Creighton School Division No. 111 2015-16 Annual Report Report 2015-2016.pdfCreighton School...

Creighton School Division No. 111

2015-16 Annual Report

Creighton School Division Board of Education Annual Report – 2015-16 – Page i

Table of Contents Table of Contents ............................................................................................................................. i

School Division Contact Information ...............................................................................................ii

Letter of Transmittal ....................................................................................................................... 2

Introduction .................................................................................................................................... 4

School Division Profile..................................................................................................................... 5

Governance ..................................................................................................................................... 7

School Division in the Community .................................................................................................. 9

Strategic Direction and Reporting ................................................................................................ 10

Demographics ............................................................................................................................... 30

Facilities Infrastructure Projects and Transportation ................................................................... 33

Financial Overview ........................................................................................................................ 35

Summary of Revenue and Expenses ......................................................................................... 35

Budget to Actual Revenue, Expenses and Variances ................................................................ 36

Appendices .................................................................................................................................... 37

Appendix A – Payee List ............................................................................................................ 37

Board Remuneration ............................................................................................................. 37

Transfers ................................................................................................................................ 38

Supplier Payments ................................................................................................................. 38

Appendix B – Management Report and Audited Financial Statements ................................... 39

Creighton School Division Board of Education Annual Report – 2015-16 – Page ii

School Division Contact Information

School Division Contact Information

Creighton School Division No.111 Service, Dedication, Commitment 325 Main Street, Creighton, SK S0P 0A0 Box 125, Creighton, SK, S0P 0B0 Phone: 306-688-5825 Fax: 306-688-3131 Website: www.creightonschooldivision.com An electronic copy of this report is available at the division website

Creighton School Division Board of Education Annual Report – 2015-16 – Page 3

Letter of Transmittal

Honourable Don Morgan, Q.C. Minister of Education Dear Minister Morgan: The Board of Education of Creighton School Division 111 is pleased to provide you and the residents of the school division with the 2015-16 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2015 to August 31, 2016. Respectfully submitted,

Janet Clark


Introduction This annual report presents an overview of the Creighton School Division’s goals, activities and results for the fiscal year September 1, 2015 to August 31, 2016. This report provides a snapshot of its governance structures, students, staff, programs and facilities. It includes information such as a school list and payee list. In addition to detailing the school division’s goals, activities and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.


School Division Profile

About Us Creighton School Division #111 is a rural one-school division located in northeast Saskatchewan that encompasses the communities of Creighton and Denare Beach. Included in the Denare Beach community is a small reserve that includes members of the Peter Ballantyne Cree Nation (PBCN). The map on the right shows the geographic location of Creighton School Division.

Division Philosophical Foundation

Division Mission Statement

Our mission is to work together to create a student centered environment that fosters healthy living, lifelong learning and responsible citizenship.

Division Vision Statement

Our Vision is that each student who enters our doors shall leave with abundant respect for self and others and the capability to meet the challenges of tomorrow.

Division Core Values and Beliefs

Every organization’s actions and decisions are guided by those things that its members value and believe. The Board of Education of the Creighton School Division #111 believes that:

Each individual is unique and has significant intrinsic value and has significant value for our community and society.

It is vital that society provides education that addresses the personal, physical, spiritual, emotional and intellectual needs of each person.

Students’ current and future needs must be foremost in all decisions.

Creative, proactive, visionary and accountable leadership provides the foundation for success.

Collaboration and teamwork are effective, productive and desirable. Positive relationships that empower students, parents, staff, administration, community members, partner organizations and other stakeholders are essential to meaningful education.


Program Overview In order to provide the best education possible for all students, the Division offers a wide range of programs in Creighton Community School. The provincially-mandated core curricula, broad areas of learning and cross-curricular competencies are central to all our programs. Classroom instruction is designed to incorporate the adaptive dimension, differentiated instruction, and First Nations and Métis content, perspectives and ways of knowing. Creighton Community School offers the following specialized programming:

Alternative Programming for vulnerable students

Community School Programming

Core French Instruction

Distance Education

Technology Enhanced Instruction Community School Programming

Music and Band Programming

Practical Arts Programming

Although we are a small Division, the following specialized services and supports are offered to students and teachers on a part time basis:

Literacy Coach (0.5 FTE)

Educational Psychologist (0.1 FTE)

