approved business plan & budgets 2013-2014 - halifax regional

APPROVED BUSINESS PLAN

& BUDGETS

2013-2014

HALIFAX REGIONAL SCHOOL BOARD

APPROVED

GENERAL FUND BUSINESS PLAN AND

BUDGET

2013-2014

HALIFAX REGIONAL SCHOOL BOARD APPROVED GENERAL FUND BUSINESS PLAN

AND BUDGET 2013-2014

APPROVED General Fund Business Plan Page 2 June 12, 2013 and Budget 2013-2014

CONTENTS PAGE

1. INTRODUCTON/PLANNING CONTEXT 3 2. BOARD GOVERNANCE STRUCTURE 4 3. MISSION 4 4. CORE BUSINESS FUNCTIONS 5 5. ANNUAL REPORT OF ACHIEVEMENTS FOR 2012-2013 8

6. GOALS 21

7. PRIORITIES FOR 2013-2014 21

8. PERFORMANCE MEASURES 24

9. FINANCE AND OPERATIONS - Key Financial Indicators 33 - Cost Pressures 35 10. APPENDICES:

APPENDIX A School Board Organizational Structure 38 APPENDIX B Key Facts 46 APPENDIX C General Fund Budget Summary 49




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 49,000 students and employing about 4,900 FTE teachers and support staff. The board works in partnership with the Department of Education and Early Childhood Development 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, 2013 to March 31, 2014. 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 2013 to June 2014. Funding for 2013-2014 has increased over that received in 2012-2013. However, the funding increase did not cover all of the board’s cost pressures for 2013-2014. After a thorough review of the board’s budget, a re-evaluation of the budget assumptions and further reductions, the board was able to expand some initiatives. Throughout this process, minimizing the direct impact on students remained a priority. During the initial stages of planning for 2013-2014, the Governing Board, together with the Superintendent and Senior Staff, developed a Strategic Plan for the four-year period from 2013-2017. The process included consultation and feedback from SACs, staff, and community members. The Strategic Plan will provide direction and focus to the Governing Board over the next four years. The Board defined a new Mission Statement, a new Vision, and accompanying Values. During the process, the Board generated goals, strategies, and key outcomes to assist in defining success. These goals and strategies formed the basis for the Goals and Priorities included in this Business Plan. In summary, the board is seeing great success in many areas of 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 impacting 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 four 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.




In summary, the business planning and budget context is one of: complying with all policy, program, or service directives from the Department of Education and

Early Childhood Development focussing on the improvement initiatives of the board – emerging from the new Strategic Plan 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 up to 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 approved by-laws that outline the governance model, as well as rules of order and procedures for the conduct of board meetings.

MISSION A strategic mission statement was developed for the Halifax Regional School Board following the appointment of the current Governing Board. The mission statement is:

Providing a high quality education for every student every day. To operationalize this mission, the Governing Board with Superintendent Judy White and Senior Staff have developed a strategic plan and vision for a four-year time frame to focus the Board on specific goals and strategies.

Providing a safe and engaging learning environment where every student learns, grows and succeeds.




This vision statement is a key factor in shaping the Board’s Strategic Plan and the annual business planning and budgeting process. In carrying out the Mission, the Board strives to demonstrate the following values:

• a focus on student achievement and school improvement • a commitment to put the best educational interests of students first • a commitment to fostering a school system where all students are actively engaged in their

learning • an ability to connect with, motivate and empower students to discover their talents and

passions • equity and fairness of opportunity and quality of programs across the system • a welcoming and supportive learning environment for our diverse student community • the ability to adapt and thrive in constant change • a commitment to optimize existing resources • forward-thinking and collaboration with partners • recognition and support of the inter-dependence of parents, educators and the community

in the success of our students • courageous leadership

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 Early Childhood Development 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 Continuous School Improvement process in support of student learning.

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

8. Supports students, parents and community members who require assistance beyond the administration of the school.

9. Undertakes all other duties as may be assigned by the Superintendent.

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), health promotion, technology integration, and education and accountability as they relate to students.

3. Provides leadership and support of the Continuous School Improvement process in support of student learning.

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

7. Undertakes all other duties as may be assigned by the Superintendent.

C. BOARD SERVICES The Board Services Department, through the office of the Superintendent, is responsible for the overall leadership and management of the board’s executive and corporate activities. 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 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 Governing Board to encourage a collaborative approach to system leadership. 5. Maintains all official Board documentation, including minutes, correspondence and

communications with government agencies. 6. Provides Communications Services as they relate to system goals, outcomes, issues

identification, and public support for education. 7. Provides Diversity Management Services as they relate to system goals and outcomes. 8. Provides for the review and development of Board policy.




9. Undertakes all other duties as may be assigned by the Superintendent. 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 regulatory inspection, maintenance, repairs and custodial services to all schools, buildings and grounds.

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 through a contract 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.

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.

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. 9. Undertakes all other duties as may be assigned by the Superintendent.

ANNUAL REPORT OF ACHIEVEMENTS FOR 2012-2013

The priorities for 2012-2013 reflect the focus on student learning and school improvement. Resources in the 2012-2013 budget have been directed to support these priorities. These priorities also reflect initiatives of the Department of Education and Early Childhood Development in the 2012-2013 provincial budget.


Priorities Progress to Date

Business Plan Goal

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.

In English program, schools provided Early Literacy Support to identified grade 1 students in the first support block (September 2012 – December 2012), with support moving to grade 2 in the second support block (December 2012 – March 2013). This year, we have supported a total of 1,747 P-2 students, 425 from grade primary, 953 from grade 1, and 369 from grade 2. In French Immersion, most schools provided Early Literacy support to identified grade 2 students in the first support block (September 2012 – December 2012), with support moving to grade 1 in the second support block (December 2012 – March 2013). This year, Program personnel have supported a total of 339 P-2 students, 195 students from grade 1 and 144 students from grade 2. Two days of Early Literacy professional development were provided to English and French Immersion program grade 2 teachers. The PD focused on reading and writing assessment and instructional practices. The days were designed so PD was differentiated to meet individual teacher needs. All Early Literacy teachers received PD this year, with new Early Literacy Teachers receiving additional days.






The Early Literacy Support Year End Report for 2011-2012 was shared with the Governing Board in January, 2013. French Immersion Early Literacy Teachers (ERL) were provided with professional learning on the following session: Strategic activities in reading and the importance of fluency, the importance of conversation and integrating technology. Primary French Immersion teachers attended a session on oral language development to support all students while grade 1 French Immersion teachers attended a session on the importance of oral language within the writing process. An internal mid-year check-in on student progress was completed for all schools and follow-up conversations were conducted and additional support provided where applicable.

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).

As part of the HRSB Technology Strategy, a focus on enhancing access by identifying and installing the required infrastructure to support internet access devices for students and teachers continued. Managed Wireless has been installed in 30 HRSB schools. An inventory of technology devices in HRSB schools was completed. HRSB hosted the Discovery Education Fall Virtual Conference. This teacher PD focused on the most effective ways to integrate digital media and technology into instructional practices. Professional development was provided in October to identified elementary school-based technology integration champions to support the grade 6 provincial Information Economy Initiative. These school-based leaders were allocated substitutes so they could provide professional learning to teachers at their schools. Professional development was provided to all grade 5 and 6 teachers in November. Teachers were provided the opportunity to explore hardware and software received as part of the provincial rollout and they were also able to create lessons which integrated technology into their curriculum. During the first semester, 40 HRSB high school students took 43 online courses through the Nova Scotia Virtual School. In the second semester, 88 HRSB students enrolled in online courses through the Nova Scotia Virtual School. Professional learning was provided to teachers in the following areas: Smartboard, Mimio, IPads, Use of Discovery Education, Student Electronic Portfolios, IPEVO document camera and the use of Moodle. Elementary teachers were provided the opportunity to explore integrating the P-3 Mobile Technology Centres into their teaching practice.






A second day of professional learning was provided to the school-based technology integration champions to support the grade 6 provincial rollout. LCD projectors for grade 3 classrooms, Point 2 Vu cameras for P-3 classrooms, and TI-84 calculators were purchased for high schools to support the implementation of the mathematics curriculum.

c) Support exemplary teaching through 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 Department of Education and Early Childhood Development through the Nova Scotia Instructional Leadership Academy and organize professional development for principals currently enrolled to share their learning with their colleagues. Note: The NSILA program extends over three years and leads to a Diploma in Instructional Leadership.

Using the principals’ feedback, the process for this year’s Collaborative Learning Groups was refined to reflect principal learning needs, priorities within the Continuous School Improvement (CSI) process for our board, and what principals identified as a process which would best align with their efforts to improve student achievement. At the September 20 principals’ meeting, supervisors led principals through a reflection and goal setting exercise to select their Collaborative Learning Group for this year. Each Collaborative Learning Group met and further developed a plan for the second meeting which was held November 17. Supervisors placed a strong emphasis on groups developing goals leading to action as opposed to topic discussions (moving from knowing to doing). Collaborative Learning Groups set goals for learning based on the following areas of interest: quality teaching, improved literacy and math achievement, culturally relevant instruction and assessment, PLCs, effective classroom assessment, closing the achievement gap, differentiation, effective math instruction, and student engagement. All 19 Collaborative Learning Groups have access to staff to support their learning. Instructional leadership ensures that all students have ongoing access to high quality teaching and learning to achieve curriculum outcomes. There are nine principals in the Nova Scotia Instructional Leadership Academy in cohort 1 and in cohort 2 there are 12 principals, and nine vice principals. The principals who are enrolled in the cohorts shared the experience with their colleagues at an administrative meeting. Professional development will be planned for the fall of 2013. In October, a half day professional development session was provided to all P-3 principals to prepare for the Implementation of the Nova Scotia Mathematics Curriculum, grades P-3. The session provided principals with the opportunity to understand the rationale for the changes to the curriculum, the pedagogy and the processes serving as the basis of the curriculum, and their role as an instructional leader in the implementation plan. Professional development sessions were held in November for all P-3 classroom teachers (English and French Immersion), P-6 resource teachers, and school principals to support teachers in the Implementation of the Nova Scotia Mathematics Curriculum, grades P-3 including the rationale behind the revised curriculum, effective pedagogy, the content changes, and the implementation plan. This






