29 Feb 12

AGENDA
School Board Meeting

Wednesday, February 29, 2012 6:00 pm Board Chambers 33 Spectacle Lake Drive Dartmouth, NS
1.
CALL TO ORDER
2.
APPROVAL OF AGENDA
3.
AWARDS / PRESENTATIONS (Normally awards and presentations will be limited to 5 minutes the Chair may extend the time limit under unique circumstances.) 3.1 Westmount Elementary School Grade 5 presentation on Martin Luther King Jrs speech
4.
PUBLIC PRESENTATIONS 4.1 Removing plastic bottled water from Halifax Regional School Board schools Grace Hamilton-Burge
5.
APPROVAL OF MINUTES/BUSINESS ARISING FROM THE MINUTES January 25, 2012 (Regular Board) February 6, 2012 (Emergency Board) February 9, 2012 (Special Board)
6.
CORRESPONDENCE
7.
CHAIRS REPORT
8.
SUPERINTENDENTS REPORT
Halifax Regional School Board 33 Spectacle Lake Drive Dartmouth NS B3B 1X7 T 902 464-2000 Ext. 2321 F 902 464-2420
The HRSB would appreciate the support of the public and staff in creating a scent-reduced environment at all meetings. During Board meetings, cell phone ringers should be switched to vibrate or turned off. Cell phone conversations must take place outside the Board Chambers. We appreciate your cooperation. Thank you.
9.
ITEMS FOR DECISION 9.1 Report #12-02-1333 2012 School Capital Projects Charles Clattenburg, Director, Operation Services Report #12-02-1335- Approval of Business Plan Goals and Priorities Terri Thompson, Director, Financial Services
9.2
10.
COMMITTEE REPORTS (Committee reports will be limited to 5 minutes the Chair may extend the time limit under unique circumstances.) 10.1 Audit Committee 10.1.1 Report #12-01-1330 December 31, 2011 Quarterly Business Plan and Financial Update 10.2 Nova Scotia School Boards Association 10.2.1 Nominations for School Board Member of the Year
11.
INFORMATION ITEMS 11.1 Report #12-02-1334 2012-2013 Department of Education School Capital Process Charles Clattenburg, Director, Operation Services Report #12-01-1331 - Alternate Education Danielle McNeilHessian, Director, School Administration, and Elwin LeRoux, Coordinator, School Administration Report #12-02-1338 Early Literacy Support Interim Report Geoff Cainen, Director, Program Report #12-02-1336 Draft Business Plan Terri Thompson, Director, Financial Services
11.2
11.3
11.4
12.
NOTICE OF MOTION
13.
DATE OF NEXT MEETING Board Meeting March 28, 2012

14.
IN-CAMERA 14.1 CUPE Bargaining Mandate Mike Christie, Director, Human Resource Services
15.
ADJOURNMENT
Public Private
Report No. 12-02-1333 Date: February 13, 2012
HALIFAX REGIONAL SCHOOL BOARD 2012 School Capital Projects

PURPOSE: To seek approval from the Board for the School Capital Projects for 2012 submission to the Department of Education.
BUSINESS PLAN GOAL:
N/A
BACKGROUND:
During the 2007-2008, 2008-2009 and 2009-2010 school years, the Halifax Regional School Board undertook a public process titled Imagine Our Schools. This process allowed the Halifax Regional School Board to engage school communities of each family of schools in a constructive dialogue about how to achieve school facilities that can best provide educational programming. In February 2010, the elected board requested a facility master be prepared and presented in an area-by-area or family-by-family approach. During 2010-2011 school year, staff prepared a facility master plan that outlined proposed school capital plans by family of schools. This plan includes historical information, demographics and existing and proposed feeder system. This plan was presented to the governing Board in March 2011 for information (Report No. 11-03-1292 Capital Plan: 10 Year Facilities Master Plan: http://www.hrsb.ns.ca/files/Downloads/pdf/reports/2010-2011/March/11-031292.pdf).
CONTENT:
In December 2011, the Chair of the Halifax Regional School Board received a letter from the provincial government, undersigned by the Minister of Education, which outlined the approach the government is adopt for school capital planning. Additionally, in December 2011, the Superintendent of the Halifax Regional School Board, received a letter from the Deputy Minister of Education providing additional information regarding the school capital planning process. The Deputy Minister reminded school boards that the latest school capital construction submissions were made in 2008. The letter indicated that the government believes that since that time there have been changes in the P-12 system and as such, government is providing Boards with an opportunity to revisit, revise, reaffirm, or otherwise review their current priorities and needs. It was outlined in this correspondence that school projects not in this years provincial capital plan which remain pressing priorities for the School Board and communities will need to be considered in upcoming capital plans. The Department of Education will select its priorities after considering the following: The condition and state of the existing facility and the value that exists for investment in its continued use; The capacity of the existing facility and the costs required to increase capacity, if required for continued use;
Filename: Clattenburg/ 12- 02-1333 2012 School Capital Projects 13Feb2012 2012 Last revised: February 13, 2012
The suitability of the existing facility for programming and the costs required to allow it to effectively deliver the required programming; Projects which address both infrastructure as well as programming challenges in an existing facility will warrant additional consideration; Projects which are, or are anticipated to be, required as a result of school reviews where the reviews have identified programming benefits for students or reduced operating costs; Projects which meet any of the above considerations and help ensure that educational programming can continue to be provided within an existing community (i.e. greater use of a P-8, P-9, or P-12 facility to replace a number of separate existing facilities in the same community) will warrant additional consideration; and Projects which facilitate the provision of Schools Plus, skilled trades, and/or other community initiatives and programming will warrant additional considerations.
The government has requested school boards to submit school capital construction projects on an annual basis. This will allow school boards to review and amend their capital requests should conditions such as programming changes, demographic shifts, change in building conditions, and school closures or consolidations occur. The Halifax Regional School Board has been requested to submit a maximum of ten projects consisting of new school construction as well as additions and alterations. These requests are to be submitted to the Department of Education by April 20, 2012. The Department of Education will carry out the process of choosing projects submitted by school boards on provincial priority basis. In response to the provincial governments request, staff has considered school projects identified in the Halifax Regional School Boards School Facilities Master Plan and have prepared the following list of ten prioritized School Capital Projects for consideration: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. New South Dartmouth Elementary School Bicentennial School Addition and Alteration New North Central Peninsula Elementary School Energy Savings Project New Eastern District P-12 School (Sheet Harbour) New South Peninsula Elementary School New Ravines High School Cole Harbour District High School Addition and Alterations Eastern Shore District High School Addition and Alterations J. L. Ilsley High School Addition and Alterations
COST:
N/A
FUNDING:
Approved projects will be funded by the Province of Nova Scotia.
TIMELINE:
Halifax Regional School Boards prioritized project to be submitted to the Minister of Education by April 20, 2012.
APPENDICES:
Appendix A Prioritized School Capital Projects Details
RECOMMENDATIONS:
Senior Staff recommends that the governing Board approve the following prioritized School Capital Projects: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. New South Dartmouth Elementary School Bicentennial School Addition and Alteration New North Central Peninsula Elementary School Energy Savings Project New Eastern District P-12 School (Sheet Harbour) New South Peninsula Elementary School New Ravines High School Cole Harbour District High School Addition and Alterations Eastern Shore District High School Addition and Alterations J. L. Ilsley High School Addition and Alterations
And, direct staff to prepare the required documentation for the April 20, 2012 submission to the Minister of Education.
COMMUNICATIONS:
N/A
From:
For further information please contact Charles Clattenburg, Director of Operations Services at 464-2000 Ext., 2144 or e-mail at [email protected]. Senior Staff February 13, 2012 Board Meeting February 29, 2012
To:
Appendix A
Proposed School Capital Construction Project Submission for 2012 Priority 1 School Project Scope Project Funding Time Time Line Line Request 2013 2012 Project Cost $12-$14 million Potential Reviews South Woodside currently under review Schools to Monitor
New South Dartmouth School to Replacement school for Southdale-North replace Southdale-North Woodside and South Woodside Woodside and South Woodside Bicentennial School Grade reconfiguration from P-9 to 7-9. Alterations to improve aging infrastructure and address program needs Replacement school for Joseph Howe and St. Josephs Alexander McKay Carry out energy retrofit and upgrades to schools New school with a P-12 grade configuration to replace Sheet Harbour Consolidated, Eastern Consolidated, Lakefront Elementary and Duncan MacMillan; community partnership may be considered. New School to replace LeMarchant-St. Thomas School New high school to accommodate growth in the Bedford South/Bedford West/Hemlock Ravines Area Addition and alterations to enhance program delivery and aging infrastructure
Renovations to upgrade aging infrastructure and provide additional specialty program areas
2013
2012
$10 million Prince Arthur Jr. High currently under review; Boundary review to realign elementary students in Dartmouth High Family $12-14 million
$34 million
3
4
North Central P-6 Peninsula Energy Savings Project New Eastern District P-12 school (Sheet Harbour)
2013
2013
2012
2012
Review St. Josephs-Alexander McKay and/or Joseph Howe
2014
2012
$28 million Sheet Harbour Consolidated, Eastern Consolidated and Lakefront Elementary
New South Peninsula Elementary School New Ravines High School
2015
2012
$16 millon
2017
2012
$40 million Boundary review to cover Citadel, Halifax West, C.P. Allen and Sir John A. Macdonald $10 million
Cole Harbour District High School

Eastern Shore District High
2014
2012
2014
2012
$8-10 million
10
J.L Ilsley High School
Alterations to enhance program delivery and update aging infrastructure
2014
2012
$8-10 million
Public X Private HALIFAX REGIONAL SCHOOL BOARD Approval of Business Plan Goals and Priorities PURPOSE:
Report No. 12-02-1335 Date: 29 February 2012
To seek Board approval to include the draft Business Plan goals and priorities as part of the Draft Business Plan document to be submitted to the Department of Education. School boards are required to prepare a draft business plan for the upcoming fiscal year and submit it to the Department of Education by March 9, 2012. One component of the business plan is the Boards goals and priorities for the coming year. As part of the business plan process, senior staff met with the governing Board to update and validate the goals and priorities that were included in the 2011-2012 business plan. The final business plan document is included with the budget and business plan document that will come before the governing Board in the spring for approval. If there are subsequent changes to be made to the priorities under review as a result of the completion of the budget process, they will be incorporated into the final business plan and budget document.
BACKGROUND:
CONTENT:
At a working session, the board confirmed three draft goals and validated priorities for each of the goals, as included in Appendix A. N/A N/A The 2012-2013 Draft Business Plan document must be submitted to the Department of Education no later than March 9, 2012. Appendix A: DRAFT Business Plan Goals and Priorities That the Board approve the 2012-2013 Draft Business Plan Goals and Priorities for inclusion in the Draft Business Plan document to be submitted to the Department of Education.
COST: FUNDING: TIMELINE:
APPENDICES
RECOMMENDATIONS:
COMMUNICATIONS: From: For further information please contact Terri Thompson, Director, Financial Services, 464-2000 ext.2241 or e-mail [email protected]. Board February 29, 2012
To:
APPENDIX A
HALIFAX REGIONAL SCHOOL BOARD DRAFT GENERAL FUND BUSINESS PLAN 2012-2013 GOALS and PRIORITIES
GOALS The governing Board and Senior Staff have established the following goals to guide the development of business plan priorities: 1. 2. 3. To continue to improve student achievement and learning for all students To achieve system-wide equity for all students To continue to improve school safety
The Boards approach to business planning is to ensure there is a link in the business plan to achieving success with the 2008-2013 five year vision. PRIORITIES FOR 2012-2013 1. To continue to improve student achievement and learning for all students. a) Demonstrate improved student achievement and learning for all students Staff will assist schools in reporting progress in student achievement within the 2008-2013 school years.
b)
Continue to implement the provincial Read to Succeed framework Staff 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 ongoing monitoring and tracking of student progress. Further tracking will take place in grade 2.
c)
Prepare for the implementation of the new Nova Scotia mathematics curriculum Staff will develop and implement professional learning for school administrators and teachers of grades Primary to 3. This will support the implementation of the new curriculum within the framework developed by the Department of Education. Staff will continue to provide feedback on the development of the curriculum, its performance indicators and elaborations for grades Primary-12 according to protocols established by the Department of Education.
d)
Enhance the integration of technology in the classroom to promote student engagement Staff will continue to implement the boards Technology Strategy, including the ongoing support of 21st century learning. This implementation will also include the collection of data
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February 29, 2012
APPENDIX A
from schools, ongoing professional development and the upgrade of infrastructure needed to expand to additional sites. All grade 6 classroom teachers will be supported by the Technology Integration Leadership Teachers (TILT) through the Information Economy Initiative (IEIE), and monitoring implementation and growth. To be most effective, a dedicated budget line will need to be established to support this strategy.
e)
Review school-based Student Services staffing and delivery models Staff will review, monitor and make appropriate adjustments to staffing procedures for school-based Student Services support staff. Staff will communicate preferred practices for site-based delivery models. Professional development will be offered to ensure schools develop and implement these preferred practices. Staff will track and review the implementation of these delivery models.
f)
Support exemplary teaching and instructional leadership development Through the planning for improvement process, staff 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. Staff will promote partnerships such as the Nova Scotia Educational Leadership Consortium (NSELC) and DOE through the Instructional Leadership Academy and organize professional development for principals currently enrolled to share their learning with their colleagues.
g)
Monitor the participation in the attendance pilot option in Recommendation 8 from the Ministers Response to P rom oting Student Engagem ent: R eport of the
M inisters W orking Com m ittee on Absenteeism and Classroom Clim ate -
Staff will monitor the progress of the pilot in the eleven participating schools. Staff will continue to collaborate with the Department of Education to update the provincial Student Information System (SIS) software to provide a function to collect and review data to monitor student attendance. Using SIS, we will regularly review and analyze data to track our progress throughout the duration of the pilot from the baseline (2010-11) through to 2012-13. The pilot outlines student attendance data, suspension rates, course pass rates, high school graduation rates and student withdrawal rates as indicators for success of the pilot. Data will also be collected from the non-participating high schools on the same variables. Staff will continue to work with the DOE on other recommendations in the Ministers Response to promote student engagement.
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February 29, 2012
APPENDIX A
h)
Complete implementation of the provincial student information system iNSchool Staff will have trained all schools on the student information system by September 2012. All schools will have the parent portal open for parent access by December 2012. Staff will continue to provide professional development and support on the operation of the software, building capacity within the schools. The implementation of TieNet, the software module to support special education, will be the focus of professional development and school support in 2012-13.
i)
Implement selected recommendations from the Superintendents Task Force on Alternative Education Staff will review the recommendations from the Superintendents Task Force on Alternative Education and develop an implementation plan.
j)
Implement a plan that supports the identification and programming for students with gifts and talents Staff will continue to provide professional learning opportunities on gifted education and talent development for teachers and administrators, in support of the recently released Department of Educations guide, Gifted Education and Talent Development. Staff will develop an identification process for students with gifts and talents and select and support a number of schools as a pilot to implement this process. Staff will collect data on students identified as gifted and talented and use this data to monitor implementation, track student progress and inform further decisions.
2.
To achieve system-wide equity for students. a) Continue to promote and encourage the self-identification of all students Promoting self-identification continues to be a priority for the Halifax Regional School Board. The collection of data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners in order that schools are better able to serve all students. Self-identification will be an on-going item on the principals agenda in order to share successes and strategies. Staff will work with the Department of Education and other partner groups to further encourage participation in self-identification. Staff will use the self-identification information to monitor and support the academic success of African Nova Scotian and Mikmaq students.
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February 29, 2012
APPENDIX A
b)
Increase support and resources to assist schools in need Differentiated support and follow-up will continue to be provided as needed. Additional resources, which could include classroom materials, books and staffing, will be provided when deemed necessary.
c)
Continue to strengthen the focus and support for African Nova Scotian and Mikmaq students Staff will support and monitor the need for and success of the African Nova Scotian Coach initiative. Data will be collected to monitor implementation and determine effectiveness of the teacher understanding of cultural competence and change in teacher practice. Staff will continue to implement board responsibilities as outlined in the Enid Lee report. Staff will continue to support and encourage registration in African and Mikmaq Studies related courses.
d)
Implement a plan for the effective and sustainable delivery of French Immersion Staff will begin to implement the board approved recommendations for the delivery of French Immersion.
e)
Enhance inter-agency collaboration to provide services to our students Staff will report on inter-agency collaborations and the resulting benefits to support all students.
3.
To continue to improve school safety. a) Continue to focus on anti-bullying initiatives Staff will review the current programs and delivery model of support to schools on antibullying initiatives. Staff will review the report of the Cyberbullying Task Force and consider its recommendations.
b)
Continue to focus on mental health wellness and education Staff will maintain a 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).
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APPENDIX A
c)
Decrease the number of workplace related injuries The Board will further promote and develop employee awareness regarding the prevention of workplace injuries. In consultation with WCB, our unions, and other stakeholders, staff will provide professional development on safety in the workplace and will further develop our return-to-work strategies.
Summary Through a collaborative approach the governing Board and Senior Staff have developed these priorities to guide the work of the Board in 2012-2013.
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February 29, 2012
Public Private
HALIFAX REGIONAL SCHOOL BOARD December 31, 2011 Quarterly Business Plan and Financial Update
PURPOSE:
To provide the Board with the December 31, 2011 third quarter business plan and financial update report.
BACKGROUND:
The Audit Committee and Board are provided with a quarterly financial report to advise the Board on actual results compared to budget, to comment on variances and provide projections for the entire fiscal year. This report also includes an update on the status of business plan priorities and funded business plan initiatives. This quarterly reporting to the Audit Committee and Board continues on a timely basis throughout the year to highlight progress with the business plan priorities and budget.
CONTENT:
The attached report covers to the end of the third quarter of the 20112012 fiscal year and includes the following: 1. Business Plan Priorities a status report on actions taken up to December 31, 2011, on business plan priorities approved for 20112012. 2. Financial Report a financial report of actual revenues and expenditures for the period October 1, 2011 to December 31, 2011, year to-date amounts, and projections for the full year. It should be noted that the Business Plan and Budget covers the period April 1, 2011, to March 31, 2012. However, most of the business plan priorities and budget initiatives are intended to be undertaken on a school year basis. Many of the new initiatives and spending plans in these documents are related to the new school year which commenced on September 1, 2011. While this report outlines many initiatives undertaken over the first four months of this school year, much activity and progress on priorities and initiatives will continue to be undertaken in the remaining six months of the school year. By the end of the third quarter, staffing has been finalized for the most part. However, costs such as substitutes, utilities, and snow removal continue to be key budget items that remain challenging to project with a high degree of accuracy. The cost of utilities has escalated to prices higher than budgeted. Cost pressures also exist with building maintenance and student transportation. Projections include the capitalization of several maintenance projects. There are under-
Page 1 of 2
expenditures occurring in other budget lines that help to offset some of the increases in the preceding areas. Overall, projections indicate the Board is projecting a modest deficit for the year of $240,000 or less than one tenth of a percent of budgeted revenues. Staff will continue to monitor all expenditure lines, and the incidence of substitutes and winter weather will influence the ability to balance the budget at year-end. COST: FUNDING: TIMELINE: APPENDICES: RECOMMENDATIONS: N/A N/A N/A Quarterly Business Plan and Financial Update Oct 1 - Dec 31, 2011. It is recommended that the Audit Committee receive the December 31, 2011, Quarterly Business Plan and Financial Update report for information.
COMMUNICATIONS: AUDIENCE General Public and schools via web site RESPONSIBLE Doug Hadley TIMELINE Upon receipt by the Board
From:
For further information please contact Terri Thompson, Director of Financial Services, at 464-2000 extension 2220 or e-mail at [email protected]. Audit Committee February 8, 2012 Board February 22, 2012
To:
Filename: ktucker/Dec 31-11 Quarterly BP & Financial Update 12-01-1330
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Quarterly Business Plan and Financial Update December 31, 2011

