approved business plan & budgets 2012-2013 - Halifax Regional

APPROVED BUSINESS PLAN

& BUDGETS

2012-2013

HALIFAX REGIONAL SCHOOL BOARD

APPROVED

GENERAL FUND BUSINESS PLAN AND

BUDGET

2012-2013

HALIFAX REGIONAL SCHOOL BOARD APPROVED GENERAL FUND BUSINESS PLAN

2012-2013

Approved General Fund Business Plan Page 2 May 30, 2012 and Budget 2012-2013

CONTENTS PAGE

1. INTRODUCTON/PLANNING CONTEXT 3 2. BOARD GOVERNANCE STRUCTURE 4 3. MISSION 5 4. CORE BUSINESS FUNCTIONS 6 5. ANNUAL REPORT OF ACHIEVEMENTS FOR 2011-2012 9

6. GOALS 19

7. PRIORITIES FOR 2012-2013 19

8. FINANCE AND OPERATIONS - Key Financial Indicators 23 - Cost Pressures 25 9. APPENDICES:

APPENDIX A School Board Organizational Structure 28 APPENDIX B Key Facts 36 APPENDIX C Outcome Measures 40 APPENDIX D General Fund Budget Proposal Summary 46


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INTRODUCTION/PLANNING CONTEXT The Halifax Regional School Board (HRSB) is responsible for administering the public school system within the geographic boundary of the Halifax Regional Municipality. The board operates 136 schools serving over 49,500 students and employing about 4,900 FTE teachers and support staff. The board works in partnership with the Department of Education and the Halifax Regional Municipality in providing programs and services for students. The board works hard to develop the capability to address current and emerging student needs. This business plan covers the period April 1, 2012 to March 31, 2013. While the budget covers that time frame, most if not all of the business plan priorities and initiatives are intended to fall within the next school year, or September 2012 to June 2013. For the second consecutive year, the HRSB was faced with a reduction in provincial funding plus a direction to absorb all cost pressures. For 2012-2013, this reduction was 0.9% or 3.25 million. In the context of the board’s budget and business planning process, this reduction restricts the board’s ability to introduce new initiatives and shifts focus to making significant budget reductions while trying to minimize the direct impact on students. During the initial stages of planning for 2012-2013, the direction was to continue the initiatives within the current 5 year vision (2008 to 2013) and to support schools with their improvement goals. The results to date indicate that progress is being made with that vision. The board re-affirmed the goals from the 2011-2012 business plan, with a slight revision to the third goal. The 2012-2013 focus will be to continue to improve student achievement and learning for all students; to achieve system-wide equity for students; and, to continue to improve school safety. In summary, the board is seeing great success in many areas of the board’s operations despite challenges from declining enrolment, aging schools, and the lowest per capita student funding in the province. In the coming year, the board will work with the Superintendent and Senior Staff to manage within the current provincial fiscal reality, continue moving forward with system improvement initiatives, and provide good governance and leadership. Important decisions will need to be made over the next two years to adjust to new funding realities without hurting students’ opportunities for success. This business plan and budget is focussed on protecting resources for classrooms and student achievement and targeting support where it is needed based on schools’ community report data. While the governing Board and Superintendent are focussed on clear directions for student achievement in the coming year, there are other realities that continue to influence the business plan and budget. The 2011-2012 fiscal year was the first year of the renewed supplementary funding agreement with the Halifax Regional Municipality. The current agreement is for a further 4-year period expiring March 31, 2015. Each fiscal year of this agreement will see a further $450,000 reduction in funding which challenges the board in making budget reduction decisions with the least impact on students and classrooms.


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In summary, the business planning and budget context is one of:

complying with all policy, program, or service directives from the Department of Education continued focus of the improvement initiatives of the board – into year five of the five-year vision directing available resources to the priority areas outlined in this business plan.

BOARD GOVERNANCE STRUCTURE The Halifax Regional School Board is comprised of nine elected board members and one appointed board member. Eight (8) members are elected in local electoral districts, one member is elected to represent African Nova Scotian students and families throughout the jurisdiction of the board and one member is appointed by the Province of Nova Scotia to represent Mi’kmaq students and families within the board. There are two non-voting Student Advisors on the board. The governance model adopted by the Board facilitates openness, accountability and input from the general public. Along with the many forms of communication that can take place between the general public and board members, the public are afforded an opportunity to appear before the board at the regular monthly meeting on the fourth Wednesday of each month during the school year. This provides an opportunity to appear before the full board to present issues, concerns or make recommendations to the board. The Board has one Standing Committee. The Audit Committee operates within the framework outlined in the Education Act Regulations and meets as required. Along with five members selected from the governing Board, two community members with financial expertise have been appointed as members of the Audit Committee. Leadership sessions (working sessions with the Board and Senior Staff) are held weekly when no board meeting is scheduled, and could be held on other evenings if necessary and appropriate. The Board has the authority to create Advisory Committees that may be required from time to time. These committees would meet at the call of the chair of the committee and report to the governing Board as required in their terms of reference. The Board has approved by-laws that outline the governance model, as well as rules of order and procedures for the conduct of Board meetings.


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MISSION

A strategic mission statement was developed for the Halifax Regional School Board following its creation in 1996. That mission statement is:

To ensure that each student develops passion for learning, for achieving personal success, and for building a harmonious global community.

To operationalize this mission, Superintendent Carole Olsen has developed a vision over a five-year time frame to focus the Board on specific goals and improvements. In her May 2008 Annual Report, she noted that the key challenge for the Board in the next five years is “to lengthen the reach and strengthen the impact of our progress by embedding our commitment to excellence and equity in learning and achievement into the culture of our entire school system.” The vision for the 2008 to 2013 timeframe is for every school within the Halifax Regional School Board to become an improving school.

“By 2013 every school in the Halifax Regional School Board will demonstrate improvement in student learning. Every student can learn. Every school will improve.”

This vision statement is a key factor in shaping the annual business planning and budgeting process.


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CORE BUSINESS FUNCTIONS As per Section 64 (1) of the Education Act, the Halifax Regional School Board is accountable to the Minister of Education and is responsible for the control and management of the public schools within its jurisdiction. The Board’s general responsibilities are clearly outlined in Section 64 (2) of the Act. To fulfill these general responsibilities and focus on the overall vision of continued improvement, the Board is structured with six main departments under the overall direction of the Superintendent of Schools. The core businesses of these departments are as follows. A. SCHOOL ADMINISTRATION The School Administration Department, through the office of the Director, is responsible for overall leadership and management of school operations. Core functions are broadly described as follows:

1. Develops and implements policies and procedures to provide for the effective operation of schools.

2. Supports school administrators with communication to parents and School Advisory Councils on board policies and procedures.

3. Provides for the professional development, appointment and evaluation of principals and vice-principals.

4. Contributes to succession planning through the development and delivery of a Leadership Development Program for aspiring administrators.

5. Develops and implements programs and resources to promote practices that provide for a safe, orderly and supportive learning environment at each school site.

6. Provides leadership and support of the Planning for Improvement process in support of student learning.

7. Administers the International Services division of the Board which includes the International Students Program (NSISP).

8. Undertakes all other duties as may be assigned by the Superintendent from time to time.

B. PROGRAM The Program Department, through the office of the Director, is responsible for the overall leadership in the delivery of the Public School Program (PSP) from implementation to evaluation. Core functions are broadly described as follows:

1. Provides for the delivery of special education student services under the provisions of legislation and policies.

2. Provides leadership in the area of programs, student services, race relations, cross cultural understanding and human rights (RCH) and education and accountability as they relate to students.


4. Ensures the effectiveness of delivery processes of all programs and services for students.


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5. Conducts regular regional assessments and coordinates provincial and national assessments of program and student performance.

6. Partners with post-secondary and community agencies to facilitate the transition of students beyond public education and provides support in establishing other positive partnerships with the community.


8. Undertakes all other duties as may be assigned by the Superintendent from time to time.

C. BOARD SERVICES The Board Services Department, through the office of the Superintendent, is responsible for the overall executive leadership and management of the Board. Core functions are broadly described as follows: 1. Performs the duties of the Superintendent of Schools as prescribed under the Education Act

and Regulations. 2. Leads Senior Staff and provides for the executive supervision of all activity related to the core

functions in all Board departments. 3. Establishes annual objectives to address issues of planning, strategic leadership, staff

development and system improvement. 4. Liaises with the Board to encourage a collaborative approach to system leadership. 5. Supervises communications as they relate to system goals, outcomes, issues identification and

public support for education. 6. Maintains all official Board documentation, including minutes, correspondence and

communications with funding agencies. 7. Provides for the review, development and implementation of Board policy. 8. Provides for the review, development and implementation of Diversity Management policies and

programs. 9. Undertakes all other duties as may be assigned by the Superintendent from time to time. D. OPERATIONS SERVICES The Operations Services Department, through the office of the Director, is responsible for overall leadership and management of the building operations, technology services, facility rentals, and student transportation functions of the Board. Core functions are broadly described as follows:

1. Provides maintenance, repairs and custodial services to all schools and buildings. 2. Facilitates the planning, prioritizing, implementation and management of all short and long term

capital building requirements. 3. Administers Board support services in the areas of information technology. 4. Manages the student transportation function in partnership with Stock Transportation. 5. Administers the rental of school buildings to community users in partnership with the Halifax

Regional Municipality. 6. Undertakes all other duties as may be assigned by the Superintendent from time to time.


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E. FINANCIAL SERVICES The Financial Services Department, through the office of the Director, is responsible for overall leadership and management of the finance function of the Board, as well as administration of the EXCEL childcare program. Core functions are broadly described as follows:

1. Performs corporate accounting, payroll, financial reporting and regional accounting services functions for the entire Board.

2. Oversees the preparation of the Board’s annual business plan, budget (both General Fund and Supplementary Fund) and year-end financial statements.

3. Oversees the implementation of the Board’s policy and procedures for procurement. 4. Administers the EXCEL childcare program that provides before and after school child care

services for parents. 5. Oversees administrative contracts and agreements on behalf of the Board. 6. Undertakes all other duties as may be assigned by the Superintendent from time to time.

F. HUMAN RESOURCE SERVICES The Human Resource Services Department, through the office of the Director, is responsible for overall leadership and management of human resources within the Board. Core functions are broadly described as follows: 1. Supports recruitment, screening, hiring and retention 2. Administers benefit plans, pension plans and insurance for all employees 3. Supports professional development 4. Facilitates preparation and maintenance of job descriptions, evaluation forms, personnel files

and other records pertaining to employees 5. Provides labour relations support for four unionized groups and one non-unionized group

through the administration and negotiation of the collective agreements 6. Provides support for services as mandated through the Human Rights Act, Trade Union Act and

Occupational Health and Safety Act 7. Administers compensation plans 8. Facilitates and supports employee recognition initiatives


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ANNUAL REPORT OF ACHIEVEMENTS FOR 2011-2012

The priorities for 2011-2012 reflect the focus on student learning and school improvement. Resources in the 2011-2012 budget have been directed to support these priorities. These priorities also reflect initiatives of the Department of Education in the 2011-2012 provincial budget.

Priorities Progress to Date

Business Plan Goal

1. To continue to improve student achievement and learning for all students. a) Develop, implement and track success of

the Early Literacy Intervention program -

Staff will adhere to the provincial framework “Read to Succeed” in the development of an Early Literacy Intervention Program. Upon development, the program will be shared with administrators and teachers. Throughout the implementation year, progress of grade one students will be tracked and shared. Further tracking will take place in subsequent years as students are monitored in grade two and three.

The HRSB Early Literacy Support model was developed in alignment with the Department of Education’s “Succeeding in Reading” framework. The new model was shared in half-day information sessions with principals (May 2011), grades primary and one teachers (June 2011), Early Literacy teachers (June 2011), Speech and Language Pathologists (June 2011) and all Resource teachers (Sept. 2011). An online Early Literacy Support data collection system has been developed and all schools have entered student assessment data for grade one students receiving support in the English and French immersion programs. They received support during the first and second support blocks (Sept – February). An Interim report on Early Literacy Support will be shared with the elected board in April 2012, to provide information on the students who received support during the first and second support blocks. On-going professional development has been provided to Early Literacy teachers.

b) Enhance the integration of technology in the classroom to promote student engagement -

Staff will begin the implementation of the Technology Strategy. This will include taking inventory of current hardware and software, supporting all grade five classroom teachers by the Technology Integration Leadership Teachers (TILT) through the Information Economy Initiative (IEIE), and monitoring implementation and growth in three technology pilot schools. .

A board-wide technology strategy was developed focusing on three priority areas: enhancing access, enriching learning opportunities and developing knowledge and skills. Three pilot schools were selected to enhance technology integration (Caledonia Junior High, Porters Lake Elementary and Sir John A Macdonald High). Teacher surveys were completed to assess professional development needs and differentiated PD began in all 3 schools. Technology tools were provided to these three sites including netbooks, iPods, iPads, LCD projectors, document cameras and software. One additional pilot site, Cunard Junior High School, was selected in March. Cunard is now enabling students to bring their own electronic devices to school to be integrated into the curriculum. The school has been provided professional development, wireless access, teacher netbooks, LCD projectors as well as some iPads and iPods.