session was repeated in December for all vice principals and members of Program staff. All grade 4 teachers attended a professional development session in November. This PD provided grade 4 teachers with the opportunity to share and develop strategies to support curriculum delivery in Social Studies in relation to the implementation of the new provincial curriculum document. All grade P-6 Music teachers participated in a professional development session in November. This PD addressed aspects of assessment and evaluation, music technology, curriculum content and design (i.e. grades 4 to 6 activities/split classes), and provided time for collaboration. All elementary Physical Education teachers attended a professional development session in November. During this PD, teachers worked on the Fundamental Movement Skills approach for supporting physical literacy as well as supporting students with special needs. All grade P-6 Art teachers participated in a professional development session in November. During this PD, teachers were introduced to multiple ways of integrating visual arts into the newly developed Social Studies curriculum. The session was designed to support teachers to help students learn through Visual Arts about social, cultural, historical, and geographical relationships. All elementary Core French teachers participated in a professional development session in November. This PD focused on assessment and evaluation in the Core French classroom. A half day information session was provided to principals on supporting the implementation of the Early Literacy Support model in January. Continuous School Improvement (CSI) lead teams from 30 schools attended one day of professional development. These lead teams are made up of the principal and two teacher leaders. Teams were led and coached throughout the day during which they looked at multiple sources of data including student achievement results, teacher practice, as well as evidence of school climate/culture. This data was used to develop draft school improvement goals that target improving teacher instruction and assessment practices in order to raise the bar and close the achievement gap for all students. These 30 schools were assigned direct support from the CSI, Math, Literacy, Curriculum Implementation and Assessment teams from the Program department to support them in identifying the strategies and professional learning that is needed at each specific site in order to achieve the goals set out in their new school improvement plans, ensuring improved student achievement for all students. A session titled, “How our Language Affects Children’s Learning and Lives” was offered to principals. All elementary principals, resource teachers, learning centre teachers and all P-3 classroom teachers attended a second full day of






professional development as part of the implementation plan for the revised Mathematics curriculum. Topics included effective instructional and assessment practices, mathematical processes, developing young mathematicians, and an in-depth look at number sense. Information sessions were held for all junior high and high school principals, guidance counsellors, and registrars to support their understanding of the implementation of the new mathematics curriculum. All senior high Mathematics department heads attended professional development focusing on effective mathematics instruction and assessment and their role as curriculum leaders. Central office Mathematics team offered direct support to principals through their Collaborative Learning Groups, walkthrough support, and individual support with instruction and assessment in mathematics. All grade 9 Mathematics teachers attended a full day of professional development focused on effective instruction and assessment. Central office staff supported schools in planning and implementing school based professional development days. Grade 9 French Language Arts teachers attended professional development relating to cumulative assessments. Select grade 9 English Language Arts teachers participated in a focus group and professional development related to year-end grade 9 ELA cumulative assessments. Grade 11/12 teachers of Histoire du Canada and Géographie Planétaire attended a curriculum alignment professional development day. Core French teachers attended professional development focusing on literacy strategies. High school teachers of Leadership 12 course attended training on implementation of a new curriculum. Support was provided to new junior high teachers in relation to classroom climate and school culture. Upon request, teachers and administrators received site-based professional development related to effective classroom assessment, evaluation, and reporting which included use of the PowerTeacher Gradebook to track and communicate student learning. This support was on-going throughout the year. High school English Language Arts department heads attended professional development related to their role as curriculum leaders, cumulative assessments and the development of a common framework for grade 12 English teachers to use when creating final course examinations.






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.

Senior Staff has reviewed the recommendations from the Superintendent’s Task Force on Alternative High Schools. There were 33 recommendations in the report. Some are able to be implemented without cost; others require collaboration with principals and/or external groups. The first three recommendations of the report include:

• that an enhanced intervention framework be developed and implemented throughout all high schools as the foundation of the model to provide a continuum of support for struggling high school students

• that early intervention programs be developed before students fail (e.g. credit insurance) and be implemented in all high schools

• that early interventions specifically targeting grade 10 students demonstrating attendance or academic achievement concerns be developed and implemented in all high schools.

Credit Recovery funding is now in place in all 15 of our high schools. A document, High School Interventions Framework, has been developed and will be presented to Senior Staff and the Board in May 2013. It will go out to schools in June 2013 for use in September 2013.

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 and Early Childhood Development’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.

To assist with this process, a brief overview on supporting students with gifts and talents has been prepared and presented to the Governing Board. The overview is based on the information provided in the provincial guide, Gifted Education and Talent Development. Discussions were held regarding the identification and programming for students with gifts and talents with Student Services Facilitators, Program Facilitators and Program Planning Specialists. Six possible pilot sites have been identified. Professional development will be provided to the sites. The process for identification of students with gifts and talents follows the program planning process and will incorporate the guidelines described in the Gifted Education and Talent Development guide. The six schools identified to participate in the pilot are: Bedford South, Bicentennial, Eric Graves, Gorsebrook, Harry R. Hamilton, and William King. Each school is represented by a team that includes administration and teachers. The pilot schools met for a full day of professional development on March 1. Support for this process continues from both Program and Student Services staff.






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.

Ongoing: A process for data collection will be developed as a component of the work of pilot schools. Staff continues to provide professional learning opportunities. The learning opportunities on gifted education and talent development being provided to schools are based on their identified needs.

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 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 Early Childhood Development 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.

In December 2012 a new plan was developed to bring a board-wide focus to increasing the self-identification of all students in the HRSB. This included initiatives such as:

• Professional development with principals • Connections with the YMCA Newcomers Support Program • A campaign to educate and promote self-identification • Professional development with school administrative

assistants in preparation for the February 2013 registration • Use of a new video promoting self-identification and

featuring Board members • A letter promoting self-identification to all parents in

December • Self-identification promoted by school staff to their students.

This campaign was very successful and resulted in an increase of 18,144 students self-identifying. As of March 8, 2013 the total student enrolment in the HRSB is 48,866. Of these students, 64.56% (31,546) have chosen to self-identify. There were 1,414 “yes” responses to the question “Is this student considered to be an Aboriginal person?” which represents 2.88% of the total student enrolment. 2,872 students indicated they were of African Descent which represents 5.88% of the total student enrolment.

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

Teachers in identified sites have been provided mathematics coaching support. Central office Mathematics team provided professional development to selected junior high schools based on their identified needs. Professional development is being provided in the areas of differentiated instruction, assessment, and effective instructional






support which could include additional staff, classroom materials and support from regional staff.

practices to better engage students in learning mathematics. Resources containing multicultural themes were purchased to support Inglis Street, Duc d’Anville, Bedford South, Ocean View, Gaetz Brook and Park West schools. French Immersion resources were purchased for grade 2 to support the early literacy initiative. Sub release days were provided to schools to support French Second Language teachers to meet their professional development needs in relation to the school’s improvement goals. Resources containing African, Aboriginal/First Nations and multicultural themes were purchased to support Nelson Whynder, Portland Estates and Hammonds Plains Consolidated schools. African Heritage Month Legacy Posters were distributed to all schools. Teachers in identified sites have been provided with Literacy Coaching support or support through board level literacy consultants. As of March, 238 teachers in P-9 schools have received literacy coaching support. Throughout January and March, additional literacy PD with a focus on supporting conversation and collaboration was provided to 10 selected junior high schools in support of their CSI goals. Mathematics coaching support was provided to 326 teachers at 83 P-9 schools this year.

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 Dr. Enid Lee.

Board staff is currently merging the self-identification data with student assessment data and an analysis is underway. The African Nova Scotian Student Literacy/Math Tutoring Project is continuing this year in 14 schools: Harbour View, Ian Forsyth, Southdale/North Woodside, Beechville-Lakeside-Timberlea, Bel Ayr, Graham Creighton, Caledonia, John Martin, Prince Arthur, Sir Robert Borden, Highland Park, Ross Road, Bicentennial and Cole Harbour District High. Professional development was provided to staff at Inglis Street Elementary and Prince Arthur Junior High schools on the topics of Culturally Relevant Instruction, Assessment and Continuous School Improvement, Use of Bias Evaluation Instrument, Use of Appropriate Language and Making the Curriculum Inclusive For All Students. Newly Appointed RCH/Sexual Harassment Voluntary School Liaisons received professional development as a support to their role. Staff will continue to implement board responsibilities as outlined in






Schools will continue to support and encourage registration in African Canadian and Mi’kmaq studies-related courses.

the Reality Check report. For the first time, the Board has given preference to African Nova Scotian and Mi’kmaq applicants for term teaching positions. A partnership with the Black Educators’ Association to encourage teacher self-identification was completed. Intermediate and Advanced RCH/Sexual Harassment Voluntary School Liaisons received professional development on the topics of homophobia, cyberbullying/bullying and cultural and linguistic diversity. All principals received professional development on the topic of cultural proficiency. In order to graduate from high school in the province of Nova Scotia students need one of the following courses: African Canadian Studies 11; Canadian History 11/Histoire du Canada; Études Acadiennes 11; Gaelic Studies 11; or Mi’kmaq Studies 10. Students are currently enrolled in Mi’kmaq Studies 10 and Canadian History 11 in all of our high schools. Students are currently enrolled in African Canadian Studies 11 in 13 of our high schools. Of the students currently enrolled in one of these required courses, 18.5% are in African Canadian Studies, 35.1% in Canadian History, 12.3% in Histoire du Canada and 32.5% in Mi’kmaq studies. In addition two schools offer English 12 African Studies with a combined enrollment of 56 students. Supporting and encouraging registration in African Canadian Studies 11 and Mi’kmaq Studies 10 was an item on the high school principals’ meeting agenda in November and discussions are ongoing.

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.

Staff has prepared a presentation on French Immersion, including the current structure and School Advisory Council feedback to be shared with the new Governing Board so that future recommendations can be determined.

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.

Incredible Years training continues to be offered in various Schools Plus sites. A School Administration Supervisor was seconded by the Department of Justice to be the Project Lead for Restorative Approaches in Schools Project (RAISP) for the province. He is housed at HRSB. Currently, there are eight of our schools (Citadel High, Lockview, John Martin Junior High, LeMarchant-St. Thomas, Humber Park, St. Catherine’s, Oxford School and Bedford South) involved in RAISP. Joseph Howe and St. Joseph's-A. McKay have had training in






Staff will also be working on the establishment of the new Schools Plus 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.

restorative approaches and Nelson Whynder will be involved in a refresher training session. A number of HRSB staff including principals are members of the Provincial Restorative Approaches Advisory Committee. Schools Plus partnered with Halifax Regional Police, Greystone Community Centre, Pathways to Education and Rockingstone Heights in support of the establishment of the Rockingstone Heights School Youth Project for students to be mentored by peers. Schools Plus staff attended the Workshop modules for Restorative Approaches learning session. In collaboration with the Department of Justice and Provincial Schools Plus, The Voices: A Program of Self Discovery and Empowerment for Girls program was offered to Schools Plus staff and 15 guidance counselors in October. In addition, 54 staff members from across various departments and community agencies were trained. In June 2012, the HRSB and the Board of the Bridge Centre for Arts and Technology signed a Memorandum of Understanding to work together in partnership to support at-risk youth in our community. The programming has not gone forward yet for this year. The Board for BridgeCAT is currently undergoing fundraising to support their initiatives. A group of community volunteers in the north-end of Dartmouth have been working to determine if their community qualifies for Pathways to Education Program support:

• They secured a knowledge grant from the United Way, and used it to fund their data collection and analysis of high school graduation rates in the specific community of Dartmouth North.

• They hired a consultant to complete the statistical analysis and collected data from the School Administration Department.

• Based on their findings and the community support, they are pursuing the Pathways to Education program for Dartmouth North.

• School Administration will liaise with them as their efforts continue, providing data, school reports and ongoing support to their efforts.