Introduction
This report provides information from staff on progress in implementing and achieving business plan priorities and a financial position update to the end of the third quarter of 2011-2012. The Board prepares an annual Business Plan that outlines goals and priorities for the upcoming year. Although the Business Plan covers the fiscal year (April 1 March 31), most of the priorities are planned on the basis of the school year (September 1 June 30). Staff has prepared this progress report on Business Plan priorities, including actions on priorities for the first four months of the 2011-2012 school year to provide a timely update on work planned and undertaken. This reporting is part of an accountability framework that provides assurance that the work of the Board is being directed to the Business Plan priorities and that the intended results are being achieved. Similarly, staff prepares a quarterly financial report for the Board to provide timely information on actual revenues and expenditures in relation to the approved budget. Projections are also provided to advise the Board of any variances that may occur in relation to the approved budget for the entire fiscal year. This allows action to be taken on a timely basis if projected results are not in line with the budget. This quarterly report is presented in two parts: 1. Business Plan Priorities update on progress in implementing the priorities for 2011-2012 to December 31, 2011. 2. Financial Report a report of actual revenues and expenditures for the third quarter of the 2011-2012 fiscal year, along with year to-date results, and projections for the remainder of the fiscal year.
Summary
Progress has been achieved on the priorities in the 2011-2012 Business Plan. Results are being experienced as planned in most areas and progress is being made in achieving the Boards goals. Financial results to the end of December 31, 2011 indicate the Board is tracking close to budget. Results will be monitored very closely over the remaining months of the fiscal year so that actions may be taken, where available, to ensure overall budget targets are met by year end.
1.
BUSINESS PLAN PRIORITIES

On June 11, 2011, the Board approved the Business Plan and Budget for the 2011-2012 fiscal year. The governing Board will be entering the final year of their four-year mandate during the 2011-2012 fiscal year. There have been many successes in the past year despite challenges of declining enrolment, aging school buildings, and the lowest per capita student funding in the province. The governing Board will continue to work with the Superintendent and Senior Staff in 2011-2012 to manage within the current provincial fiscal reality, continue to move forward with system improvement initiatives, and provide good governance and leadership.
Page 1 December 31, 2011
The Board members and Senior Staff undertook a formal business planning process leading to the development of priorities for 2011-2012. The Board reaffirmed the goal from the previous year to continue to improve student achievement and learning for all students, and added two additional goals during the final preparation of the business plan to achieve system-wide equity for students, and to ensure schools are safe and maintained to high standards. Priorities have also been developed to support each of these goals. Most of the work on these priorities is intended to be accomplished during the 2011-2012 school year. This third quarter report, which covers all of the activities undertaken since April 1, 2011, indicates that work is underway on most of these priorities. In some areas, this report may also highlight work planned to be undertaken for priorities during the remainder of this school year.
BUSINESS PLAN PRIORITIES 2011-2012
Business Plan Goal 1. To continue to improve student achievement and learning for all students.
Priorities a) Develop, implement and track success of the Early Literacy Intervention program Staff will adhere to the provincial framework Read to Succeed in the development of an Early Literacy Intervention Program. Upon development, the program will be shared with administrators and teachers. Throughout the implementation year, progress of grade one students will be tracked and shared. Further tracking will take place in subsequent years as students are monitored in grade two and three.
Progress to-date
The HRSB Early Literacy Support model was developed in alignment with the Department of Educations Succeeding in Reading framework. The new model was shared in half-day information sessions with principals (May 2011), grades primary and one teachers (June 2011), Early Literacy teachers (June 2011), Speech and Language Pathologists (June 2011) and all Resource teachers (Sept. 2011). An online Early Literacy Support data collection system has been developed and all schools have entered student assessment data for grade one students receiving support in the English and French immersion programs. They have received support in the first block (12 weeks) which ended the beginning of December.
b) Enhance the integration of technology in the classroom to promote student engagement Staff will begin the implementation of the Technology Strategy. This will include taking inventory of current hardware and software, supporting all grade five classroom teachers by the Technology Integration Leadership Teachers (TILT) through the Information A board-wide technology strategy was developed focusing on three priority areas: enhancing access, enriching learning opportunities and developing knowledge and skills. Three pilot schools were selected to enhance technology integration (Caledonia Junior High, Lakeview Elementary and Sir John A Macdonald High). Teacher surveys were completed to
Priorities Economy Initiative (IEIE), and monitoring implementation and growth in three technology pilot schools. .
Progress to-date assess professional development needs and differentiated PD has begun in all 3 schools. Technology tools were provided to these three sites including, netbooks, iPods, iPads, LCD projectors, document cameras and software. Planning for professional learning has begun to support the technology IEIE roll out with our grade 5 teachers. A teacher from each elementary site has been selected as a leader to support this initiative. The technology leaders from each elementary school participated in a professional development day. Substitute release time has been provided to these leaders to use back at their schools so that they can share their knowledge and skills with grade 5 teachers.
c) Support exemplary teaching through instructional leadership development The Planning for Improvement Leadership Team will continue to focus on staying the course, instructional leadership, and closing the gap through all professional development offered to principals and vice-principals in this school year. Professional Learning Communities (PLCs) will be established for principals depending on areas of interest and need in relation to the priorities set by the PFI Leadership Team to direct the work of the board. Professional Learning Communities, Principal Collaborative Learning Groups have helped to guide principals growth as instructional leaders to improve student achievement with a focus on closing the achievement gap. The purpose is to move beyond sharing successful practices and support the development of new skills and knowledge necessary to lead school improvement. Principals have identified areas that will focus their efforts on closing the achievement gap and improving instructional practices within their school. Principals have met in their groups on two occasions. Sessions have a rotating principal leader who takes responsibility for preparation and resources and ensuring that there is an active focus on principal learning in support of student learning. Principals use binders to coordinate and track progress as well as guide the professional learning. Some principals have brought in school data to share with their colleagues, and others are implementing strategies that they are learning, with the expectation that they will share school data within their group. Program and School Administration departments have collaborated to identify resources for support. Staff of the Program Department has supported some of the groups by preparing and sharing resources that were requested after the first session. School Administration Supervisors continue to monitor and participate in the collaborative learning groups, providing resources and coaching next steps in principal learning. d) Identify schools to participate in the attendance pilot option in Recommendation 8 from the Ministers Response to Promoting Student Engagement: Report of the Ministers Working Committee on Absenteeism and Classroom Climate All of the schools whose principals express an Eleven high schools have been identified and are participating in the Attendance Pilot. The
Priorities interest in participating in the two-year attendance pilot will be included. The Student Information System (iNSchool) will allow schools and the board to obtain better information to enable them to monitor attendance and identify trends to be better able to support schools in their efforts to engage students and parents. Credit recovery programs currently in place in the board will be reviewed to ensure consistency and success. e) To complete implementation of the provincial student information system in all schools The HRSB has scheduled a three year implementation of the new Student Information System (iNSchool) for our 137 schools. This year, we will be completing phase 2 implementation, focusing on all schools with junior high grades and half of our elementary schools. Professional development for (iNSchool) will include a system overview, scheduling tools, and teacher assessment and communication tools.
Progress to-date intention is to use the pilot not as a means to put students out of school, but as an incentive to keep students in school. The schools have determined how credit recovery will serve their communities based on student needs. Credit recovery programs are ongoing. Two additional high schools have been given funding for credit recovery to support their efforts to keep students in school. At the end of first semester, data will be collected. School Administration and Program departments will work together to determine the success of credit recovery programs.
School Administration and Program staff led professional development sessions with the Student Information System (iNSchool) lead teams (administrator + 3-4 teachers) from every Phase 2 school in May/June 2011. The professional development focused on updates in regards to assessment, evaluation and reporting of student learning. Updates included the new provincial report card template, the learner profile and revised report card grade descriptors. All High Schools, Phase 1, have completed full implementation. All schools with junior high grades, Phase 2 have completed all their training. Phase 3A, 42 elementary schools, were trained and implementation began on December 5. The schools began using iNSchool as their student information system effective December 5, with staggered increasing functionality (Parent Portal) planned for Term 3, April 2, 2012. Phase 3B, the remaining 42 elementary schools, will begin training in January and will implement iNSchool on April 2, 2012. Troubleshooting is ongoing during implementation. The staff assigned is working to ensure a smooth transition for the implementation of this project. The Assessment and Evaluation team has provided ongoing site-based support to schools in Phase 1 and 2. This support has been focused on using PowerTeacher Gradebook to support effective classroom assessment practices and the reporting of student achievement using the provincial report card.
The Student Services module software (TieNet) is scheduled to be launched in the late spring. Training and implementation in schools will begin as soon as the software is available.
The system conversion is progressing according to the schedule above with the exception of the Student Services Module, TieNet, because the program was not available as previously planned. The train-the-trainer professional development for TieNet is scheduled for January.
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December 31, 2011
Business Plan Goal 2. To achieve system-wide equity for students.
Priorities a) Continue to promote and encourage the selfidentification of all students Promoting self-identification continues to be a priority for the Halifax Regional School Board. The collection of this data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners in order that schools are better able to serve all students. Self-identification will be an on-going item on the principals agenda in order to share successes and strategies.
Progress to-date
The self-identification process is ongoing. Efforts this year have been focused on having staff who work directly with families provide the opportunity to parents to complete self-identification through personal meetings, e.g. guidance counselors, school administrators, student support workers, learning center and resource teachers and other staff working personally with families and students. A one-page form was developed to highlight the importance of student self-identification information and support the collection of data. A professional development session is scheduled for January led by the Facilitator, African Nova Scotian Student Support, with all African Nova Scotian and Aboriginal Student Support Workers to provide them with the knowledge and training to support student self-identification. A subsequent session will be held with principals. The January Admin Unit meeting with principals will include time on the agenda to share strategies and school successes to-date in an effort to promote effective strategies in our schools. The total number of students in high schools who have chosen to self-identify increased from 3,700 at last report to 5,499. This represents 37.9% of our high schools enrollment. The overall number of Aboriginal Students who have chosen to self-identify went from 92 at last report to 180, an increase of almost 100%. This represents 3.3% of the total number of students who chose to self-identify. The overall number of students of African Descent who have chosen to self-identify went from 331 at last report to 476 this year, an increase of 44%. This also represents 8.7% of the students who chose to self-identify.
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December 31, 2011
Priorities b) Through professional development, resources and support, focus on closing the achievement gap for students A collaborative and coordinated approach to supporting schools will be further developed by school administration and program. This will include the collection, reviewing and sharing of student data. Focused support for schools identified through student data will be created and shared with schools, staff, and the governing Board. Monitoring changes in data and growth will be recorded.
Progress to-date
The elementary schools that were identified as requiring additional support continued to implement their goals and strategies defined at each site. PFI, literacy, mathematics and data support was provided by coaches and/or consultants/leaders to these schools as needed. School Administration supervisors worked closely with principals and collected and monitored data about student achievement. Data was shared with the Planning For Improvement Lead Team to monitor growth. For example, it was noted that a school has made improvement by creating a process whereby teachers observe colleagues teaching followed by analysis through professional learning communities. In another school, improvement was noted in both mathematics and literacy attributed to a focus on analyzing individual student results and developing instructional strategies targeted to individual student growth.
c) Increase support and resources to assist schools in need. Within the Planning for Improvement framework, data will be used to identify schools requiring additional resources and staffing. Differentiated support and follow-up will be provided to schools as needed. In addition, extra classroom materials, books, and resources will be provided by the School Administration and Program Departments when funds are available. Some classroom resources have been distributed to assist schools identified as requiring additional support to meet the needs of their students. These include mathematics manipulatives, teacher professional resources and professional books for principals. The staffing process has identified schools that are considered for profile positions based on location, size and designations identified such as inner city and rural schools. In addition, this year through the staffing process, careful consideration was given to schools supported through the Planning for Improvement (PFI) 16 Schools framework. This resulted in several schools being allocated additional staffing. Mathematics network learning communities were organized for the elementary and junior high (math) teachers in the J. L. Ilsley and Sir John A. Macdonald families of schools in response to needs and aligned to their school plans for improvement. September site-based professional development days were organized and supported for these two families of schools. Requests for mathematics and literacy coaching support continue to be prioritized based upon school needs in elementary and junior high schools. Forty-four (44) schools have accessed support from mathematics coaches and 67 schools have accessed support from literacy coaches. Data coaching for elementary principals was developed and delivered to half of the elementary principals in December in response to comparative provincial mathematics assessment data. Professional development focused on assessment and learning was provided to all senior high department heads and principals.
Priorities
Progress to-date The team that supports Sheet Harbour Elementary School has identified areas for continued focus. All teaching staff are participating in the Achieving Change Together (ACT) cohort focused on mathematics as a result of the support provided to the school by board staff. After each session, teachers will implement strategies in their classrooms and subsequently will come together in their cohort to discuss, share and analyze their progress. Approximately $50,000 from unused book bureau funds was distributed to 22 schools with a priority on identified school needs. Rural schools, schools supported through the Planning for Improvement 16 Schools framework, and schools that expressed a need were supported.
d) Strengthen the focus and support for African Nova Scotian and Mikmaq students Staff will assist targeted schools with the hiring and training of 2.0 FTE Mikmaq Student Support Workers (MSSW). Data will be collected on the number of students supported by both African NS Student Support Workers (ANSSSW) and MSSW. Staff will work with the Department of Education and other partner groups such as the Black Educators Association to further encourage participation in self-identification. 2.0 FTE Mikmaq Student Support Workers have been hired bringing our total to three Mikmaq Student Support Workers. Data is being collected on the number of students receiving direct support from ANSSSW and MSSW staff and will be reported in our final update to the board. Collaboration took place between the African Nova Scotian, Math, and Literacy Coaches to discuss the support provided to individual teachers so they could work together to provide an integrated approach.
A review of the support offered by student support workers will be developed and shared with school principals and vice-principals.
A focus group was held with principals to determine their understanding of the role of the Student Support workers within their schools, and to share successful practices.
Staff will continue to support and monitor the pilot African Nova Scotian Coach initiative at Ross Road, Nelson Whynder, and Harbour View schools to measure effectiveness of improved teacher understanding of cultural competence and change in practice that will lead to improved student achievement for African Nova Scotian students.
A number of teachers at all three schools were provided programming within an Afrocentric framework and teaching strategies to engage African Nova Scotian learners. Information was collected from all three schools at the end of year one to determine the strengths of the role and next steps for support. The African Nova Scotian Coach attended professional development sessions related to coaching and cultural relevance to further develop her expertise within the role. Teachers in schools that received coaching support have begun to utilize these professional learning experiences to enhance their teaching practice. These teachers have set individual programming goals that include taking an Afrocentric approach to the curriculum. Mikmaq/Aboriginal and African Nova Scotian students attended Treaty Day at the World Trade Centre.
Priorities
Progress to-date School activities were organized to celebrate Mikmaq Heritage Month (e.g. an Assembly at Duncan MacMillan, Mikmaq/Aboriginal presenters booked in schools). A full day conference was held for high school and junior high African Nova Scotian students in partnership with the Nova Scotia Community College Waterfront Campus. A partnership was formed with the Black Educators Association to assist with the number of students attending the Cultural Academic Enrichment Tutoring Program in Dartmouth and Halifax.
e) Develop a plan for the effective and sustainable delivery of French Immersion Staff will create a communication plan, including feedback from SACs on the French Immersion report. Further examination of recommendations found in the review will be carried out. A detailed response will be submitted to the governing board as part of the budget deliberations for 2012-13. In May 2011 Jim Gunns report, The Delivery of French Immersion, was released at a HRSB Board meeting. This report was shared in September with all HRSB SACs with the request to provide feedback. Feedback was collected from School Advisory Councils (SACs). Program staff has collated this information to look at trends in relation to Jim Gunns report and will be bringing this information forward to the Board over the next few months. f) Increase inter-agency collaboration to provide services to our students Staff will further develop the working relationship of agencies for whom we work closely with such as IWK; Chair, Sun Life Mental Health; Child and Youth Strategy; Capital Health; and Health and Wellness. The board continues our collaboration with the IWK around the cost sharing of the nurse hired as the Coordinator of Support for Students with Health Care Needs. There has been ongoing collaboration with the Chair, Sun Life Mental Health, including participation in the July Mental Health in Schools Symposium and planning for the in-servicing of grade nine Healthy Living teachers on the high school mental health curriculum. There has been expansion of the Schools Plus initiative to two additional schools in September with the addition of two Community Outreach Workers. Staff has participated in monthly meetings with the Capital Region Child and Youth Strategy regional table which includes representatives from Community Services, Mental Health, IWK, Health and Wellness and Justice. Collaboration occurred with the IWK and Public Health to develop and/or revise the following policies: Life-Threatening Allergies, Severe Medical Conditions, Administration of Medication and Communicable Diseases, Illnesses and Infections.
Priorities
Progress to-date A collaborative meeting was held with Public Health and senior high principals to discuss and share feedback on the effectiveness of Youth Health Centres. A stronger connection with Public Health was formed regarding health promoting schools. Central office staff have met and collaborated with Public Health on a regular basis to support students. Dr. Stan Kutcher, Chair of Sun Life Mental Health, has offered three evening sessions to high school staff members on the topic of adolescent anxiety, depression and suicide. HRSB continues to be an active participant in the Stepping Up physical activity strategy with the IWK, HRM, Heart and Stroke Foundation, Health and Wellness and Capital Health. A student-centered video to support the RCH in Learning professional development was developed by Program in collaboration with the N.S. Community College.
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December 31, 2011
Business Plan Goal 3. To ensure schools are safe and maintained to high standards.
Priorities a) Continue to focus on anti-bullying initiatives The Board will further promote and develop awareness around positive school culture and antibullying initiatives including bi-monthly system-wide events such as Stand Up Against Bullying Day (September), social media, advertising on busses and using our board website to promote anti-bullying initiatives. School Administration has promoted various regional and national anti-bullying events with schools. Events such as Pink T-shirt day, National Bullying Awareness Week, Canadian Pink Shirt Day, Pinwheels for Peace, and activities associated with these events are highlighted annually. Anti-bullying messages and messages of positive school culture are developed for schools to insert in their newsletters. Restorative Approaches support proactive and reactive strategies and responses to bullying; it provides a way of understanding the nature of bullying in a relational model, rather than just identifying bullying behaviours and reacting to them. Some of the elementary schools and one high school have been receiving training in the restorative framework. The training provides a process to actively engage the school and the community in developing strategies to respond to bullying and to develop positive relationships. Progress to-date
There will be continued work supporting high schools. Two potential frameworks are showing promise in Nova Scotia schools student-led conferences and restorative approaches. Both are consistent with the Department of Education PEBS mandate and provide schools with age-appropriate strategies to resolve conflict and promote positive school cultures.
Citadel High focused on Restorative Approaches from September to December 2011. The staff had a full-day of professional development on this approach and expects a positive long-term impact on their schools climate. St. Catherines Elementary School, a leader in Restorative Approaches, reports a reduction in office referrals and an increase in student achievement. The high schools were provided with professional development focused on student behavior and the knowledge, skills and attitudes that build positive student-teacher relationships. The next step in the Positive Effective Behaviour Supports (PEBS) implementation is to provide support to schools for the yellow and red zone students through professional development. Plans are being developed.
School Administration will work with administrators to use data to track progress and identify areas for continued focus.
Schools will be collecting data that identifies students who may require behavior support: data from guidance referrals, school planning team referrals and incident tracking referrals. The tool for collecting data has been developed in iNSchool (School Information System). It will provide data on an ongoing basis in the future.
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December 31, 2011
Priorities b) Decrease the number of workplace related injuries The Board will further promote and develop employee awareness regarding the prevention of workplace injuries. In consultation with WCB, our unions, and other stakeholders, staff will provide professional development on safety in the workplace and will further develop our return-to-work strategies.
Progress to-date
The board continues to deliver Nonviolent Crisis Intervention training to employees at all levels. NSGEU is facilitating Working Towards Bully-Free Workplaces sessions to their members and others on an as requested basis. NSUPE has actively taken part with HRSB in professional development days and will continue to do so. Staff met with WCB to further discuss WCBs facilitation of prevention and OHS related sessions for front line supervisors. A follow-up meeting is planned in January, 2012. School Administration supervisors held two principal workshop sessions on OHS related topics with a focus on the Workplace Violence Prevention Plan. The Abilities Team continues to meet monthly with WCB Case Managers in the management of claims and the timely and safe re-entry to the workplace to prevent further injury and or time loss. There are currently 11 claims in appeal status and HRSB is actively participating to reduce overall injury costs and thus indirect costs and payroll premiums. Currently there are 34 open WCB claims that are being followed up with many return to work plans.
c) Finalize the 10-year capital plan for submission to the Department of Education The Board has received for information from staff a 10-year Capital Plan that prioritizes the boards facility needs. Further consultation will be carried out in preparation of the final approval of the Board before the Capital Plan is submitted to the Department of Education for consideration. Operations staff continues to revise and update the Capital Master Plan on an ongoing basis. Staff is currently preparing a capital plan submission for the Department of Education, based on the 10-year master plan, in response to the Department of Education letter, which requests the capital submission by April 20, 2012.
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December 31, 2011
Priorities d) Finalize and implement an energy performance contract The Board had a consultant review the energy utilization and mechanical infrastructure of schools. The resulting report recommends the expenditure of $32.3 million on upgrades to schools. The upgrades would result in savings that would pay the $32.3 million in costs over 10 years. Board staff will seek final approval from the Department of Education to enter into an energy performance contract allowing the project to proceed and pay the costs through the savings.
Progress to-date
Staff is carrying out energy retrofits with available funding from Department of Education and negotiating final settlement on the overall energy contract. Board staff has met with Department of Education representative Frank Dunn and Department of Finance representative Geoff Gatien to provide further clarification of the energy program overview and the draft energy performance contract, in preparation for presentation of the report by Department of Education to the Treasury and Policy Board. It is anticipated that the report will be presented prior to March 31, 2012.
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December 31, 2011
2.
FINANCIAL REPORT
The following report outlines the General Fund and Supplementary Fund results for the three month period ending December 31, 2011, as well as year to-date results and projections for the remainder of the fiscal year. The statements report a projected net deficit of $965,400, but also include a planned use of accumulated surplus in the amount of $725,400. This amount relates to the designation for accumulated surplus for Capital Amortization. As assets are amortized, the future value resides in the Boards accumulated surplus, and does not come from current years operations. This results in a projected General Fund deficit of $240,000. Projections include the capitalization of several maintenance projects where costs have exceeded the threshold for expenditures. There are cost pressures with building maintenance and student transportation, as well as under-expenditures in other budget lines to help offset some of these pressures. The variance analysis at the end of this report provides explanations for significant variances from budget or from the same period last year. The Supplementary Fund budget amounts were presented and approved before final figures were confirmed by Halifax Regional Municipality. The final revenue allocation to HRSB is $14,700 lower than budgeted. Despite this variance, results to date continue to indicate that the Supplementary Fund is projected to meet budget targets by year-end with no significant issues.
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December 31, 2011
GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 REVENUE Province of Nova Scotia
Formula Funding Provincial Initatives Other Provincial Initiatives and Grants 71,019,373 1,938,168 2,648,530 206,031,180 6,708,126 6,647,947 269,676,500 8,632,900 7,415,900 76.4% 77.7% 89.6% 269,701,800 8,845,600 9,018,200 100.0% 102.5% 121.6% -25,300 -212,700 -1,602,300 209,944,846 7,960,901 4,789,557
R1 R2 R3
Actual Year to Date 2011-2012
Budget 2011-2012
% Budget Utilized
Projection 2011-2012
Proj% Bud Util
Projected Budget Variance
Actual Year to Date 2010-2011 Line
Subtotal Halifax Regional Municipality