Contracted Speech Language Pathologist (0.25 FTE)

Contracted Occupational Therapist (0.1 FTE)

Interagency Coordinator (0.4 FTE)


Governance

The Board of Education Creighton School Division is governed by a five-person elected Board of Education. Four of the trustees are elected at large, and the fifth trustee is elected to represent Peter Ballantyne Cree Nation (PBCN). The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division”. The current Board was elected on October 24, 2012 to serve a four-year term. The members of the Creighton Board of Education at August 31, 2016 are:

Chairperson - Janet Clark Vice-Chairperson - Ray Biberdorf PBCN Representative - Hermeline Fagnan Trustee - Rhonda Werbecki Trustee - Tracy Andrusiak A list of the remuneration paid to all board members in 2015-16 is provided in Appendix A.


School Community Councils School Community Councils (SCCs) are required by legislation to cooperate with school staff to develop a school Learning Improvement Plan that is in accordance with the school division’s response to the Education Sector Strategic Plan. However, since there is only one school in Creighton School Division it was decided that the Division's response to the Education Sector Strategic Plan would also serve as Creighton Community School's Learning Improvement Plan.

The past involvement of the School Community Council in the development of the Division Continuous Improvement and Accountability Framework had been relatively limited, but with the implementation of a province wide ESSP, our School Community Council has become more knowledgeable and informed regarding provincial education priorities.

The Creighton Board of Education provides annual funding of $3,000 to the School Community Council. SCCs use this funding in a variety of ways, including supporting meeting expenses, or supporting guest speakers at school-level events for parents/caregivers. Some of the specific activities that the Creighton Community Council participated in last year included: provided a luncheon to the seniors in the community; organized a Santa Store of donated items for children to purchase gifts for their families; hosted a family dance; and organized a "Spring Community Night" in conjunction with Treaty Days. The Creighton School Community Council participated in additional fund raising so that they could sponsor sport tournament breakfasts, choir expenses, and drama expenses. In terms of professional development for the SCC one of the parent members of the SCC attended the annual conference of the Saskatchewan Association of Community Education in 2015-16.


School Division in the Community

Community and Parent Involvement Research has shown that students achieve at higher levels in school when their parents/guardians and other community members are involved in their learning. Creighton Community School has unique programs and initiatives to encourage community and parent involvement. For example, Creighton Community School established a parents’ room where the coffee is always on and families are always welcomed. The School Community Council used this room for their monthly meetings and they hosted a number of special parent information sessions. The school website (www.creightonschool.com) provided information to parents that included the School Calendar, the monthly School Newsletter, and any special events that took place during the school year.

Community Partnerships Creighton School Division has established a range of formal and informal community partnerships to promote student learning and ensure that students’ school experience is positive and successful. Each year, the school division coordinated a bi-monthly interagency meeting that includes representation from Kids First North, Flin Flon Friendship Center, Peter Ballantyne Cree Nation, Northern Sport Recreation and Culture, Royal Canadian Mounted Police, Village of Denare Beach, Town of Creighton, Indian Child and Family Services, Child and Family Services, Mamawetan Churchill River Health Region, Ministry of Justice, and Creighton Alcohol and Drug Abuse Center. To facilitate the provision of wrap-around services provided by these multiple agencies, an interagency coordinator was hired for the 2015-2016 school year. The funding for this position was obtained through the Community Initiatives Fund, but long term funding for the program will eventually need to be absorbed as a partnership between all the agencies. One of the goals for the school division is to strengthen some of the informal partnerships by engaging in discussions with a number of community agencies that will lead to formal written partnership agreements.


Strategic Direction and Reporting

The Education Sector Strategic Plan

Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2015-16 was the second year of deployment of the 2014-2020 ESSP.

Enduring Strategies The Enduring Strategies in the ESSP are:

Culturally relevant and engaging curriculum; Differentiated, high quality instruction; Culturally appropriate and authentic assessment; Targeted and relevant professional learning; Strong family, school and community partnerships; Alignment of human, physical and fiscal resources


Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders implement the Following Their Voices Initiative (Phase 1).

