ideas. 2. Teachers use our class time to help us learn. 3. Class lessons are well organized. 4. Teachers help us understand important ideas. 5. Important ideas are taught well. 6. Responses to students’ questions are clear.


Some teachers don’t worry about doing page by page of a curriculum but know what to emphasize and what to leave.

Math – various approaches to understanding but you have to be willing to put in the time. (ie. Calculus – small class really helps)

Some teachers do a great job – go over the whole exam; well organized (2) Smaller schools appreciate one-on-one time. It helps if our teachers know and like/love what they’re teaching us. Lesson plan seems to be delivered properly Online classes are good and explained in an adult fashion.


Have more teachers tailor their courses to their students. Sometimes vague instructions When teachers can’t explain something they need to just say it won’t be on the test. Some teachers wander during class; some teachers are late. Some students are very distracting, they’re always talking and bickering in class. Always

the same students. The kids who do the talking don’t understand the lesson. Teachers explain a unit in a manner but don’t have an alternate way to get the message

across. Online teachers to come to school to see students. Some online classes too complicated – having a teacher would be better.

FOR IMMEDIATE RELEASE: June 27, 2016

North East School Division Reading Levels Rise by 13 percent for Grade 3 Students

The Board of Education of the North East School Division held its last meeting of the 2015-2016 school year on June 27, 2016. The year ended with some good news on results at the grade 3 reading level. It was reported that 77 percent of grade three students in the North East School Division are reading at or above grade level as of June 2016. The number of grade three students reading at grade level increased 13 per cent over the same time last year (improved from 64 to 77 percent).

There has been a steady increase in Grade 3 reading levels, working towards the goal of having 80 per cent of students reading at grade level or above by 2020 as set out in the Education Sector Strategic Plan (ESSP). More students in Grade 3 are reading at grade level, thanks to the collaborative work to support early learning (Kindergarten to Grade 3) teachers and families. Provincially, Saskatchewan data from 2015 shows that 73 per cent of students were reading at grade level, compared to 65 per cent in 2013.

“We know that students who are reading at or above grade level are more likely to go on to be successful in school and to graduate,” Minister of Education Don Morgan said. “That is why our government committed to ensuring all students are able to reach their full potential by working collaboratively with our sector to improve students’ reading. We are thrilled to see that that work is paying off.”

Reading level data is collected by school divisions annually. For more information, contact:

Don Rempel Director of Education Phone: 306-752-5741

2016 06 27 PUBLIC pkg

Documents

Transcript of 2016 06 27 PUBLIC pkg