Mandatory Contribution
75,606,071
219,387,253
285,725,300
76.8%
287,565,600
100.6%
-1,840,300
222,695,303
24,942,425
74,827,275
99,769,700
75.0%
99,769,700
100.0%
72,732,600
R4
Subtotal Government of Canada

Adult ESL French Special Projects Minority Official Language Other Projects
24,942,425
74,827,275
99,769,700
75.0%
99,769,700
100.0%
72,732,600
368,118 0 0 41,396
1,333,565 107,782 247,251 76,059
2,114,400 248,200 288,800 0
63.1% 43.4% 85.6% n/a
2,114,400 248,200 327,100 76,100
Subtotal Board Generated Revenues

FLEC's Program Investment Income Summer School Fees Facilities Rental EXCEL - Before and After School Program International Services Miscellaneous
409,514
1,764,656
2,651,400
66.6%
2,765,800
100.0% 100.0% 113.3% n/a 104.3%
0 0 -38,300 -76,100
1,323,261
165,538 193,417 29,054
R5 R6 R7 R8
-114,400
1,711,269
216,393 120,980 0 69,799 2,824,189 794,524 75,813
443,887 301,759 20,716 353,461 5,433,740 1,852,043 219,141
290,900 250,000 35,000 849,100 6,988,400 2,514,700 44,500
152.6% 120.7% 59.2% 41.6% 77.8% 73.6% 492.5%
459,700 376,800 20,700 751,600 6,870,700 2,559,800 488,700
158.0% 150.7% 59.1% 88.5% 98.3% 101.8% 1098.2%
-168,800 -126,800 14,300 97,500 117,700 -45,100 -444,200
451,144 229,369 34,735 372,884 4,655,136 1,809,848 150,231
R9 R10 R11 R12 R13 R14 R15
Subtotal TOTAL REVENUE
4,101,696 105,059,706
8,624,747 304,603,931
10,972,600 399,119,000
78.6% 76.3%
11,528,000 401,629,100
105.1% 100.6%
-555,400 -2,510,100
7,703,347 304,842,520
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December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 EXPENDITURES SCHOOL ADMINISTRATION Salaries - Teachers
Classroom Special Education Student Support Library and Guidance Teacher Administrators Board Administration Substitutes 46,116,964 5,833,561 1,998,389 1,499,583 6,347,155 412,733 4,565,406 126,726,068 16,157,924 6,774,518 4,080,624 17,661,324 1,191,440 8,945,090 164,082,600 21,786,900 8,565,500 5,337,700 23,253,300 1,510,200 12,077,300 77.2% 74.2% 79.1% 76.4% 76.0% 78.9% 74.1% 165,218,700 20,973,200 8,393,500 5,335,200 22,931,800 1,542,500 12,526,800 100.7% 96.3% 98.0% 100.0% 98.6% 102.1% 103.7% -1,136,100 813,700 172,000 2,500 321,500 -32,300 -449,500 124,724,595 15,801,789 7,962,440 4,000,917 16,829,890 1,196,776 8,700,472
S1 S2 S3 S4 S5 S6 S7
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Salaries - Non-Teachers

Educational Program Assistants Library Support Specialists School Secretaries Board Administration Student Support Security Lunch Supervision
66,773,791
5,167,914 182,451 1,785,882 53,498 171,497 29,623 619,389
181,536,988
13,831,637 469,000 3,970,801 146,130 466,289 76,771 1,450,349
236,613,500
18,783,800 617,800 5,732,100 201,000 657,200 110,700 2,309,500
76.7%
73.6% 75.9% 69.3% 72.7% 71.0% 69.4% 62.8%
236,921,700
18,578,100 624,300 5,654,500 195,700 635,400 112,700 2,309,500
100.1%
98.9% 101.1% 98.6% 97.4% 96.7% 101.8% 100.0%
-308,200
205,700 -6,500 77,600 5,300 21,800 -2,000 0
179,216,878
13,539,004 448,667 3,832,000 169,909 416,612 70,708 1,451,787
S8 S9 S10 S11 S12 S13 S14
Subtotal Benefits
Statutory Medical/Dental/SalCon Service Awards Pension
8,010,254
1,906,724 808,779 515,325 756,126
20,410,978
9,871,000 2,211,868 1,545,975 1,974,868
28,412,100
14,194,200 2,901,600 2,060,900 2,623,200
71.8%
69.5% 76.2% 75.0% 75.3%
28,110,200
14,503,200 2,931,100 2,061,300 2,665,400
98.9%
102.2% 101.0% 100.0% 101.6%
301,900
-309,000 -29,500 -400 -42,200
19,928,688
9,515,401 2,221,249 1,551,825 1,897,056
S15 S16 S17 S18
Subtotal
3,986,954
15,603,711
21,779,900
71.6%
22,161,000
101.7%
-381,100
15,185,531
Student Services
Travel - Student Services Other Non Salary Expenditures 20,798 3,229 51,524 11,631 89,500 25,000 57.6% 46.5% 89,500 25,000 100.0% 100.0% 0 0 59,314 5,982
S19 S20
Subtotal
24,027
63,155
114,500
55.2%
114,500
100.0%
65,296
Page 15
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 Program Support Resources
Classroom Supplies and Equipment School Technology Data Lines Circuit/Resource Travel Textbook Credit Allocation Other Non Salary Expenditures Other Projects 1,146,792 258,987 208,190 49,593 756,659 137,005 68,583 2,410,746 414,457 433,247 138,887 1,778,169 476,909 159,208 3,807,800 731,000 648,600 187,100 2,531,500 595,000 168,500 63.3% 56.7% 66.8% 74.2% 70.2% 80.2% 94.5% 3,732,200 731,000 648,600 200,000 2,531,500 635,000 341,400 98.0% 100.0% 100.0% 106.9% 100.0% 106.7% 202.6% 75,600 0 0 -12,900 0 -40,000 -172,900 2,776,439 556,233 440,336 148,994 2,318,814 270,153 109,465
S21 S22 S23 S24 S25 S26 S27
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Administration
Supplies and Materials Other Non Salary Expenditures
2,625,809
5,811,624
8,669,500
67.0%
8,819,700
101.7%
-150,200
6,620,435
46,511 8,105
121,614 23,046
205,000 37,900
59.3% 60.8%
205,000 39,300
100.0% 103.7%
0 -1,400
123,666 25,901
S28 S29
Subtotal Professional Development

System Leadership
54,616
144,660
242,900
59.6%
244,300
100.6%
-1,400
149,567
39,558
51,865
100,000
51.9%
80,000
80.0%
20,000
117,732
S30
International Services
Revenue Expenditure
794,524 516,947 Net Revenue 277,576
1,852,043 1,386,109 465,934
2,514,700 2,045,500 469,200
73.6% 67.8% 99.3%
2,559,800 2,063,300
101.8% 100.9% 105.8%
-45,100 -17,800 -27,300
1,809,848 1,426,808 383,040
S31 S32
496,500
Summer School
Revenue Expenditure
0 106 Net Revenue -106
20,716 24,870 -4,154
35,000 35,000 0
59.2% 71.1%
20,700 24,900
59.1% 71.1%
14,300 10,100 4,200
34,735 44,459 -9,724
S33 S34
-4,200
Adult and Community Education

FLEC's - Night School Nova Scotia Student Adult Literacy 7,571 77,507 15,576 191,291 34,900 256,000 44.6% 74.7% 34,900 408,500 100.0% 159.6% 0 -152,500 20,831 203,901
S35 S36
Subtotal Total School Administration
85,078 82,117,140
206,867 225,240,827
290,900 298,303,800
71.1% 75.5%
443,400 298,983,000
152.4% 100.2%
-152,500 -679,200
224,732 222,980,128
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December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 PROGRAM Salaries - Teachers
Special Education Student Support Board Administration 1,505,549 83,902 764,164 4,106,617 354,630 2,160,208 5,509,900 430,400 2,749,500 74.5% 82.4% 78.6% 5,336,600 415,500 2,808,800 96.9% 96.5% 102.2% 173,300 14,900 -59,300 4,051,160 456,851 2,156,796
P1 P2 P3
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Salaries - Non-Teachers