School division goals aligned with the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

Goal 1: By June 2016 our First Nation and Métis students in Grades 4-12 will demonstrate student engagement levels similar to all students in our school as measured by the Tell Them From Me Survey Goal 2: By June 2016 the literacy levels of our FNM students in Grades 1-3 will be at or above grade level as measured by the Fountas and Pinnell leveled reading assessment Goal 3: By June 2016, the attendance of FNM students in Creighton School Division will at the 88% level in K-6, and at the 75% level in 7-12, as reported to the Ministry of Education Goal 4: By June 2016 the percentage of students attaining 8 or more credits for FNM students will be at the same level as our non-FNM students Goal 5: By June 2016 increase the on-time graduation rates for all students to 80%. Because our FNM cohort populations are less than 10 students, the on-time graduation rates for FNM students cannot be reported. However, the data from the percentage of students earning 8 or more credits informs us that our FNM graduation rates are low Goal 6: To partner collaboratively with Peter Ballantyne Cree Nation to enhance student success

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

Goal 1 Student Engagement

The school division continued to employ "Elder Margaret Steppan- Head" in a partnership with the Flin Flon Friendship Centre to provide counselling services to FNM students from Grades K-12

In partnership with the Flin Flon Friendship Centre the school division hired a "youth mentor" to provide both academic and social supports to students in Grade 1-6

The school division hired a "language mentor" to assist the classroom teacher in instructing the Grade 4-9 Cree Language program

Celebrations of FNM student success was encouraged, including an annual Christmas Feast at the band office


Students in Grade 7 attended a First Nations culture camp where they learn traditional methods of living off the land

As part of the regular work experience program many FNM students participated in a Transition to Work employment program that has led to part time and full time work once the program is completed

The school included an element of First Nations culture in many of their special events

Goal 2 Literacy Levels

Pre-Kindergarten and Kindergarten students were screened at the beginning of the school year with the Early Years Evaluation tool to determine what supports were needed to be put into place for students scoring below developmentally appropriate expectations

Parent information sessions were held with parents to provide them with the knowledge and resources to support their child's development

All Grade 1-3 students were screened three times for literacy levels, and those below grade level received one-on-one or small group reading interventions

Goal 3 Attendance

Student attendance was monitored closely, and communication with the home regarding attendance issues occurred regularly. This included home visits from school administration, the school community coordinator, and school counsellors to reinforce the connection between attendance and success at school

Continued the career exploration/work experience program that provided transition from school into the world of work that encouraged older students to stay in school

Additional transportation was provided for students at 5:00 each day that allowed students to participate in a variety of extra-curricular programming activities

A Cree Language mentor was hired to assist in the teaching of the Grade 4-9 Cree Language program. Through communicating with students in their first language students felt valued and that school is a place they belong (my school reflects me)

Provided both a before and after school snack program for students that attend extra-curricular programming is provided

Continued career counseling services and provided the opportunity to attend a variety of career fairs and post-secondary visitations

Goal 4 Credit Attainment

The rate that students were attaining credits was closely monitored

Supports to help struggling learners were provided. These supports included the Learning Assistance Program, individual teacher support as well as counselling and support for personal issues

Goal 5 Graduation Rates

Student attendance and credit attainment rates were tracked for all grade 12 students and early interventions were provided when


graduation was at risk

School staff worked with parents and FNM community members to improve school climate and build positive supportive relationships for children

Goal 6 Collaborative Partnerships

The School Division participated in annual meetings with the local band councillor and the chief of PBCN to discuss successes and future goals to promote student achievement

The school division continued to attend and participate actively in the newly formed interagency "HUB

The school division continued to apply for Community Initiatives Funding to hire an interagency coordinator

The school division continued to include the PBCN Child and Family Services worker at school student services meeting and the community interagency "HUB" meetings

Measures for Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices

Goal 1 Student Engagement Performance Indicators/Measures The specific measures we used to determine student engagement included some of the social emotional outcomes as measured by the Tell Them From Me student survey. The data below comes from the results of the spring administration of the survey and reported for both the Grade 4-6 and Grade 7-12 student cohorts.