Through a partnership with the Halifax Regional Municipality, an after school physical activity coordinator was hired. This is a partnership between HRM and HRSB to promote extracurricular physical activity in schools through developing and maintaining quality after school programs. HRSB collaborated with HRM and Sport Nova Scotia to support after school physical activity options for junior high school students. A total of 29 junior high schools have been supported this year with






funding to offer after school physical activity programs. In addition, a total of 24 Use of Schools’ grants have been awarded to community groups. Partnerships for Community-Based Learning continue to grow. The Automotive Sector, Dexter Construction and Halifax Regional Municipality have partnered with HRSB this year to provide a variety of learning opportunities for students including co-operative education, skill-building activities, tours and guest speakers. Two schools have been identified (Sir John A Macdonald and Prince Andrew High School) to take part in the Focus on Technology (FIT) initiative. The FIT initiative is a secondary school program designed to teach students essential 21st century skills and competencies in information and communications technologies in order to prepare them for the workplace.

Business Plan Goal

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.

The recommendations from Respectful and Responsible Relationships: There’s No App for That, the report of the Nova Scotia Task Force on Bullying and Cyberbullying, continues to be referred to for determining actions. Three supervisors collaborate with the Safe School Consultant, who was hired in October 2012 to replace an employee who became the Anti-Bullying Coordinator at the Department of Education and Early Childhood Development. The actions which began in the spring continue to be implemented and the following initiatives are ongoing:

• Professional development for principals around bullying, including work on the definition of bullying, took place in the fall to build a consistent understanding among school administrators. (Recommendation 21) Principals are applying this understanding in order to better track and respond to incidents of reported bullying and cyberbullying using the PowerSchool information system. (Recommendation 2)

• Data has been gathered board-wide to inform on current

programs and initiatives supporting safe schools. Over 30 programs and initiatives have been identified by schools as currently in use to promote and support healthy and caring learning environments.

• A Provincial anti-bullying initiative, Stand up Against Bullying

Day, was supported through our Safe Schools division. Support included distribution of pink T-shirts and bracelets to raise the profile of the event.






• Through the HRSB Communications Officer, Safe Schools tweeted a series of bully prevention messages for students, parents, and teachers connected to the National Bully Awareness Week which ran from November 12-17. (Recommendation 78)

• A Safe and Caring School Conference was held on March 4, 2013. The conference included three staff members from each elementary school, including each principal and two others. Close to 300 school personnel attended their choice of 13 sessions related to developing a “safe and caring school environment”. Each of these sessions was related to the recommendations from Respectful and Responsible Relationships: There’s No App for That, the report of the Nova Scotia Task Force on Bullying and Cyberbullying. The day was a great success with excellent reviews from the participants. There will be follow-up on the conference in the fall. (Recommendation 51)

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).

Guidance Counsellors in HRSB received professional development in recognizing mental health concerns in youth and strategies for supporting the individual and families in need. Dr. Kristen McLeod, a psychologist with Community Mental Health and Child Welfare at the IWK Health Centre and Daniel Chorney, a psychologist with Chorney & Associates presented to this group. Thirty grade 9 teachers attended Mental Health Curriculum Training led by Dr. Stan Kutcher. High school Guidance Counsellors were provided with professional development in relation to the Mental Health Youth Projects and Restorative Approaches.

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.

In cooperation with the WCB and the NSUPE Union, the Operations Department lead a “Doer’s Committee” which has met every three weeks since the end of August. A survey of Operations staff (custodians, caretakers, trades, and their supervisors) led to the establishment of the following Committee goals:

• Increase HRSB staff and service provider awareness regarding the HRSB OHS Policy and OHS legislation to 80% of Operations employee groups

• Develop, document and communicate the Return to Work process

• Educate staff on the core elements of the Safety Management System

• Re-establish or strengthen the Joint Occupational Health and Safety Committees (“JOHSC”) at-work sites on roles and responsibilities and functions of JOHSC

• Develop and implement a risk management process for hazard identification, assessment, control and reporting






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 (LTD) 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.

• Re-establish a process for incident investigation and reporting

Four subcommittees have been established to follow up on these goals. The work of three subcommittees is close to completion. Completed work includes:

• Operations employee groups have attended HRSB OHS Policy awareness sessions.

• The Stay at Work/Return to Work Manual was completed in partnership with the NSUPE Union.

• The Hazard Identification and Incident Investigation processes are documented. Training and communicating both processes are being planned.

Injury rates and another survey in the Fall of 2013 will inform on the progress. A second Doer’s Committee, with a focus on the work of CUPE (EPAs primarily), have met and completed a similar survey. On a term basis, the HR Department has dedicated two employees 100% to WCB matters: tracking, investigation and process improvement. There have been 10 meetings with WCB representatives on active claims and return to work plans since April 1, 2012. HRSB staff is continuing to develop strong working relationships with the WCB Case Management Team. A meeting with the NSTU representative on return to work plans from LTD has been scheduled for May 8., 2013. 272 employees have been trained in NVCI since April 1, 2012. Seven NVCI trainers were recently re-certified by the Crisis Prevention Institute. Five of these trainers will schedule and continue the delivery of training over the coming year(s) to central office (PEG), Operations (NSUPE) and office administration (NSGEU) staff. The OHS automated quiz has been completed and will be rolled out to employees on a schedule determined appropriate by the Doer’s Committee. The 2012 annual data shows that the number of time loss claims is similar to 2011 (60 and 59, respectively) but the number of injury claims has increased from 138 to 162. In the first quarter of 2013, there have been 51 WCB injury claims, 16 of which involved lost time. When comparing the fourth quarter of 2012 to the fourth quarter of past years, it is evident that the dramatic increase in the weeks of benefits and benefit dollars paid are the most significant concerns.






The number of lost time injuries is comparable to past years. What this means is that when lost time injuries occur, it could be that the injuries are worse, the employees are not recovering as quickly, or a combination of the two. It is hoped that ongoing cooperation with WCB and the extraordinary efforts described above will begin to make a difference in the 2013-14 fiscal year.

GOALS The Governing Board and Senior Staff have established the following goals to guide the development of business plan priorities: 1. To improve student achievement and personal success. 2. To maximize exemplary teaching practices to support high quality instruction. 3. To achieve equitable learning opportunities for all students. 4. To build engagement, support and confidence in HRSB. The Board’s approach to business planning is to ensure there is a link between the business plan and the achievement of success with the 2013-2017 strategic plan.

PRIORITIES FOR 2013-2014 1. To improve student achievement and personal success.

• Ensure appropriate program planning is in place for every student o Expand the implementation of the provincial Succeeding in Reading framework to

include grade 3. o Develop and implement an internal review of resource programming. o Identify and assist schools whose data indicates they require additional support. o Develop a priority list for accessibility upgrades to schools that supports student

needs and implement as funding is available. o Support schools in the understanding and implementation of the revised provincial

gifted and talented guide.

• Ensure an ongoing process to support all schools in their focus on school improvement planning

o Implement appropriate elements of CSI framework for all schools (137 schools over 5 years).

o Implement the CSI framework for 35 schools developing their improvement plans.




o Assist schools in the understanding, establishment, and growth of PLCs. o Support schools in the identification and collection of appropriate classroom data. o Develop and implement data coaching sessions for schools.

• Continue to support existing and to develop new instructional leadership skills for

administrators o Support administrators in the understanding and implementation of curriculum

alignment (curriculum, instruction and assessment). o Assist administrators in the understanding, establishment, and growth of PLCs. o School Administration and Program develop a curriculum/program for administrators

focussed on instructional leadership. o Continue the Collaborative Learning Groups (CLG) model and ensure learning goals

are driven by needs of principals. o Support new administrators in specific professional development for their roles.

• Prepare students for a fulfilling path beyond school

o Expand co-op opportunities for high school students. o Expand Options and Opportunities to all high schools. o Expand the Advanced Placement program. o Review credit recovery models to formalize delivery. o Involve staff in update of Department of Education and Early Childhood

Development grade 9 curricula.

2. To maximize exemplary teaching practices to support high quality instruction.

• Create a common understanding of exemplary and innovative teaching practices through

professional development grounded in research o Support teachers in the understanding and implementation of curriculum alignment

(curriculum, instruction and assessment). o Implement math curriculum in grades P-3 and grade 10. o Support secondary teachers to expand pedagogical strategies to explore outcomes

with wireless network.

• Increase the cultural proficiency of teachers and administrators o Develop and administer a needs assessment for teachers and administrators on

cultural proficiency. o Analyze data collected on needs assessment.

• Emphasize exemplary teaching in the teacher appraisal process

o Assist principals to connect evaluation to high quality teaching.

• Encourage teachers to continuously assess the effectiveness of their instructional strategies in meeting the diverse needs of each student

o Support schools to create effective PLCs focussed on developing exemplary teaching practices in support of student learning.




3. To achieve equitable learning opportunities for all students.

• Develop a common understanding of the breadth and depth of diversity within our school system and address any policy implications

o Develop a diversity services plan. o Review and update initiatives of the Diversity Management Committee related to

the Employment Systems Review o Review policy recommendations of the Diversity Management Committee and

implement recommendations as policies are updated.

• Establish systems and processes to analyze and report student achievement data for identified groups

o Continue to promote student self-identification. o Merge self-identification data with the student achievement data and complete

analysis and interpretation. o Develop communication plan to report findings. o Create a common understanding of supporting students to complete high school

within an established timeline. Identify data sources to track data.

• Continue to recruit and retain staff to reflect the diversity of the student population o Facilitate and support a Provincial Task Force regarding the hiring of Aboriginal and

African-Nova Scotian teachers. o Promote the use of all equity hiring tools in the four collective agreements. o Promote the self-identification of employees. o Identify strategies that will support the retention of diverse staff.

• Improve technology and transportation infrastructure to support broader access to

programming o Review student transportation contract and current practices to seek opportunities

for alternative delivery of service. (e.g., rural schools). o Audit transportation routing. o Support the expansion of wireless networks in junior high and senior high schools. o Continue to implement technology upgrades for increased wireless access.

• Support and enhance every school’s ability to ensure that all students experience a learning

environment that meets their needs for physical, social and emotional safety. o Develop an implementation plan for recommendations in the Nova Scotia Anti-

bullying Action Plan. o Develop reports in PowerSchool to support monitoring learning environments and to

support strategies for improvement. o Support and expand the number of schools implementing Restorative Approaches.

4. To build engagement, support and confidence in HRSB.

• Identify and implement best practices for community engagement at both the board and school levels

o Research best practices for community engagement at the board level. o Review existing policies regarding community engagement and make necessary

revisions.




• Create protocols for proactive, open and timely internal and external communication

o Identify means of communications available to external audiences (parents/guardians and community partners) and develop a plan to promote these tools.

o Review existing communications policy and make necessary revisions. o Develop and implement a social media protocol. Review and revise Acceptable Use

Policy (add social media). o Develop a policy management plan for the review of all HRSB policies.

• Nurture strong relationships with the Department of Education and Early Childhood

Development, HRM and other community partners o Governing Board fosters relationships with Department of Education and Early

Childhood Development, HRM and community partners based on open, honest and respectful communication.

o Governing Board seeks opportunities to promote the HRSB with Department of Education and Early Childhood Development, HRM and community partners.