Board Administration Student Services Secretaries
2,353,615
6,621,456
8,689,800
76.2%
8,560,900
98.5%
128,900
6,664,807
112,014 65,504
242,320 141,793
280,200 210,100
86.5% 67.5%
347,400 203,800
124.0% 97.0%
-67,200 6,300
256,241 141,818
P4 P5
Subtotal Benefits
177,518
384,113
490,300
78.3%
551,200
112.4%
-60,900
398,058
46,794 14,542 23,225 17,625
294,270 39,028 69,675 38,895
419,300 55,200 92,900 50,600
70.2% 70.7% 75.0% 76.9%
435,000 53,200 92,900 52,100
103.7% 96.4% 100.0% 103.0%
-15,700 2,000 0 -1,500
286,864 44,476 64,275 40,524
P6 P7 P8 P9
Subtotal
102,186
441,867
618,000
71.5%
633,200
102.5%
-15,200
436,139
Special Education and Student Support

Tutors/Support for Alternative Arrangements Supplies and Materials Assistive Technology Equipment Innovation Challenge/Spec Ed Pilot Projects SEIRC Travel - Student Services Contracted Services 24,187 90,879 73,456 92,666 21,950 27,757 527,460 73,350 113,370 164,694 263,021 28,378 70,011 803,508 90,000 198,000 286,700 391,100 81,000 103,100 777,500 81.5% 57.3% 57.4% 67.3% 35.0% 67.9% 103.3% 91,000 203,200 286,700 390,800 81,000 103,100 887,000 101.1% 102.6% 100.0% 99.9% 100.0% 100.0% 114.1% -1,000 -5,200 0 300 0 0 -109,500 62,506 152,690 205,665 292,891 69,979 71,516 730,620
P10 P11 P12 P13 P14 P15 P16
Subtotal Program Support Resources

Supplies and Materials Provincial Program Initiatives and Projects
858,355
1,516,331
1,927,400
78.7%
2,042,800
106.0%
-115,400
1,585,865
7,825 930,777
362,184 2,183,333
354,000 3,748,200
102.3% 58.3%
392,300 4,462,100
110.8% 119.0%
-38,300 -713,900
178,118 2,409,037
P17 P18
Subtotal Administration
Supplies and Materials Other Non Salary Expenditures
938,601
2,545,517
4,102,200
62.1%
4,854,400
118.3%
-752,200
2,587,154
9,070 13,908
24,956 31,554
70,000 76,000
35.7% 41.5%
42,000 60,000
60.0% 78.9%
28,000 16,000
54,093 36,033
P19 P20
Subtotal
22,978
56,510
146,000
Page 17
38.7%
102,000
69.9%
44,000
90,126
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 Professional Development
Curriculum Implementation Health Promotion Literacy Implementation Mathematics Implementation Assessment and Evaluation Planning for Improvement Student Services RCH 118,355 3,028 158,320 26,870 113,488 59,425 14,780 40,099 192,022 12,412 286,309 33,176 124,017 72,273 108,944 114,125 457,200 78,300 335,200 222,900 160,000 145,000 65,700 255,000 42.0% 15.9% 85.4% 14.9% 77.5% 49.8% 165.8% 44.8% 414,500 56,000 438,900 258,500 134,300 197,000 168,500 376,200 90.7% 71.5% 130.9% 116.0% 83.9% 135.9% 256.5% 147.5% 42,700 22,300 -103,700 -35,600 25,700 -52,000 -102,800 -121,200 252,131 17,624 250,894 118,367 108,705 99,918 48,760 85,207
P21 P22 P23 P24 P25 P26 P27 P28
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Total Program
534,365 4,987,618
943,278 12,509,073
1,719,300 17,693,000
54.9% 70.7%
2,043,900 18,788,400
118.9% 106.2%
-324,600 -1,095,400
981,605 12,743,755
BOARD SERVICES Board Governance

Honoraria and Benefits Supplies and Materials NSSBA Dues Other Non Salary Expenditures 25,617 283 0 8,368 76,850 2,806 100,000 39,957 102,600 5,000 100,000 110,400 74.9% 56.1% 100.0% 36.2% 102,500 5,000 100,000 110,400 99.9% 100.0% 100.0% 100.0% 100 0 0 0 75,300 1,110 100,000 68,569
B1 B2 B3 B4
Subtotal Board Services

Salaries Benefits Supplies and Materials Professional Services Other Non Salary Expenditures
34,268
219,613
318,000
69.1%
317,900
100.0%
100
244,979
218,347 25,326 15,299 50,382 9,895
764,573 104,551 50,919 179,974 35,869
1,308,500 180,500 103,200 370,000 76,000
58.4% 57.9% 49.3% 48.6% 47.2%
967,300 154,000 83,200 320,000 71,000
73.9% 85.3% 80.6% 86.5% 93.4%
341,200 26,500 20,000 50,000 5,000
1,165,035 139,504 89,559 253,297 52,427
B5 B6 B7 B8 B9
Subtotal Professional Development Total Board Services
319,249 4,749 358,265
1,135,887 8,290 1,363,789
2,038,200 25,000 2,381,200
55.7% 33.2% 57.3%
1,595,500
20,000
78.3% 80.0% 81.2%
442,700 5,000 447,800
1,699,822 12,526 1,957,326

B10
1,933,400
Page 18
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 OPERATIONS SERVICES Administration
Salaries Benefits Travel Other Non Salary Expenditures 455,679 75,156 12,149 14,413 1,266,369 251,511 24,893 37,416 1,726,400 362,700 53,000 59,000 73.4% 69.3% 47.0% 63.4% 1,695,400 350,500 40,000 59,000 98.2% 96.6% 75.5% 100.0% 31,000 12,200 13,000 0 1,244,242 245,809 39,144 39,529
O1 O2 O3 O4
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Custodial Services

Salaries Benefits Supplies and Equipment Building Rental Expense Contracted Services
557,397
1,580,189
2,201,100
71.8%
2,144,900
97.4%
56,200
1,568,724
3,270,741 1,027,989 108,919 401,778 616,432
9,030,277 2,867,176 444,592 1,199,046 956,095
12,462,300 3,986,600 812,400 1,600,700 1,889,300
72.5% 71.9% 54.7% 74.9% 50.6%
12,355,400 3,886,900 654,400 1,626,200 2,114,600
99.1% 97.5% 80.6% 101.6% 111.9%
106,900 99,700 158,000 -25,500 -225,300
9,283,840 2,900,321 503,251 484,001 1,007,693
O5 O6 O7 O8 O9
Subtotal Maintenance Services

Salaries Benefits Supplies and Equipment Vehicle Operating Expense Contracted Services - Maintenance Relocation Expenses
5,425,860
14,497,186
20,751,300
69.9%
20,637,500
99.5%
113,800
14,179,106
439,367 141,445 1,413,478 67,944 225,397 0
1,286,756 410,932 3,399,112 171,459 644,266 1,376
1,887,300 630,100 3,656,900 200,000 800,000 50,000
68.2% 65.2% 93.0% 85.7% 80.5% 2.8%
1,780,400 566,600 4,584,800 247,000 725,000 45,000
94.3% 89.9% 125.4% 123.5% 90.6% 90.0%
106,900 63,500 -927,900 -47,000 75,000 5,000
1,375,600 434,509 3,277,791 130,111 750,948 95,020
O10 O11 O12 O13 O14 O15
Subtotal Plant Operations

Insurance Utilities - Electricity Utilities - Heating Fuel Utilities - Water / Sewer Utilities - Telephone
2,287,631
5,913,900
7,224,300
81.9%
7,948,800
110.0%
-724,500
6,063,978
178,794 1,313,079 1,296,430 242,301 11,047
566,701 3,509,526 2,695,729 697,604 44,698
742,300 4,500,000 7,557,500 989,000 84,000
76.3% 78.0% 35.7% 70.5% 53.2%
745,200 5,400,000 7,707,500 989,000 67,000
100.4% 120.0% 102.0% 100.0% 79.8%
-2,900 -900,000 -150,000 0 17,000
550,514 3,043,884 2,045,373 568,934 55,305
O16 O17 O18 O19 O20
Subtotal Capital Projects Student Transportation
3,041,651 2,135,558 4,807,881
7,514,257 6,284,851 9,262,458
13,872,800 2,399,900 16,141,700
54.2% 261.9% 57.4%
14,908,700
2,876,900
107.5% 119.9% 103.2%
-1,035,900 -477,000 -524,400
6,264,010 4,271,173 10,344,721

O21
16,666,100
O22
Page 19
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 Technology Services
Salaries Benefits Computer Services - Schools Computer Supplies - Administration O'Connell Drive Refresh P3 Information Technology Sinking Fund IEI Non Salary Expenses Travel Professional Services Telephone/Fax/Data 576,291 117,611 12,223 2,041 8,226 18,139 51,844 18,226 55,893 35,105 1,583,521 356,737 75,755 56,156 18,582 18,139 110,739 48,191 92,536 99,117 2,116,600 491,000 127,000 101,800 69,500 458,500 122,900 76,700 340,000 148,000 74.8% 72.7% 59.6% 55.2% 26.7% 4.0% 90.1% 62.8% 27.2% 67.0% 2,103,300 480,700 120,000 90,000 69,500 458,500 122,900 76,700 280,000 148,000 99.4% 97.9% 94.5% 88.4% 100.0% 100.0% 100.0% 100.0% 82.4% 100.0% 13,300 10,300 7,000 11,800 0 0 0 0 60,000 0 1,586,350 353,223 87,150 84,101 20,440 52,217 53,620 50,601 186,595 101,138
O23 O24 O25 O26 O27 O28 O29 O30 O31 O32
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Facilities Rentals Revenue

Salaries Benefits Service Contract Other Non Salary Expenditures
895,600
2,459,475
4,052,000
60.7%
3,949,600
97.5%
102,400
2,575,435
69,799
138,685 22,252 0 737
353,461
257,933 47,038 0 1,760
849,100
422,500 89,200 52,400 5,500
41.6%
61.0% 52.7% 0.0% 32.0%
751,600 400,200 70,100 52,400 3,400
88.5%
94.7% 78.6% 100.0% 61.8%
97,500
22,300 19,100 0 2,100
372,884
248,000 45,239 0 1,583
O33
O34 O35 O36 O37
Subtotal Net Revenue Total Operations Services
161,674 -91,875 19,313,253
306,731 46,730 47,819,047
569,600 279,500 67,212,700
53.9% 16.7% 71.1%
526,100 225,500 69,658,600
92.4% 80.7% 103.6%
43,500 54,000 -2,445,900
294,823 78,061 45,561,969
Page 20
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 FINANCIAL SERVICES Administration
Salaries Benefits Supplies and Materials Travel Liability Insurance Professional Services Service Fees 407,918 76,664 55,979 1,391 64,688 0 14,530 1,138,299 243,111 149,804 2,657 194,063 12,985 43,239 1,590,600 356,400 231,000 5,000 258,800 45,000 70,000 71.6% 68.2% 64.9% 53.1% 75.0% 28.9% 61.8% 1,522,600 337,600 226,000 4,600 258,800 45,000 75,000 95.7% 94.7% 97.8% 92.0% 100.0% 100.0% 107.1% 68,000 18,800 5,000 400 0 0 -5,000 1,320,061 270,772 194,582 7,148 216,841 0 36,379
F1 F2 F3 F4 F5 F6 F7
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Excel - Before and After School Program Revenue

Salaries Benefits Other
621,170
1,784,157
2,556,800
69.8%
2,469,600
96.6%
87,200
2,045,784
2,824,189
1,115,614 110,768 180,962
5,433,740
2,249,628 233,804 339,097
6,988,400
3,425,500 365,500 719,700
77.8%
65.7% 64.0% 47.1%
6,870,700 3,254,900 344,600 584,800
98.3%
95.0% 94.3% 81.3%
117,700
170,600 20,900 134,900
4,655,136
1,939,123 202,626 299,801
F8
F9 F10 F11
Subtotal Net Revenue Adult ESL Revenue Expenditure Net Revenue Total Financial Services
1,407,344 1,416,845
2,822,529 2,611,211
4,510,700 2,477,700
62.6% 105.4%
4,184,300 2,686,400
92.8% 108.4%
326,400 -208,700
2,441,551 2,213,586
368,118 611,687 -243,569 2,640,201
1,333,565 1,396,909 -63,345 6,003,595
2,114,400 2,114,400 0 9,181,900
63.1% 66.1%
2,114,400 2,114,400 0
100.0% 100.0%
0 0 0
1,323,261 1,378,639 -55,378 5,865,973
F12 F13
65.4%
8,768,300
95.5%
413,600
Page 21
December 31, 2011
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 HUMAN RESOURCE SERVICES Administration
Salaries Benefits Pension Top-Ups Supplies and Materials Travel Service Contracts 468,457 78,340 15,878 31,045 3,481 10,687 1,301,637 266,949 36,975 88,891 7,982 29,735 1,648,100 355,500 41,800 113,100 11,200 20,000 79.0% 75.1% 88.5% 78.6% 71.3% 148.7% 1,745,800 364,700 41,800 112,900 11,200 29,700 105.9% 102.6% 100.0% 99.8% 100.0% 148.5% -97,700 -9,200 0 200 0 -9,700 1,338,418 263,445 36,874 98,678 8,459 19,303
H1 H2 H3 H4 H6 H7
Budget 2011-2012
% Budget Utilized
Proj% Bud Util
Subtotal Staff Development

Professional Development
607,888
1,732,169
2,189,700
79.1%
2,306,100
105.3%
-116,400
1,765,178
378,568
718,616
2,156,700
33.3%
2,156,700
100.0%
582,701
H8
Subtotal Total Human Resource Services
378,568 986,456
718,616 2,450,785
2,156,700 4,346,400
33.3% 56.4%
2,156,700 4,462,800
100.0% 102.7%
0 -116,400
582,701 2,347,879
TOTAL EXPENDITURES
110,402,934
295,387,116
399,119,000
74.0%
402,594,500
100.9%
-3,475,500
291,457,030
NET SURPLUS (DEFICIT) Before Planned Use of Accumulated Surplus PLANNED USE OF ACCUMULATED SURPLUS NET SURPLUS (DEFICIT)
-5,343,229
9,216,816
-965,400
965,400
13,385,490
725,400 -240,000
Page 22
December 31, 2011
SUPPLEMENTARY FUND SUMMARY OF REVENUES AND EXPENDITURES
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 REVENUES Supplementary Funding 4,341,883 13,508,250 18,025,700 74.9% 18,011,000 99.9% 14,700 13,857,600 Actual Year to Date 2011-2012 Actual Year to Date 2010-2011
Budget % Budget 2011-2012 Utilized
Projection Proj% 2011-2012 Bud Util
Projected Variance
EXPENDITURES SCHOOL ADMINISTRATION Classroom Teachers

Elementary Music Junior High Music and Art Physical Education Elementary Art Additional Teachers Fine Arts 215,596 144,454 214,150 152,232 1,025,520 387,628 593,249 391,375 582,528 416,710 2,675,685 1,058,618 764,500 485,500 736,700 554,400 3,473,300 1,415,600 77.6% 80.6% 79.1% 75.2% 77.0% 74.8% 765,600 502,800 752,000 545,100 3,477,800 1,392,500 100.1% 103.6% 102.1% 98.3% 100.1% 98.4% -1,100 -17,300 -15,300 9,300 -4,500 23,100 573,511 240,782 552,239 507,540 2,783,364 1,078,784
Subtotal Special Education

Resource Teachers Social Workers Educational Program Assistants
2,139,580 917,738 127,280 234,319 1,279,336
5,718,166
2,519,203 353,492 658,331
7,430,000
3,228,400 459,100 877,500
77.0%
78.0% 77.0% 75.0%
7,435,800
3,263,900 459,800 861,500
100.1%
101.1% 100.2% 98.2%
-5,800
-35,500 -700 16,000
5,736,219
2,424,756 346,393 702,752
Subtotal Library and Guidance

Library Support Specialists Guidance
3,531,026
4,565,000
77.3%
4,585,200
100.4%
-20,200
3,473,901
587,032 196,974
1,631,643 559,337
2,104,800 700,900
77.5% 79.8%
2,118,300 715,900
100.6% 102.1%
-13,500 -15,000
1,640,488 566,493
Subtotal Curriculum Leadership
784,006
114,373
2,190,981
337,171
2,805,700
463,800
78.1%
72.7%
2,834,200
444,600
101.0%
95.9%
-28,500
19,200
2,206,981
349,192
Page 23
December 31, 2011
SUMMARY OF REVENUES AND EXPENDITURES
DECEMBER 31, 2011