Percentage of Students Reporting Positive Relationships in Grade 4-6

2012-2013 2013-2014 2014-2015 3 Year Baseline Average 2015-2016

FNM Non FNM FNM Non FNM FNM Non FNM FNM Non FNM FNM Non FNM

78% 80% 71% 87% 81% 89% 77% 85% 59% 95%

Percentage of Students Reporting Relationships in Grade 7-12



89% 84% 62% 58% 54% 74% 68% 72% 70% 66%

Percentage of Students Reporting a Positive Sense of Belong in Grade 4-6



87% 91% 80% 86% 85% 76% 84% 84% 79% 71%


Percentage of Students Reporting a Positive Sense of Belong in Grade 7 -12



87% 86% 47% 60% 56% 67% 63% 71% 50% 62%

Percentage of Students Reporting a Positive Interest and Motivation in Grade 4-6



81% 76% 81% 78% 100% 84% 87% 79% 89% 83%

Percentage of Students Reporting a Positive Interest and Motivation in Grade 7-12



45% 49% 28% 25% 29% 29% 34% 34% 31% 33%

Percentage of Students Reporting Positive Valuing School Outcomes in Grade 4 - 6



94% 98% 90% 96% 100% 96% 95% 97% 89% 93%

Percentage of Students Reporting Positive Valuing School Outcomes in Grade 7 -12



93% 89% 74% 73% 90% 76% 86% 79% 69% 66%

Analysis of Results The results indicate that our FNM students have more positive responses than the non-FNM students in Grade 4-6 for the measure of Positive Interest and Motivation and in Grade 7-12 in the Valuing School Outcomes. The data also indicates that our FNM students have less positive feelings than our non-FNM students in Grade 4-6 Positive Relationships, Valuing School Outcomes and in Grade 7-12 for the areas of Positive Relationships and Positive Sense of Belonging. It is concerning that the 2016 results are below the three-year averages for all of students in the Positive Relationships, Positive Sense of Belonging and Valuing School Outcomes. And the level of Interest and Motivation for the Grade 7-12 students is very worrisome levels. More work in better understanding the cause of these results and plans to address these areas will be required in the 2016-17 school year.


Goal 2 Literacy Levels Performance Indicators/Measures The specific measure that was used to determine reading levels is the Fountas and Pinnell levelled reading assessment. This reading assessment was completed three times during the year (November, March, June). The June year end data was used to complete the First Nation Metis Education Achievement annual report.

Percentage of Grade 1-3 Students Reading Levels Summarized for 2014, 2015, 2016

All Students FNMI Non-FNM

At or Above the Reading Level 59% 45% 63%

One Level Below the Reading Level 31% 32% 31%

More Than One Level Below but Within One Grade of the Reading Level

7% 12% 5%

More Than One Full Grade Below the Reading Level 3% 11% 1%

Analysis of Results The percentage of FNMI children reading at or above the reading is lower than the Non First Nation and Métis student results. There was an average of 45% of the grades 1-3 FNMI students over the past three years reading at or above the provincial benchmark reading level as compared to 63% of the non-FNMI students. There was minimal difference between the two student groups at the one level below the provincial benchmark reading level. The data also shows that 12 % and 11% of FNMI students are more than one level below and more than one full grade below in their reading levels. This percentage is higher than the 5% and 1% for the non-FNMI students.

Goal 3 Attendance Performance Indicators/Measures The specific data used to determine success of this goal is the daily attendance of students in Grades K-12. This data is collected through the school's student information system, "School Logic."

Total Students FNM Students Non FNM Students 2013/2014 2014/2015 2015/2016 2013/2014 2014/2015 2015/2016 2013/2014 2014/2015 2015/2016

K-6 92.0% 91.6% 92.3% 86.4% 85.6% 88.4% 94.4% 94.4% 94.3% 7-12 92.3% 90.4% 93.0% 84.5% 79.4% 87.9% 94.1% 93.3% 94.2%

*2015/2016 data is as of June 1st 2016

Analysis of Results The attendance for all students, both First Nations Métis students and non-First Nations Métis students has reached the targeted level. While our students are attending school regularly, our Grade 7-12 student population report poor levels of interest and motivation at school.


Goal 4 Credit Attainment Performance Indicators/Measures The specific measure that will used to determine success of this goal will be the percentage of Grade 10-12 students attaining 8 or more credits each academic year. The results are summarized in the graph on page 16.

Goal 5 Graduation Rates Indicators/Measures Please refer to the results and analysis displayed on pages 21 and 22.

Goal 6 Collaborative Partnerships Indicators/Measures It has been difficult to identify a measure of success for this goal. We used the Help Me Tell Our Story program as a method in help increase the level of educational involvement of parents and their children.