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Professional development was offered to support the technology IEIE roll-out with our grade 5 teachers. A teacher from each elementary site was selected as a leader to support this initiative. These technology leaders participated in several professional development days this year. Sub release time was provided to these leaders to use back at their schools to share their knowledge and skills with the other grade 5 teachers. A day of discovery professional development was held for one teacher representative from all elementary schools and pilot sites. The day was led by Discovery Education Canada and focused on integrating technology into classroom practice.

c) Support exemplary teaching through instructional leadership development -

The Planning for Improvement Leadership Team will continue to focus on staying the course, instructional leadership, and closing the gap through all professional development offered to principals and vice-principals in this school year. Professional Learning Communities (PLCs) will be established for principals depending on areas of interest and need in relation to the priorities set by the PFI Leadership Team to direct the work of the board.

Principal Collaborative Learning Groups have helped to guide principals’ growth as instructional leaders to improve student achievement with a focus on closing the achievement gap. The purpose is to move beyond sharing successful practices and support the development of new skills and knowledge necessary to lead school improvement. Principals identified areas to focus on closing the achievement gap and improving instructional practices within their school. Principals have met in their groups on four occasions. The focus is on principal learning in support of student learning. Some principals have brought in school data to share with their colleagues, and others are implementing strategies that they are learning, with the expectation that they will share school data within their group. Program and School Administration departments have collaborated to identify resources for support. Staff of the Program Department has supported groups by preparing and sharing resources that were requested after each session. School Administration Supervisors continue to monitor and participate in the collaborative learning groups, providing resources and coaching next steps in principal learning. The Principal Collaborative Learning Groups will be evaluated in June.

d) Identify schools to participate in the attendance pilot option in Recommendation 8 from the Minister’s Response to Promoting Student Engagement: Report of the Minister’s Working Committee on Absenteeism and Classroom Climate -

All of the schools whose principals express an interest in participating in the two-year attendance pilot will be included. The Student Information System (iNSchool) will allow schools and the board to obtain better information to enable them to monitor attendance and identify trends to be better able to support schools in their efforts to engage

Eleven high schools have been identified and are participating in the Attendance Pilot. The intention is to use the pilot not as a means to put students out of school, but as an incentive to keep students in school. The schools have determined how credit recovery will serve their communities based on student needs. Credit recovery programs are ongoing. Three additional high schools have been given funding for


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students and parents. Credit recovery programs currently in place in the board will be reviewed to ensure consistency and success.

credit recovery to support their efforts to keep students in school. At the end of first semester, data was collected. There were 111 students who recovered 116 credits in 11 schools at the end of first semester. Additional data will be provided at the end of the second semester.

e) To complete implementation of the provincial student information system in all schools -

The HRSB has scheduled a three year implementation of the new Student Information System (iNSchool) for our 137 schools. This year, we will be completing phase 2 implementation, focusing on all schools with junior high grades and half of our elementary schools. Professional development for (iN School) will include a system overview, scheduling tools, and teacher assessment and communication tools. The Student Services module software (TieNet) is scheduled to be launched in the late spring. Training and implementation in schools will begin as soon as the software is available.

This year all phases of the implementation schedule have been completed, which focused on schools with junior high and elementary grades. The remaining schools, 42 elementary in the final phase, were trained and implementation will begin on April 2, 2012. The parent portal has been activated in the Phase 1 and 2 schools. The remaining schools will begin the process in the fall of 2012. The Student Services module software (TieNet) was scheduled to be launched in the late spring. This implementation is not on schedule due to the initial provincial setup not being complete. The train-the-trainer professional development for TieNet was completed in January 2012 with Central Office staff. The implementation and training at the school sites will begin in the fall of 2012. Extensive professional development for school staff focused on updates in regards to assessment, evaluation and reporting of student learning. Updates included the new provincial report card template, the learner profile and revised report card grade descriptors. The Assessment and Evaluation team provided ongoing site-based support to all schools. This support continued to focus on using PowerTeacherGradebook to support effective classroom assessment practices and the reporting of student achievement using the provincial report card. Troubleshooting is ongoing with questions on report cards and the transfer and registration of students. As well, the scheduling of classes has been a priority for the schools, which requires on-going assistance. The staff assigned continues to respond to all questions and to address the problems to ensure a smooth transition for the success of this project.

Business Plan Goal

2. To achieve system-wide equity for students. a) Continue to promote and encourage the

self-identification of all students -

Promoting self-identification continues to be a priority for the Halifax Regional School Board.

The self-identification process is ongoing.


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The collection of this data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners in order that schools are better able to serve all students. Self-identification will be an on-going item on the principals’ agenda in order to share successes and strategies.

Efforts this year have been focused on having staff who work directly with families provide the opportunity to parents to complete self-identification through personal meetings, e.g. guidance counselors, school administrators, student support workers, learning center and resource teachers, and other staff working personally with families and students. A one-page form was developed to highlight the importance of student self-identification information and support the collection of data. A professional development session was held in January led by the Facilitator, African Nova Scotian Student Support, with all African Nova Scotian and Aboriginal Student Support Workers to provide them with the knowledge and training to support student self-identification. A subsequent session was held with principals at a Principals meeting. The total number of students in high schools who have chosen to self-identify increased from 5499 at last report to 6014. This represents 44.7% of our high schools’ enrollment. In high schools, the overall number of Aboriginal Students who have chosen to self-identify went from 180 at last report to 221, an increase of almost 22.8%. This represents 3.7% of the total number of students who chose to self-identify. In high schools, the overall number of students of African Descent who have chosen to self-identify went from 476 at last report to 613 this year, an increase of 28.8%. This also represents 10.2% of the students who chose to self-identify. As a result of the full implementation of PowerSchool, we are now able to report a baseline for all schools Primary to 12. The total number of students who have self-identified is 15330 which is 31% of our student population. The total number of students who have identified as Aboriginal is 684 which is 1.4 % of our entire student population and 4.5% of total number of students who chose to self-identify. The total number of students who identified as being of African Descent is 1904 which is 3.8% of our entire student population and 12.4% of the total number of students who chose to self-identify.

b) Through professional development, resources and support, focus on closing the achievement gap for students -

A collaborative and coordinated approach to supporting schools will be further developed by school administration and program. This will include the collection, reviewing and sharing of student data. Focused support for schools identified through student data will be created and shared with schools, staff, and the governing Board. Monitoring changes in data and growth will be recorded.

Through the Planning for Improvement Process (PFI), sixteen schools were identified as requiring additional support to improve student achievement. The 16 elementary schools identified as requiring additional assistance were supported by a central office collaborative team (Program, Board Services, Human Resources and School Administration). Site specific conversations, professional development and coaching were provided in response to the school’s needs. The focus of this support was to enhance teacher practice to improve student achievement. Additional resources such as text books and professional resources were provided. Some schools were provided additional PFI days for professional development which provided time to free up staff to collaborate with professional colleagues such as the math and literacy coach.


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These elementary schools focused on implementing the goals and strategies defined at each site. PFI, literacy, mathematics and data support was provided to sites as needed by facilitators, coaches and/or consultants/leaders. School Administration Supervisors worked closely with school principals to monitor growth. Regular reports of the schools’ progress were shared with the Planning for Improvement Lead Team. As a result of these updates, professional development needs were identified and met through the provision of substitute release days. These days were used to provide professional development to teachers to improve classroom practice, examine individual student data, and develop an instructional response to students who required additional support.

c) Increase support and resources to assist schools in need.

Within the Planning for Improvement framework, data will be used to identify schools requiring additional resources and staffing. Differentiated support and follow-up will be provided to schools as needed. In addition, extra classroom materials, books, and resources will be provided by the School Administration and Program Departments when funds are available.

Some classroom resources have been distributed to assist schools identified as requiring additional support to meet the needs of their students. These include mathematics manipulatives, teacher professional resources and professional books for principals.

The staffing process has identified schools that are considered for profile positions based on location, size and designations identified such as inner city and rural schools. Once again this year through the staffing process, careful consideration was given to schools supported through the Planning for Improvement (PFI) 16 Schools framework. This resulted in several schools being allocated additional staffing.

Mathematics network learning communities were organized for the elementary and junior high (math) teachers in the J. L. Ilsley and Sir John A. Macdonald families of schools in response to needs and aligned to their school plans for improvement. September site-based professional development days were organized and supported for these two families of schools.

Requests for mathematics and literacy coaching support continue to be prioritized based upon school needs in elementary and junior high schools. Seventy-nine (79) schools have accessed support from mathematics coaches and 70 schools have accessed support from literacy coaches.

Data coaching for elementary principals was developed and delivered in response to comparative provincial mathematics assessment data. Professional development focused on assessment and learning was provided to all senior high department heads and principals.

Support was provided to two senior high sites (Sir John A. and J.L. Ilsley) to support them in understanding the needs of their grade 10 students who have been identified as at risk in their literacy development. Through this pilot, PD was provided to English Language Arts and resource teachers on how to conduct reading assessments and analyze the data collected to plan for instruction. A component of the pilot also involved reviewing the supports provided to the at-risk students identified with the goal in determining what supports have been successful for students and what other support could be provided.

The team that supported Sheet Harbour Elementary School identified areas for continued focus. All teaching staff participated in the Achieving Change Together (ACT) cohort focused on mathematics as


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a result of the support provided to the school by board staff. After each session, teachers implemented strategies in their classrooms and discussed, shared and analyzed their progress.

Approximately $50,000 from unused book bureau funds was distributed to 22 schools with a priority on identified school needs. Rural schools, schools supported through the Planning for Improvement 16 Schools framework, and schools that expressed a need were supported.

d) Strengthen the focus and support for African Nova Scotian and Mi’kmaq students -

Staff will assist targeted schools with the hiring and training of 2.0 FTE Mi’kmaq Student Support Workers (MSSW). Data will be collected on the number of students supported by both African NS Student Support Workers (ANSSSW) and MSSW. Staff will work with the Department of Education and other partner groups such as the Black Educators Association to further encourage participation in self-identification. A review of the support offered by student support workers will be developed and shared with school principals and vice-principals.

Staff will continue to support and monitor the pilot African Nova Scotian Coach initiative at Ross Road, Nelson Whynder, and Harbour View schools to measure effectiveness of improved teacher understanding of cultural competence and change in practice that will lead to improved student achievement for African Nova Scotian students.

2.0 FTE Mi’kmaq Student Support Workers have been hired bringing our total to three Mi’kmaq Student Support Workers. Data is being collected on the number of students receiving direct support from ANSSSW and MSSW staff and will be reported to the board in the fall. Collaboration took place between the African Nova Scotian, Math, and Literacy Coaches to discuss the support provided to individual teachers so they could work together to provide an integrated approach. A focus group was held with principals to determine their understanding of the role of the Student Support workers within their schools, and to share successful practices. A number of teachers at all three schools were provided programming within an Afrocentric framework and teaching strategies to engage African Nova Scotian learners. Information was collected from all three schools at the end of year one to determine the strengths of the role and next steps for support. The African Nova Scotian Coach attended professional development sessions related to coaching and cultural relevance to further develop her expertise within the role. Teachers in schools that received coaching support have utilized these professional learning experiences to enhance their teaching practice. These teachers have set individual programming goals that include taking an Afrocentric approach to the curriculum. They will continue to work on these goals. Mi’kmaq/Aboriginal and African Nova Scotian students attended Treaty Day at the World Trade Centre. School activities were organized to celebrate Mi’kmaq Heritage Month (e.g. an Assembly at Duncan MacMillan, Mi’kmaq/Aboriginal presenters booked in schools). A full day conference was held for high school and junior high African Nova Scotian students in partnership with the Nova Scotia Community College Waterfront Campus.


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A partnership was formed with the Black Educators Association to assist with the number of students attending the Cultural Academic Enrichment Tutoring Program in Dartmouth and Halifax.

e) Develop a plan for the effective and sustainable delivery of French Immersion -

Staff will create a communication plan, including feedback from SACs on the French Immersion report. Further examination of recommendations found in the review will be carried out. A detailed response will be submitted to the governing board as part of the budget deliberations for 2012-13.

In May 2011 Dr. Gunn’s report, The Delivery of French Immersion, was released at a HRSB Board meeting. A working committee was established including representation from Human Resources, School Administration, Operations and Program to further examine the recommendations in Dr. Gunn’s report. The report was shared in September with all HRSB SACs with the request to provide feedback. Program staff collated this information to look at trends in relation to Dr. Gunn’s report. This report was provided to the Governing Board.

f) Increase inter-agency collaboration to provide services to our students -

Staff will further develop the working relationship of agencies for whom we work closely with such as IWK; Chair, Sun Life Mental Health; Child and Youth Strategy; Capital Health; and Health and Wellness.