Actual Oct - Dec 2011-2012 Other
Student Services Secretaries Early Learning Opportunities School Secretaries Student Support Workers 7,848 82,527 12,295 27,265 19,363 243,641 25,946 77,076 24,800 290,900 37,900 107,900 78.1% 83.8% 68.5% 71.4% 26,200 311,000 36,300 102,100 105.6% 106.9% 95.8% 94.6% -1,400 -20,100 1,600 5,800 18,235 255,179 126,327 74,445
Budget % Budget 2011-2012 Utilized
Projection Proj% 2011-2012 Bud Util
Projected Variance
Subtotal Benefits
129,934
366,027
461,500
79.3%
475,600
103.1%
-14,100
474,186
163,905 88,030 29,600 97,257
687,163 241,827 88,800 271,554
958,300 334,700 118,400 356,700
71.7% 72.3% 75.0% 76.1%
962,400 319,500 118,400 354,300
100.4% 95.5% 100.0% 99.3%
-4,100 15,200 0 2,400
701,071 262,144 88,125 289,333
Subtotal Substitutes
378,793
124,290
1,289,345
290,010
1,768,100
414,300
72.9%
70.0%
1,754,600
363,700
99.2%
87.8%
13,500
50,600
1,340,673
287,910
Program Support
Program Supplies and Materials Student Transportation Therapeutic Swim Program 29,865 0 370 65,589 24,300 5,199 73,000 24,300 20,000 89.8% 100.0% 26.0% 78,000 24,300 15,000 106.8% 100.0% 75.0% -5,000 0 5,000 66,798 56,770 8,817
Subtotal
30,235
95,088
117,300
81.1%
117,300
100.0%
132,385
TOTAL EXPENDITURES NET SURPLUS (DEFICIT)
4,980,546 -638,663
13,817,813 -309,563
18,025,700 0
76.7%
18,011,000 0
99.9%
14,700 0
14,001,446 -143,846
Page 24
December 31, 2011
Variance Review December 2011 Projection Variance to Budget YTD Actual Variance to Prev YTD
Description Revenue: Province of Nova Scotia Other Provincial Initiatives/Grants R3 Health Promotion Grants
R3
Explanation
-1,144,500 -457,800
Received additional Provincial grants that were not included in the budget. (Offset by projected expenditures.) Additional provincial grants received for Health Promotion. (Offset by projected expenditures.)
R8
Government of Canada Misc Federal Grants
-76,100
Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
Board Generated Revenues Interest Income R10 Interest Income

R10 R15
-126,800 -72,400 -444,200
Misc Board Generated Revenues
Interest rates higher than budgeted, and bank balances are higher than in 2010-11, for higher interest revenues. Funds on deposit in Investment account since October 2009. Favorable results were recognized in the April September period, as compared to the same time last year. Additional grants/revenues that were unbudgeted, with accompanying expenditure projections as well as grants received for Energy projects.
Expenditures: School Administration Salaries - Teachers S8 Education Program Assistants

S1-7
-308,200 205,700 -292,600
S15 S21 S25 S26 S26 S27 S31 S32
Statutory Benefits Classroom Supplies and Equipment Textbook Credit Allocation Other Non Salary Expenditures Other Non Salary Expenditures Other Projects International Services - Revenues International Services - Expenditures
-309,000 365,700 540,600 -40,000 -206,800 -172,900 -45,100 -17,800
Teacher salary costs projected to exceed budget, primarily due to increase in substitute expenditure line. Educational Program Assistant costs are tracking slightly under budget for this fiscal year. New positions added to budget for Sept/10, in actuals for 2011-12, but not in April - July period for 2010-11. Expenditures are higher this year, than in the same time period last year. Statutory benefit costs are tracking higher than budgeted. Timing of expenditures in 2011-12 as compared to timing of expenditures in 2010-11 Available funds for textbooks has decreased by 25% of last year's expenditures as part of the 2011-12 funding. Student Information Systems (SIS) project is covering additional costs, not included in the budget amount. This is offset by additional revenues (R3) SIS project PD schedule for training sessions in 2011-12 involved more schools and began earlier than in 2010-11 Additional grants/revenues that were unbudgeted, with accompanying expenditure projections Additional students over the budgeted enrolment amounts, resulting in additional revenues. Additional students over the budgeted enrolment amounts with resulting increased expenditure projections.
Program Special Education Teachers P3 Board Administration Teachers

P1 P4 P16 P18 P18
P21-28
173,300 -59,300 -67,200 -109,500 -256,100 -457,800 -324,600
Board Administration Non-Teachers Contracted Services Provincial Programs and Initiatives Health Promotion Grants Professional Development
A number of vacancies were unable to be filled in the April - June period, resulting in lower costs than budgeted. A number of positions were reallocated from Board Services to Program. FTEs were transferred, but budget dollars were not adjusted in the final budget. Actual costs reflect the reallocations as of August 1. A number of positions were reallocated from Board Services to Program. FTEs were transferred, but budget dollars were not adjusted in the final budget. Actual costs reflect the reallocations as of August 1. Number of tuition supports approved by DOE exceeded amount budgeted for 2011-12. Additional grants/revenues that were unbudgeted, with accompanying expenditure projections. These are offset by the additional grants/revenues that were unbudgeted. Additional grants/revenues that were unbudgeted, with accompanying expenditure projections.
B5
Board Services Salaries
341,200
A number of positions were reallocated from Board Services to Program. FTEs were transferred, but budget dollars were not adjusted in the final budget. Actual costs reflect the reallocations as of August 1.
Page 25
December 31, 2011
Variance Review December 2011 Projection Variance to Budget YTD Actual Variance to Prev YTD
Description Operations Services Contracted Services - Snow Removal Custodial Salaries and Benefits Custodial Supplies and Equipment Building Rental Expense Maintenance Salaries and Benefits Maintenance Supplies and Equipment Vehicle Operating Expenses Contracted Services - Maintenance Utilities - Electricity Utilities - Heating Fuel
Explanation
O9
-200,000 206,600 158,000 -715,000 170,400 -927,900 -47,000 75,000 -900,000 -465,600 -150,000 -650,300
O5-6 O7 O8 O10-11 O12 O13 O14 O17 O18
O21 O21 O22 O22 O33

O34-37
Capital Projects Capital Projects Student Transportation Student Transportation Facilities Rentals - Revenues Facilities Rentals - Expenditures
-725,400 248,400 -524,400 -1,082,200 97,500 43,500
Budget included proposed reduction for 2011-12 winter snow removal contract of $200,000. This reduction was not possible when the contracts were extended. These reductions were proposed in July 2011 in order to offset the snow removal contract extensions. Custodial supplies budget tracking below budget. Current year actuals include the rental cost for the new central office building (April - September). The prior year actuals do not include these rental costs until October 2010. Maintenance employees budgeted for the full fiscal year, but staff turnover results in delays in hiring maintenance employees. The budget included a reduction of almost $800,000 to this line. Expenditures to date have resulted in an increase to the projection for minor maintenance projects. The vehicle fleet has been aging, and vehicle maintenance costs have increased, resulting in budget variance. Contracted services expenditures are tracking below budget. Electricity cost increases have resulted in higher costs, despite the reduction in energy consumption. Our year to date costs for electricity (April - December) are higher in this fiscal year than the previous year. More heating fuel was consumed in the April - September time period than in the previous fiscal year. As well, heating fuel costs continue to rise, and are currently slightly above our budgeted price per litre. Our year to date costs for heating fuel (April - December) are higher in this fiscal year than the previous year. Capital cost amortization for building improvements incurred in prior years come from the accumulated surplus, for capital cost amortization, and is not included in the budget. Board capital expenditures are tracking above budget, but a number of projects will exceed the Tangible Capital Asset (TCA) thresholds, which will require them to be capitalized, and reversed from expenditures. Transportation savings as a result of the UARB changes related to bus stops have not materialized. Fuel escalator costs are expected to exceed budgeted amounts, due to the price of diesel. Changes to the transportation contract led to increased costs as compared to 2010-11. Projected rental revenues are coming in under budget. The corresponding expenditures are projected to be under budget, as a result of lower revenues.
F1-2 F8
Financial Services Salaries and Benefits Excel Before & After Program - Revenues Excel Before & After Program - Expenses
86,800 117,700 326,400
F9-11
Timing of business plan adjustment reductions as compared to budget estimates has resulted in costs coming in under budget. Additional students registered, and new sites opened, but budgeted amount not fully realized. Corresponding expenditures are projected to be under budget, as a result of lower revenues.
H1-2
Human Resource Services Salaries and Benefits
-106,900
Timing of business plan adjustment reductions as compared to budget estimates has resulted in costs coming in over budget.
Page 26
December 31, 2011
Public Private
HALIFAX REGIONAL SCHOOL BOARD 2012-2013 Department of Education School Capital Process
PURPOSE:
To provide the Board with information concerning the Department of Educations 2012-2013 Capital Process.
BUSINESS PLAN GOAL:
N/A
BACKGROUND:
The Department of Education last requested school boards to submit School Capital Construction Projects in 2008. Projects were approved from this submission in May, 2009. In December 2011, the Halifax Regional School Board was advised that the provincial government would be undertaking a School Capital approval process in 2012.
CONTENT:
In January 2012, Department of Education staff informed school boards of the 2012-2013 Capital Process. The 2012-2013 School Capital Process will include the following four categories: New Schools and Additions/Alterations Projects Additions and Alterations Envelope Tangible Capital Asset (TCA) Repairs Envelope Building Design and Scoping Envelope
The 2012-2013 process will allow school boards to revisit, revise and reaffirm priorities and needs. Projects approved in 2009 that have not commenced prior to the coming fiscal year need to be reconsidered in the 2012-2013 submission. In addition to the requests for New Schools and Additions/Alterations Projects, school boards will be able to submit projects for funding consideration in three separate categories: Additions and Alterations Envelope - $10 million TCA Repairs Envelope - $4 million Design and Scoping Envelope - $2 million
The Department of Education will select priority projects from those submitted by school boards based on the following: the condition of the existing facility and the value that exists for investment in its continued use; the capacity of the existing facility and the costs required to increase capacity if required;
Filename: Clattenburg/ 12- 02-1334 2012 School Capital Process 2012 Last revised: February 13, 2012
suitability of the existing facility for programming and the costs required to allow it to deliver the required programming; projects that address both infrastructure and programming needs will warrant additional consideration; projects which are or are anticipated to be required as a result of school reviews where the reviews have identified programming benefits for students or reduced operating costs; projects which facilitate the provision of schools plus, skilled trades or community initiatives and programming; projects which meet any of the above considerations and help ensure that educational programming can continue to be provided in an existing community (greater use of P-8, 9-12 or P-12 facility configurations).
School boards will be required to complete a business case for all requested priorities. Priorities are to be submitted to the Department of Education by April 20, 2012. A mixture of new schools and additions and alterations is encouraged.
COST:
N/A
FUNDING:
N/A
TIMELINE:
Halifax Regional School Boards prioritized project to be submitted to the Minister of Education by April 20, 2012.
RECOMMENDATIONS:
It is recommended that the Board receive this report for information.
COMMUNICATIONS:
N/A
From:
For further information please contact Charles Clattenburg, Director Operations Services, at 464-2000 Ext. 2144 or e-mail at [email protected].
To:
Senior Staff February 13, 2012 Board Meeting February 29, 2012
Filename: Clattenburg/ 12- 02-1334 2012 School Capital Process 2012 Last revised: February 13, 2012
Public Private
Report No. Date
12-01-1331 February 29, 2012
HALIFAX REGIONAL SCHOOL BOARD Report from the Superintendents Task Force on Alternative High Schools
PURPOSE: This report outlines the mandate and recommendations from the Superintendents Task Force on Alternative High Schools. To continue to improve student achievement and learning for all students. Following the Board debate on Youth Pathways and Transitions (spring 2011), the Superintendent made a commitment to examine the structures currently in place to support struggling high school students. The Superintendent established a task force to examine alternative high schools and to make recommendations on what needs to be put in place to support more high school students in the HRSB. The Task Force on Alternative High Schools met throughout the fall to research, dialogue, reflect and compile information on best practices to support students for whom the traditional structures of school present barriers. The thirteen member team researched models, reached out to other jurisdictions, shared experiences and visits to alternative high school sites and conducted focus groups with students. All these strategies aimed at building a greater understanding of the complex issues inherent in alternative education. The Report of the Superintendents Task Force on Alternative High Schools details thirty-three recommendations for enhancing support to high school students. In essence, there are two guiding concepts intervention needs to be offered along a continuum to suit the needs of the individual learner and secondly flexibility is essential, especially for students who struggle with the traditional pathway of school. The Task Force recommends a model of support for our board which is founded on a more reliable framework of interventions for our fifteen high schools. In addition, differentiated support to our three rural schools (Duncan MacMillan High School, Eastern Shore District High School and Musquodoboit Rural High School) is recommended in the form of flexible resources. Finally, the Task Force recommends an alternative high school, composed of four sites strategically located throughout the Halifax Regional School Board. In addition to its mandate, the Task Force began to consider the challenges of implementing the recommendations in this report. To ensure a successful transition from our current programs, a detailed implementation plan is strongly encouraged. Among other things, this might include a financial analysis of projected costs, anticipated timeline for implementing recommendations and consultations with senior staff, high school principals and partners including the Department of Education and Nova Scotia Teachers Union.
BUSINESS PLAN GOAL:
BACKGROUND:
CONTENT:
COST: FUNDING: TIMELINE: APPENDICES:
To be determined To be determined To be determined. Appendix 1: Superintendents Task Force on Alternative High Schools Report (January 2012) It is recommended that the Board receive this report for information. It is recommended that the Board endorse, in principle, the recommendations in this report. It is recommended that the Board direct the Superintendent to develop an implementation plan for the recommendations in this report.
RECOMMENDATIONS:
COMMUNICATIONS: AUDIENCE High School Principals RESPONSIBLE Danielle McNeil-Hessian, Director, School Administration TIMELINE Following Board Meeting
From:
For further information, please contact Danielle McNeil-Hessian, Director, School Administration at 464-2000, ext. 2570, or the Task Force Chair, Elwin LeRoux, Coordinator, School Administration, at 464-2000, ext. 2574.
To:
Senior Staff Full Board

February 15, 2012
February 6, 2012 February 29, 2012
Date last revised:
Appendix A
SUPERINTENDENTS TASK FORCE

ON
ALTERNATIVE HIGH SCHOOLS
REPORT JANUARY 30, 2012
INTRODUCTION
The following report is submitted on behalf of the Superintendents Task Force on Alternative High Schools. It represents the research, dialogue, reflection and concerted efforts of the members of the Task Force to advance the Halifax Regional School Boards (HRSB) work to support the success of all high school students. Discussions about alternative programming are naturally provocative and complex. The focus of this work was grounded in fiscal reality and built on the many successful initiatives our high schools and board programs have developed over time. Our task, described in depth in our mandate, can be captured in the expression continuum of supports we were to consider research, current models, best instructional practices and existing needs to make recommendations for the best model of support for struggling high school students in the HRSB.
SUMMARY OF PROCESS AND TIMELINE

The Task Force began its work on September 9th with an ambitious timeline to deliver a report in December, 2011. The team met seven times to accomplish its mandate. The focus of meetings was to compile, consolidate and discuss research and information collected in order to advance our mandate. The flow of work is illustrated in Figure 1. The Task Force was asked to develop practical recommendations for the HRSB, not simply to compile researched bestpractices for alternative programming. Discussions were complex and some issues raised will require further consideration in the context of our system.
This final report of the Task Force was submitted to the Superintendent in January, 2012.
Superintendents Task Force Alternative High Schools
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September
October
November
December
Figure 1
MANDATE
The HRSB is committed to the belief that Every Student Can Learn & Every School Will Improve.
Following the Board debate on Youth Pathways and Transitions (spring 2011), the Superintendent, Carole Olsen, made a commitment to examine the structures currently in place to support struggling high school students. She identified the need for a continuum of supports for students, ranging from supports available in each of our high schools, to short term placements in alternative programs, to attendance in an alternative high school.
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As a starting point, the Superintendent established a twelve member Task Force to examine alternative high schools and to recommend what needs to be put in place to further support high school students within the HRSB. With the inclusion of a staff member from Human Resource Services, the Task Force expanded to thirteen:
Cathy Carreau Kerri Fougere Jenny-Kate Hadley Margie Hopkins Elwin LeRoux
Sheila Lucas Tracy OKroneg Ronnie Reynolds Tim Simony Wade Smith
Joanne Syms Cindy Tully Gary Walker
The Task Force used the following questions to guide its work:
How do we ensure that every student in the HRSB graduates with continued options for advancement and learning? How do we align resources to support all our high school students? How do we ensure a continuum of supports to assure the success of all our high school students? How do we provide timely, flexible, varied and supportive options to struggling high school students for whom the traditional structures of school are not always sufficient? How do we best engage struggling high school students to be strong self-advocates for their own learning?
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The mandate for the Superintendents Task Force on Alternative High Schools is to make recommendations to the Superintendent to better support the success of high school students who struggle with the typical organization of schools. The Task Force was challenged to:
consider past and current approaches to support high school students in our board; identify current practices and programs targeted to support high school students who are not successful in traditional schooling; review research and current literature on strategies to best support all high school students;
identify characteristics of successful alternative programs and successful alternative high schools; and propose a model for the HRSB to implement to best support struggling high school students.
While the scope of this Task Force is specific to supporting high school students who have struggled within our current organization, consideration should be given to the scalability of proposed models to support other students within the HRSB.
MODEL OVERVIEW
The model recommended by the Task Force is described in Sections 1 and 2 of this report. It is founded on the belief that students should be supported as much as possible in their neighbourhood schools. As a result, the first part of the model is a board-wide systematic approach to student intervention. This will provide an enhanced framework to develop and promote existing strategies currently offered, to varying degrees, at individual high schools.
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The second part of the model recommended by the Task Force is an alternative high school composed of four sites strategically located throughout our board (Figure 2). These locations will provide increased programming and services to support individual student success.
The Task Force has considered the complex issues presented by the geography of our board. This report includes recommendations for additional resources to address barriers of distance and location which can present additional challenges to supporting students at Duncan MacMillan High School, Eastern Shore District High School and Musquodoboit Rural High School.
Figure 2
Alternative High School (4 sites)
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SECTION 1 DEVELOPMENT OF SUPPORTS AT CURRENT HIGH SCHOOLS