Average Final Marks

Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year. The following displays average final marks in selected secondary-level courses for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.

Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 201

This year’s results mark growth over last year when only one course was above the provincial average. The average final marks for students in Creighton School Division show that of the selected subjects areas 4 subjects were above and 4 subjects were below the provincial average. Above Provincial Average Below Provincial Average English Language Arts A 10 (+0.8%) Science 10 (-5.4%) English Language Arts B 10 (+1.7%) Math Foundations/Pre-calculus 10 (-2.6%) Math Workplace and Apprenticeship 10 (+1.3) English Language Arts 20 (-2.9%) Math Workplace and Apprenticeship 20 (+5.6) Math Foundations 20 (-2.7%) The data for our FNM students was not reported because we have fewer than 10 FNM students enrolled in those selected courses.

Province Creighton Province Creighton Province Creighton

English Language Arts A 10 (Eng & Fr equiv) 73.0 73.8 76.1 78.0 61.1 nr

English Language Arts B 10 (Eng & Fr equiv) 73.4 75.1 76.2 77.9 62.5 nr

Science 10 (Eng & Fr equiv) 72.0 66.6 75.1 70.0 59.6 nr

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 74.1 76.1 77.3 60.8 nr

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.4 69.8 74.8 73.7 60.3 nr

English Language Arts 20 (Eng & Fr equiv) 74.4 71.5 76.3 73.1 64.7 nr

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 66.9 72.5 69.3 nr 61.3 nr

Math: Foundations 20 (Eng & Fr equiv) 73.6 70.9 75.3 72.1 63.6 nr

Average Final Marks in Selected Secondary-Level Courses, 2015-16

SubjectAll Students Non-FNMI FNMI


Credit Attainment Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year. The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.

Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016


Analysis of results

The graph shows progress is being made with the Grade 10-12 students attaining 8 or more credits over

the years. There was an overall percentage increase for Creighton students in each year displayed.

There were also improvements in both the non-FNMI and FNMI subpopulations. However, there is

concern that our non-FNMI students are below the provincial average in each year displayed. The FNMI

student data shows excellent improvements as the results for FNMI students increased from a

percentage that was less than half the provincial average in 2008-09, to just slightly above the provincial

average over the past six years in 2015-26. However, it is very concerning that the percentage of our

FNMI students earning 8 credits or more yearly is still well below their non-FNMI classmates.

Overall we need to increase the number of students that are achieving 8 or more credits in each year to increase our 3-year graduation rates. In particular our FNMI students are earning less than half the number of credits that our non FNMI students are earning. While FNMI students are attending school regularly, they are not having success in attaining the required number of credits to graduate.


Reading, Writing, Math at Grade Level and Saskatchewan Reads OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Implement a refined set of provincial high impact reading assessment, instruction and intervention strategies (Saskatchewan Reads).

School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority

By June 2016, 80% of students participating in provincial assessments will be at or above grade level in reading, writing and math. By June 2016 the literacy levels of our FNM students in Grades 1-3 will be at or above grade level as measured by the Fountas and Pinnell leveled reading assessment.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Saskatchewan Reads priority

Used the benchmark assessment program Fountas and Pinnell three times this year to track students reading achievement for grades 1-3 and to use the results to guide intervention supports.

Used the Canadian Achievement Test (CAT4) to track student reading achievement for grades 4-6 to inform teaching practices.

Provided professional development for teachers in Hanen, Trait Crate and Daily 5 programs.

Provided monthly literacy and family engagement evening sessions.

Provided clinician and trained support staff to improve student enunciation, expressive language, and vocabulary development.

Used the Expanding Expressive Language program as a tool to improve and assess student writing in grades 1-6

Used the Assessment For Learning data for assessment of narrative and expository writing in grades 4-6.

Used of the Saskatchewan Common Math Assessments for grades 1-6 and CAT4 data in grades 4-6 to help develop common math assessment practices and chart student progress.

Provided part time support for struggling math students and support teachers with planning, delivering and assessing math adaptions.

Measures for Reading, Writing and Math at Grade Level and Saskatchewan Reads

Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are considered a leading indicator of future student performance. The following bar graph displays the percentage of Grade 3 students (FNMI, non-FNMI, all) by reading

level grouping. The charts below the graph indicate the percentage of Grade 3 students in the province


reading at or above grade level, as well as the proportion of Grade 3 students with reported reading

levels.