• Achieve greater efficiency in the management of our facilities

o Implement the approved energy management savings proposal (Phase 1). o Identify opportunities outside of the energy project for additional savings. o Review and revise Facility Plan for approval by Board. o Implement SAP Plant Maintenance preventative maintenance processes.

Summary Through a collaborative approach, the Governing Board and Senior Staff have developed these priorities to guide the work of the board in 2013-2014.

PERFORMANCE MEASURES - 2013-2014 Goals Goal 1: To improve student achievement and personal success.

PERFORMANCE MEASURES – 2013-2014 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance % of grade 1 students who received Early Literacy Support and met classroom year end benchmarks.

To increase annually the percentage of grade 1 students who received Early Literacy Support and met classroom year end reading benchmarks.

The baseline year is 2011-12, 57% (577 students) of the 1,006 students met year end classroom reading benchmarks.

Pending

% of grade 2 students who received Early Literacy Support in grade 1 and met the HRSB grade 2 Literacy Assessment benchmark for reading.

To increase annually the percentage of grade 2 students who received Early Literacy Support in grade 1 and met the HRSB grade 2

The baseline year is the 2012-13 results for the HRSB grade 2 Literacy Assessment. 25% (246) of the 974 students who

Pending




PERFORMANCE MEASURES – 2013-2014 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance

Literacy Assessment reading benchmark.

received Early Literacy Support in grade 1 met the HRSB grade 2 Literacy Assessment benchmark for reading.

Goal 2: To maximize exemplary teaching practices to support high quality instruction.

PERFORMANCE MEASURES – 2013-2014 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance % of teachers in grades P-3 who have successfully implemented the new mathematics curriculum.

100% of teachers in grades P-3 who have successfully implemented the new mathematics curriculum in the 2013- 2014 school year.

The baseline year is 2012-2013 at 0% of mathematics teachers in grades P-3 teaching the new mathematics curriculum.

Pending

Goal 3: To achieve equitable learning opportunities for all students.

PERFORMANCE MEASURES – 2013-2014 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance An increased number of students will be enrolled in IB, AP, Skilled Trades and O2.

To increase the number of students in IB and AP by September 30, 2015. To increase the number of students in Skilled Trades and O2 by September 30, 2015.

In September of 2012 there were 694 (IB 450) students enrolled in IB and AP. In September of 2012 there were 693 (O2 523) students enrolled in Skilled Trades and O2.

Pending Pending

Improve technology infrastructure to support broader access to programming: % of schools with wireless infrastructure

Install Wireless Infrastructure in all HRSB schools by the end of the 2015-2016 school year.

At the end of 2012-2013, 22% of HRSB schools have a complete wireless infrastructure.

Pending

Number of policies that include consideration of the Diversity Management Committee recommendations

By June 2016, 100% of the recommended changes to policies are implemented as these policies are reviewed.

4 of the 30 policies with recommended changes have been implemented as of 2012-13

Pending

Percentage of school based staff who received professional development in actioning the diversity management plan

25% of school based staff by June 2014, with 100% by June 2016

100% of principals have received Cultural Proficiency training. The Diversity Management plan will support this previous training.

Pending




Goal 4: To build engagement, support, and confidence in HRSB.

PERFORMANCE MEASURES – 2013-2014 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance An increased percentage of parents/guardians feeling satisfied with the quality of their children’s education.

To increase by 1% the percentage of parents/ guardians who respond “always” or “usually” to the question: do you feel your child is receiving a quality education? in the 2014-2015 Getting to Great Survey

Baseline data is the percentage of parents/guardians who respond “always” or “usually” to the question: do you feel your child is receiving a quality education? in the 2012-2013 Getting to Great Survey:

• P-6 Parent/Guardians (N=4386): 83%

• 7-9 Parent/Guardians (N=1506): 72%

• 10-12 Parent/Guardians (N=1207): 72%

Pending

A significant increase in the number of parents and community members accessing HRSB’s publications or communications tools

To increase visitors to www.hrsb.ca by 1% for the period April 1 – May 1, 2016. To increase by 2% the number of unique visitors to the Superintendent’s Annual Report in the 30 days following its release. To increase the number of Twitter followers to HRSB_Official to 10,000 by May 1, 2016

Baseline data will be the number of visitors to www.hrsb.ca from April 1 – May 1, 2013. (Total visits: 235,978 Unique visits: 106,238) Baseline data will be the number of unique visitors to the Superintendent’s Annual Report in the 30 days following its release November 28, 2012. (7042 page loads, 2506 unique visits, 2316 first time visits) Baseline data will be the number of Twitter followers to HRSB_Official as of May 1, 2013 (6892 followers).

Pending

Broader community engagement through the adoption of best practices

To maintain the percentage of parents/guardians who respond “yes” to the statement: my child’s school invites parent/guardian and community involvement in the 2014-2015 Getting to Great Survey.

Baseline data will be the percentage of parents/guardians who respond “yes” to the statement: my child’s school invites parent/guardian and community involvement in the 2012-2013 Getting to Great Survey. • P-6

Parent/Guardians (N= 4267): 95%

Pending

http://www.hrsb.ca/

http://www.hrsb.ca/





• 7-9 Parent/Guardians (N= 1441): 84%

• 10-12 Parent/Guardians (N= 1134): 81%

Achieve greater efficiency in the management of our facilities. % energy consumption reduction and dollar value of reduction

Reduce energy consumption by 2964 GigaJoules by 2014-15. (This currently represents 0.75% of energy used by HRSB.)

2012-13 base year for energy consumption: 396,328 GJ

PERFORMANCE MEASURES - 2012-2013 Goals

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

PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance The gap between high school class marks and the Nova Scotia Exams (NSE) is narrowed: Average difference between class marks and NSE marks

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

Baseline data is the June 2009 results. In 2009 the average difference between high school Mathematics 12 class marks and the Nova Scotia Mathematics 12 Examination marks was 20.8 points. In 2009 the average difference between high school Advanced Mathematics 12 class marks and the Nova Scotia Advanced Mathematics 12 Examination marks was 18.3 points.

The performance is based on the full year student results. Pending Pending




PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance High school students graduate within 3 years of entering high school: % of students graduating after 3 years of high school

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

Baseline data is the results from June 2011. The total number of students graduating is 3,864. Of that number, 3,421 or 88.5% graduated within three years.

Pending

Grade 2 students showed improved literacy progress: # of grade 2 students in level 14 to 18 (as % of total assessed students)

The target will be to increase the # of grade 2 students (as % of total assessed students) in level 14-18 by 2% by 2011-2012

Baseline data will be the 2009-2010 results In 2009, 2130 (78%) students (English Program) read accurately and fluently at levels 14-18. In 2009, 323 (62%) students (French Immersion Program) read accurately and fluently at levels 11-16.

Target Not Achieved: In 2011, 2323 (78%) students in English Program read accurately and fluently at levels 14-18. Since 2009, the number of students reading accurately and fluently at levels 14-18 has increased; however, the overall percentage of students reading accurately and fluently at levels 14-18 remains unchanged. In 2011, 388 (63%) students in French Immersion Program read accurately and fluently at levels 11-16. Since 2009 the number of students reading accurately and fluently at 11-16 has increased and the overall percentage of students reading accurately and fluently at levels 11-16 has increased by 1%.




PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance # of students in level 0 to 10 (as % of total assessed students)

The target will be to reduce the # of students (as % of total assessed students) in level 0 to 10 by 2% by 2011-2012

Baseline data will be the 2009-2010 results In 2009, 470 (17%) students (English Program) read accurately and fluently at levels 0-10. In 2009, 163 (31%) students (French Immersion Program) read accurately and fluently at levels 0-7.

Target Not Achieved: In 2011, 517 (17%) students in English Program read accurately and fluently at levels 0-10. Since 2009, the number of students reading accurately and fluently at Levels 0-10 has increased; however, the overall percentage of students reading accurately and fluently at Levels 0-10 remains unchanged. Target Not Achieved: In 2011, 194 (32%) students in French Immersion Program read accurately and fluently at levels 0-7. Since 2009, the number of students reading accurately and fluently at Levels 0-7 has increased and the overall percentage of students reading accurately and fluently at Levels 0-7 has increased by 1%.

Increased student achievement of high school students: # of high schools offering Credit Recovery % of students taking Credit Recovery courses who were successful

The target will be to have all 15 high schools offering Credit Recovery by 2012-2013. The target will be to increase the % of students taking Credit Recovery courses who were successful by 2% by 2011-2012

Baseline data will be the 2009- 2010 results In 2009-2010, 10 high schools offered Credit Recovery. Baseline data will be the 2009-2010 results The percentage of students taking Credit

Target Achieved: As of September 2012, all 15 high schools are offering Credit Recovery. Target Not Achieved: The percentage of students taking Credit





Recovery courses who were successful was 92.4%.

Recovery courses who were successful in 2011-2012 was 87.5%.

Improved attendance at high schools participating in the Attendance Pilot: Overall % of absences in each high school

To decrease overall absenteeism by 10% by 2012-2013

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 Achieved: The average absenteeism rate in the high schools participating in the pilot was 7.6%. This represents a decrease of 15.6% overall.

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

PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year 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

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

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.

Target Achieved: June 2012 - The total number of high school students who self-identified as Aboriginal or African Descent by June 2012 was 795. Of those who chose to self-identify, 199 were Aboriginal – an increase of 192% from June 2012 and 596 were of African Descent – an increase of 229%.




PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance # of students who self-identify in any category in all schools

The target will be to increase this number by 20% by 2012-2013.

Baseline data will be the data from 2011-2012 school year The total number of students in all schools who self-identified in all categories by June 2012 was 15,330. Of those who chose to identify, 770 were Aboriginal and 2,026 were of African Descent.

Target Achieved: As of May 2013 – The total number of students in all schools who self-identified in all categories is 31,546 – an increase of 106% from June 2012. Of those who chose to identify, 1,414 were Aboriginal – an increase of 84% from June 2012 and 2,872 were of African Descent – an increase of 42%.

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

An increased percentage of Early Learning Opportunities students who will not require Early Literacy Intervention Program in grade 1.

Baseline data will be developed in the 2011-12 school year 53% of 70 students who attended the Early Learning Opportunities Program did not require the Early Literacy Intervention Program in grade 1

Target Not Achieved: In the 2012- 2013 school year, 49% of 77 students who attended the Early Learning Opportunities Program did not require support in the Early Literacy Intervention Program in grade 1.

Goal 3: To continue to improve school safety.

PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance Reduced incidences of bullying in schools: # of incidences of bullying in schools resulting in Out-of-School suspensions

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

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

Target Achieved: The total number of suspensions related to bullying in the 2011-2012 school year was 123.




PERFORMANCE MEASURES – 2012-2013 Goals Performance Measures Target & Reporting Year Baseline Data and Year Performance Fewer workplace injuries and less work time lost due to workplace injuries: # of workplace injuries # of weeks of lost time due to workplace injuries

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

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).