The board continues our collaboration with the IWK around the cost sharing of the nurse hired as the Coordinator of Support for Students with Health Care Needs. There has been expansion of the SchoolsPlus initiative to two additional schools in September with the addition of two Community Outreach Workers. Staff has participated in monthly meetings with the Capital Region Child and Youth Strategy regional table which includes representatives from Community Services, Mental Health, IWK, Health and Wellness and Justice. Collaboration occurred with the IWK and Public Health to develop and/or revise the following policies: Life-Threatening Allergies, Severe Medical Conditions, Administration of Medication and Communicable Diseases, Illnesses and Infections. A collaborative meeting was held with Public Health and senior high principals to discuss and share feedback on the effectiveness of Youth Health Centres. HRSB developed a stronger connection with Public Health regarding health promoting schools. Bi-monthly meetings were held. Central office staff have met and collaborated with Public Health on a regular basis to support students. Dr. Stan Kutcher, Chair of Sun Life Mental Health, offered three evening sessions to high school staff members on the topic of adolescent anxiety, depression and suicide. He also offered Mental Health Curriculum professional development to 90 Active Healthy Living teachers. HRSB continued to be an active participant in the “Stepping Up” physical activity strategy with the IWK, HRM, Heart and Stroke Foundation, Health and Wellness and Capital Health.


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A student-centered video to support the RCH in Learning professional development was developed by Program in collaboration with the N.S. Community College. Ongoing meetings were held with the Manager and Director of IWK Mental Health services to share professional development opportunities and monitor service delivery to schools. SchoolsPlus continued to make close ties with Justice, Community Services and Health in delivering programs and services to SchoolsPlus schools.

Business Plan Goal

3. To ensure schools are safe and maintained to high standards. a) Continue to focus on anti-bullying

initiatives - The Board will further promote and develop awareness around positive school culture and anti-bullying initiatives including bi-monthly system-wide events such as Stand Up Against Bullying Day (September), social media, advertising on busses and using our board website to promote anti-bullying initiatives. There will be continued work supporting high schools. Two potential frameworks are showing promise in Nova Scotia schools – student-led conferences and restorative approaches. Both are consistent with the Department of Education PEBS mandate and provide schools with age-appropriate strategies to resolve conflict and promote positive school cultures. School Administration will work with administrators to use data to track progress and identify areas for continued focus.

School Administration promoted various regional and national anti-bullying events with schools. Events such as Pink T-shirt day, National Bullying Awareness Week, Canadian Pink Shirt Day, Pinwheels for Peace, and activities associated with these events were highlighted. Anti-bullying messages and messages of positive school culture were developed for schools to insert in their newsletters. Through the Communications office, messages were tweeted highlighting school events focused on peace initiatives and anti-bullying assemblies. Some of the elementary schools and one high school received training in the restorative approaches framework. The training provided a process to actively engage the school and the community in developing strategies to respond to bullying and to develop positive relationships. For example, Citadel High focused on restorative approaches. The staff had a full-day of professional development on this approach. St. Catherine’s Elementary School, a leader in restorative approaches, reported a reduction in office referrals and an increase in student achievement. A professional development session with Ron Morrish, author of With All Due Respect, was held for junior and senior high school administrators. As well, School Advisory Councils participated in an evening session. The focus was on strategies to deal with challenging behaviours in teens. Schools continue to collect data that identifies students who require behavior support: data from guidance referrals, school planning team referrals and incident tracking referrals. The tool for collecting data has been developed in iNSchool (Student Information System). It will provide data on an ongoing basis in the future.


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b) Decrease the number of workplace related injuries -

The Board will further promote and develop employee awareness regarding the prevention of workplace injuries. In consultation with WCB, our unions, and other stakeholders, staff will provide professional development on safety in the workplace and will further develop our return-to-work strategies.

The board continues to deliver Nonviolent Crisis Intervention training to employees at all levels. Again this year, NSUPE and the HRSB partnered on a Wellness Day, in which employees heard about nutrition, healthy work practices, and other wellness topics. Members of the Human Resource staff have been successfully appealing questionable WCB decisions which have lead to an estimated $150,000 in savings to payments from WCB. The number of WCB claims has remained relatively stable; however, the duration of claims and other related costs have risen significantly. As a result, despite all of these efforts, the Board anticipates an increase in WCB premiums next budget year. We have agreed to work with WCB on a Workplace Injury Prevention Initiative, which will be an intensive program, aimed primarily at our Operations staff, to make safety more ingrained in the culture. The Initiative has commenced with surveys of principals, managers and Operations staff to determine the level of Occupational Health and Safety awareness. An on-line occupational health and safety quiz, appropriate for all employees, has been developed for implementation in 2012-2013. The Abilities Team has met monthly with WCB case managers in the management of claims and the timely and safe re-entry to the workplace. The Director of Human Resource Services met with the NSTU representative to facilitate gradual return to work plans for teachers that will be less expensive than the current arrangements, through partnering with the LTD carrier to pay the employee during the early stages of the plan.

c) Finalize the 10-year capital plan for submission to the Department of Education -

The Board has received for information from staff a 10-year Capital Plan that prioritizes the board’s facility needs. Further consultation will be carried out in preparation of the final approval of the Board before the Capital Plan is submitted to the Department of Education for consideration.

Staff has completed capital plan submissions in response to the Department of Education request based on the current 10 year master plan. Operations staff continues to revise and update the Capital Master Plan on an ongoing basis, subject to changing program and operational conditions.


2012-2013



d) Finalize and implement an energy performance contract -

The Board had a consultant review the energy utilization and mechanical infrastructure of schools. The resulting report recommends the expenditure of $32.3 million on upgrades to schools. The upgrades would result in savings that would pay the $32.3 million in costs over 10 years.

Board staff will seek final approval from the Department of Education to enter into an energy performance contract allowing the project to proceed and pay the costs through the savings.

Staff has carried out energy retrofits utilizing available funding from Department of Education and has presented the Department of Education options for approval of the overall energy contract.


2012-2013


GOALS

The governing Board and Senior Staff have established the following goals to guide the development of business plan priorities: 1. To continue to improve student achievement and learning for all students 2. To achieve system-wide equity for all students 3. To continue to improve school safety The Board’s approach to business planning is to ensure there is a link in the business plan to achieving success with the 2008-2013 five year vision.

PRIORITIES FOR 2012-2013 1. To continue to improve student achievement and learning for all students.

a) Continue to implement the provincial “Succeeding in Reading” framework - The board will review and revise the current model of support for grade Primary and grade 1 through data analysis and consultations with teachers, principals and parents/guardians. Throughout the implementation, there will be ongoing monitoring and tracking of student progress. Further tracking will take place in grade 2.

b) Enhance the integration of technology in the classroom to promote student engagement -

The board will continue to implement the board’s Technology Strategy, including the ongoing support of 21st century learning. This implementation will also include the collection of data from schools, ongoing professional development, and the upgrade of infrastructure needed to expand to additional sites. All grade 6 classroom teachers will be supported by the Technology Integration Leadership Teachers (TILT) through the Information Economy Initiative (IEIE), and monitoring implementation and growth.

c) Support exemplary teaching and instructional leadership development -

Through the planning for improvement process, the board will support teachers to improve instruction and assessment practices in order to raise the bar and close the achievement gap for all students. Staff will collect data on the Principal Collaborative Learning groups model and use it to inform our plans for the next phase of this instructional leadership model. The board will promote partnerships such as the Nova Scotia Educational Leadership Consortium (NSELC) and DOE through the Instructional Leadership Academy and organize professional development for principals currently enrolled to share their learning with their colleagues.


2012-2013


d) Implement selected recommendations from the Superintendent’s Task Force

on Alternative Education -

The board will review the recommendations from the Superintendent’s Task Force on Alternative Education in order to develop an implementation plan with identified priorities for the 2012-2013 school year.

e) Implement a plan that supports the identification and programming for

students with gifts and talents - Senior staff will consult with the governing Board on the Department of Education’s guide, Gifted Education and Talent Development, in order to establish direction on supporting students with gifts and talents. An identification process for students with gifts and talents will be developed and, in consultation with the governing Board, a sample of schools will be selected as pilot sites to implement this process. In addition, data will be collected on students identified as gifted and talented to monitor implementation, track student progress and inform further decisions. Staff will continue to provide professional learning opportunities on gifted education and talent development for teachers and administrators.

2. To achieve system-wide equity for students.

a) Continue to promote and encourage the self-identification of all students -

Promoting self-identification continues to be a priority for the board. The collection of data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners so that schools are better able to serve all students. A video, featuring the African Nova Scotian and Mi’kmaq Board members, has been recorded and will be used as part of a promotional campaign to encourage self-identification among students and staff beginning in September 2012. The board will continue to work with the Department of Education and other partner groups to further encourage participation in self-identification. In addition, self-identification will be an on-going item on the principals’ agenda in order to share successes and strategies.

b) Increase support and resources to assist schools in need -

The board recognizes that some schools may require additional supports and resources to ensure all students have an equitable opportunity to achieve success. Schools with identified needs will receive differentiated support which could include additional staff, classroom materials and support from regional staff.


2012-2013


c) Continue to strengthen the focus and support for African Nova Scotian and

Mi’kmaq students -

The board will use self-identification information to monitor and support the academic success of African Nova Scotian and Mi’kmaq students. The board will monitor the implementation of the recommendations applicable to school boards, as outlined in Reality Check, a provincial review of key program areas in the BLAC Report, authored by Enid Lee.

Schools will continue to support and encourage registration in African Canadian and Mi’kmaq

studies-related courses.

d) Develop and implement a plan for the effective and sustainable delivery of French Immersion -

The board will develop a plan to implement the approved recommendations for the delivery of French Immersion.

e) Enhance inter-agency collaboration to provide services to our students - The board will expand its relationship with the IWK through initiatives such as “The

Incredible Years”, an evidence-based parenting skills program.

The board will continue its partnership with the Department of Justice to provide increased staff training in Restorative Practices. Staff will also be working on the establishment of the new SchoolsPlus hub in Spryfield based out of Rockingstone School. The board will enter into a Memorandum of Understanding to partner with the Bridge Centre for Arts and Technology (BCAT) to support at-risk high school students through programming developed and delivered at the BCAT site after school and on weekends. In addition, staff will be working with the north-end Dartmouth community on a potential second site for the Pathways to Education program.

3. To continue to improve school safety. a) Continue to focus on anti-bullying initiatives -

The board will review the report of the Cyberbullying Task Force – Respectful and Responsible Relationships: There’s No App for That –and consider its recommendations in the context of the programs and models of support currently being provided to schools on anti-bullying initiatives.


2012-2013


b) Continue to focus on mental health wellness and education -

Professional development will be provided for “go-to” school-based staff to further their understanding and ability to identify mental health issues. There will be follow-up with the second year implementation of the high school mental health curriculum (grade 9 Healthy Living teachers).

c) Decrease the number of workplace related injuries -

The board will be reviewing work safety practices to develop a plan to strengthen a culture of safety. In consultation with WCB, the plan will be created with input from a committee including custodians, maintenance employees, administration, the NSUPE Union, technology, contractors and School Administration staff. This plan will be informed by surveys of all Operations Services staff and school principals. Staff will continue regular meetings with WCB case managers to refine the process for timely and safe re-entries to the workplace. There will be further discussions with the NSTU in the hopes that, in partnership with the NSTU’s long term disability carrier, a process can be developed so that teachers can return to work earlier in a manner that is less costly to the board. The board will continue to deliver Nonviolent Crisis Intervention training to employees at all levels. An online Occupational Health and Safety training quiz will go through final testing and will be rolled out starting in the 2012-13 school year.

Summary Through a collaborative approach, the governing Board and Senior Staff have developed these priorities to guide the work of the board in 2012-2013.


2012-2013


FINANCE AND OPERATIONS A. KEY FINANCIAL INDICATORS

GENERAL FUND

2010-2011

ACTUAL 2011-2012

FORECASTED*2012-2013

BUDGET REVENUE Province of Nova Scotia $287,703,413 $287,565,600 $275,387,600 Halifax Regional Municipality 96,976,800 99,769,700 106,256,000 Government of Canada 2,863,307 2,765,800 2,671,400 Board Generated Revenues 12,644,584 11,528,000 11,256,300 TOTAL REVENUE $400,188,104 $401,629,100 $395,571,300

EXPENDITURES SCHOOL ADMINISTRATION Salaries - Teachers $232,847,895 $236,921,600 $233,018,500 Salaries -Non-teachers 27,573,801 28,110,100 28,155,800 Benefits 22,633,156 22,161,200 22,054,700 Student Services 95,877 114,500 104,500 Program Support Resources 10,293,031 8,819,700 8,309,900 Administration 239,715 244,300 227,400 Professional Development 187,307 80,000 50,000 International Services 1,974,249 2,063,300 2,086,300 Summer School 43,959 24,800 20,700 Adult and Community Education 314,147 443,400 290,900 TOTAL - SCHOOL ADMINISTRATION $296,203,137 $298,982,900 $294,318,700

PROGRAM Salaries - Teachers $8,786,617 $8,560,900 $8,751,100 Salaries - Non-teachers 613,853 551,200 523,400 Benefits 665,160 633,300 636,500 Special Education & Student Support 1,952,873 2,042,800 2,044,600 Program Support Resources 4,052,639 4,854,400 3,751,400 Administration 133,725 102,000 102,000 Professional Development 2,367,410 2,043,900 1,106,500 TOTAL - PROGRAM $18,572,277 $18,788,500 $16,915,500

BOARD SERVICES Board Governance $281,721 $317,900 $682,000 Board Services 2,255,861 1,595,500 1,387,200 Professional Development 29,856 20,000 TOTAL - BOARD SERVICES $2,567,438 $1,933,400 $2,069,200