What do we do when students dont learn? How do we ensure that registration at an alternative high school is available to those students for whom this is the critical option?
All schools in the HRSB have been challenged with the question what do we do when students dont learn? As part of their efforts to support all learners, high schools have developed many school-based interventions. Staffs work to effectively support struggling learners in the most positive and effective ways possible. They monitor achievement data to gauge the success of their efforts. In addition, schools have actively pursued external supports that can help to strengthen the variety of options available to support student learning. This kind of creative problem solving is a result of the teamwork that exists internally and with external agencies, i.e. Nova Scotia Department of Education (DOE), Capital District Health Authority (CDHA), Nova Scotia Department of Justice (DOJ), private grants, etc.
The parameters and framework for supports are described within the Education Act, Public Schools Program documents, Special Education Policy, Provincial Code of Conduct, DOE programs as well as HRSB policies and protocols. Beyond the strategies that are explicitly defined in these documents, schools develop other plans that work for their individual school communities and varying contexts.
While it is clear that there are many interventions in place throughout our board, the Task Force believes that the development of a board-wide systematic approach to student intervention would provide an enhanced framework to develop and promote existing strategies currently offered to varying degrees at individual schools. These efforts will ensure equitable
Superintendents Task Force Alternative High Schools Page 7 of 24
access in all HRSB high schools to the practices that are well-suited to all school communities. In turn, providing equitable access and support will build a foundation for a sustainable model.
To illustrate, the following examples represent a compilation of some of the existing strategies that high schools report as currently in place at their sites. While these examples evidence some of the strategies in place within the HRSB, it should be made explicit that neither the frequency of use across schools nor the degree to which schools employ combinations of these strategies should be inferred from the table.
These examples have been clustered under some general categories.
CREDIT RECOVERY INTERVENTIONS
Increased Learning Success Grant Credit Recovery In 2010/11 a tutor was hired to work with students who were in the red zone for failing courses. These students are either pulled out for one-on-one support with the tutor during the school day or an afterschool credit recovery program is offered.
Seeds of Change Credit Recovery Open to students and non-students in the school area who are under 21. Students can complete credits previously attempted or take full correspondence courses supported by Seeds of Change Tutors. This program is also supported with a youth worker who has strengths with employability skills, social work etc.
Credit Recovery When a student does not receive credit in a course, but it is recognized that s/he has achieved most of the learning outcomes, a plan is developed with the student to demonstrate the outstanding outcomes without the need to repeat the entire course. This may be accomplished with tutors at the school at the end of the school day.
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CORRESPONDENCE AND WORK PACKAGE INTERVENTIONS
Packages of work Packages are used to support students who are struggling and it helps them achieve some success that can be built upon. This is used for all struggling students and not just those who are behavioural concerns.
Project based assessments Teachers may prepare project-based assessments to cover units of work that the student may have difficulty overcoming through testing or traditional assignments. The project can be evaluated in several different ways.
Strategies for online and distance support Students can complete course work directly with their teacher using online options and by corresponding directly with the school.
LATE ASSIGNMENTS AND EXTRA HELP ROOM INTERVENTIONS
OOOPS Room Each Thursday a room is staffed with a vice-principal and a staff member at lunch time. Teachers will refer students to this room who have not completed assignments. They will have support while they spend lunchtime completing the assignment. It has been very successful and it has helped students stay on track as well as recover missed assessment opportunities.
Extra Help Rooms Each department has an extra help room available at lunch with two staff.
Referral Process for Late Assignments Alternate dates are set and reinforced with a phone call home. If it is not completed, a referral to school administration is made. Last year saw over 9000 assignments completed with the support of these processes.
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SCHEDULING INTERVENTIONS
Alternative scheduling Some students are accommodated with schedules allowing them to attend classes for only half days.
Accelerated program If a student has goals for graduating early in order to enter the workforce and to get out of school this may be facilitated if it is a motivator for the student to stay on track for graduation.
CO-OP AND WORK EXPERIENCE INTERVENTIONS
WORKIT Grant The WORKIT grant introduces youth to career information and exploration in the designated trades. Schools can apply for funding from a number of categories including promoting awareness of the trades through on-site projects.
Co-operative Education Co-operative Education courses offer students the opportunity for career exploration. The community-based component of the course can be completed in a number of ways including during the school day, evenings, weekends, over one semester, over a full year or during the summer.
MENTORING AND TEAM INTERVENTIONS
Student / Peer Mentoring Program Struggling students are paired with older students who have demonstrated ability in the subject area that they are having difficulty with.
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Adult Mentoring Program Efforts are made to identify students with academic issues early on in grade 10. These students are then paired with adult mentors (administration and staff). This way there is always an answer to who is looking after [name]?
Seeds of Change Grade 10 mentorship program supported with a teacher and a student support worker for 20 to 40 students who have risk factors that suggest need for transition support to high school.
At-Risk Team This team is different than the Program Planning Team or the School Planning Team. They meet weekly to focus on students who are at-risk due to marks or attendance.
EXPANDED PROGRAMMING AS AN INTERVENTION
Skilled Trades (DOE) These are course options that provide students with the opportunity to explore the skilled trades and learn about career options.
Options & Opportunities (O2) O2 is a program designed to help students work toward a career or occupation in learning contexts that respond to their learning needs and that provide linkages to the workplace and other post-secondary destinations.
Locally developed courses Courses are planned and developed by a school and approved through the DOE for credit. Planning typically targets engaging topics and often hands-on learning experiences or an emerging field.
Efforts to expand enrollment in online courses High Schools, through the Nova Scotia Virtual School, are encouraging more students to pursue online courses.
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OTHER INTERVENTIONS
Late Bus A late bus is available to accommodate Tuesday extra help option for all students.
What do our high schools do when students do not learn?
In essence, this compilation illustrates significant efforts and attention to supporting students when they do not learn. Schools are working to clarify the problems facing individual students and implementing strategies to support learning. While we do not believe that every school should implement the same interventions in a standard way, we do believe careful consideration should be given to every school implementing all categories of interventions, as titled above or defined subsequent to this Task Forces report. While specific strategies may vary from school to school, a reliable intervention framework for high school students in the HRSB, implemented with fidelity, forms the basis of the continuum of supports for struggling high school students that this Task Force proposes.
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SECTION 2 ALTERNATIVE HIGH SCHOOL SITES AND SUPPORTS

How do we provide timely, flexible, varied and supportive options to struggling high school students for whom the traditional structures of school are not always sufficient?
Given the implementation in all HRSB high schools of the enhanced framework of supports described in Section 1, would there still be the need for an alternative site? The Task Force has done considerable research and reflection on this question. Focus groups and interviews with students were arranged to explore the wide variety of complex issues to consider in answering this guiding question.
The Task Force acknowledges the need for some students to attend an alternate site as the best means to ensure their engagement and high school completion. As a result, the second part of the model recommended by the Task Force is an alternative high school composed of four sites strategically located throughout our board. However, the existence of alternative sites will not in and of themselves provide a sufficient solution. These locations must provide increased programming and services to support individual student success. Among other things, this would include a broad range of educational, health and community resources.
The vision of the alternative high school is built on the success of several current programs within the HRSB. The school would have strong supports available to individual learners. While it is not felt that all students would require every support, it is important that a broad range of educational, health and community supports be part of the resources available. This would include a wide range of academic and subject specific supports and flexible options for programming. The Task Force endorsed multiple pathways to achieving a high school certificate, including the High School Graduation Diploma (DOE), the High School Graduation Diploma for Adults (Department of Labour and Advanced Education) and the General Educational Development (GED) program.
Programming at the alternative high school should focus on options which are career-oriented and provide opportunities to explore future employment and educational opportunities (e.g. co-operative education, skilled trades, community-based learning). It is important to underline, however, that this focus is not intended to limit or stereotype the student who may attend. Therefore, career-oriented programs should also include options in the arts, sciences, humanities and other disciplines. Essential elements of programming should be accelerated learning and independent learning.
There should be continuous entry and exit points for enrollment. This can be accomplished through a personalized and self-paced approach to curriculum outcomes with flexible scheduling for each student. This flexible scheduling would allow students to earn credits at any point, not only at entry points defined by terms, semesters, months or otherwise.
Programming would be personalized during a registration process and a plan developed for success. This personalized learning plan would consider the barriers contributing to the students challenges and support a forward journey to graduation. It might define the exact time the student would attend school and could identify appropriate supports required to ensure success. This plan should be closely monitored to ensure quality learning experiences and strong skills for continued education and career options.
ADDITIONAL CONSIDERATION FOR RURAL AREAS
How do you offer a co-op student an authentic work experience in culinary arts when there are no restaurants in the entire school catchment area?
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How do you engage the needs of a tactile learner when your high school can only offer a limited number of courses focussing on that learning strength?
How do teachers make authentic curriculum connections for students when the communities have few resources?
The Task Force has considered the complex issues presented by the geography of our board and, in particular, the challenges of distance and location which sometimes present barriers for students in our rural areas. Options to address these challenges, specifically in the Duncan MacMillan High, Eastern Shore District High and Musquodoboit Rural High School communities were discussed at length. The location of one of the proposed alternative school sites was specifically chosen to provide the most viable connection for students who might see enrollment there as an option. Much consideration was given to locating alternative site(s) in one or more of the rural communities. Additionally, a mobile site was also researched. Neither option was endorsed by the Task Force. The most appropriate solution appears to be the strategic placement of one site at a major artery to the Eastern Shore area as well as the allocation of additional resources to these three schools. These resources would support specific, well-documented plans to keep students in school who might otherwise not attend. A process will need to be established whereby these three high schools can acquire funds to access academic programming, social and emotional supports to meet the needs of specific students.
The Task Force has made some recommendations about the characteristics of the alternative high school that would support personalized learning plans. These recommendations can be summed up in one word flexibility. This will mean that the school will be open during the day and evening. Programming flexibility must include options for students to attend when they are able, and according to the terms established in their learning plan. Enrollment cannot require the same standards of time and number of hours each day for each student. Flexibility
should also include hours during the summer, albeit these may be reduced. Options to explore might include summer co-op education experiences, virtual learning and timetabling to allow students to attend in person.
The Task Force envisions this alternative high school to be comprehensive in programming such that a student can meet all graduation requirements. Students could attend through to graduation, or transition back to their neighbourhood high school according to their needs.
Finally, it is important that the expansion and ongoing program delivery of the alternative high school be carefully monitored. This should include a School Advisory Council and significant involvement of students and external partners. The careful collection and analysis of data combined with the abundance of research on supporting struggling youth will allow planning to ensure development in line with the changing needs of our communities and youth.
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SECTION 3 FUTURE GROWTH OPPORTUNITIES: PROGRAM EXPANSION

While the scope of this Task Force is specific to supporting high school students who have struggled within our current organization, consideration should be given to the scalability of proposed models to support other students within the HRSB (i.e. other grade levels, enrichment, community literacy programs, etc.).
GRADE-LEVEL
After the model described in previous sections is implemented and operating successfully, consideration should be given to the alternative high school supporting other students within the HRSB. The Task Force notes a natural starting point being the inclusion of Grade 9 students.
REGISTRATION
Recognizing that enrollment at the alternative school is through a referral process, it is proposed that careful consideration be given to this being expanded to include community referrals, self-referrals and family referrals.
TRANSITION BACK TO NEIGHBOURHOOD SCHOOL

Currently, the HRSB has boundaries for each school neighbourhood. It is expected that some students may not choose or need to stay at an alternative school site for their entire high school career. However, sometimes a significant barrier recurs if the student transitions back to their neighbourhood school, be it for social, interpersonal or historical reasons. The opportunity for the alternative school sites to recommend placement for the student outside of their neighbourhood school may be an area for continued development of the model.
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CONTINUED EDUCATIONAL OPPORTUNITIES

The Task Force recognizes that successful completion of high school is an important goal, but not the end of the educational journey. Collaboration with the Nova Scotia Community College (NSCC) and local universities to develop partnerships that encourage student enrollment from the alternative high school would be a valuable endeavour. This could include the development of a supportive application process, waived application fees and preferential acceptance.
ADULT LITERACY PROGRAMS

There is potential within the framework of this alternative high school model to enhance literacy programs within communities. This would build on existing collaboration with government and community groups to provide opportunities for literacy programs within communities and should include family support and English as an Additional Language (EAL) support.
COURSE OFFERINGS
Another area for continued expansion of the alternative high school would be diversity of course options. This should continue to be aligned with student interest as well as Employability Skills 2000+ published by the Conference Board of Canada and essential skills identified by Human Resources and Skills Development Canada.
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SECTION 4 RECOMMENDATIONS & IMPLEMENTATION SCHEDULE