Target Not Met: As of April 30, there were 80 workplace injuries (11 teacher, with four teacher claims pending, and 69 WCB) Pending




FINANCE AND OPERATIONS A. KEY FINANCIAL INDICATORS

GENERAL FUND

2011-2012

ACTUAL 2012-2013

FORECASTED* 2013-2014

BUDGET REVENUE Province of Nova Scotia $292,711,201 $279,832,000 $281,699,700 Halifax Regional Municipality 99,769,700 106,256,000 113,875,200 Government of Canada 2,827,266 2,756,000 2,545,600 Board Generated Revenues 11,459,391 12,164,600 12,096,800 TOTAL REVENUE $406,767,558 $401,008,600 $410,217,300

EXPENDITURES SCHOOL ADMINISTRATION Salaries – Teachers $242,084,638 $235,501,000 $240,747,100 Salaries – Non-teachers 28,173,953 27,779,800 29,870,200 Benefits 25,195,944 22,429,800 23,536,100 Student Services 90,856 81,700 104,500 Program Support Resources 8,545,638 8,422,300 7,948,500 Administration 227,888 227,400 57,400 Professional Development 81,291 50,000 175,000 International Services 2,043,332 2,219,400 2,129,500 Summer School 24,870 25,800 24,100 Adult and Community Education 293,140 438,800 420,600 TOTAL – SCHOOL ADMINISTRATION $306,761,550 $297,176,000 $305,013,000

PROGRAM Salaries – Teachers $8,571,949 $8,721,100 $8,948,600 Salaries – Non-teachers 535,549 475,900 522,200 Benefits 648,820 640,600 671,500 Special Education & Student Support 1,973,473 2,177,200 2,191,400 Program Support Resources 3,638,090 5,210,400 4,836,800 Administration 86,819 102,000 90,500 Professional Development 1,786,631 1,563,700 1,412,600 TOTAL – PROGRAM $17,241,331 $18,890,900 $18,673,600

BOARD SERVICES Board Governance $280,043 $666,900 $275,500 Board Services 1,587,097 1,417,300 1,357,200 TOTAL – BOARD SERVICES $1,867,140 $2,084,200 $1,632,700




2011-2012 ACTUAL

2012-2013 FORECASTED*

2013-2014 BUDGET

OPERATIONS SERVICES Administration $2,259,012 $2,272,200 $2,262,500 Custodial Services 20,442,573 21,145,700 21,377,000 Maintenance Services 8,266,206 7,471,000 7,633,000 Plant Operations 14,145,414 15,199,800 15,224,000 Capital Projects 2,450,409 1,784,800 1,091,900 Student Transportation 16,588,051 17,472,000 17,992,500 Technology Services 3,472,650 4,241,000 4,680,900 Facilities Rental 492,542 471,800 535,500 TOTAL – OPERATIONS SERVICES $68,116,857 $70,058,300 $70,797,300

FINANCIAL SERVICES Administration $2,470,907 $2,394,800 $2,478,500 EXCEL – Before & After School Program 4,096,426 4,521,900 5,189,700 Adult EAL 2,059,911 2,183,200 2,105,600 TOTAL – FINANCIAL SERVICES $8,627,244 $9,099,900 $9,773,800

HUMAN RESOURCES SERVICES Administration $2,477,942 $2,054,600 $2,231,900 Staff Development 2,062,952 2,132,500 2,095,000 TOTAL – HUMAN RESOURCE SERVICES $4,540,894 $4,187,100 $4,326,900

TOTAL – EXPENDITURES $407,155,016 $401,496,400 $410,217,300

EXCESS/(DEFICIT) OF REVENUES OVER EXPENDITURES ($387,459) ($487,800) 0

OPENING ACCUMULATED SURPLUS $15,959,652 $15,236,632

CLOSING ACCUMULATED SURPLUS $15,236,632 $14,748,832

Designation of Accumulated Surplus: General Fund – Unrestricted $1,299,541 $1,489,541 General Fund – Program Resources 197,469 197,469 General Fund – Capital Amortization 8,865,005 8,187,205 School Based Funds 4,874,617 4,874,617

* Forecast Based on December 31, 2012 Financial Results Note - The expenditure numbers in 2011-2012 and 2012-2013 exclude school generated funds transactions. For more detail, refer to the audited financial statements on the board’s web site at www.hrsb.ca.

http://www.hrsb.ca/




B. COST PRESSURES The following information outlines the major cost pressures of the HRSB for the 2013-2014 fiscal year. Given the high proportion of the budget that is spent on employee salaries, a significant cost pressure is the value of negotiated increases. There have been recent settlements in two of the board’s unionized employee groups, and there is the potential for all other HRSB employee groups to negotiate a wage increase in the 2013-14 school year. The Department of Education and Early Childhood Development has indicated that the first 1% of all potential settlements has been funded and is included in the board’s revenues for 2013-2014. The NSTU settlements in excess of 1% have also been funded by the Department as part of the board’s revenues. Once other settlements are finalized, the Department will fund those increases in excess of 1% as well. Teachers’ Salaries and Benefits Teachers’ salaries and benefits comprise the largest portion of the board’s budget. A new provincial collective agreement has been reached, effective July 31, 2012. The budget includes a 2% increase effective August 1, 2012 and a 2.5% increase effective August 1, 2013. The pay rate for substitute teachers will increase by 4.55% effective August 1, 2013. 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 2013-2014 will amount to almost $3.8 million in additional annual salary expenditures. Teachers can 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 2013-2014 at an average value of $6,400. This results in an annual cost pressure of almost $1.3 million. There will be cost pressures in teacher benefits. While the Canada Pension Plan (CPP) rate has stayed the same, the maximum earnings amount has increased. Employment Insurance (EI) rates have risen, as well as the maximum earnings amount for EI. As a result, statutory benefits for most teachers have increased by 3.7%. 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 impact the budget. As teachers at the top of the scale retire, salaries for teachers’ replacements are typically lower on the salary scale. With about 100 retirements estimated in 2013, salary expenditures in the fiscal year 2013-2014 may be reduced by almost $1.6 million. 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.




A new CUPE agreement has been reached, effective August 1, 2011. The budget includes increases of 2.0% effective August 1, 2011, 2.5% effective August 1, 2012, and 3.0% effective August 1, 2013. The NSGEU agreement expired on September 30, 2011. The NSUPE agreement expired on July 31, 2012. The PEG salary scales expired on March 31, 2013. The Governing Board has not yet approved any increase for PEG effective April 1, 2013. The cost pressure for the Board for the first 1% increase for these employee groups will be in the area of $0.5 million for the 2013-2014 budget. 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 2012-2013 effective August 1, 2012, to acknowledge the permanent assignment these employees have throughout the school year. EXCEL Head Instructors have received an increase effective April 1, 2013, however, Assistant Instructors and lunch monitor staff increases have not yet been determined. There are also benefits’ cost pressures. While the CPP rate has stayed the same, the maximum earnings amount has increased. Workers’ Compensation Board (WCB) and Employment Insurance (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 8.8%. When you compare this increase to the increase in statutory benefits for teachers (3.7%), the difference relates entirely to the increase in WCB premiums. Along with these increase the employer cost of contributing to the pension plan and Long Term Disability plan 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 2013, as well as the full year impact of the September 2012 increase. This results in an increase of approximately $0.7 million over the budget in 2012-2013. Operations Costs continue to increase for operating and maintaining our school and office buildings. Heating oil prices have risen substantially during the winter of 2012-2013, more than 8% from February 2012 to February 2013. Despite a reduction in estimates for heating fuel consumption, there is a cost pressure to increase the heating fuel budget in 2013-2014. The board has undertaken several energy efficiency projects over the last number of years. These projects have resulted in reductions in electricity consumption, but due to cost increases, the overall cost for electricity has increased by approximately 3%.




Summary With about 83% of the Board’s budget comprising salaries and benefits, the main cost pressures for 2013-2014 are in these areas. 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 do not match cost increases without impacting resources at the school and classroom level.

APPENDIX A


Organizational Structure

August 2013

June 4, 2013

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

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

NUTRITIONIST (G)

FACILITATOR CURRICULUM

IMPLEMENTATION

LEADERS TECHNOLOGY

INTEGRATION (2) (G)

CONSULTANTS ENGLISH PROGRAM (1) FSL PROGRAMS (1) (G)

EDUCATION QUALITY AND

ACCOUNTABILITY

COORDINATOR EDUCATION QUALITY

AND ACCOUNTABILITY

FACILITATOR CONTINUOUS SCHOOL

IMPROVEMENT

CONSULTANT CONTINUOUS SCHOOL

IMPROVEMENT

CONSULTANTS, RESEARCH AND DATA

(2)

FACILITATOR ASSESSMENT & EVALUATION

FACILITATOR LITERACY

IMPLEMENTATION

FACILITATOR MATHEMATICS

IMPLEMENTATION LEADERS

MATHEMATICS (2)

CONSULTANT MATHEMATICS

SUPPORT

LEADERS LITERACY (2) (G)

CONSULTANT MATH ASSESSMENT

& REPORTING

CONSULTANT ASSESSMENT &

REPORTING

FACILITATOR AFRICAN NOVA SCOTIAN, MI’KMAQ & ABORIGINAL

STUDENT SUPPORT

FACILITATOR PROGRAMS AND

STUDENT SERVICES (4)

CONSULTANT STUDENT HEALTH

CARE NEEDS

CONSULTANT EAL (G)

REGIONAL AND SITE-BASED

STUDENT SERVICES (70)

SPECIALIST AUTISM (5)

SPECIALIST ASSISTIVE

TECHNOLOGY (4)

SPECIALIST PROGRAM PLANNING (4)

SPECIALIST BEHAVIOUR (4)

CONSULTANT COMMUNITY-BASED

LEARNING

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 (3)

APPENDIX A


SECURITY/ COMMUNICATIONS

SPECIALIST

COORDINATOR PROPERTY SERVICES

CUSTODIAL

COORDINATOR PROPERTY SERVICES

MAINTENANCE

DIRECTOR

ADMINISTRATIVE

ASSISTANT

PLANNING

FACILITIES RENTALS

SUPERVISOR

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

ENERGY MANAGER

SECRETARY (2)

TECHNOLOGY SERVICES

COORDINATOR INFORMATION TECHNOLOGY

STUDENT TRANSPORTATION

ADMINISTRATOR STUDENT

TRANSPORTATION

WEB DEVELOPER/DBA (2)

WIRELESS & INFRASTRUCTURE

SPECIALIST MANAGER VoIP & NETWORK INFRASTRUCTURE

MANAGER SCHOOL

TECHNOLOGY

SUPERVISORS SCHOOL TECHNOLOGY

(5)

SUPERVISOR COMPUTER FOR

SCHOOLS WORKSHOP

IT/NETWORK SPECIALIST

SUPPORT STAFF

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

HEALTH & ABILITIES 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 (4)

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


BUSINESS PLAN TEMPLATE FOR SCHOOL BOARDS FOR THE 2013-14 BUSINESS PLAN

December 2012

Appendix B – Key Facts Please provide the following key facts in the table below as of September 30, 2011 and September 30, 2012, 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 Category September 30, 2011 September 30, 2012 Students