2012-2013


2010-2011

ACTUAL 2011-2012

FORECASTED*2012-2013

BUDGET OPERATIONS SERVICES Administration $2,104,230 $2,144,900 $2,144,900 Custodial Services 20,657,965 20,637,600 20,827,700 Maintenance Services 8,400,832 7,948,800 7,697,900 Plant Operations 12,861,283 14,908,700 15,076,600 Capital Projects 3,119,023 2,876,900 1,057,900 Student Transportation 15,815,391 16,666,100 17,263,500 Technology Services 3,568,050 3,949,400 4,374,100 Facilities Rental 503,533 526,100 571,400 TOTAL - OPERATIONS SERVICES $67,030,307 $69,658,500 $69,014,000

FINANCIAL SERVICES Administration $2,861,031 $2,469,700 $2,378,900 EXCEL - Before & After School Program 3,615,383 4,184,300 4,571,100 Adult EAL 1,964,474 2,114,400 2,151,100 TOTAL - FINANCIAL SERVICES $8,440,888 $8,768,400 $9,101,100

HUMAN RESOURCES SERVICES Administration $2,336,162 $2,306,100 $2,023,300 Staff Development 1,802,691 2,156,700 2,129,500 TOTAL - HUMAN RESOURCE SERVICES $4,138,853 $4,462,800 $4,152,800

TOTAL - EXPENDITURES $396,952,900 $402,594,500 $395,571,300

EXCESS/(DEFICIT) OF REVENUES OVER EXPENDITURES $3,235,204 ($965,400) $0

OPENING ACCUMULATED SURPLUS $12,662,714 $15,959,652

CLOSING ACCUMULATED SURPLUS $15,959,652 $14,994,252

Designation of Accumulated Surplus: General Fund – Unrestricted $1,966,580 $1,061,479 General Fund – Program Resources 263,257 263,257 General Fund – Capital Amortization 8,519,636 8,459,336 School Based Funds 5,210,179 5,210,179

* Forecast Based on December 31, 2011 Financial Results Note - The expenditure numbers in 2010-2011 and 2011-2012 exclude school generated funds transactions. For more detail, refer to the audited financial statements on the board’s web site at www.hrsb.ns.ca.


2012-2013


B. COST PRESSURES The following information outlines the major cost pressures of the HRSB for the 2012-2013 fiscal year. These cost pressures will not be funded by the Department of Education. Given the high proportion of the budget that is spent on employee salaries, a significant unknown is what the negotiated increases will be. There is the potential for all HRSB employee groups to negotiate a wage increase in the 2012-13 school year. Two agreements have expired and two more will expire on August 1, 2012. In the past, the Department of Education funded all negotiated increases, but that is no longer the case. The Department continues to provide a maximum wage mandate for local bargaining, but has not yet done so for the ensuing rounds. Likewise, we have no knowledge of what will be offered to the teachers at the provincial level. While these increases are negotiated by the Province, the increases are now funded by boards. Teachers’ Salaries and Benefits Teachers’ salaries and benefits comprise the largest portion of the board’s budget. The current provincial collective agreement was settled during the fall of 2011, but expires on July 31, 2012. Negotiations leading to a new agreement will occur during the 2012-2013 fiscal year. The outcome of negotiations will dictate the financial impact to the board’s teachers’ salaries and benefits expenditures in the 2012-2013 budget. The pay rate for substitute teachers is tied to the provincial collective agreement as well. In addition to salary scale increases, there are other annual cost pressures for the teacher employee group. Teachers are eligible for step increases or increments if they have not reached the top salary step for their license level. With the significant number of retirements in the past several years, many of the newly hired teachers are eligible for annual step increases. It is estimated that increments in 2012-2013 will amount to almost $4.5 million in additional annual salary expenditures. Teachers can also qualify for license upgrades if they have completed the necessary educational requirements. Based on recent experience, it is projected that 200 teachers will qualify for a license upgrade in 2012-2013 at an average value of $6,400. This results in an annual cost pressure of almost $1.3 million. There will also be cost pressures in teacher benefits. While the CPP rate has stayed the same, the maximum earnings amount has increased. EI rates have risen, as well as the maximum earnings amount for EI. As a result, statutory benefits for most teachers have increased by 5.0%. Along with these increases, the employer cost of contributing to the NSTU Salary Continuation Plan will increase as teacher salaries increase, since these contributions are based on a percentage of salary. Teacher retirements also impact the budget. As teachers at the top of the scale retire, replacements typically come in lower on the salary scale. With about 100 retirements estimated in 2012, this can reduce salary expenditures in the fiscal year 2012-2013 by almost $1.6 million.


2012-2013


Non-teacher Salaries and Benefits Non-teaching salaries and benefits comprise the next largest component of the board’s budget. There are three union agreements, a non-union professional employees group and casuals that make up the non-teaching employee group. The CUPE agreement expired on July 31, 2011. The NSGEU agreement expired on September 30, 2011. The recently signed NSUPE agreement expires on July 31, 2012 and provides annual increases with an effective date of April 1, with the last one taking place on April 1, 2011. The PEG salary scales expire on March 31, 2012. The governing Board has not yet approved any increase for PEG effective April 1, 2012. There are other cost pressures within these employee groups as well. Most of the salary scales in these collective agreements have step increases that employees receive based on years of service. Employees who have not yet reached the final step will be eligible for a pay increment on their anniversary date. Regularly assigned EXCEL and lunch monitor staff received a 1% increase in 2011-2012 effective August 1, 2011, to acknowledge the permanent assignment these employees have throughout the school year. There are also benefits’ cost pressures. While the CPP rate has stayed the same, the maximum earnings amount has increased. WCB and EI rates have risen, as well as the maximum earnings amount for both WCB and EI. As a result, statutory benefits for most non-teachers have increased by as much as 7.7%. Along with these increases, the employer cost of contributing to the pension plan and LTD plans will increase as non-teacher salaries increase, since these contributions are based on a percentage of salary, as well as employer sharing of medical/dental premiums. Other Student Transportation – A major non-salary expenditure of the board is the contracted student transportation service. The current contract with Stock Transportation provides for a 2.5% increase beginning in September 2012, as well as the full year impact of the September 2011 increase. This results in an increase of approximately $1.1 million over the budget in 2011-2012. Operations Costs continue to increase for operating and maintaining our school and office buildings. Heating oil prices have risen substantially during the winter of 2011-2012, more than 10% from October 1 to March 31. Despite a reduction in estimates for heating fuel consumption, there is a cost pressure to increase the heating fuel budget in 2012-2013. The board has undertaken several energy efficiency projects over the last number of years. These projects have resulted in reductions in electricity consumption of approximately 8%, but due to cost increases, the overall cost for electricity has increased by approximately 12%.


2012-2013


Summary With about 85% of the board’s budget comprising salaries and benefits, the main cost pressures for 2012-2013 are in these areas. Some costs are known where collective agreements are in place, whereas others that expire during the year result in unknown cost pressures until new agreements are negotiated. These cost pressures are no longer funded by the Department of Education. As noted, expenditures continue to increase each year, often in areas uncontrollable by the board. The board’s revenue is determined by the Provincial Government and expenditures are a direct function of the number of students, the number and size of school buildings, and the legislated Public School Program that must be delivered. There is little flexibility to adjust to annual revenues that don’t match cost increases, without impacting resources at the school and classroom level.

APPENDIX A


Organizational Structure

August 2012

August 1, 2012

APPENDIX A


BOARD

EXECUTIVE ADMINISTRATIVE

ASSISTANT

SUPERINTENDENT

SENIOR STAFF ADVISOR *

CORPORATE SECRETARY

SCHOOL ADMINSTRATION

FINANCIAL SERVICES

HUMAN RESOURCES

DIRECTOR

PROGRAM OPERATIONS SERVICES

DIRECTOR DIRECTOR DIRECTOR DIRECTOR

BOARD SERVICES

COORDINATOR COMMUNICATIONS

COORDINATOR DIVERSITY

MANAGEMENT

* For reporting purposes, the Directors and the Coordinators of Communications and Diversity Management report to the Superintendent. In the day-to-day operations of the HRSB, the Senior Staff Advisor provides direction to the Directors and Coordinators, and in the absence of the Superintendent fulfills the role of Acting Superintendent.

APPENDIX A


COORDINATOR DIVERSITY

MANAGEMENT

BOARD SERVICES

SUPERINTENDENT EXECUTIVE

ADMINISTRATIVE ASSISTANT

SENIOR STAFF ADVISOR *

BUILDING SECURITY (2)

CORPORATE SECRETARY

DIVERSITY MANAGEMENT

* For reporting purposes, the Coordinators of Communications and Diversity Management report to the Superintendent. In the day-to-day operations of the HRSB, the Senior Staff Advisor provides direction to the Coordinators, and in the absence of the Superintendent fulfills the role of Acting Superintendent.


COORDINATOR COMMUNICATIONS

COMMUNICATIONS

COMMUNICATIONS OFFICER

APPENDIX A


PROGRAM

DIRECTOR PROGRAM


PROGRAMS AND STUDENT SERVICES

G—Government Grant

COORDINATOR PROGRAMS AND

STUDENT SERVICES

SECRETARY (1.5) SECRETARY (2)

RESEARCH, PLANNING AND PROGRAM

COORDINATOR RESEARCH, PLANNING

AND PROGRAM

RCH PROGRAM ADVISOR

LEADER ACTIVE HEALTHY

LIVING (G)

NUTRITIONIST (1) (G)

FACILITATOR CURRICULUM

IMPLEMENTATION

LEADERS TECHNOLOGY

INTEGRATION (2) (G)

CONSULTANTS ENGLISH PROGRAM (2) FSL PROGRAMS (2) (G)

EDUCATION QUALITY AND

ACCOUNTABILITY

COORDINATOR EDUCATION QUALITY

AND ACCOUNTABILITY

FACILITATOR PLANNING FOR IMPROVEMENT

CONSULTANT PLANNING FOR IMPROVEMENT

CONSULTANTS, RESEARCH AND DATA

(2)

FACILITATOR ASSESSMENT & EVALUATION

FACILITATOR LITERACY

IMPLEMENTATION

FACILITATOR MATHEMATICS

IMPLEMENTATION

LEADERS MATHEMATICS (3)

CONSULTANT MATHEMATICS

SUPPORT

CONSULTANT LITERACY SUPPORT

LEADERS LITERACY (2) (G)

FACILITATOR ALTERNATIVE

PROGRAMMING

CONSULTANTS LITERACY ASSESS & REPORTING

MATH ASSESS & REPORTING

CONSULTANT ASSESSMENT &

REPORTING

CONSULTANT COMMUNITY-BASED

LEARNING

REGIONAL AND SITE-BASED

STUDENT SERVICES (70)

FACILITATOR AFRICAN NOVA SCOTIAN

STUDENT SUPPORT

FACILITATOR PROGRAMS AND

STUDENT SERVICES (4)

FACILITATOR SPECIALIST SERVICES

CONSULTANT EAL (G)

CONSULTANT STUDENT HEALTH

CARE NEEDS

SPECIALIST AUTISM (5)

SPECIALIST ASSISTIVE

TECHNOLOGY (4)

SPECIALIST PROGRAM PLANNING (4)

SPECIALIST BEHAVIOUR (4)

APPENDIX A


SCHOOL ADMINISTRATION

DIRECTOR SCHOOL ADMINISTRATION


COORDINATOR SCHOOL

ADMINISTRATION

SUPERVISORS SCHOOL

ADMINISTRATION (8) FACILITATOR

STAFFING & RESOURCES CONSULTANT SAFE SCHOOLS

CONSULTANT SCHOOL-BASED

EDUCATION SUPPORT

MANAGER INTERNATIONAL

SERVICES PROGRAM

SCHOOL PRINCIPALS

SECRETARY (2)

SECRETARY

FACILITATOR INTERNATIONAL

SERVICES PROGRAM

ASSISTANT PROGRAM MANAGER

INT’L SERVICES PROGRAM

SIS PROJECT MANAGER

SIS (4)

APPENDIX A


SECURITY/ COMMUNICATIONS

SPECIALIST

COORDINATOR PROPERTY SERVICES

CUSTODIAL

COORDINATOR PROPERTY SERVICES

MAINTENANCE

DIRECTOR

ADMINISTRATIVE

ASSISTANT

PLANNING

FACILITIES RENTALS/TRACKING

CLERK

OPERATIONS SERVICES

PROPERTY SERVICES

(CUSTODIAL)

*MAINTENANCE STAFF SERVE ALL AREAS OF THE BOARD

PROPERTY SERVICES

(MAINTENANCE)

MATERIALS MANAGER*

MANAGER SPECIAL PROJECTS

MANAGER

ASSISTANT MANAGER

TRADES*

ASSISTANT MANAGER

CONTRACTORS MANAGER

REGIONS 3 & 4

MANAGER REGULATORY COMPLIANCE

MANAGER REGIONS 1 & 2

ASSISTANT MANAGER

TRADES*

ASSISTANT MANAGER

CONTRACTORS

BUILDING AUTOMATION SPECIALIST

SECRETARY (2)

TECHNOLOGY SERVICES

COORDINATOR INFORMATION TECHNOLOGY

STUDENT TRANSPORTATION

ADMINISTRATOR STUDENT

TRANSPORTATION WEB DEVELOPER/

DBA (2)