HIGH SCHOOL INTERVENTIONS
1.
It is recommended that an enhanced intervention framework be developed and implemented throughout all high schools as the foundation of the model to provide a continuum of supports for struggling high school students.
2.
It is recommended that early intervention programs before students fail (e.g. credit insurance) be developed and implemented in all high schools.
3.
It is recommended that interventions specifically targeting Grade 10 students demonstrating attendance or academic achievement concerns be developed and implemented in all high schools.
4.
It is recommended that interventions specifically targeting the Grade 9 student transition (from February to June of their Grade 9 year) be developed and implemented as part of the transition process. This program would be designed to support students who have demonstrated chronic achievement gaps and behavioural or attendance concerns that have made it difficult to address their learning needs. This program should focus on the identification of learning gaps, personal strengths, literacy and numeracy needs and overall student engagement as a learner. It could involve a progressive transition to high school over the first semester.
5.
It is recommended that credit recovery be available in all high schools with resources to support this intervention.
6.
It is recommended that the opportunity to offer the Options and Opportunities (O2) Program be available to all high schools.
7.
It is recommended that a directory of resources and services available in each school community be compiled, regularly updated and made available to students, families and staff. This should include resources to support youth available through government agencies and community organizations (e.g. provincial literacy networks, Choices, Phoenix Youth Services, Boys and Girls Clubs).
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OPERATIONAL REQUIREMENTS FOR AN ALTERNATIVE HIGH SCHOOL
8.
It is recommended that the HRSB establish an alternative high school in four sites located throughout the Halifax Regional Municipality (HRM).
9.
In selecting the sites, accessibility must be a primary consideration. It is recommended that each site be located on a bus route and primary consideration should be given to the following areas of HRM: a. Halifax at Joseph Howe Bayers Road area b. Bedford Sackville area c. Dartmouth Penhorn area d. Westphal #7 Highway area
10.
It is recommended that each student enrolled in the alternative high school be provided transportation where necessary.
11.
In addition to access to these four sites, it is recommended that additional resources be allocated annually to Duncan MacMillan High, Eastern Shore District High and Musquodoboit Rural High Schools to support struggling learners, especially in cases where distance and opportunity are barriers to enrollment at the alternative high school as a practical possibility. These additional resources could be funds accessed by the School Planning Team through the principal to support a personalized alternative learning plan for a struggling student.
12.
It is recommended that the daily operating schedule for the alternative high school include evening hours.
13.
It is recommended that the yearly operating schedule include hours during the summer, albeit these may be reduced, as might be programs.
14.
It is recommended that careful consideration be given to the capacity of the alternative high school. The complexities of start-up must be balanced by the concrete challenges inherent in the development and implementation of personalized learning plans for each student. Careful consideration is encouraged to assure personalized programming and expansion in line with supports and teacher staffing. There are many variables
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which will impact on capacity, beginning with the length of enrollment for each individual student, as well as course load and possible learning challenges.
PROGRAM REQUIREMENTS
15.
It is recommended that the alternative high school enrol students 16 years of age and older, in Grades 10 12, who have not been successful in the traditional pathway of school. This would include adult learners (over age 21).
16.
It is recommended that a referral process within HRSB high schools be developed for registration of students under 21 years of age.
17.
It is recommended that an admission process be established for adult students over the age of 21, or for those who have been out of school for more than two years.
18.
It is recommended that each student co-create with staff a personalized learning plan/contract upon enrollment. This would include an attendance plan, a support plan and a scheduled graduation plan. It would form the basis for the development of a selfpaced curriculum with flexible scheduling, according to the personalized learning plan, including classroom, small group or individual learning opportunities. This ensures that programming is personalized and compacted for independent pathways to success, allowing students who complete course and / or graduation requirements to be granted credit or diploma upon completion.
19.
It is recommended that programming flexibility include options for students to attend when they are able (i.e. 2, 3 or 5 hours per day), given their individual circumstances. Students personalized learning plans would be regularly reviewed to ensure success.
20.
It is recommended that the alternative high school be a comprehensive program supporting students through to graduation or in transition back to their neighbourhood high schools. This comprehensive program includes a service learning component and opportunities for dual credits.
21.
It is recommended that there be a variety of options to earn a high school graduation diploma including options for a High School Graduation Diploma for Adults and GED.
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This may require approval from the DOE and Department of Labour and Advanced Education. 22. It is recommended that there be continuous entry and exit points for students to enrol and begin to earn credits, not necessarily at entry points defined by terms, semesters, months or otherwise. 23. It is recommended that there be a strong support system established for students, beyond academics, that will offer programming to address personal, health and social needs. While we do not feel all students would require every support, it is important that a broad range of health and community supports be part of the resources available. These might be accomplished through partnerships and/or expanded programming options. Specifically, these supports should include childcare, mental health and nutrition supports. 24. It is recommended that appropriate resources to teach young adults to read be available at each site as an integral part of programming. 25. It is recommended that careful consideration be given to language and titles associated with an alternative high school. The opportunity to describe offices and employees positions as they relate to career-oriented vocations should be considered, especially given many students may have had negative experiences through previous schools. As an example, the guidance office could assume the title of Re-engagement Centre to illustrate its role in making the connections between school and careers. 26. It is recommended that partnerships and sources for additional funding be explored to help provide on-site community resources such as: a. Youth Heath Centre with nurse (parenting skills, anger management, financial planning, independent living, personal health and wellness); b. Employment Resource Centre (career counselling, job placement); and c. Literacy Network and other community supports (increase family literacy to support students of all ages in the home). 27. It is recommended that the HRSB continue to build on the existing partnership with the Department of Labour and Advanced Education through the Nova Scotia School for
Adult Learning (NSSAL) to support adult learning options (i.e. grant funding, Nova Scotia High School Adult Diploma).
STAFFING REQUIREMENTS
The employees will need enhanced skills and competencies to work with youth for whom the traditional approach to high school has been a challenge. The careful and complex considerations of assigning employees to the school cannot be overemphasized as a determining factor in students individual successes. A professional development program similar to the Leadership Development Program (LDP) for teachers who aspire to administrative positions could be the model for teacher preparation.
28.
It is recommended that the leadership team (principal and vice-principals) have strengths in program planning, curriculum leadership, partnership building and cultural competence.
29.
It is recommended that there be one principal for the alternative high school and at least one vice-principal at each site.
30.
It is recommended that all employees working at the alternative high school have enhanced skills and competencies suitable for supporting students with social, emotional, personal and learning challenges. This should include enhanced skills and competencies with individualized and differentiated planning, instruction and assessment, cultural competence and teaching students facing socio-economic challenges. In addition, enhanced interpersonal skills, empathy, relationship-building skills and demonstrated flexibility will be assets.
31.
It is recommended that specialized staff include a social worker, school counsellor, school psychologist, career coach / navigator and learning support or resource teachers. It is preferable that each site be staffed with each one of these specialized positions. However, this will depend on each sites needs and its student enrollment.
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OTHER
32.
Consideration should be given to using the alternative school sites as the sites that provide summer school, night school and tutoring support.
33.
It is recommended that the HRSB advocate that the DOE expand Community Based Learning 10, currently only available to O2 students, to be a course available to all senior high students.
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Public x Private
Report No: 12-02-1338 Date: February 29, 2012
HALIFAX REGIONAL SCHOOL BOARD Early Literacy Support Interim Report
PURPOSE:
To provide an interim update on the implementation of the Early Literacy Support model, this is the replacement for Reading Recovery.
BACKGROUND:
On April 26, 2011, the Department of Education released the Succeeding in Reading: An Early Literacy Support Framework document, which replaced Reading Recovery. Individual School Boards were asked to design models of support that aligned with the guiding parameters, approach and roles outlined in the framework document. The Halifax Regional School Board developed the Early Literacy Support model which included the Department of Educations parameters of focusing support at the grade primary and one level; basing student need on current assessment information; focusing on providing small group support within the classroom environment; using a flexible approach to instruction; and ensuring on-going teacher professional learning and support. The key components of the Halifax Regional School Boards Early Literacy Support model are: Support is initially provided to grade one students and when student needs are met at grade one, schools can transition to supporting at risk grade primary students Support is to be provided to the most at risk students, who are identified through performance on a series of assessment tasks Support can be provided a number of ways: o Small group / one-on-one o In-class / outside of the classroom All decisions related to support are made at the school level through the Department of Educations Program Planning process
CONTENT:
The interim report is comprised of the following sections: A general summary of the students supported during the first support block (September November) A summary of the results for English program students A summary of the results for French Immersion Program students Overview of participation of Early Learning Opportunities students A comparison to former Reading Recovery results
COST:
N/A
FUNDING:
Included in 2011/12 General Fund staffing.
TIMELINE:
Ongoing with a year end report available in the fall of 2012.
RECOMMENDATIONS:
It is recommended the Governing Board accept the Early Literacy Support Interim Report for information.
COMMUNICATIONS:
AUDIENCE Board
Elementary Schools From:
RESPONSIBLE TIMELINE Geoff Cainen, Director Program February 29, 2012 Heather Syms, Coordinator Education Quality and Accountability Geoff Cainen, Director Program March 1, 2012 Heather Syms, Coordinator Education Quality and Accountability
For further information please contact Geoff Cainen, Director, Program, [email protected], or (902) 464-2000, ext. 2114; or Heather Syms, Coordinator, Education Quality and Accountability, [email protected]; ext. 2626. Halifax Regional School Board, February 29, 2012
To:
Early Literacy Support Interim Report

February 29, 2012
Program Department February 2012
Background
On April 26, 2011 the Department of Education released the Succeeding in Reading: An Early Literacy Support framework document, which replaced Reading Recovery. Individual School Boards were asked to design models of support that aligned with the guiding parameters, approach and roles outlined in the framework document. The Halifax Regional School Board developed the Early Literacy Support model which included the Department of Educations parameters of focusing support at the grade primary and one level, basing student need on current assessment information, focusing on providing small group support within the classroom environment, using a flexible approach to instruction and ensuring on-going teacher professional learning and support. The key components of the Halifax Regional School Boards Early Literacy Support model are: Support is initially provided to grade one students and when student needs are met at grade one the support can then be directed to grade primary students at risk in their literacy development Support is to be provided to the most at risk students, who are identified through performance on a series of assessment tasks Support can be provided a number of ways: o Small group / one on one o In-class / outside of the classroom All decisions related to support are made at the school level through the Department of Educations Program Planning process This report contains a summary of the data obtained from the first 12 week support block (September to November), as well as initial data for students beginning to receive support in the second support block (December to end of February).
General Summary of Students Supported (September to November 30th)

547 students (both English and French Immersion programs) were supported 184 female (34%) 363 male (66%) Total grade one population has 3444 students 48% female 52% male Of the 547 students supported 449 students were in English program 98 students were in French Immersion program
Nature of Support
7% 8%
Small Group Individual

86%
Combined
The majority of students supported in both English and French Immersion received their support within a small group. Location of Support
32% 25%
In Class
44%
Out of Class Combined
The majority of students supported in both English and French Immersion received their support in class or a combination of in class and out of class support.
English Program Interim Results

Of the 449 English program grade one students supported 225 continue to receive support 74 (33%) females 151 (67%) males Of the 224 students that schools have determined will no longer receive support at this time 97 (43%) have not met the benchmarks set but for various reasons will not continue to receive support
27 (28%) females 70 (72%) males 127 ( 57%) have met benchmarks and school teams have determined no longer require additional support 53 (42%) females 74 (58%) males
French Immersion Program Interim Results

Of the 98 French Immersion program grade one students supported 29 continue to receive support 11 (38%) females 18 (62%) males Of the 69 students that schools have determined will no longer receive support at this time 51(74%) have not met the benchmarks set but for various reasons will not continue to receive support 12 (24%) female 39 (76%) male 18 (26%) have met benchmarks and school teams determined no longer require additional support 7 (39%) female 11 (61%) male
Early Learning Opportunities

Of the 70 students who participated in the Early Learning Opportunities program and are currently registered in HRSB, 24 students are receiving Early Literacy Support. 19 are continuing to receive support 3 have not met the benchmarks set but for various reasons will not continue to receive support 2 have met benchmarks and school teams have determined no longer require additional support
Comparison to Reading Recovery

Last year in Reading Recovery 616 English program grade students were supported So far this year (by February 15, 2012) in both the first and second support block early Literacy teachers have supported 656 English program students 165 French Immersion students Total of 821 grade one students Program Department February 2012
Last year ,215 grade one English program students received Reading Recovery support between September and the end of November. By November 30th: 53% were reading at our current benchmark -text level 8 or higher Of the 224 English program students receiving support between September and November 30th of this year, 214 exited the program with exit data that could be used for comparison. By November 30th. 60% were reading at our current benchmark -text level 8 or higher
Preliminary Data Indicates

We need to continue to support Early Literacy teachers to develop their instructional skills We need to examine the criteria and grade level positioning of support for French Immersion We need to continue to support the development of classroom teacher practice so they can further develop students skills We need to continue to support decision making at the school level
Public X Private
Report No. 12-02-1336 Date: 29 February 2012
HALIFAX REGIONAL SCHOOL BOARD 2012-2013 Draft General Fund Business Plan
PURPOSE:
To provide the Board with a copy of the 2012-2013 draft General Fund Business Plan that is to be submitted to the Department of Education. School boards are required to prepare an annual business plan using the template provided by the Department of Education. An initial draft is submitted to the Department prior to the release of budget information. A final plan is prepared and approved in the spring, along with the budget.
BACKGROUND:
CONTENT:
The attached business plan outlines the proposed goals and priorities as developed by the Board and Senior Staff for the 2012-2013 fiscal year. At this point, funding for 2012-2013 has only recently been announced and the budget process has begun. The final plan will be adjusted based on budget decisions and linked to the approved budget. The Department of Education has requested draft business plans from all school boards by March 9, 2012. Department officials are to review the draft plans and provide feedback for the final plan later this spring.
COST: FUNDING: TIMELINE:
N/A N/A The 2012-2013 draft General Fund Business Plan is required to be submitted to the Department of Education by March 9, 2012.
APPENDICES RECOMMENDATIONS:
2012-2013 Draft General Fund Business Plan The Board accept the draft 2012-2013 General Fund Business Plan for information.
COMMUNICATIONS: From: For further information please contact Terri Thompson, Director, Financial Services, 464-2000 ext.2241 or e-mail [email protected].
To:
Board - 29 February 2012
Filename: \\Atlantis\departments\Finance\_Business Plan\2012-2013\ 2012-2013 Draft GF Business Plan Rep #12-02-1336
February 29, 2012
Page 1 of 1
HALIFAX REGIONAL SCHOOL BOARD
DRAFT GENERAL FUND BUSINESS PLAN AND BUDGET
2012-2013
HALIFAX REGIONAL SCHOOL BOARD DRAFT GENERAL FUND BUSINESS PLAN 2012-2013
CONTENTS
1. 2. 3. 4. 5. 6. 7. 8. 9. INTRODUCTON/PLANNING CONTEXT BOARD GOVERNANCE STRUCTURE MISSION CORE BUSINESS FUNCTIONS ANNUAL REPORT OF ACHIEVEMENTS FOR 2010-2011 GOALS PRIORITIES FOR 2011-2012 FINANCE AND OPERATIONS APPENDICES: APPENDIX A APPENDIX B School Board Organizational Structure Key Facts Key Financial Indicators Cost Pressures
PAGE
3 4 5 6 10 18 18 23 25
27 35
Draft General Fund Business Plan 2012-2013
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INTRODUCTION/PLANNING CONTEXT The Halifax Regional School Board (HRSB) is responsible for administering the public school system within the geographic boundary of the Halifax Regional Municipality. The Board operates 136 schools serving over 49,500 students and employing about 4,900 FTE teachers and support staff. The Board works in partnership with the Department of Education and the Halifax Regional Municipality in providing programs and services for students. The Board works hard to develop the capability to address current and emerging student needs. School boards are required to prepare a draft business plan for the upcoming fiscal year and submit it to the Department of Education before March 9, 2012. This time frame for submissions is usually two to three months prior to the passing of the provincial budget and school board funding is confirmed. Since funding is the key factor in determining business plan priorities, the draft business plan is based upon funding assumptions. Once funding is confirmed, the business plan is revised to link to the final budget. This business plan covers the period April 1, 2012 to March 31, 2013. While the budget covers that time frame, most if not all of the business plan priorities and initiatives are intended to fall within the next school year, or September 2012 to June 2013. Prior to the 2011-2012 fiscal year, there had been a fairly long period of stability, both in terms of school board funding and program directives from the Department of Education, which had allowed school boards to move forward with an improvement agenda. This stability came to an end when school boards were directed to absorb all cost pressures, and as well were provided with a funding reduction of 1.65% or $17,600,000. HRSBs share represented a reduction of $3,473,900 or 1% from funding levels in 2010-2011. Along with these reductions, Boards were directed to reduce administrative costs by 15%, as well as to reduce the number of Consultant positions by 50% over the next three years, or a total of 32 Consultant positions. In the Boards business planning process, the focus has been to retain as much support for student achievement, acknowledging significantly less resources both in 2012-13 and the years beyond. However, time is needed to assess what fundamental changes can be made to the educational delivery model to accommodate less funding. Changes cant happen in a very short time frame. In the initial stages of planning for 2012-13, the direction was to continue the initiatives within the current 5 year vision (2008 to 2013) and to support schools with their improvement goals. The results to date indicate that progress is being made with that vision. However, the direction remains that boards continue to absorb all cost pressures, and there is an expectation that funding for 2012-2013 will be lower than funding levels in 2011-2012. Once again, the levels of expected funding will require significant budget reductions within the Board. The Board re-affirmed the goals from the 2011-2012 business plan, with a slight revision to the third goal. The 2012-2013 focus will be to continue to improve student achievement and learning for all students; to achieve system-wide equity for students; and, to continue to improve school safety. In summary, the Board is seeing great success in many areas of the Boards operations despite challenges from declining enrolment, aging schools, and the lowest per capita student funding in the
Draft General Fund Business Plan 2012-2013 Page 3 February 29, 2012
province. In the coming year, the Board will work with the Superintendent and Senior Staff to manage within the current provincial fiscal reality, continue moving forward with system improvement initiatives, and provide good governance and leadership. Important decisions will need to be made over the next two years to adjust to new funding realities without hurting students opportunities for success. This business plan and budget is focussed on protecting resources for classrooms and student achievement and targeting support where it is needed based on schools community report data. While the governing Board and Superintendent are focussed on clear directions for student achievement in the coming year, there are other realities that continue to influence the business plan and budget. The 2011-2012 fiscal year was the first year of the renewed supplementary funding agreement with the Halifax Regional Municipality. The current agreement is for a further 4 year period expiring March 31, 2015. Each fiscal year of this agreement will see a further $450,000 reduction in funding which challenges the Board in making budget reduction decisions with the least impact on students and classrooms. In summary, the business planning and budget context is one of: complying with all policy, program, or service directives from the Department of Education continued focus of the improvement initiatives of the Board into year five of the five-year vision directing available resources to the priority areas outlined in this business plan.
BOARD GOVERNANCE STRUCTURE The Halifax Regional School Board is comprised of nine elected board members and one appointed board member. Eight 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 Mikmaq 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. There are three Standing Committees of the Board. The Audit Committee operates within the framework outlined in the Education Act Regulations and meets as required. Along with five members selected from the governing Board, two community members with financial expertise have been appointed as members of the Audit Committee. The Policy, Planning and Priorities Committee, and the Finance Committee, are also Standing Committees and are each comprised of Board members as determined by the governing Board. In September 2011, the Board approved a motion resulting in a four month suspension of the Policy, Planning and Priorities Committee, and the Finance Committee on a trial basis. Leadership sessions
(working sessions with the Board and Senior Staff) will be held weekly when no Board meeting is scheduled, and could be held on other evenings if necessary and appropriate. The Board has the authority to create Advisory Committees that may be required from time to time. These committees meet at the call of the chair of the committee and report to the governing Board as required in their terms of reference. The Board has approved by-laws that outline the governance model, as well as rules of order and procedures for the conduct of Board meetings.
MISSION A strategic mission statement was developed for the Halifax Regional School Board following its creation in 1996. That mission statement is:
To ensure that each student develops passion for learning, for achieving personal success, and for building a harmonious global community.
To operationalize this mission, Superintendent Carole Olsen has developed a vision over a five-year time frame to focus the Board on specific goals and improvements. In her May 2008 Annual Report, she noted that the key challenge for the Board in the next five years is to lengthen the reach and strengthen the impact of our progress by embedding our commitment to excellence and equity in learning and achievement into the culture of our entire school system. The vision for the 2008 to 2013 timeframe is for every school within the Halifax Regional School Board to become an improving school.
By 2013 every school in the Halifax Regional School Board will demonstrate improvement in student learning. Every student can learn. Every school will improve.
This vision statement is a key factor in shaping the annual business planning and budgeting process.
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CORE BUSINESS FUNCTIONS