Total Number of Students 49,552 49,027 Average Class Size P-2 21.4 22.0 Average Class Size 3-6 23.2 24.0 Average Class Size 7-9 24.1 25.1 Average Class Size 10-12 25.7 25.3 Total Number of Classes & Sections 3,678 3,730

Teachers Instruction FTEs 2,519.3 2,402.9 Administrative FTEs 226.1 226.9 Resource FTEs 305.1 300.6 Student Support FTEs 230.8 244.7 Program Support FTEs 15.0 14.0

School Support Staff Education Assistants 3,924.2/205 3,980.2/205 Library Technicians 113.8/205 74.1/205 Student Supervision 950/186 950/186 School Secretaries 1,123.5/206 1,123.5/206 Student Support Workers 119/205 119/205

Board Governance School Board Members 10.0 10.0 Board Support Staff FTEs 2.0 2.0

Regional Administration Senior Management FTEs 7.0 7.0 Program Management FTEs 29.0 27.0 Operational Management FTEs 48.0 45.0 Administration Support FTEs 13.0 14.0 Secretarial/Clerical FTEs 36.0 31.5

Technology Students/Instructional Computer 3.44 3.48 Technical Support FTEs 34.0 34.0 Computers & Devices/Technician 430 652

Property Services Total School Sq. Ft. 7,732,640 7,700,071 Sq. Ft./Student 153.5 157.1 Private Operator Sq. Ft. 747,225 742,825 Operating Cost/Sq. Ft. $5.99 $6.23 Bd. Custodial/Sq. Ft. 0.0929 0.0910 Con. Custodial/Sq. Ft. 0.0779 0.0784 Sq. Ft./Custodial Hour 2,798 2,858.3 Operating Capital $2,254,400 $935,200

APPENDIX B


Transportation Total Buses Operated 242 243 Total Students Transported 21,875 + 1,100 passes 22,428 + 850 passes Total Cost/Student Transported $749 $715 Average Bus Load 90 90 Cost/Unit – Contracted $67,778 $68,511 Cost/Unit – Board n/a n/a Number of Operating Days 186 186 Definitions and Calculations: 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. Assts., 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 & Devices/Technician: Total Computers & Devices 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

APPENDIX B


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

APPENDIX C

APPROVED General Fund Business Planand Budget 2013-2014 Page 49 June 12, 2013

GENERAL FUND APPROVEDBUDGET SUMMARY

2013-2014

Proposed Change Change Budget Budget Projected Budget To Budget To

2013-2014 2012-2013 2012-2013 Budget Projected LineREVENUE

Province of Nova ScotiaFormula Funding 268,752,100 266,066,700 266,066,700 2,685,400 2,685,400 R1Provincial Initiatives 4,689,800 4,750,800 4,939,500 -61,000 -249,700 R2Other Provincial Initiatives and Grants 8,257,800 4,570,100 8,825,800 3,687,700 -568,000 R3

Subtotal 281,699,700 275,387,600 279,832,000 6,312,100 1,867,700

Halifax Regional MunicipalityMandatory Contribution 113,875,200 106,256,000 106,256,000 7,619,200 7,619,200 R4

Subtotal 113,875,200 106,256,000 106,256,000 7,619,200 7,619,200

Government of CanadaAdult EAL 2,105,600 2,151,100 2,183,200 -45,500 -77,600 R5French Special Projects 231,500 231,500 231,500 0 0 R6Minority Official Language 208,500 288,800 266,300 -80,300 -57,800 R7Other Projects 0 0 75,000 0 -75,000 R8

Subtotal 2,545,600 2,671,400 2,756,000 -125,800 -210,400

Board Generated RevenueFLEC's Program 420,600 290,900 439,200 129,700 -18,600 R9Investment Income 380,000 350,000 366,800 30,000 13,200 R10Summer School Fees 24,100 20,700 24,100 3,400 0 R11Facilities Rental 703,000 797,800 742,800 -94,800 -39,800 R12EXCEL - Before and After School Program 7,740,900 7,092,900 7,683,400 648,000 57,500 R13International Services 2,824,900 2,666,600 2,762,300 158,300 62,600 R14Miscellaneous 3,300 37,400 146,000 -34,100 -142,700 R15

Subtotal 12,096,800 11,256,300 12,164,600 840,500 -67,800

TOTAL REVENUE 410,217,300 395,571,300 401,008,600 14,646,000 9,208,700

APPENDIX C



2013-2014


2013-2014 2012-2013 2012-2013 Budget Projected Line

EXPENDITURES


Salaries - TeachersClassroom 164,593,800 161,401,400 162,928,200 3,192,400 1,665,600 S1Special Education 23,600,400 22,221,400 22,009,000 1,379,000 1,591,400 S2Student Support 8,488,600 6,802,500 7,669,200 1,686,100 819,400 S3Library and Guidance 5,482,900 5,477,700 5,351,600 5,200 131,300 S4Teacher Administrators 24,218,800 23,469,200 23,254,000 749,600 964,800 S5Board Administration 1,611,100 1,424,500 1,350,400 186,600 260,700 S6Substitutes 12,751,500 12,221,800 12,938,600 529,700 -187,100 S7

Subtotal 240,747,100 233,018,500 235,501,000 7,728,600 5,246,100

Salaries - Non-TeachersEducational Program Assistants 20,344,200 18,765,800 18,638,200 1,578,400 1,706,000 S8Library Support Specialists 407,000 464,500 451,800 -57,500 -44,800 S9School Secretaries 5,742,400 5,687,800 5,462,000 54,600 280,400 S10Board Administration 192,300 149,500 137,700 42,800 54,600 S11Student Support 701,100 638,800 631,100 62,300 70,000 S12Security 119,200 116,200 125,800 3,000 -6,600 S13Lunch Supervision 2,364,000 2,333,200 2,333,200 30,800 30,800 S14

Subtotal 29,870,200 28,155,800 27,779,800 1,714,400 2,090,400

BenefitsStatutory 15,410,300 14,313,900 14,599,900 1,096,400 810,400 S15Medical/Dental/Salary Continuation 3,152,400 3,051,900 3,038,800 100,500 113,600 S16Service Awards 2,084,200 2,078,600 2,075,300 5,600 8,900 S17Pension 2,889,200 2,610,300 2,715,800 278,900 173,400 S18

Subtotal 23,536,100 22,054,700 22,429,800 1,481,400 1,106,300

APPENDIX C



2013-2014



Student ServicesTravel - Student Services 89,500 89,500 66,700 0 22,800 S19Other Non Salary Expenditures 15,000 15,000 15,000 0 0 S20

Subtotal 104,500 104,500 81,700 0 22,800

Program Support ResourcesClassroom Supplies and Equipment 3,526,800 3,488,800 3,578,300 38,000 -51,500 S21School Technology 756,000 731,000 756,000 25,000 0 S22Data Lines 608,600 648,600 648,600 -40,000 -40,000 S23Circuit/Resource Travel 187,100 187,100 187,100 0 0 S24Textbook Credit Allocation 2,544,500 2,531,500 2,531,500 13,000 13,000 S25Other Non Salary Expenditures 190,000 567,000 565,700 -377,000 -375,700 S26Other Projects 135,500 155,900 155,100 -20,400 -19,600 S27

Subtotal 7,948,500 8,309,900 8,422,300 -361,400 -473,800

AdministrationSupplies and Materials 20,000 190,000 190,000 -170,000 -170,000 S28Other Non Salary Expenditures 37,400 37,400 37,400 0 0 S29

Subtotal 57,400 227,400 227,400 -170,000 -170,000

Professional DevelopmentSystem Leadership 175,000 50,000 50,000 125,000 125,000 S30

International ServicesRevenue 2,824,900 2,666,600 2,762,300 158,300 62,600 S31

Expenditure 2,129,500 2,086,300 2,219,400 43,200 -89,900 S32Net Revenue 695,400 580,300 542,900 115,100 152,500

Summer SchoolRevenue 24,100 20,700 24,100 3,400 0 S33

Expenditure 24,100 20,700 25,800 3,400 -1,700 S34Net Revenue 0 0 -1,700 0 1,700

APPENDIX C



2013-2014



Adult and Community EducationFLEC's - Night School 20,000 34,900 34,900 -14,900 -14,900 S35Nova Scotia Student Adult Literacy 400,600 256,000 403,900 144,600 -3,300 S36

Subtotal 420,600 290,900 438,800 129,700 -18,200

Total School Administration 305,013,000 294,318,700 297,176,000 10,694,300 7,837,000

PROGRAM

Salaries - TeachersSpecial Education 6,029,700 5,652,800 5,621,700 376,900 408,000 P1Student Support 301,300 265,500 263,600 35,800 37,700 P2Board Administration 2,617,600 2,832,800 2,835,800 -215,200 -218,200 P3

Subtotal 8,948,600 8,751,100 8,721,100 197,500 227,500

Salaries - Non-TeachersBoard Administration 307,800 313,800 286,400 -6,000 21,400 P4Student Services Secretaries 214,400 209,600 189,500 4,800 24,900 P5

Subtotal 522,200 523,400 475,900 -1,200 46,300

BenefitsStatutory 466,000 443,800 447,100 22,200 18,900 P6Medical/Dental/Salary Continuation 60,000 50,700 54,200 9,300 5,800 P7Service Awards 91,600 87,500 87,500 4,100 4,100 P8Pension 53,900 54,500 51,800 -600 2,100 P9

Subtotal 671,500 636,500 640,600 35,000 30,900

APPENDIX C



2013-2014



Special Education and Student SupportTutors/Support for Alternative Arrangements 90,000 90,000 105,400 0 -15,400 P10Supplies and Materials 168,000 198,000 198,000 -30,000 -30,000 P11Assistive Technology Equipment 296,500 287,700 287,700 8,800 8,800 P12Innovation Challenge/Spec Ed Pilot Projects 412,000 426,000 426,000 -14,000 -14,000 P13SEIRC 106,400 106,300 106,300 100 100 P14Travel - Student Services 103,100 103,100 95,200 0 7,900 P15Contracted Services 1,015,400 833,500 958,600 181,900 56,800 P16

Subtotal 2,191,400 2,044,600 2,177,200 146,800 14,200

Program Support ResourcesSupplies and Materials 233,500 349,000 326,500 -115,500 -93,000 P17Provincial Program Initiatives and Projects 4,603,300 3,402,400 4,883,900 1,200,900 -280,600 P18

Subtotal 4,836,800 3,751,400 5,210,400 1,085,400 -373,600

AdministrationSupplies and Materials 41,000 46,000 44,000 -5,000 -3,000 P19Other Non Salary Expenditures 49,500 56,000 58,000 -6,500 -8,500 P20

Subtotal 90,500 102,000 102,000 -11,500 -11,500

Professional DevelopmentCurriculum Implementation 382,500 387,400 450,000 -4,900 -67,500 P21Literacy Implementation 201,900 230,200 215,000 -28,300 -13,100 P22Mathematics Implementation 273,700 98,200 464,000 175,500 -190,300 P23Assessment and Evaluation 78,800 45,000 62,400 33,800 16,400 P24Continuous School Improvement 75,000 61,100 42,100 13,900 32,900 P25Student Services 190,000 72,300 90,300 117,700 99,700 P26RCH 210,700 212,300 239,900 -1,600 -29,200 P27