SAP/myHRSB/Web Support

MANAGER VoIP & NETWORK INFRASTRUCTURE

SYSTEM SUPPORT

MANAGER SCHOOL

TECHNOLOGY

SUPERVISORS SCHOOL TECHNOLOGY

(5)

SUPERVISOR COMPUTER FOR

SCHOOLS WORKSHOP

IT/NETWORK SPECIALIST

SUPPORT STAFF

TECHNOLOGY WORK EXPERIENCE

PROGRAM

SUPERVISORS BUILDING

OPERATIONS (6)

CARETAKERS/ CUSTODIANS

APPENDIX A


LABOUR RELATIONS

LABOUR RELATIONS CONSULTANT

AESOP ADMINISTRATOR

DIRECTOR HUMAN RESOURCE

SERVICES

COMPENSATION & BENEFITS

COMPENSATION & BENEFITS MANAGER

HR ADMINISTRATORS (5)

HUMAN RESOURCE SERVICES

COORDINATOR HUMAN RESOURCE

SERVICES

MANAGER OCCUPATIONAL HEALTH

& SAFETY

HRIS SUPERVISOR

CLIENT SERVICES

SECRETARY/RECEPTIONIST

ATTENDANCE CASE SPECIALIST

RECRUITMENT & RETENTION ADVISOR

CLAIMS MANAGEMENT ADMINISTRATOR

COMPENSATION & BENEFITS

ADMINISTRATOR

HR MANAGERS (4)

HR ADMINISTRATOR

APPENDIX A


FINANCE CLERK MAIL ROOM/PRINT SHOP

FINANCIAL SERVICES

DIRECTOR FINANCIAL SERVICES


COORDINATOR EXCEL

REGIONAL ACCT. SERVICES MANAGERS (2)

MANAGER ACCOUNTING & PURCHASING

FINANCIAL ANALYST

SUPERVISOR ACCOUNTING & PURCHASING

PAYROLL SUPERVISOR

PAYROLL MANAGER

FINANCE CLERK PAYROLL (6)

FINANCE

SUPERVISORS EXCEL (3)

EXCEL PROGRAM

HEAD INSTRUCTORS & SUPPORT STAFF

BUDGET MANAGER

FINANCE CLERK BUDGET

FINANCE CLERK ACCOUNTS

PAYABLE (2)

FINANCE CLERK ACCOUNTS

RECEIVABLE

REGISTRAR

ASSISTANT REGISTRAR

FINANCE CLERK REGIONAL

ACCT. SERVICES

BUYER

FINANCE CLERK ACCOUNTING/

PURCHASING (2)

PAYROLL ANALYST

APPENDIX B HALIFAX REGIONAL SCHOOL BOARD

APPROVED GENERAL FUND BUSINESS PLAN 2012-2013


Appendix B - Key Facts Please provide the following key facts as of September 30, 2010 and September 30, 2011, where information is available; if the information is not available please indicate as such (i.e. n/a). Note that Key Facts should report actual data, and not include projections. Key Fact Categories

September 30, 2010 September 30, 2011 Students Total Number of Students 50,480 49,552

Average Class Size P-2 19.8 21.4

Average Class Size 3-6 23.1 23.2

Average Class Size 7-9 24.1 24.1

Average Class Size 10-12 n/a 25.7

Total Number of Classes & Sections n/a 3,678 Teachers Instruction FTEs 2,591.9 2,519.3

Administrative FTEs 227.0 226.1

Resource FTEs 305.1 305.1

Student Support FTEs 286.6 230.8

Program Support FTEs 19.0 15.0 School Support Staff

Education Assistants 561.6 560.6

Library Technicians 18.5 17.5

Student Supervision 834 950

School Secretaries 163.5 160.5

Student Support Workers 15.0 17 Board Governance

School Board Members 10 10

Board Support Staff FTEs 2 2




September 30, 2010 September 30, 2011 Regional Administration

Senior Management FTEs 7 7

Program Management FTEs 31 29

Operational Management FTEs 52 48

Administrative Support FTEs 17 13

Secretarial/Clerical FTEs 44 36 Technology

Students/Instructional Computer 3.68 3.44

Technical Support FTEs 35 34

Computers/Technician 420 430 Property Services

Total School Sq. Ft. 7,806,967 7,732,640

Sq. Ft./Student 154.7 153.5

Private Operator Sq. Ft. 741,369 747,225

Operating Cost/Sq. Ft. $5.90 $5.99

Bd. Custodial/Sq. Ft. 22,045 22,389

Con. Custodial/Sq. Ft. $5.02 $5.02

Sq.Ft./Custodial Hour 2,755.7 2,798

Operating Capital $2,436,000 $2,254,400 Transportation

Total Buses Operated 239 242

Total Students Transported 21,440 + 1,100 passes 21,875 + 1,100 passes

Total Cost/Student Transported $671 $749

Average Bus Load 90 90

Cost/Unit - Contracted $61,902 $67,778

Cost/Unit – Board n/a n/a

Number of Operating Days 186 186




Definitions and Calculation: Students (all based on Sept 30th statistics):

Total Number of Students: Sept. 30th Total Enrolment (funded & unfunded) Average Class Size P-2 Average Class Size 3-6 Average Class Size 7-9 Total Number of Classes & Sections 10-12

Teachers:

Instruction FTEs: All teaching staff delivering programs to students Administrative FTEs: Principals and Vice Principals (no Department heads) Resource FTEs: Resource Teacher Allocation Student Support FTEs: Prog. Adv./Speech Lang. Path./L.D. Specialists/Guidance/ etc. Program Support FTEs: Program Consultants

School Support Staff:

Education Assistants: Total hours of services per day and number of days paid Library Technicians: Total hours of services per day and number of days paid Student Supervision: Total hours of services per day and number of days paid School Secretaries: Total hours of services per day and number of days paid Student Support Workers: Total hours of services per day and number of days paid

Board Governance:

School Board Members: Number of School Board Members Board Support Staff FTEs: Board Secretary - Recording Secretary

Regional Administration:

Senior Management FTEs: Superintendent, Asst. Super., Exec. Directors, Director, Asst. Director Program Management FTEs: Coordinators, Supervisors (all program departments) Operational Management FTEs: Coordinators, Supervisors (all operations departments) Administrative Support FTEs: Asst. Coordinators, Admin. Assistants, Communications, OH&S Secretarial/Clerical FTEs: Secretarial & Clerical Staff

Technology:

Student/Instructional Computer: Ratio of Number of Students: Computers Technical Support FTEs: System Administrators, Technologists, Technicians Computers/Technician: Total Computers across Board/Technical Support FTEs




Property Service:

Total School Sq. Ft.: Total square footage of all schools operated by board Sq. Ft. /Student: Total square footage divided by Sept. 30th enrolment Maintained Sq. Ft.: Total square footage of all schools maintained by board Private Operator Sq. Ft.: Total square footage of all schools maintained by Private Operators Operating Costs/Sq. Ft.: Total operating cost/Sq. Ft. of all schools maintained by board Bd. Custodial/Sq. Ft.: Custodial Hours/Sq. Ft. maintained by Board Employed Staff Con. Custodial/Sq. Ft.: Custodial Hours/Sq. Ft. Maintained by Contracted Staff

Sq. Ft/Custodial Hour: Total square footage divided by number of custodial staff hours Operating Capital: Operating Capital/Sq. Ft. for all schools maintained by board

Transportation:

Total Buses Operated: Total units operated on a daily basis by board and contractors Total Students Transported: Total students transported each day (counted only once) Total Cost/Student Transported: Total transportation cost divided by students transported Average Bus Load: Total students transported divided by total buses operated Cost/Unit - Contracted: Annual operating cost/unit Cost/Unit - Board: Annual operating cost/unit Number of Operating Days: Number of days transportation system actually operated

HALIFAX REGIONAL SCHOOL BOARD APPENDIX C APPROVED GENERAL FUND BUSINESS PLAN AND BUDGET 2012-2013


OUTCOME MEASURES School boards develop outcome measures against which performance can be measured. Each outcome includes a measure, target and time frame to facilitate performance reporting within this business plan. The business plan template defines the following: Outcome: A brief statement that explains the intended outcome(s) or result(s) to be achieved. In preparing outcome statements, think about what you are intending to change with your goals/priorities. The outcomes chosen should be attributable or influenced by your activities/outputs. As such, outcome statements should be short or medium term focused. Longer term or societal outcomes are the ultimate results of many programs/activities within the Board but are typically outside of the scope of control of the board and are not recommended for school board business plans. Measure: A measure describes what the board will look to for an indication of effectiveness of a program or service. To be meaningful, measures information is obtained regularly (e.g. annually) and is normally expressed in percentages, ratios or numbers in relation to a total. For each outcome, identify the best quantitative or qualitative measure(s) that will provide objective evidence about the state of the chosen outcome. How will you know you are achieving your objectives? More than one measure may be required to gauge each outcome. Baseline Data and Year: For each target, establish baseline data against which achievements for the reporting year will be compared. The baseline year is normally the first year in which data was reported for the outcome. Include the year and what the data was for that year. Targets: For each measure, establish a target for what the school board wishes to achieve in concrete terms. The targets may be specific numerical standards, movement in a desired direction or a qualitative statement of preferred achievements over the period indicated (reporting period). Targets should be a stretch for the school board but they must also be realistic. Can you be accountable for the results? Are they influenced by the Board’s activities/outputs? Generally, the target would not change prior to the reporting year; however, it is recognized that there may be special circumstances which warrant some adjustments from time to time prior to the reporting period. These adjustments should be explained in a footnote. Reporting Year: Some targets may be achievable within one year and can be reported in the following year. However, other targets can be set two, three or even four years out. For each target, indicate the time frame within which the Board will report. Each year, new outcomes may be added, and others that have been reported on may be dropped. Performance: In the reporting year’s Business Plan, the board needs to report on what it had achieved in relation to the targets established. If the target was not met, explain why this is the case.



Goal 1: To improve student achievement and learning for all students.

Outcome

Measure

Baseline Data & Year

Target & Reporting Year

Performance

Increased literacy levels for Grade 1 students

% of students in the Early Literacy Intervention Program whose levels of literacy have increased % of students in the Early Literacy Intervention Program who have maintained success in subsequent grades

Program is being introduced in the 2011-12 school year so that data from that year will become baseline data Baseline data is pending. Program is being introduced in the 2011-12 school year so that data from that year will become baseline data Baseline data is pending.

Target and reporting year will be developed once baseline data is obtained Target and reporting year will be developed once baseline data is obtained

Pending Pending

The gap between high school class marks and the Nova Scotia Exams (NSE) is narrowed

Average difference between class marks and NSE marks

Baseline data will be the June 2009 results The average difference between high school Mathematics 12 class marks and the NSE in January 2009 is 23%. The average difference between high school Advanced Mathematics 12 class marks and the NSE in January 2009 is 21%. The average difference between high school Mathematics 12 class marks and the NSE in June 2009 is 19%. The average difference between high school Advanced Mathematics 12 class marks and the NSE in June 2009 is 18%.

The target will be to narrow the gap by 10% in the 2012-13 school year

Pending



Outcome

Measure



Performance

High school students graduate within 3 years of entering high school

% of students graduating after 3 years of high school

Baseline data is the results from June 2011. The total number of students graduating is 3864. Of that number, 3421 or 88.5% graduated within three years.

The target will be to increase the June 2013 percentage by 5% from the June 2011 results

Pending

Grade 2 students show improved literacy progress Increased student achievement of high school students

# of Grade 2 students in level 14 to 18 # of students in level 0 to 10 # of high schools offering Credit Recovery

Baseline data will be the 2009-10 results In 2009, 2130 students (English Program) read accurately and fluently at levels 14-18. In 2009, 323 students (French Immersion Program) read accurately and fluently at levels 11-16. Baseline data will be the 2009- 2010 results In 2009, 470 students (English Program) read accurately and fluently at levels 0-10. In 2009, 163 students (French Immersion Program) read accurately and fluently at levels 0-7. Baseline data will be the 2009- 2010 results In 2009-2010, 10 high schools offered Credit Recovery.

The target will be to increase the # of Grade 2 students in level 14 to 18 by 2% by 2011-12 The target will be to reduce the # of students in level 0 to 10 by 2% by 2011-12 The target will be to have all 15 high schools offering Credit Recovery by 2012-13

Pending Pending Pending



Outcome

Measure



Performance

% of students taking Credit Recovery courses who were successful

Baseline data will be the 2009- 2010 results The percentage of students taking Credit Recovery courses who were successful was 92.4%.

The target will be to increase the % of students taking Credit Recovery courses who were successful by 2% by 2011-12

Pending

Improved attendance at high schools participating in the Attendance Pilot

Overall % of absences in each high school

Baseline data will be data from the 2010-2011 school year The average absentee rate in the high schools participating in the pilot was 9%.

Target will be to decrease overall absenteeism by 10% by 2012-13

Pending

Goal 2: To achieve system-wide equity for students.

Outcome

Measure



Performance

Ability to use reliable data to address equity issues for all students

# of students of Aboriginal or African Descent who self-identify in high schools using the iNSchool student information system # of students who self-identify in all schools

Baseline data will be the data from 2010-11 school year The total number of high school students who self-identified by June 2011 was 249. Of those who chose to self-identify, 68 were Aboriginal and 181 were of African Descent. Baseline data will be the data from 2011-2012 school year Baseline data is pending.