Notes: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016.

Analysis of results

The data shows that 95.1% of Creighton School Division students are reading at or above the provincial

benchmark level. These excellent results are a result of a strong group of educators and support staff

working in collaboration. There were insufficient numbers of FNMI students to drill down into that data

however the data shown on page 13 does indicate that a smaller portion of FNMI students than the non-

FNM students are reading at or above grade level.


Graduation Rates Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate.

School Division goals aligned with the Graduation Rates outcome

By June 30, 2020, the Creighton School Division the three-year graduation rate will be 85%.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Graduation Rates outcome

Monitored attendance data to determine attendance patterns

Tracked credit attainment for on time graduation, four year and five year graduation rates

Provided asynchronous online courses in partnership with Sun West School Division

Built stronger relationships with Peter Ballantyne Cree Nation through increased partnerships, cultural events and celebrations

Continued an Elder in the School Program that provides regular weekly services

Provided students with career information, focus on occupations and the opportunity to participate in a career fair

Measures for Graduation Rates

Grade 12 Graduation Rate: On-Time To graduate within the typical three year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system. The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within three years of entering Grade 10, along with provincial results in each of these categories.


Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results The Creighton School Division on-time graduation rate was above the provincial average and has increased over the selected years from 78% in 2008-09, to 79% in 2014-15 up to 86% in 2015-16. This year marks the first time that Creighton has reached the provincial target of 85%. Provincial FNMI graduation rates were 32%, 40% and 42% over the same selected data collection years. While we are pleased to see the rates continue to improve, much more work needs to be done to close this gap.


Grade 12 Graduation Rate: Extended-Time Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system. The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within five years of entering Grade 10, which includes those who graduated on-time, along with provincial results in each of these categories.

Notes: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on-time). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016


Analysis of results The extended-time graduation rates for the Creighton School Division are above the provincial average. For 2015-16, 100% of the non-FNMI students that entered grade 10 in 2011-12 graduated within five years. The number of First Nations, Metis and Inuit students was too low to report data for those students; however our overall graduation rate for all students was at 96%. One of the issues of looking at data for smaller numbers of students is that one or two students can have a big impact on overall results. So while the results are very positive this year, the impact of one or two students not graduating either on time or within the extended time data will result in significantly lower results in the future.

Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time. The following displays the percentage of Grade 9 students (all students and the FNMI subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.


Notes: Percentages are calculated as the number of students attaining eight or more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results There is considerable variation in the Creighton School Division results for the Grade 9 cohort over the eight years of data collection from 2007/08 to 2014/15. In five years, the local school division results were above the provincial average results and below the provincial results for three of those years. The overall summary for all students over all of the eight years shows the division has averaged 75% of the Grade 9 students achieving 8 or more credits in their first year in Grade 10. This was slightly above the provincial average for the same time period. However, the results for our First Nations, Métis and Inuit students were below the provincial average. As 34% of our Grade 9 FNMI students achieving a minimum of 8 credits the following year indicates that their results are well below the overall results for the school division and about 4% lower than the results for the provincial FNMI subpopulation. Future efforts will be focused on addressing this area of need.


Operational Spending Outcome: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs.

School division goals aligned with the Operational Spending outcome

By August 31, 2020, implement a division wide approach to find efficiencies and increase value add in order for the division to be responsive to challenges of student needs.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Operational Spending outcome

The Creighton School Division implemented several initiatives to reduce expenditures over the 2015-16 School Year. These activities included:

Used computerized staff management system to simplify the substitute teacher scheduling process which resulted in a reduction of the time spent by school administrators required to complete these duties.

There was a reduction in the School Recreation Coordinator position and improved coordination of services with community recreational programming.

There was a reduction in the Board of Education with the number of trustees being decreased from six trustees down to five trustees.

There was a reduction in the Director of Education position from full time to 0.7 FTE.

There was a further reduction of a half time Educational Assistant position for a total of 5.5 FTE positions over recent years.

There was a reduction in three teaching positions for the 2016-17 school year.


Early Years Outcome: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

School division goals aligned with the Early Years outcome

By June 30, 2020, children aged 0-6 will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Early Years outcome

Administered the EYE-TA to all Kindergarten and Pre-Kindergarten Students and provided training to staff in the administration of the assessment

Monitored the administration of the Help Me Tell My Story (oral language) assessment to Kindergarten and Pre-Kindergarten classrooms and provided training and support for teachers to administer the assessment.