Subtotal 1,412,600 1,106,500 1,563,700 306,100 -151,100

Total Program 18,673,600 16,915,500 18,890,900 1,758,100 -217,300

APPENDIX C



2013-2014



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 85,000 100,000 85,000 -15,000 0 B3Other Non Salary Expenditures 82,900 474,400 474,400 -391,500 -391,500 B4

Subtotal 275,500 682,000 666,900 -406,500 -391,400

Board ServicesSalaries 809,200 788,100 786,500 21,100 22,700 B5Benefits 125,600 120,400 152,100 5,200 -26,500 B6Supplies and Materials 70,000 83,200 83,200 -13,200 -13,200 B7Professional Services 270,000 320,000 320,000 -50,000 -50,000 B8Other Non Salary Expenditures 82,400 75,500 75,500 6,900 6,900 B9

Subtotal 1,357,200 1,387,200 1,417,300 -30,000 -60,100

Total Board Services 1,632,700 2,069,200 2,084,200 -436,500 -451,500

OPERATIONS SERVICES

AdministrationSalaries 1,758,700 1,672,800 1,660,200 85,900 98,500 O1Benefits 396,300 364,600 379,100 31,700 17,200 O2Travel 53,000 53,000 53,000 0 0 O3Other Non Salary Expenditures 54,500 54,500 179,900 0 -125,400 O4

Subtotal 2,262,500 2,144,900 2,272,200 117,600 -9,700

APPENDIX C



2013-2014



Custodial ServicesSalaries 12,750,500 12,195,400 12,538,100 555,100 212,400 O5Benefits 4,068,500 4,022,100 3,949,900 46,400 118,600 O6Supplies and Equipment 788,400 792,400 793,800 -4,000 -5,400 O7Building Rental Expense 1,756,400 1,703,200 1,744,200 53,200 12,200 O8Contracted Services 2,013,200 2,114,600 2,119,700 -101,400 -106,500 O9

Subtotal 21,377,000 20,827,700 21,145,700 549,300 231,300

Maintenance ServicesSalaries 1,897,700 1,912,500 1,754,300 -14,800 143,400 O10Benefits 580,700 634,800 566,100 -54,100 14,600 O11Supplies and Equipment 4,104,600 4,100,600 4,100,600 4,000 4,000 O12Vehicle Operating Expense 200,000 200,000 200,000 0 0 O13Contracted Services - Maintenance 800,000 800,000 800,000 0 0 O14Relocation Expenses 50,000 50,000 50,000 0 0 O15

Subtotal 7,633,000 7,697,900 7,471,000 -64,900 162,000

Plant OperationsInsurance 635,800 742,300 685,500 -106,500 -49,700 O16Utilities - Electricity 5,871,100 5,794,200 5,828,500 76,900 42,600 O17Utilities - Heating Fuel 7,661,100 7,484,100 7,629,800 177,000 31,300 O18Utilities - Water / Sewer 989,000 989,000 989,000 0 0 O19Utilities - Telephone 67,000 67,000 67,000 0 0 O20

Subtotal 15,224,000 15,076,600 15,199,800 147,400 24,200

Capital Projects 1,091,900 1,057,900 1,784,800 34,000 -692,900 O21

Student Transportation 17,992,500 17,263,500 17,472,000 729,000 520,500 O22

APPENDIX C



2013-2014



Technology ServicesSalaries 2,179,800 2,135,400 2,032,400 44,400 147,400 O23Benefits 542,400 527,000 496,900 15,400 45,500 O24Computer Services - Schools 110,000 110,000 110,000 0 0 O25Computer Supplies - Administration 107,100 107,100 107,100 0 0 O26O'Connell Drive Refresh 121,600 94,500 94,500 27,100 27,100 O27P3 Information Technology Sinking Fund 907,400 684,500 684,500 222,900 222,900 O28IEI Non Salary Expenses 122,900 122,900 122,900 0 0 O29Travel 76,700 76,700 76,700 0 0 O30Professional Services 381,000 368,000 368,000 13,000 13,000 O31Telephone/Fax/Data 132,000 148,000 148,000 -16,000 -16,000 O32

Subtotal 4,680,900 4,374,100 4,241,000 306,800 439,900

Facilities RentalsRevenue 703,000 797,800 742,800 -94,800 -39,800 O33

Salaries 396,400 422,800 348,700 -26,400 47,700 O34Benefits 81,700 91,200 65,700 -9,500 16,000 O35Service Contract 52,400 52,400 52,400 0 0 O36Other Non Salary Expenditures 5,000 5,000 5,000 0 0 O37

Subtotal 535,500 571,400 471,800 -35,900 63,700Net Revenue 167,500 226,400 271,000 -58,900 -103,500

Total Operations Services 70,797,300 69,014,000 70,058,300 1,783,300 739,000

APPENDIX C



2013-2014



FINANCIAL SERVICES

AdministrationSalaries 1,562,300 1,481,400 1,446,700 80,900 115,600 F1Benefits 369,000 343,700 339,400 25,300 29,600 F2Supplies and Materials 210,000 215,000 223,500 -5,000 -13,500 F3Travel 5,000 5,000 5,000 0 0 F4Liability Insurance 257,200 258,800 257,200 -1,600 0 F5Professional Services 45,000 45,000 45,000 0 0 F6Service Fees 30,000 30,000 78,000 0 -48,000 F7

Subtotal 2,478,500 2,378,900 2,394,800 99,600 83,700

Excel - Before and After School ProgramRevenue 7,740,900 7,092,900 7,683,400 648,000 57,500 F8

Salaries 4,105,600 3,578,400 3,527,800 527,200 577,800 F9Benefits 483,800 396,600 383,000 87,200 100,800 F10Other 600,300 596,100 611,100 4,200 -10,800 F11

Subtotal 5,189,700 4,571,100 4,521,900 618,600 667,800Net Revenue 2,551,200 2,521,800 3,161,500 29,400 -610,300

Adult EALRevenue 2,105,600 2,151,100 2,183,200 -45,500 -77,600 F12

Expenditure 2,105,600 2,151,100 2,183,200 -45,500 -77,600 F13Net Revenue 0 0 0 0 0

Total Financial Services 9,773,800 9,101,100 9,099,900 672,700 673,900

APPENDIX C



2013-2014




AdministrationSalaries 1,676,000 1,504,100 1,533,400 171,900 142,600 H1Benefits 392,800 338,100 358,800 54,700 34,000 H2Pension Top-Ups 41,800 41,800 41,800 0 0 H3Supplies and Materials 106,100 108,100 106,100 -2,000 0 H4Travel 8,200 11,200 7,500 -3,000 700 H5Service Contracts 7,000 20,000 7,000 -13,000 0 H6

Subtotal 2,231,900 2,023,300 2,054,600 208,600 177,300

Staff DevelopmentProfessional Development 2,095,000 2,129,500 2,132,500 -34,500 -37,500 H7

Subtotal 2,095,000 2,129,500 2,132,500 -34,500 -37,500

Total Human Resource Services 4,326,900 4,152,800 4,187,100 174,100 139,800

TOTAL EXPENDITURES 410,217,300 395,571,300 401,496,400 14,646,000 8,720,900

NET SURPLUS 0 0 -487,800 0 487,800

APPENDIX C


GENERAL FUND APPROVEDFTE COUNT - BUDGET SUMMARY

2013-2014


2013-2014 2012-2013 2012-2013 Budget Projected


Salaries - TeachersClassroom 2,345.3 2,319.6 2,363.1 25.7 -17.8Special Education 308.7 300.1 300.6 8.6 8.1Student Support 111.8 88.4 107.8 23.4 4.0Library and Guidance 67.8 69.9 67.8 -2.1 0.0Teacher Administrators 250.1 247.1 248.1 3.0 2.0Board Administration 15.0 13.0 16.0 2.0 -1.0

Subtotal 3,098.7 3,038.1 3,103.4 60.6 -4.7

Salaries - Non-TeachersEducational Program Assistants 577.8 556.6 567.8 21.2 10.0Student Support 21.0 17.0 17.0 4.0 4.0Library Support Specialists 10.4 11.4 11.4 -1.0 -1.0School Secretaries 154.6 154.6 154.6 0.0 0.0Board Administration 4.0 3.0 3.0 1.0 1.0Security 3.0 3.0 3.0 0.0 0.0

Subtotal 770.8 745.6 756.8 25.2 14.0

Total School Administration 3,869.5 3,783.7 3,860.2 85.8 9.3

PROGRAM

Salaries - TeachersSpecial Education 79.0 75.0 75.0 4.0 4.0Student Support 3.0 3.0 4.0 0.0 -1.0Board Administration 24.0 30.0 30.0 -6.0 -6.0

Subtotal 106.0 108.0 109.0 -2.0 -3.0

APPENDIX C



2013-2014


2013-2014 2012-2013 2012-2013 Budget ProjectedSalaries - Non-Teachers

Board Administration 6.5 6.4 6.5 0.1 0.0Student Services Secretaries 5.9 5.9 5.9 0.0 0.0

Subtotal 12.4 12.3 12.4 0.1 0.0

Total Program 118.4 120.3 121.4 -1.9 -3.0

BOARD SERVICES

Board Members 10.0 10.0 10.0 0.0 0.0Administration 9.0 10.0 9.0 -1.0 0.0

Subtotal 19.0 20.0 19.0 -1.0 0.0

Total Board Services 19.0 20.0 19.0 -1.0 0.0

OPERATIONS SERVICES

Board AdministrationAdministration 26.0 25.0 26.0 1.0 0.0

Subtotal 26.0 25.0 26.0 1.0 0.0

Facilities and GroundsCustodial 305.8 304.3 304.3 1.5 1.5Maintenance 42.0 44.0 44.0 -2.0 -2.0

Subtotal 347.8 348.3 348.3 -0.5 -0.5

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

Subtotal 40.0 40.0 40.0 0.0 0.0

APPENDIX C



2013-2014


2013-2014 2012-2013 2012-2013 Budget ProjectedFacilities Rentals

Administration 1.0 1.0 1.0 0.0 0.0Subtotal 1.0 1.0 1.0 0.0 0.0

Total Operations Services 414.8 414.3 415.3 0.5 -0.5

FINANCIAL SERVICES

Board AdministrationAdministration 26.0 26.0 26.0 0.0 0.0

Subtotal 26.0 26.0 26.0 0.0 0.0EXCEL

Administration 7.0 6.0 6.0 1.0 1.0Subtotal 7.0 6.0 6.0 1.0 1.0

Total Financial Services 33.0 32.0 32.0 1.0 1.0


Board AdministrationAdministration 23.0 22.0 24.0 1.0 -1.0

Subtotal 23.0 22.0 24.0 1.0 -1.0

Total Human Resource Services 23.0 22.0 24.0 1.0 -1.0

TOTAL FTE COUNT 4,477.7 4,392.3 4,471.9 85.4 5.8

APPENDIX C


HALIFAX REGIONAL SCHOOL BOARD APPROVEDSCHOOL ADMINISTRATION AND PROGRAM - BENEFIT SUMMARY

2013-2014

Statutory Medical/Dental Service Pension TotalSal Con Awards

School AdministrationClassroom Teachers 9,585,200 683,100 1,450,900 5,500 11,724,700Special Education 3,335,900 1,919,800 236,000 2,163,900 7,655,600Student Support 475,300 79,200 84,200 72,400 711,100Library and Guidance 292,700 49,500 54,800 42,000 439,000Teacher Administrators 879,700 82,500 242,200 0 1,204,400Board Administration 74,100 8,900 16,100 19,800 118,900Program Support Staff 767,400 329,400 0 585,600 1,682,400