The target will be to increase this number by 20% by 2012-13. The target will be to increase this number by 20% by 2012-13.

Pending Pending



Outcome

Measure



Performance

Improved student achievement % of students who attended the Early Learning Opportunities Program who do not require the Early Literacy Intervention Program in Grade 1

Baseline data will be developed in the 2011-12 school year 53% of students who attended the Early Learning Opportunities Program do not require the Early Literacy Intervention Program in Grade 1

The target will be developed following analysis of the baseline data and reported in 2012-13

Pending

Goal 3: To continue to improve school safety.

Outcome

Measure



Performance

Reduced incidences of bullying in schools

# of incidences of bullying in high schools using the iNSchool student information system # of incidents of bullying in all schools

Baseline data will be data from the 2010-11 school year There were 136 Out-of-School suspensions related to bullying. Baseline data will be from the 2011-12 school year Baseline data is pending.

The target is to reduce incidences of bullying by 10% by 2012-13

Pending

Fewer workplace injuries and less work time lost due to workplace injuries

# of workplace injuries # of weeks of lost time due to workplace injuries

Baseline data will be data from the 2009-10 school year There were 69 workplace injuries (14 teacher, 55 WCB). Baseline data will be data from the 2009-10 school year There were 614.8 weeks of lost time due to workplace injuries (155.3 teacher, 459.5 WCB).

The target will be to reduce the number of workplace injuries by 5% The target will be to reduce work time lost due to workplace injuries by 10% by 2012-13

Pending



Outcome

Measure



Performance

Less consumption of energy

Gigajoules of heating and electricity consumption

Baseline data will be data from the 2010-11 fiscal year Heat: Oil 314,009 GJ Natural Gas 11,592 GJ Total Heat 325,601 GJ Electricity 142,546 GJ Total 468,147 GJ

The target will be to reduce gigajoule consumption in each category by 10% in 2011-12

2011-12 Results Heat: Oil 283,178 GJ Nat Gas 21,790 GJ Total Heat 304,968 GJ -6.3% Electricity 130,702 GJ -8.3% Total 435,670 GJ -6.9% Note: A number of facilities were converted from oil heat to natural gas during both the baseline and performance period.

HALIFAX REGIONAL SCHOOL BOARDAPPROVED GENERAL FUND BUSINESS PLAN

AND BUDGET 2012-2013

APPENDIX D

Proposed Change Change Budget Budget Projected Budget To Budget To

2012-2013 2011-2012 2011-2012 Budget Projected Line

REVENUE

Province of Nova ScotiaFormula Funding 266,066,700 269,676,500 269,701,800 -3,609,800 -3,635,100 R1Provincial Initiatives 4,750,800 8,632,900 8,845,600 -3,882,100 -4,094,800 R2Other Provincial Initiatives and Grants 4,570,100 7,415,900 9,018,200 -2,845,800 -4,448,100 R3

Sub-total 275,387,600 285,725,300 287,565,600 -10,337,700 -12,178,000

Halifax Regional MunicipalityMandatory Contribution 106,256,000 99,769,700 99,769,700 6,486,300 6,486,300 R4

Sub-total 106,256,000 99,769,700 99,769,700 6,486,300 6,486,300

Government of CanadaAdult EAL 2,151,100 2,114,400 2,114,400 36,700 36,700 R5French Special Projects 231,500 248,200 248,200 -16,700 -16,700 R6Minority Official Language 288,800 288,800 327,100 0 -38,300 R7Other Projects 0 0 76,100 0 -76,100 R8

Sub-total 2,671,400 2,651,400 2,765,800 20,000 -94,400

Board Generated RevenuesFLEC's Program 290,900 290,900 459,700 0 -168,800 R9Investment Income 350,000 250,000 376,800 100,000 -26,800 R10Summer School Fees 20,700 35,000 20,700 -14,300 0 R11Facilities Rental 797,800 849,100 751,600 -51,300 46,200 R12EXCEL - Before and After School Program 7,092,900 6,988,400 6,870,700 104,500 222,200 R13International Services 2,666,600 2,514,700 2,559,800 151,900 106,800 R14Miscellaneous 37,400 44,500 488,700 -7,100 -451,300 R15

Sub-total 11,256,300 10,972,600 11,528,000 283,700 -271,700

TOTAL REVENUE 395,571,300 399,119,000 401,629,100 -3,547,700 -6,057,800

BUDGET SUMMARY2012-2013

Approved General Fund Business Planand Budget 2012-2013 Page 46 May 30, 2012



APPENDIX D




EXPENDITURES


Salaries - TeachersClassroom 161,401,400 164,082,600 165,218,700 -2,681,200 -3,817,300 S1Special Education 22,221,400 21,786,900 20,973,200 434,500 1,248,200 S2Student Support 6,802,500 8,565,500 8,393,400 -1,763,000 -1,590,900 S3Library and Guidance 5,477,700 5,337,700 5,335,200 140,000 142,500 S4Teacher Administrators 23,469,200 23,253,300 22,931,800 215,900 537,400 S5Board Administration 1,424,500 1,510,200 1,542,500 -85,700 -118,000 S6Substitutes 12,221,800 12,077,300 12,526,800 144,500 -305,000 S7

Sub-total 233,018,500 236,613,500 236,921,600 -3,595,000 -3,903,100

Salaries - Non-TeachersEducational Program Assistants 18,765,800 18,783,800 18,578,100 -18,000 187,700 S8Library Support Specialists 464,500 617,800 624,300 -153,300 -159,800 S9School Secretaries 5,687,800 5,732,100 5,654,500 -44,300 33,300 S10Board Administration 149,500 201,000 195,600 -51,500 -46,100 S11Student Support 638,800 657,200 635,400 -18,400 3,400 S12Security 116,200 110,700 112,700 5,500 3,500 S13Lunch Supervision 2,333,200 2,309,500 2,309,500 23,700 23,700 S14

Sub-total 28,155,800 28,412,100 28,110,100 -256,300 45,700

BenefitsStatutory 14,313,900 14,194,200 14,503,200 119,700 -189,300 S15Medical/Dental/SalCon 3,051,900 2,901,600 2,931,300 150,300 120,600 S16Service Awards 2,078,600 2,060,900 2,061,300 17,700 17,300 S17Pension 2,610,300 2,623,200 2,665,400 -12,900 -55,100 S18

Sub-total 22,054,700 21,779,900 22,161,200 274,800 -106,500




APPENDIX D




Student ServicesTravel - Student Services 89,500 89,500 89,500 0 0 S19Other Non Salary Expenditures 15,000 25,000 25,000 -10,000 -10,000 S20

Sub-total 104,500 114,500 114,500 -10,000 -10,000

Program Support ResourcesClassroom Supplies and Equipment 3,488,800 3,807,800 3,732,200 -319,000 -243,400 S21School Technology 731,000 731,000 731,000 0 0 S22Data Lines 648,600 648,600 648,600 0 0 S23Circuit/Resource Travel 187,100 187,100 200,000 0 -12,900 S24Textbook Credit Allocation 2,531,500 2,531,500 2,531,500 0 0 S25Other Non Salary Expenditures 567,000 595,000 635,000 -28,000 -68,000 S26Other Projects 155,900 168,500 341,400 -12,600 -185,500 S27

Sub-total 8,309,900 8,669,500 8,819,700 -359,600 -509,800

AdministrationSupplies and Materials 190,000 205,000 205,000 -15,000 -15,000 S28Other Non Salary Expenditures 37,400 37,900 39,300 -500 -1,900 S29

Sub-total 227,400 242,900 244,300 -15,500 -16,900

Professional DevelopmentProfessional Development 50,000 100,000 80,000 -50,000 -30,000 S30

International ServicesRevenue 2,666,600 2,514,700 2,559,800 151,900 106,800 S31

Expenditure 2,086,300 2,045,500 2,063,300 40,800 23,000 S32Net Revenue 580,300 469,200 496,500 111,100 83,800

Summer SchoolRevenue 20,700 35,000 20,700 -14,300 0 S33

Expenditure 20,700 35,000 24,800 -14,300 -4,100 S34Net Revenue 0 0 -4,100 0 4,100




APPENDIX D




Adult and Community EducationFLEC's - Night School 34,900 34,900 34,900 0 0 S35Nova Scotia Student Adult Literacy 256,000 256,000 408,500 0 -152,500 S36

Sub-total 290,900 290,900 443,400 0 -152,500

Total School Administration 294,318,700 298,303,800 298,982,900 -3,985,100 -4,664,200

PROGRAM

Salaries - TeachersSpecial Education 5,652,800 5,509,900 5,336,600 142,900 316,200 P1Student Support 265,500 430,400 415,500 -164,900 -150,000 P2Board Administration 2,832,800 2,749,500 2,808,800 83,300 24,000 P3

Sub-total 8,751,100 8,689,800 8,560,900 61,300 190,200

Salaries - Non-TeachersBoard Administration 313,800 280,200 347,400 33,600 -33,600 P4Student Services Secretaries 209,600 210,100 203,800 -500 5,800 P5

Sub-total 523,400 490,300 551,200 33,100 -27,800

BenefitsStatutory 443,800 419,300 435,100 24,500 8,700 P6Medical/Dental/SalCon 50,700 55,200 53,200 -4,500 -2,500 P7Service Awards 87,500 92,900 92,900 -5,400 -5,400 P8Pension 54,500 50,600 52,100 3,900 2,400 P9

Sub-total 636,500 618,000 633,300 18,500 3,200




APPENDIX D




Special Education and Student SupportTutors/Support for Alternative Arrangements 90,000 90,000 91,000 0 -1,000 P10Supplies and Materials 198,000 198,000 203,200 0 -5,200 P11Assistive Technology Equipment 287,700 286,700 286,700 1,000 1,000 P12Innovation Challenge/Spec Ed Pilot Projects 426,000 391,100 390,800 34,900 35,200 P13SEIRC 106,300 81,000 81,000 25,300 25,300 P14Travel - Student Services 103,100 103,100 103,100 0 0 P15Contracted Services 833,500 777,500 887,000 56,000 -53,500 P16

Sub-total 2,044,600 1,927,400 2,042,800 117,200 1,800

Program Support ResourcesSupplies and Materials 349,000 354,000 392,300 -5,000 -43,300 P17Provincial Program Initiatives and Projects 3,402,400 3,748,200 4,462,100 -345,800 -1,059,700 P18

Sub-total 3,751,400 4,102,200 4,854,400 -350,800 -1,103,000

AdministrationSupplies and Materials 46,000 70,000 42,000 -24,000 4,000 P19Other Non Salary Expenditures 56,000 76,000 60,000 -20,000 -4,000 P20

Sub-total 102,000 146,000 102,000 -44,000 0

Professional DevelopmentCurriculum Implementation 330,700 457,200 414,500 -126,500 -83,800 P21Health Promotion 56,700 78,300 56,000 -21,600 700 P22Literacy Implementation 230,200 335,200 438,900 -105,000 -208,700 P23Mathematics Implementation 98,200 222,900 258,500 -124,700 -160,300 P24Assessment and Evaluation 45,000 160,000 134,300 -115,000 -89,300 P25Planning for Improvement 61,100 145,000 197,000 -83,900 -135,900 P26Student Services 72,300 65,700 168,500 6,600 -96,200 P27RCH 212,300 255,000 376,200 -42,700 -163,900 P28

Sub-total 1,106,500 1,719,300 2,043,900 -612,800 -937,400

Total Program 16,915,500 17,693,000 18,788,500 -777,500 -1,873,000




APPENDIX D




BOARD SERVICES

Board GovernanceHonoraria and Benefits 102,600 102,600 102,500 0 100 B1Supplies and Materials 5,000 5,000 5,000 0 0 B2NSSBA Dues 100,000 100,000 100,000 0 0 B3Other Non Salary Expenditures 474,400 110,400 110,400 364,000 364,000 B4

Sub-total 682,000 318,000 317,900 364,000 364,100

Board ServicesSalaries 788,100 1,308,500 967,300 -520,400 -179,200 B5Benefits 120,400 180,500 154,000 -60,100 -33,600 B6Supplies and Materials 83,200 103,200 83,200 -20,000 0 B7Professional Services 320,000 370,000 320,000 -50,000 0 B8Other Non Salary Expenditures 75,500 76,000 71,000 -500 4,500 B9

Sub-total 1,387,200 2,038,200 1,595,500 -651,000 -208,300

Professional Development 0 25,000 20,000 -25,000 -20,000 B10

Total Board Services 2,069,200 2,381,200 1,933,400 -312,000 135,800

OPERATIONS SERVICES

AdministrationSalaries 1,672,800 1,726,400 1,695,400 -53,600 -22,600 O1Benefits 364,600 362,700 350,500 1,900 14,100 O2Travel 53,000 53,000 40,000 0 13,000 O3Other Non Salary Expenditures 54,500 59,000 59,000 -4,500 -4,500 O4