Provided training in ABC’s & Beyond and other intervention strategies for Kindergarten and Pre-Kindergarten teachers.

Facilitated partnerships with families through events and information on home supported interventions.

Promoted, provided and tracked the Pre-Kindergarten and Kindergarten nutrition program.

Measures for Early Years

Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RTI) level. Responsive Tiered Instruction (RTI) is a preventive approach that allows educators, school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding. The following displays the percentage of students by RTI tiers at the end of Kindergarten in 2015-16, as well as the provincial results for each category.


Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1. Results reported previously for division EYE RTI Tiers at Kindergarten exit in 2014-15 may vary from results reported here. This is due to a change in reporting methodology. Prior to 2015-16, EYE results at Kindergarten exit omitted results for children who were assessed in spring post-screens only. The amended reporting methodology now includes results for all children screened in a division, regardless of whether or not they were enrolled and present during fall pre-screens. Source: Ministry of Education, Early Years Branch, 2016


Analysis of results

Creighton School Division’s early learning data displayed on the Ready to Learn: Early Years Evaluation –

Teacher Assessment (EYE-TA) show that 85% of our Kindergarten students are achieving appropriate

levels of developmental tasks. This result is a growth of 1% from the 2014-15 data and is 5% above the

provincial average. The remaining 15% of students all scored in the Tier II range which indicates children

are experiencing some difficulty in achieving developmental tasks. When students enter Kindergarten in

the fall, 3% were at Tier III (children that are experiencing significant difficulty achieving development

tasks), 34% are at Tier II and 63% are at Tier 1. This data shows growth by 22% of the students through

improvement in their abilities to achieve developmental tasks over the course of this school year.

Demographics Students – Creighton SD

Note: The table above identifies the actual number

of students enrolled in each grade as of September 30 of each year.

Source: Ministry of Education, 2015

2013-14 2014-15 2015-16

Kindergarten 37 24 32

1 42 35 28

2 34 41 33

3 43 33 44

4 34 41 29

5 35 30 45

6 25 37 26

7 32 27 34

8 31 29 27

9 33 36 32

10 39 41 35

11 25 33 35

12 33 23 38

Total 443 430 438

PreK 28 28 25

Grade


Note: The table above identifies the actual number of

students enrolled in grade-level groupings as of September 30 of each year.

Source: Ministry of Education, 2015

Staff

Job Category FTEs

Classroom teachers 31.0

Principals, vice-principals 2.0

Other educational staff (positions that support educational programming) – e.g.,

educational psychologists, educational assistants, school community coordinators,

speech language pathologists

20.5

Administrative and financial staff – e.g., accountants, Information Technology

people, supervisors, administrative assistants, clerks 5.0

Plant operations and maintenance – e.g., caretakers, handypersons, carpenters,

plumbers, electricians, gardeners, supervisors4.5

Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors 0.0

Senior management team (as described below) – e.g., chief financial officer, director

of education, superintendents1.7

Total Full-Time Equivalent (FTE) Staff 64.7

Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal.

2013-14 2014-15 2015-16

K to 3 35 33 22

4 to 6 23 28 32

7 to 9 19 21 22

10 to 12 20 20 23

Total 97 102 99

Subpopulation

EnrolmentsGrades

Self-Identified

FNMI


Senior Management Team The senior management team for 2015-16 consisted of the Director of Education, Bob Smith, and Secretary-Treasurer, Sheola Jansen, who report directly to the Board of Education.


Facilities Infrastructure Projects and Transportation

Facilities School List 2015-16

School Grades Location

Creighton Community School PreK – 12 Creighton

Infrastructure Projects 2015-16

Infrastructure Projects

School Project Details 2015-16 Cost

Creighton Community

School

HVAC Purchase Honeywell HVAC Life Cycle Management System – Year 2 of 5

10,303

Creighton Community

School

Washrooms Upgrade of junior high and senior high washrooms to gender neutral areas

50,270

Creighton Community

School

Change Rooms

Upgrade of girls and boys change rooms 30,000

Creighton Community

School

Band Room Conversion of former cosmetology room into new band program instructional space

10,000

Creighton Community

School

Home Ec/School Canteen –

Family Room

Conversion and move of the family room and home economics & school canteen areas

12,500

Total $113,073

Transportation Much of Creighton School Division is rural, so a significant number of students are transported to school from Denare Beach. A few Creighton town students are transported as well, when the distance between school and home is too great to walk.