Total Benefits - School Administration 15,410,300 3,152,400 2,084,200 2,889,200 23,536,100

ProgramSpecial Education 315,800 36,200 58,700 22,100 432,800Student Support 22,200 1,900 3,600 0 27,700Board Administration 128,000 21,900 29,300 31,800 211,000

Total Benefits - Program 466,000 60,000 91,600 53,900 671,500

HALIFAX REGIONAL SCHOOL BOARD

APPROVED SUPPLEMENTARY FUND

BUDGET

2013-2014

HALIFAX REGIONAL SCHOOL BOARD APPROVED SUPPLEMENTARY FUND BUDGET

2013-2014

APPROVED Supplementary Fund Page 2 June 12, 2013 Budget 2013-2014

CONTENTS PAGE 1. INTRODUCTION/PLANNING CONTEXT 3 2. FINANCIAL SUMMARY 4 3. SUPPLEMENTARY FUND BUDGET HIGHLIGHTS 6 4. SUMMARY OF SUPPLEMENTARY FUND BUDGET FOR 2013-2014 7 5. APPENDIX A – DETAILED BUDGET SUMMARY AND 9

STAFFING BUDGET


2013-2014


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 11 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 2012-13, the funding provided for 168.2 fte teacher positions and 104.5 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 2013-2014 supplementary fund budget follows on the direction set in previous years. The actual amount of funding is reduced by $450,000 for 2013-2014 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 $474,600 due to a decrease in the portion of total enrolment within HRM. (Budget to budget change reflects a reduction of $496,300 due to a variance between the budgeted and final actuals for 2012-2013.) The 2013-2014 budget 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.


2013-2014


FINANCIAL SUMMARY

The supplementary fund budget 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 2012-2013 $18,146,100

Overall reduction in funding 2013-2014 (as per joint agreement)

<450,000>

Estimated proportionate share to CSAP based on enrolment as per legislation

<636,400>

Estimated total funding for 2013-2014 $17,059,700

Over 99% of the supplementary funds are spent on salaries and benefits. The increases and anticipated increases within collective agreements for 2013-2014 have been reflected in this budget. 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 for 2013-2014 is summarized as follows:

Approved Budget 2013-2014

Approved Budget 2012-2013

Revenues

Supplementary Funding $17,059,700 $17,556,000


2013-2014


Approved Budget

2013-2014 Approved Budget

2012-2013 Expenditures

Classroom Teachers Elementary Music $770,200 $753,500 Junior High Music and Art 516,300 510,200 Physical Education 259,500 742,700 Elementary Art 561,300 534,600 Additional Teachers 3,433,200 3,371,900 Fine Arts 1,516,300 1,440,200 Sub-total 7,056,800 7,353,100 Special Education Resource Teachers 2,549,600 2,911,300 Social Workers 480,400 466,500 Educational Program Assistants 935,400 889,700 Sub-total 3,965,400 4,267,500 Library and Guidance Library Support Specialists 2,185,400 2,110,500 Guidance 736,600 707,000 Sub-total 2,922,000 2,817,500 Curriculum Leadership 411,000 422,900 Other Early Learning Opportunities 308,100 292,800 Student Services Secretaries 25,500 24,800 Secretaries 40,100 39,200 Student Support Workers 116,800 109,600 Sub-total 490,500 466,400 Benefits Statutory 916,800 927,200 Medical/Dental/Salary Continuation 343,000 334,500 Service Awards 108,300 114,400 Pension 374,100 359,200 Sub-total 1,742,200 1,735,300 Substitutes 378,800 400,300 Program Support Program Supplies and Materials 73,000 73,000 Therapeutic Swim Program 20,000 20,000 Sub-total 93,000 93,000 TOTAL EXPENDITURES $17,059,700 $17,556,000


2013-2014


SUPPLEMENTARY FUND BUDGET HIGHLIGHTS

The 2013-2014 Supplementary Fund budget represents a reduction of $496,300 from the total funding budgeted in 2012-2013. 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 2013-2014 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 2012-2013. 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 for 2013-2014 are as follows: Reduction of 0.2 FTE Junior High Music and Art teachers Reduction of 10.5 FTE Physical Education teachers (these positions have been re-allocated to

the general fund) Increase of 0.2 FTE Elementary Art teachers Reduction of 0.2 FTE Additional Classroom teachers Reduction of 8.1 FTE Resource teachers (these positions have been re-allocated to the

general fund) Increase of 0.2 FTE Library Support Specialist position All of these changes are effective as of the start of the next school year on August 1, 2013.


2013-2014


SUMMARY OF SUPPLEMENTARY FUND APPROVED BUDGET FOR 2013-2014

Approval of this budget results in the following resource allocations for the 2013-2014 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 and Art

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

Elementary Art 8.0 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 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

55.9 FTE Additional teaching staff are provided across HRM to lower class size and to provide additional “profile support” to schools with identified needs. A 0.3 teaching position to support the Therapeutic Swim program is included here, as well.

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

Resource Teachers 30.7 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 This group of social workers meets emotional, social and family needs 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

63.9 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.

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.


2013-2014


CATEGORY RESOURCES DESCRIPTION

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 students and enhance the allocation of Student Support Workers currently provided in the General Fund. There are two positions in the former City of Halifax and one position in the former City of Dartmouth (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

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 former Halifax District School Board (historical position).

HALIFAX REGIONAL SCHOOL BOARDAPPROVED SUPPLEMENTARY FUND BUDGET 2013-2014

APPENDIX A

APPROVED Supplementary Fund Budget 2013-2014 Page 9 June 12, 2013

Change ChangeBudget Budget Projection Budget To Budget To

2013-2014 2012-2013 2012-2013 Budget Projection

REVENUES

Supplementary Funding 17,059,700 17,556,000 17,534,300 -496,300 -474,600

EXPENDITURES

Classroom TeachersElementary Music 770,200 753,500 757,600 16,700 12,600Junior High Music and Art 516,300 510,200 512,200 6,100 4,100Physical Education 259,500 742,700 748,600 -483,200 -489,100Elementary Art 561,300 534,600 536,000 26,700 25,300Additional Teachers 3,433,200 3,371,900 3,318,200 61,300 115,000Fine Arts 1,516,300 1,440,200 1,460,100 76,100 56,200

Sub-total 7,056,800 7,353,100 7,332,700 -296,300 -275,900Special Education

Resource Teachers 2,549,600 2,911,300 2,972,400 -361,700 -422,800Social Workers 480,400 466,500 466,500 13,900 13,900Educational Program Assistants 935,400 889,700 890,800 45,700 44,600

Sub-total 3,965,400 4,267,500 4,329,700 -302,100 -364,300

Library and GuidanceLibrary Support Specialists 2,185,400 2,110,500 2,148,700 74,900 36,700Guidance 736,600 707,000 710,000 29,600 26,600

Sub-total 2,922,000 2,817,500 2,858,700 104,500 63,300

Curriculum Leadership 411,000 422,900 398,600 -11,900 12,400

BUDGET SUMMARY


APPENDIX A


Change ChangeBudget Budget Projection Budget To Budget To

2013-2014 2012-2013 2012-2013 Budget Projection

BUDGET SUMMARY

OtherStudent Services Secretaries 25,500 24,800 24,400 700 1,100Early Learning Opportunities 308,100 292,800 296,300 15,300 11,800Secretaries 40,100 39,200 38,300 900 1,800Student Support Workers 116,800 109,600 98,600 7,200 18,200

Sub-total 490,500 466,400 457,600 24,100 32,900

BenefitsStatutory 916,800 927,200 976,000 -10,400 -59,200Medical/Dental/Salary Continuation 343,000 334,500 328,500 8,500 14,500Service Awards 108,300 114,400 114,400 -6,100 -6,100Pension 374,100 359,200 361,100 14,900 13,000

Sub-total 1,742,200 1,735,300 1,780,000 6,900 -37,800

Substitutes 378,800 400,300 278,000 -21,500 100,800

Program SupportProgram Supplies and Materials 73,000 73,000 79,000 0 -6,000Therapeutic Swim Program 20,000 20,000 20,000 0 0

Sub-total 93,000 93,000 99,000 0 -6,000

TOTAL EXPENDITURES 17,059,700 17,556,000 17,534,300 -496,300 -474,600


APPENDIX A


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

Classroom TeachersElementary Music 11.00 262,300 11.00 507,900 770,200Junior High Music and Art 7.80 178,900 7.60 337,400 516,300Physical Education 10.50 259,500 0.00 0 259,500Elementary Art 7.80 188,000 8.00 373,300 561,300Additional Teachers 56.10 1,171,200 55.90 2,262,000 3,433,200Fine Arts 20.80 516,400 20.80 999,900 1,516,300

Sub-total 114.00 2,576,300 103.30 4,480,500 7,056,800

Special EducationResource Teachers 38.80 1,006,400 30.70 1,543,200 2,549,600Social Workers 6.00 163,600 6.00 316,800 480,400Educational Program Assistants 27.00 317,600 27.00 617,800 935,400

Sub-total 71.80 1,487,600 63.70 2,477,800 3,965,400

Library and GuidanceLibrary Support Specialists 63.70 740,400 63.90 1,445,000 2,185,400Guidance 9.40 250,900 9.40 485,700 736,600

Sub-total 73.10 991,300 73.30 1,930,700 2,922,000

Curriculum Leadership 140,000 271,000 411,000

2012-2013 (April-July)School Year

2013-2014 (August -March)School Year

STAFFING BUDGET


APPENDIX A


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

2012-2013 (April-July)School Year

2013-2014 (August -March)School Year

STAFFING BUDGET

OtherStudent Services Secretaries 0.70 8,000 0.70 17,500 25,500Early Learning Opportunities 9.00 104,600 9.00 203,500 308,100Secretaries 1.10 12,600 1.10 27,500 40,100Student Support Workers 3.00 39,700 3.00 77,100 116,800

Sub-total 13.80 164,900 13.80 325,600 490,500

BenefitsStatutory 420,600 496,200 916,800Medical/Dental/Salary Continuation 117,800 225,200 343,000Service Awards 40,000 68,300 108,300Pension 126,700 247,400 374,100

Sub-total 705,100 1,037,100 1,742,200

SubstitutesShort Term Sick Leave 378,800

Total Salary and Benefits 272.70 6,065,200 254.10 10,522,700 16,966,700

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