Sub-total 2,144,900 2,201,100 2,144,900 -56,200 0




APPENDIX D




Custodial ServicesSalaries 12,195,400 12,462,300 12,355,500 -266,900 -160,100 O5Benefits 4,022,100 3,986,600 3,886,900 35,500 135,200 O6Supplies and Equipment 792,400 812,400 654,400 -20,000 138,000 O7Building Rental Expense 1,703,200 1,600,700 1,626,200 102,500 77,000 O8Contracted Services 2,114,600 1,889,300 2,114,600 225,300 0 O9

Sub-total 20,827,700 20,751,300 20,637,600 76,400 190,100

Maintenance ServicesSalaries 1,912,500 1,887,300 1,780,400 25,200 132,100 O10Benefits 634,800 630,100 566,600 4,700 68,200 O11Supplies and Equipment 4,100,600 3,656,900 4,584,800 443,700 -484,200 O12Vehicle Operating Expense 200,000 200,000 247,000 0 -47,000 O13Contracted Services - Maintenance 800,000 800,000 725,000 0 75,000 O14Relocation Expenses 50,000 50,000 45,000 0 5,000 O15

Sub-total 7,697,900 7,224,300 7,948,800 473,600 -250,900

Plant OperationsInsurance 742,300 742,300 745,200 0 -2,900 O16Utilities - Electricity 5,794,200 4,500,000 5,400,000 1,294,200 394,200 O17Utilities - Heating Fuel 7,484,100 7,557,500 7,707,500 -73,400 -223,400 O18Utilities - Water / Sewer 989,000 989,000 989,000 0 0 O19Utilities - Telephone 67,000 84,000 67,000 -17,000 0 O20

Sub-total 15,076,600 13,872,800 14,908,700 1,203,800 167,900

Capital Projects 1,057,900 2,399,900 2,876,900 -1,342,000 -1,819,000 O21

Student Transportation 17,263,500 16,141,700 16,666,100 1,121,800 597,400 O22




APPENDIX D




Technology ServicesSalaries 2,135,400 2,116,600 2,103,200 18,800 32,200 O23Benefits 527,000 491,000 480,600 36,000 46,400 O24Computer Services - Schools 110,000 127,000 120,000 -17,000 -10,000 O25Computer Supplies - Administration 107,100 101,800 90,000 5,300 17,100 O26O'Connell Drive Refresh 94,500 69,500 69,500 25,000 25,000 O27P3 Information Technology Sinking Fund 684,500 458,500 458,500 226,000 226,000 O28IEI Non Salary Expenses 122,900 122,900 122,900 0 0 O29Travel 76,700 76,700 76,700 0 0 O30Professional Services 368,000 340,000 280,000 28,000 88,000 O31Telephone/Fax/Data 148,000 148,000 148,000 0 0 O32

Sub-total 4,374,100 4,052,000 3,949,400 322,100 424,700

Facilities RentalsRevenue 797,800 849,100 751,600 -51,300 46,200 O33

Salaries 422,800 422,500 400,200 300 22,600 O34Benefits 91,200 89,200 70,100 2,000 21,100 O35Service Contract 52,400 52,400 52,400 0 0 O36Other Non Salary Expenditures 5,000 5,500 3,400 -500 1,600 O37

Sub-total 571,400 569,600 526,100 1,800 45,300Net Revenue 226,400 279,500 225,500 -53,100 900

Total Operations Services 69,014,000 67,212,700 69,658,500 1,801,300 -644,500




APPENDIX D




FINANCIAL SERVICES

AdministrationSalaries 1,481,400 1,590,600 1,522,600 -109,200 -41,200 F1Benefits 343,700 356,400 337,700 -12,700 6,000 F2Supplies and Materials 215,000 231,000 226,000 -16,000 -11,000 F3Travel 5,000 5,000 4,600 0 400 F4Liability Insurance 258,800 258,800 258,800 0 0 F5Professional Services 45,000 45,000 45,000 0 0 F6Service Fees 30,000 70,000 75,000 -40,000 -45,000 F7

Sub-total 2,378,900 2,556,800 2,469,700 -177,900 -90,800

Excel - Before and After School ProgramRevenue 7,092,900 6,988,400 6,870,700 104,500 222,200 F8

Salaries 3,578,400 3,425,500 3,254,900 152,900 323,500 F9Benefits 396,600 365,500 344,600 31,100 52,000 F10Other 596,100 719,700 584,800 -123,600 11,300 F11

Sub-total 4,571,100 4,510,700 4,184,300 60,400 386,800Net Revenue 2,521,800 2,477,700 2,686,400 44,100 -164,600

Adult EALRevenue 2,151,100 2,114,400 2,114,400 36,700 36,700 F12

Expenditure 2,151,100 2,114,400 2,114,400 36,700 36,700 F13Net Revenue 0 0 0 0 0

Total Financial Services 9,101,100 9,181,900 8,768,400 -80,800 332,700




APPENDIX D





AdministrationSalaries 1,504,100 1,648,100 1,745,800 -144,000 -241,700 H1Benefits 338,100 355,500 364,700 -17,400 -26,600 H2Pension Top-Ups 41,800 41,800 41,800 0 0 H3Supplies and Materials 108,100 113,100 112,900 -5,000 -4,800 H4Travel 11,200 11,200 11,200 0 0 H5Service Contracts 20,000 20,000 29,700 0 -9,700 H6

Sub-total 2,023,300 2,189,700 2,306,100 -166,400 -282,800

Staff DevelopmentProfessional Development 2,129,500 2,156,700 2,156,700 -27,200 -27,200 H7

Sub-total 2,129,500 2,156,700 2,156,700 -27,200 -27,200

Total Human Resource Services 4,152,800 4,346,400 4,462,800 -193,600 -310,000

TOTAL EXPENDITURES 395,571,300 399,119,000 402,594,500 -3,547,700 -7,023,200

NET SURPLUS 0 0 -965,400 0 965,400




APPENDIX D


2012-2013 2011-2012 2011-2012 Budget Projected


Salaries - TeachersClassroom 2,319.6 2,479.6 2,476.6 -160.0 -157.0Special Education 300.1 305.1 305.1 -5.0 -5.0Student Support 88.4 98.4 97.4 -10.0 -10.0Library and Guidance 69.9 69.5 69.9 0.4 0.0Teacher Administrators 247.1 247.3 247.1 -0.2 0.0Board Administration 13.0 15.0 15.0 -2.0 -2.0

Sub-total 3,038.1 3,214.9 3,211.1 -176.8 -174.0

Salaries - Non-TeachersEducational Program Assistants 556.6 561.6 560.6 -5.0 -4.0Student Support 17.0 19.0 19.0 -2.0 -2.0Library Support Specialists 11.4 17.5 17.4 -6.1 -6.0School Secretaries 154.6 154.6 154.6 0.0 0.0Board Administration 3.0 4.0 4.0 -1.0 -1.0Security 3.0 3.0 3.0 0.0 0.0

Sub-total 745.6 759.7 758.6 -14.1 -13.0

Total School Administration 3,783.7 3,974.6 3,969.7 -190.9 -187.0

PROGRAM

Salaries - TeachersSpecial Education 75.0 75.0 75.0 0.0 0.0Student Support 3.0 3.0 3.0 0.0 0.0Board Administration 30.0 33.0 30.0 -3.0 0.0

Sub-total 108.0 111.0 108.0 -3.0 0.0

FTE COUNT - BUDGET SUMMARY 2012-2013




APPENDIX D




Salaries - Non-TeachersBoard Administration 6.4 5.4 8.4 1.0 -2.0Student Services Secretaries 5.9 5.9 5.9 0.0 0.0

Sub-total 12.3 11.3 14.3 1.0 -2.0

Total Program 120.3 122.3 122.3 -2.0 -2.0

BOARD SERVICES

Board Members 10.0 10.0 10.0 0.0 0.0Administration 10.0 11.0 11.0 -1.0 -1.0

Sub-total 20.0 21.0 21.0 -1.0 -1.0

Total Board Services 20.0 21.0 21.0 -1.0 -1.0

OPERATIONS SERVICES

Board AdministrationAdministration 25.0 26.0 26.0 -1.0 -1.0

Sub-total 25.0 26.0 26.0 -1.0 -1.0

Facilities and GroundsCustodial 304.3 312.8 320.5 -8.5 -8.5Maintenance 44.0 44.0 44.0 0.0 0.0

Sub-total 348.3 356.8 364.5 -8.5 -8.5

Technology ServicesAdministration 5.0 5.0 5.0 0.0 0.0Technicians 35.0 35.0 35.0 0.0 0.0

Sub-total 40.0 40.0 40.0 0.0 0.0Approved General Fund Business Planand Budget 2012-2013 Page 57 May 30, 2012



APPENDIX D




Facilities RentalsAdministration 1.0 1.0 1.0 0.0 0.0

Sub-total 1.0 1.0 1.0 0.0 0.0

Total Operations Services 414.3 423.8 431.5 -9.5 -9.5

FINANCIAL SERVICES


Sub-total 26.0 27.0 27.0 -1.0 -1.0EXCEL

Administration 6.0 6.0 6.0 0.0 0.0Sub-total 6.0 6.0 6.0 0.0 0.0

Total Financial Services 32.0 33.0 33.0 -1.0 -1.0



Sub-total 22.0 24.0 24.0 -2.0 -2.0

Total Human Resource Services 22.0 24.0 24.0 -2.0 -2.0

TOTAL FTE COUNT 4,392.3 4,598.7 4,601.5 -206.4 -202.5




APPENDIX D

Statutory Medical/Dental Service Pension TotalSal Con Awards

School AdministrationClassroom Teachers 9,127,500 645,200 1,475,400 5,300 11,253,400Special Education 2,920,200 1,855,200 224,600 1,894,200 6,894,200Student Support 374,500 81,300 73,500 66,300 595,600Library and Guidance 291,400 52,000 54,800 48,700 446,900Teacher Administrators 835,300 80,700 234,700 0 1,150,700Board Administration 60,300 8,900 15,600 15,600 100,400Program Support Staff 704,700 328,600 0 580,200 1,613,500

Total Benefits - School Administration 14,313,900 3,051,900 2,078,600 2,610,300 22,054,700

ProgramSpecial Education 292,700 30,900 56,500 21,700 401,800Student Support 19,400 1,400 2,700 0 23,500Board Administration 131,700 18,400 28,300 32,800 211,200

Total Benefits - Program 443,800 50,700 87,500 54,500 636,500

SCHOOL ADMINISTRATION AND PROGRAM - BENEFIT SUMMARY


HALIFAX REGIONAL SCHOOL BOARD

APPROVED SUPPLEMENTARY FUND

BUDGET

2012-2013

HALIFAX REGIONAL SCHOOL BOARD APPROVED SUPPLEMENTARY FUND BUDGET

2012-2013

Approved Supplementary Fund Page 2 May 30, 2012 Budget 2012-2013

CONTENTS PAGE 1. INTRODUCTION/PLANNING CONTEXT 3 2. FINANCIAL SUMMARY 4 3. SUPPLEMENTARY FUND BUDGET HIGHLIGHTS 6 4. SUMMARY OF SUPPLEMENTARY FUND PROPOSAL FOR 2012-2013 7 5. APPENDIX A – DETAILED BUDGET SUMMARY AND 9

STAFFING BUDGET


2012-2013


INTRODUCTION/PLANNING CONTEXT The Halifax Regional School Board (HRSB) provides quality educational opportunities for students who reside within the Halifax Regional Municipality (HRM). The Halifax Regional School Board shares common goals and works together with the Halifax Regional Municipality to create a healthy, sustainable, viable and well-educated community. It is within the framework of a shared vision with HRM for excellence in educational opportunities and student achievement that supplementary funding is provided on an annual basis. There is a long history of the former cities of Halifax and Dartmouth providing funding for public education that is above the mandatory amount directed annually by the Province. The former Halifax County and Bedford communities have benefited from supplementary funding over the past 10 years. Supplementary funding is used to enhance and augment educational programs and services to students who live in the Halifax Regional Municipality. Supplementary funding allows students to benefit from programs and services that might not be available with the general funding received by the HRSB. More than 99% of the funding is spent on staffing. In the 2011-12 school year, the funding provided for 178.4 fte teacher positions and 106.5 fte school based student support staff. A significant portion of the funding is spent to provide enhanced arts and music programs, lower class sizes, and increased student support throughout the region. HRM and HRSB entered into an agreement in the spring of 2007 that covered arrangements for providing supplementary funding. The original agreement achieved tax rates harmonized among all areas of HRM. The HRSB also made improvements in the allocation of the funds to provide for regional equity in the resources provided from supplementary funding. In time for the 2011-2012 fiscal year, the existing agreement was renewed for a further 4 year term. This proposal was approved by both HRM Council and the Halifax Regional School Board. The renewed agreement extends to March 31, 2015 and includes an annual reduction of supplementary funding of $450,000, which is the same reduction that has occurred annually over the previous 4 years. While the funding will continue to decline, it does provide for longer term predictability so that the HRSB can plan for strategic allocations of this funding. With a renewed agreement in place, the context for establishing the 2012-2013 supplementary fund budget proposal follows on the direction set in previous years. The actual amount of funding is reduced by $450,000 for 2012-2013 in accordance with the joint agreement. Where the total amount of supplementary funding is shared with the Conseil scolaire acadien provincial (CSAP), the HRSB share is estimated to reduce by a total of $455,000 due to a decrease in the portion of total enrolment within HRM. (Budget to budget change reflects a reduction of $469,700 due to a variance between the budgeted and final actuals for 2011-2012.) The 2012-2013 budget proposal is based on the amount outlined in the joint agreement for this fiscal year. The Board maintains its commitment to retain spending levels for arts and music with efforts to increase funding in these programs throughout the region as resources become available. It is important to recognize that with declining enrolment, specialist allocations per class will reduce, with the reduction in the number of individual classes.