The School Division has contracted with First Student Canada to provide transportation for students.


Figure 10: Student Transportation 2015-16

Transportation Statistics

Students transported 158

In-town students transported (included in above) 10

Transportation routes 6

Number of buses 5

Kilometres travelled daily 258.4km

Capacity utilized on buses 87.8%

Average one-way ride time 37 min.

Longest one-way ride time (French Immersion) 60 min.

Creighton School Division contracts out the daily transportation of students to school each day. Denare Beach is a nearby community that is 18 km from Creighton and some division students attend French Immersion in nearby Flin Flon, Manitoba. Creighton owns a mini-bus and a van that in total travels about 45,000 km a year transporting students to a variety of sporting and school events. Special needs transportation is also a contracted service and some costs are shared with the Flin Flon School Division.


Financial Overview

Summary of Revenue and Expenses

Property Taxation

14%

Grants71%

Other15%

Revenue 2015-16

Instruction66%

Gov & Adm9%

Transportation7%

Other7% Plant

11%

Expense 2015-16


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to

2016 2016 2015 Actual Actual %

Variance

Over / (Under)

Property Taxation 918,600 963,169 905,096 44,569 5%

Grants 4,850,674 4,883,218 4,935,858 32,544 1%

Tuition and Related Fees 535,306 585,275 521,831 49,969 9% 1

School Generated Funds 138,000 106,599 98,506 (31,401) -23% 2

Complementary Services 131,724 131,784 127,442 60 0%

External Services - - - -

Other 122,100 174,160 170,144 52,060 43% 3

6,696,404 6,844,205 6,758,877 147,801 2%

Budget Actual Note

REVENUES

Total Revenues

Actual Variance

Governance 115,670 135,454 130,746 19,784 17% 4

Administration 421,003 446,164 403,878 25,161 6% 5

Instruction 4,452,008 4,420,685 4,386,593 (31,323) -1%

Plant 783,030 777,052 823,490 (5,978) -1%

Transportation 427,535 445,782 429,776 18,247 4%

Tuition and Related Fees 222,462 242,091 206,513 19,629 9% 6

School Generated Funds 138,000 67,946 92,387 (70,054) -51% 7

Complementary Services 135,916 138,432 135,484 2,516 2%

External Services - - - -

Other Expenses 780 4,496 20,964 3,716 476% 8

6,696,404 6,678,102 6,629,831 (18,302) 0%

- 166,103 129,046

EXPENSES

Total Expenses

Surplus (Deficit) for the Year

Note

1

2

3

4

5

6

7

8

Explanation for Variances (All variances that are greater than positive or negative 5% must be explained)

Explanation

More students lived on Reserve than estimated

Fewer extra-curricular trips occurred this year. The offset to this decrease can be found in the School Generated Funds

expense (Note 7)More grant money received for our school than estimated

Third party expenses were higher than estimated

Allowance for uncollectible taxes not anticipated

Long term sick leave coverage for a staff member

More students went to Flin Flon School Division for French Immersion program than estimated

See Note 2


Appendices

Appendix A – Payee List

Board Remuneration

Name Remuneration Travel Total

Andrusiak, Tracy 7,200 2,765 9,965

Biberdorf, Ray 7,200 3,611 10,811

Clark, Janet* 9,000 9,319 18,319

Hermeline, Fagnan 7,200 4,836 12,036

Werbicki, Rhonda 7,200 1,677 8,877

Note: Travel expenses include mileage, hotel expenses, and per diems. * Board Chairperson


Transfers and Supplier Payments

Name Total

Crestline 91,758

First Canada ULC 378,793

Flin Flon School Division 136,243

John Fieber Plumbing 62,364

Kennedy Energy 61,859

Municipal Employees’ Pension Plan 188,437

Receiver General of Canada 1,285,223

Sask Power 69,410

Saskatchewan School Boards Association 92,516

Saskatchewan Teachers’ Federation 389,906

St. John’s Music 89,611


Appendix B – Management Report and Audited Financial Statements

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