2012-2013


FINANCIAL SUMMARY

The supplementary fund budget proposal is based on the amount indicated in the joint agreement. The basis for deriving the total supplementary funding to the HRSB is as follows:

Total approved funding 2011-2012 $18,596,100

Overall reduction in funding 2012-2013 (as per joint agreement)

<450,000>

Estimated proportionate share to CSAP based on enrolment as per legislation

<590,100>

Estimated total funding for 2012-2013 $17,556,000

Over 99% of the supplementary funds are spent on salaries and benefits. The increases and anticipated increases within collective agreements for 2012-2013 have been reflected in this budget proposal. Salary and benefit costs have been budgeted for staff in all union groups based on actual and projected staffing. Overall adjustments in the budgets were necessary to offset the funding reduction and the impact of salary increases. The budget proposal for 2012-2013 is summarized as follows:

Budget Proposal2012-2013

Approved Budget 2011-2012

Revenues

Supplementary Funding $17,556,000 $18,025,700


2012-2013


Budget Proposal

2012-2013Approved Budget

2011-2012Expenditures Classroom Teachers Elementary Music 753,500 764,500 Junior High Music & Art 510,200 485,500 Physical Education 742,700 736,700 Elementary Art 534,600 554,400 Additional Teachers 3,371,900 3,473,300 Fine Arts 1,440,200 1,415,600 Sub-total 7,353,100 7,430,000 Special Education Resource Teachers 2,911,300 3,228,400 Social Workers 466,500 459,100 Educational Program Assistants 889,700 877,500 Sub-total 4,267,500 4,565,000 Library & Guidance Library Support Specialists 2,110,500 2,104,800 Guidance 707,000 700,900 Sub-total 2,817,500 2,805,700 Curriculum Leadership 422,900 463,800 Other Early Learning Opportunities 292,800 290,900 Student Services Secretaries 24,800 24,800 Secretaries 39,200 37,900 Student Support Workers 109,600 107,900 Sub-total 466,400 461,500 Benefits Statutory 927,200 958,300 Medical/Dental/SalCon 334,500 334,700 Service Awards 114,400 118,400 Pension 359,200 356,700 Sub-total 1,735,300 1,768,100 Substitutes 400,300 414,300 Program Support Program Supplies & Materials 73,000 73,000 Student Transportation 0 24,300 Therapeutic Swim Program 20,000 20,000 Sub-total 93,000 117,300 TOTAL EXPENDITURES $17,556,000 $18,025,700


2012-2013


SUPPLEMENTARY FUND BUDGET HIGHLIGHTS

The 2012-2013 Supplementary Fund budget represents a reduction of $469,700 from the total funding budgeted in 2011-2012. It is anticipated that CSAP will receive a slightly greater proportion of the funding than last year as their enrolment is increasing within HRM as compared to HRSB. The budgetary changes in 2012-2013 to adjust to the new level of funding are outlined below. As noted previously, provision has been made within the budget for estimated negotiated salary and wage increases within collective agreements. Over 99% of the supplementary funds are directed to staff salaries and benefits. The budget takes into account the full year impact of reductions made in 2011-2012. Adjustments in staffing take place on a school-year basis so any reductions take into account the timing of these adjustments within the fiscal period. The adjustments proposed for 2012-2013 are as follows:

Reduction of 0.7 FTE Elementary Music teachers Reduction of 0.2 FTE Junior High Music and Art teachers Reduction of 0.7 FTE Physical Education teachers Reduction of 0.1 FTE Elementary Art teachers Reduction of 2.5 FTE Additional Classroom teachers Reduction of 2.0 FTE Resource teachers Reduction of 4.0 FTE Behaviour teachers Reduction of 2.0 FTE Library Support Specialist positions

All of these changes are effective as of the start of the next school year on August 1, 2012.


2012-2013


SUMMARY OF SUPPLEMENTARY FUND BUDGET PROPOSAL FOR 2012-2013

Approval of this budget proposal results in the following resource allocations for the 2012-2013 school year.

CATEGORY RESOURCES DESCRIPTION

Elementary Music 11.0 FTE All elementary school classes in HRM receive an enhanced allocation to increase the number of music classes.

Junior High Music & Art

7.8 FTE All junior high schools in HRM receive an enhanced allocation to support elective programming in music and art.

Physical Education 10.5 FTE All elementary school classes in HRM receive an enhanced allocation to increase the number of Physical Education classes.

Elementary Art 7.8 FTE Grades 4 to 6 in elementary schools in the former Halifax District School Board receive an additional 60 minutes per week of art instruction provided by an art specialist (historical program). An Elementary Art Consultant works with teachers on the delivery of the art program in Dartmouth (historical position). The pottery lab, located at St. Catherine’s School, offers a program open to all schools in HRM that bus the students to the site to participate.

Additional Classroom Teachers

56.1 FTE Additional teaching staff are provided across HRM to lower class size and to provide additional “profile support” to schools with identified needs.

Fine Arts 20.8 FTE Fine Arts specialists provide All City Music/Fine Arts programs across HRM. In addition, there are 2 Fine Arts consultants allocated through the funds.

Resource Teachers 38.8 FTE These additional teachers provide enhanced programming opportunities for students requiring resource support across all schools in HRM. It also increases the schools’ ability to provide early interventions with small groups and to serve the academic and behavioral needs of students.

Social Workers 6.0 FTE The social workers work with schools and families to assist with emotional, social and family needs for students in the former Cities of Halifax and Dartmouth (historical positions).

Educational Program Assistants

27.0 FTE This group of Educational Program Assistants provides support to high needs students across HRM. This staff is allocated based on identified needs.

Library Support Specialists

63.7 FTE All schools in HRM have the benefit of additional library support staff, thereby allowing students direct access to school libraries to improve student achievement.


2012-2013


CATEGORY RESOURCES DESCRIPTION

Guidance 9.4 FTE This funding provides enhanced guidance services in select Primary-9 schools across HRM to increase much needed supports for students in the areas of study skills, health, social and emotional issues.

Student Services Secretaries

0.7 These part time positions (.5 and .2) support the supplementary funded special education staff in the site offices serving schools formerly under the jurisdictions of the Halifax and Dartmouth District Schools Boards.

Early Learning Opportunities Teachers

9.0 The Early Learning Opportunities program focuses on preparing young children for entry into the public school system. The program is offered in 5 areas across HRM: Joseph Howe, Rockingstone Heights, Nelson Whynder, South Woodside and Harbour View Elementary Schools.

School Secretaries 1.1 These positions (.8 and .3) support the Fine Arts programs.

Student Support Workers

3.0 Student Support Workers provide support to at-risk and African Nova Scotian students and enhance the allocation of Student Support Workers currently provided in the General Fund. There are 2 positions in the former Halifax District School Board and one position in the former Dartmouth District School Board (historical positions).

Curriculum Leadership

All High schools in HRM identify teacher leaders to provide curriculum leadership and teacher support for core subject areas.

Fine Arts Supplies Therapeutic Swim

$93,000 These funds provide supplies and materials for the pottery lab and All City/Fine Arts programs across HRM. This program is offered to students with special needs formerly under the jurisdiction of the Halifax District School Board (historical position).

HALIFAX REGIONAL SCHOOL BOARDAPPROVED SUPPLEMENTARY FUND BUDGET

2012-2013

APPENDIX A

Change ChangeBudget Budget Projection Budget To Budget To

2012-2013 2011-2012 2011-2012 Budget Projection

REVENUES

Supplementary Funding 17,556,000 18,025,700 18,011,000 -469,700 -455,000

EXPENDITURES

School Services

Classroom TeachersElementary Music 753,500 764,500 765,600 -11,000 -12,100Junior High Music and Art 510,200 485,500 502,800 24,700 7,400Physical Education 742,700 736,700 752,000 6,000 -9,300Elementary Art 534,600 554,400 545,100 -19,800 -10,500Additional Teachers 3,371,900 3,473,300 3,477,800 -101,400 -105,900Fine Arts 1,440,200 1,415,600 1,392,500 24,600 47,700

Sub-total 7,353,100 7,430,000 7,435,800 -76,900 -82,700Special Education

Resource Teachers 2,911,300 3,228,400 3,263,900 -317,100 -352,600Social Workers 466,500 459,100 459,800 7,400 6,700Education Program Assistants 889,700 877,500 861,500 12,200 28,200

Sub-total 4,267,500 4,565,000 4,585,200 -297,500 -317,700

Library and GuidanceLibrary Support Specialists 2,110,500 2,104,800 2,118,300 5,700 -7,800Guidance 707,000 700,900 715,900 6,100 -8,900

Sub-total 2,817,500 2,805,700 2,834,200 11,800 -16,700

Curriculum Leadership 422,900 463,800 444,600 -40,900 -21,700

BUDGET SUMMARY

Approved Supplementary Fund Budget 2012-2013 Page 9 May 30, 2012


2012-2013

APPENDIX A

Change ChangeBudget Budget Projection Budget To Budget To

2012-2013 2011-2012 2011-2012 Budget Projection

BUDGET SUMMARY

OtherStudent Services Secretaries 24,800 24,800 26,200 0 -1,400Early Learning Opportunities 292,800 290,900 311,000 1,900 -18,200Secretaries 39,200 37,900 36,300 1,300 2,900Student Support Workers 109,600 107,900 102,100 1,700 7,500

Sub-total 466,400 461,500 475,600 4,900 -9,200

BenefitsStatutory 927,200 958,300 962,400 -31,100 -35,200Medical/Dental/SalCon 334,500 334,700 319,500 -200 15,000Service Awards 114,400 118,400 118,400 -4,000 -4,000Pension 359,200 356,700 354,300 2,500 4,900

Sub-total 1,735,300 1,768,100 1,754,600 -32,800 -19,300

Substitutes 400,300 414,300 363,700 -14,000 36,600

Program SupportProgram Supplies and Materials 73,000 73,000 78,000 0 -5,000Student Transportation 0 24,300 24,300 -24,300 -24,300Therapeutic Swim Program 20,000 20,000 15,000 0 5,000

Sub-total 93,000 117,300 117,300 -24,300 -24,300

TOTAL EXPENDITURES 17,556,000 18,025,700 18,011,000 -469,700 -455,000

Approved Supplementary Fund Budget 2012-2013 Page 10 May 30, 2012


2012-2013

APPENDIX A

TOTALFTE's Salary Cost FTE's Salary Cost Salary Cost

School Services

Classroom TeachersElementary Music 11.70 269,700 11.00 483,800 753,500Junior High Music and Art 8.00 178,400 7.80 331,800 510,200Physical Education 11.20 266,300 10.50 476,400 742,700Elementary Art 7.90 185,400 7.80 349,200 534,600Additional Teachers 58.60 1,193,600 56.10 2,178,300 3,371,900Fine Arts 20.80 495,300 20.80 944,900 1,440,200

Sub-total 118.20 2,588,700 114.00 4,764,400 7,353,100

Special EducationResource Teachers 44.80 1,100,600 38.80 1,810,700 2,911,300Social Workers 6.00 160,400 6.00 306,100 466,500Educational Program Assistants 27.00 304,000 27.00 585,700 889,700

Sub-total 77.80 1,565,000 71.80 2,702,500 4,267,500

Library and GuidanceLibrary Support Specialists 65.70 735,800 63.70 1,374,700 2,110,500Guidance 9.40 243,100 9.40 463,900 707,000

Sub-total 75.10 978,900 73.10 1,838,600 2,817,500

Curriculum Leadership 145,400 277,500 422,900

SUPPLEMENTARY FUNDSTAFFING BUDGET

2012-2013

2011-2012 (April-July)School Year

2012-2013 (August -March)School Year

Approved Supplementary FundBudget 2012-2013 Page 11 May 30, 2012


2012-2013

APPENDIX A

TOTALFTE's Salary Cost FTE's Salary Cost Salary Cost

SUPPLEMENTARY FUNDSTAFFING BUDGET

2012-2013

2011-2012 (April-July)School Year

2012-2013 (August -March)School Year

OtherStudent Services Secretaries 0.70 7,800 0.70 17,000 24,800Early Learning Opportunities 9.00 100,000 9.00 192,800 292,800Secretaries 1.10 12,400 1.10 26,800 39,200Student Support Workers 3.00 37,400 3.00 72,200 109,600

Sub-total 13.80 157,600 13.80 308,800 466,400

BenefitsStatutory 424,700 502,500 927,200Medical/Dental/SalCon 116,300 218,200 334,500Service Awards 40,900 73,500 114,400Pension 124,100 235,100 359,200

Sub-total 706,000 1,029,300 1,735,300

SubstitutesShort Term Sick Leave 400,300

Total Salary and Benefits 284.90 6,141,600 272.70 10,921,100 17,463,000

Approved Supplementary FundBudget 2012-2013 Page 12 May 30, 2012

approved business plan & budgets 2012-2013 - Halifax Regional

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