As per Section 64 (1) of the Education Act, the Halifax Regional School Board is accountable to the Minister of Education and is responsible for the control and management of the public schools within its jurisdiction. The Boards 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. 2. 3. 4. 5. 6. 7. 8. Develops and implements policies and procedures to provide for the effective operation of schools. Supports school administrators with communication to parents and School Advisory Councils on board policies and procedures. Provides for the professional development, appointment and evaluation of principals and viceprincipals. Contributes to succession planning through the development and delivery of a Leadership Development Program for aspiring administrators. Develops and implements programs and resources to promote practices that provide for a safe, orderly and supportive learning environment at each school site. Provides leadership and support of the Planning for Improvement process in support of student learning. Administers the International Services division of the Board which includes the International Students Program (NSISP). Undertakes all other duties as may be assigned by the Superintendent from time to time.
B.
PROGRAM
The Program Department, through the office of the Director, is responsible for the overall leadership in the delivery of the Public School Program (PSP) from implementation to evaluation. Core functions are broadly described as follows: 1. Provides for the delivery of special education student services under the provisions of legislation and policies.
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2.
Provides leadership in the area of programs, student services, race relations, cross cultural understanding and human rights (RCH) and education and accountability as they relate to students. Provides leadership and support of the Planning for Improvement process in support of student learning. Ensures the effectiveness of delivery processes of all programs and services for students. Conducts regular regional assessments and coordinates provincial and national assessments of program and student performance. 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. Provides leadership and support of the Planning for Improvement process in support of student learning. Undertakes all other duties as may be assigned by the Superintendent from time to time.
3. 4. 5. 6.
7. 8.
C.
BOARD SERVICES
The Board Services Department, through the office of the Superintendent, is responsible for the overall executive leadership and management of the Board. Core functions are broadly described as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. Performs the duties of the Superintendent of Schools as prescribed under the Education Act and Regulations. Leads Senior Staff and provides for the executive supervision of all activity related to the core functions in all Board departments. Establishes annual objectives to address issues of planning, strategic leadership, staff development and system improvement. Liaises with the Board to encourage a collaborative approach to system leadership. Supervises communications as they relate to system goals, outcomes, issues identification and public support for education. Maintains all official Board documentation, including minutes, correspondence and communications with funding agencies. Provides for the review, development and implementation of Board policy. Provides for the review, development and implementation of Diversity Management policies and programs. Undertakes all other duties as may be assigned by the Superintendent from time to time.
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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. 2. 3. 4. 5. 6. Provides maintenance, repairs and custodial services to all schools and buildings. Facilitates the planning, prioritizing, implementation and management of all short and long term capital building requirements. Administers Board support services in the areas of information technology. Manages the student transportation function in partnership with Stock Transportation. Administers the rental of school buildings to community users in partnership with the Halifax Regional Municipality. Undertakes all other duties as may be assigned by the Superintendent from time to time.
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. 2. 3. 4. 5. 6. Performs corporate accounting, payroll, financial reporting and regional accounting services functions for the entire Board. Oversees the preparation of the Boards annual business plan, budget (both General Fund and Supplementary Fund) and year end financial statements. Oversees the implementation of the Boards policy and procedures for procurement. Administers the EXCEL childcare program that provides before and after school child care services for parents. Oversees administrative contracts and agreements on behalf of the Board. Undertakes all other duties as may be assigned by the Superintendent from time to time.
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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. 2. 3. 4. 5. 6. 7. 8. Supports recruitment, screening, hiring and retention Administers benefit plans, pension plans and insurance for all employees Supports professional development Facilitates preparation and maintenance of job descriptions, evaluation forms, personnel files and other records pertaining to employees Provides labour relations support for four unionized groups and one non-unionized group through the administration and negotiation of the collective agreements Provides support for services as mandated through the Human Rights Act, Trade Union Act and Occupational Health and Safety Act Administers compensation plans Facilitates and supports employee recognition initiatives
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ANNUAL REPORT OF ACHIEVEMENTS FOR 2011-2012 The priorities for 2011-2012 reflect the focus on student learning and school improvement. Resources in the 2011-2012 budget have been directed to support these priorities. These priorities also reflect initiatives of the Department of Education in the 2011-2012 provincial budget.
Priorities Progress to Date
Business Plan Goal 1. To continue to improve student achievement and learning for all students.
a) Develop, implement and track success of the Early Literacy Intervention program Staff will adhere to the provincial framework Read to Succeed in the development of an Early Literacy Intervention Program. Upon development, the program will be shared with administrators and teachers. Throughout the implementation year, progress of grade one students will be tracked and shared. Further tracking will take place in subsequent years as students are monitored in grade two and three. The HRSB Early Literacy Support model was developed in alignment with the Department of Educations Succeeding in Reading framework. The new model was shared in half-day information sessions with principals (May 2011), grades primary and one teachers (June 2011), Early Literacy teachers (June 2011), Speech and Language Pathologists (June 2011) and all Resource teachers (Sept. 2011). An online Early Literacy Support data collection system has been developed and all schools have entered student assessment data for grade one students receiving support in the English and French immersion programs. They have received support in the first block (12 weeks) which ended the beginning of December.
b)
Enhance the integration of technology in the classroom to promote student engagement Staff will begin the implementation of the Technology Strategy. This will include taking inventory of current hardware and software, supporting all grade five classroom teachers by the Technology Integration Leadership Teachers (TILT) through the Information Economy Initiative (IEIE), and monitoring implementation and growth in three technology pilot schools. .
A board-wide technology strategy was developed focusing on three priority areas: enhancing access, enriching learning opportunities and developing knowledge and skills. Three pilot schools were selected to enhance technology integration (Caledonia Junior High, Porters Lake Elementary and Sir John A Macdonald High). Teacher surveys were completed to assess professional development needs and differentiated PD has begun in all 3 schools. Technology tools were provided to these three sites including, netbooks, iPods, iPads, LCD projectors, document cameras and software. Planning for professional learning has begun to support the technology IEIE roll out with our grade 5 teachers. A teacher from each elementary site has been selected as a leader to support this initiative. The technology leaders from each elementary school participated in a professional development day. Substitute release time has been provided to these leaders to use back at their schools so that they can share their knowledge and skills with grade 5 teachers.
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Priorities
c) Support exemplary teaching through instructional leadership development The Planning for Improvement Leadership Team will continue to focus on staying the course, instructional leadership, and closing the gap through all professional development offered to principals and vice-principals in this school year. Professional Learning Communities (PLCs) will be established for principals depending on areas of interest and need in relation to the priorities set by the PFI Leadership Team to direct the work of the board.
Progress to Date
leaders to improve student achievement with a focus on closing the achievement gap. The purpose is to move beyond sharing successful practices and support the development of new skills and knowledge necessary to lead school improvement. Principals have identified areas that will focus their efforts on closing the achievement gap and improving instructional practices within their school. Principals have met in their groups on two occasions. Sessions have a rotating principal leader who takes responsibility for preparation and resources and ensuring that there is an active focus on principal learning in support of student learning. Principals use binders to coordinate and track progress as well as guide the professional learning. Some principals have brought in school data to share with their colleagues, and others are implementing strategies that they are learning, with the expectation that they will share school data within their group. Program and School Administration departments have collaborated to identify resources for support. Staff of the Program Department has supported some of the groups by preparing and sharing resources that were requested after the first session. School Administration Supervisors continue to monitor and participate in the collaborative learning groups, providing resources and coaching next steps in principal learning.
Professional Learning Communities, Principal Collaborative Learning Groups have helped to guide principals growth as instructional
d)
Engagement: Report of the Ministers Working Committee on Absenteeism and Classroom Climate All of the schools whose principals express an interest in participating in the two-year attendance pilot will be included. The Student Information System (iNSchool) will allow schools and the board to obtain better information to enable them to monitor attendance and identify trends to be better able to support schools in their efforts to engage students and parents. Credit recovery programs currently in place in the board will be reviewed to ensure consistency and success. e) To complete implementation of the provincial student information system in all schools The HRSB has scheduled a three year implementation of the new Student Information System (iNSchool) for our 137 schools. This year, we will be completing phase 2 School Administration and Program staff led professional development sessions with the Student Information System (iNSchool) lead teams (administrator + 3-4 teachers) from every Phase 2 school in May/June 2011. The professional development focused on updates in Eleven high schools have been identified and are participating in the Attendance Pilot. The intention is to use the pilot not as a means to put students out of school, but as an incentive to keep students in school. The schools have determined how credit recovery will serve their communities based on student needs. Credit recovery programs are ongoing. Two additional high schools have been given funding for credit recovery to support their efforts to keep students in school. At the end of first semester, data will be collected. School Administration and Program departments will work together to determine the success of credit recovery programs.
Identify schools to participate in the attendance pilot option in Recommendation 8 from the Ministers Response to Promoting Student
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Priorities
implementation, focusing on all schools with junior high grades and half of our elementary schools. Professional development for (iN School) will include a system overview, scheduling tools, and teacher assessment and communication tools.
Progress to Date
regards to assessment, evaluation and reporting of student learning. Updates included the new provincial report card template, the learner profile and revised report card grade descriptors. All High Schools, Phase 1, have completed full implementation. All schools with junior high grades, Phase 2 have completed all their training. Phase 3A, 42 elementary schools, were trained and implementation began on December 5. The schools began using iNSchool as their student information system effective December 5, with staggered increasing functionality (Parent Portal) planned for Term 3, April 2, 2012. Phase 3B, the remaining 42 elementary schools, will begin training in January and will implement iNSchool on April 2, 2012. Troubleshooting is ongoing during implementation. The staff assigned is working to ensure a smooth transition for the implementation of this project. The Assessment and Evaluation team has provided ongoing site-based support to schools in Phase 1 and 2. This support has been focused on using PowerTeacher Gradebook to support effective classroom assessment practices and the reporting of student achievement using the provincial report card.
The Student Services module software (TieNet) is scheduled to be launched in the late spring. Training and implementation in schools will begin as soon as the software is available.
The system conversion is progressing according to the schedule above with the exception of the Student Services Module, TieNet, because the program was not available as previously planned. The train-the-trainer professional development for TieNet is scheduled for January.
Business Plan Goal 2. To achieve system-wide equity for students.

a) Continue to promote and encourage the self-identification of all students Promoting self-identification continues to be a priority for the Halifax Regional School Board. The collection of this data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners in order that schools are better able to serve all students. Self-identification will be an ongoing item on the principals agenda in order to share successes and strategies. The self-identification process is ongoing. Efforts this year have been focused on having staff who work directly with families provide the opportunity to parents to complete selfidentification through personal meetings, e.g. guidance counselors, school administrators, student support workers, learning center and resource teachers and other staff working personally with families and students. A one-page form was developed to highlight the importance of student self-identification information and support the collection of data. A professional development session is scheduled for January led by the Facilitator, African Nova Scotian Student Support, with all African Nova Scotian and Aboriginal Student Support Workers to provide them with the knowledge and training to support student selfidentification. A subsequent session will be held with principals. The January Admin Unit meeting with principals will include time on the agenda to share strategies and school successes to-date in an effort to promote effective strategies in our schools.
Priorities
Progress to Date
The total number of students in high schools who have chosen to self-identify increased from 3,700 at last report to 5,499. This represents 37.9% of our high schools enrollment. The overall number of Aboriginal Students who have chosen to selfidentify went from 92 at last report to 180, an increase of almost 100%. This represents 3.3% of the total number of students who chose to self-identify. The overall number of students of African Descent who have chosen to self-identify went from 331 at last report to 476 this year, an increase of 44%. This also represents 8.7% of the students who chose to self-identify.
b)
Through professional development, resources and support, focus on closing the achievement gap for students A collaborative and coordinated approach to supporting schools will be further developed by school administration and program. This will include the collection, reviewing and sharing of student data. Focused support for schools identified through student data will be created and shared with schools, staff, and the governing Board. Monitoring changes in data and growth will be recorded. The elementary schools that were identified as requiring additional support continued to implement their goals and strategies defined at each site. PFI, literacy, mathematics and data support was provided by coaches and/or consultants/leaders to these schools as needed. School Administration supervisors worked closely with principals and collected and monitored data about student achievement. Data was shared with the Planning For Improvement Lead Team to monitor growth. For example, it was noted that a school has made improvement by creating a process whereby teachers observe colleagues teaching followed by analysis through professional learning communities. In another school, improvement was noted in both mathematics and literacy attributed to a focus on analyzing individual student results and developing instructional strategies targeted to individual student growth.
c)
Increase support and resources to assist schools in need. Within the Planning for Improvement framework, data will be used to identify schools requiring additional resources and staffing. Differentiated support and follow-up will be provided to schools as needed. In addition, extra classroom materials, books, and resources will be provided by the School Administration and Program Departments when funds are available. Some classroom resources have been distributed to assist schools identified as requiring additional support to meet the needs of their students. These include mathematics manipulatives, teacher professional resources and professional books for principals. The staffing process has identified schools that are considered for profile positions based on location, size and designations identified such as inner city and rural schools. In addition, this year through the staffing process, careful consideration was given to schools supported through the Planning for Improvement (PFI) 16 Schools framework. This resulted in several schools being allocated additional staffing. Mathematics network learning communities were organized for the elementary and junior high (math) teachers in the J. L. Ilsley and Sir John A. Macdonald families of schools in response to needs and aligned to their school plans for improvement. September site-based professional development days were organized and supported for these two families of schools. Requests for mathematics and literacy coaching support continue to be prioritized based upon school needs in elementary and junior high schools. Forty-four (44) schools have accessed support from mathematics coaches and 67 schools have accessed support from
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Priorities
literacy coaches.
Progress to Date
Data coaching for elementary principals was developed and delivered to half of the elementary principals in December in response to comparative provincial mathematics assessment data. Professional development focused on assessment and learning was provided to all senior high department heads and principals. The team that supports Sheet Harbour Elementary School has identified areas for continued focus. All teaching staff are participating in the Achieving Change Together (ACT) cohort focused on mathematics as a result of the support provided to the school by board staff. After each session, teachers will implement strategies in their classrooms and subsequently will come together in their cohort to discuss, share and analyze their progress. Approximately $50,000 from unused book bureau funds was distributed to 22 schools with a priority on identified school needs. Rural schools, schools supported through the Planning for Improvement 16 Schools framework, and schools that expressed a need were supported. d) Strengthen the focus and support for African Nova Scotian and Mikmaq students Staff will assist targeted schools with the hiring and training of 2.0 FTE Mikmaq Student Support Workers (MSSW). Data will be collected on the number of students supported by both African NS Student Support Workers (ANSSSW) and MSSW. Staff will work with the Department of Education and other partner groups such as the Black Educators Association to further encourage participation in self-identification. 2.0 FTE Mikmaq Student Support Workers have been hired bringing our total to three Mikmaq Student Support Workers. Data is being collected on the number of students receiving direct support from ANSSSW and MSSW staff and will be reported in our final update to the board. Collaboration took place between the African Nova Scotian, Math, and Literacy Coaches to discuss the support provided to individual teachers so they could work together to provide an integrated approach. A focus group was held with principals to determine their understanding of the role of the Student Support workers within their schools, and to share successful practices. A number of teachers at all three schools were provided programming within an Afrocentric framework and teaching strategies to engage African Nova Scotian learners. Information was collected from all three schools at the end of year one to determine the strengths of the role and next steps for support. The African Nova Scotian Coach attended professional development sessions related to coaching and cultural relevance to further develop her expertise within the role. Teachers in schools that received coaching support have begun to utilize these professional learning experiences to enhance their teaching practice. These teachers have set individual programming goals that include taking an Afrocentric approach to the curriculum.
A review of the support offered by student support workers will be developed and shared with school principals and vice-principals. Staff will continue to support and monitor the pilot African Nova Scotian Coach initiative at Ross Road, Nelson Whynder, and Harbour View schools to measure effectiveness of improved teacher understanding of cultural competence and change in practice that will lead to improved student achievement for African Nova Scotian students.
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Priorities
Progress to Date
Mikmaq/Aboriginal and African Nova Scotian students attended Treaty Day at the World Trade Centre. School activities were organized to celebrate Mikmaq Heritage Month (e.g. an Assembly at Duncan MacMillan, Mikmaq/Aboriginal presenters booked in schools). A full day conference was held for high school and junior high African Nova Scotian students in partnership with the Nova Scotia Community College Waterfront Campus. A partnership was formed with the Black Educators Association to assist with the number of students attending the Cultural Academic Enrichment Tutoring Program in Dartmouth and Halifax.
e)
Develop a plan for the effective and sustainable delivery of French Immersion Staff will create a communication plan, including feedback from SACs on the French Immersion report. Further examination of recommendations found in the review will be carried out. A detailed response will be submitted to the governing board as part of the budget deliberations for 2012-13. In May 2011 Jim Gunns report, The Delivery of French Immersion, was released at a HRSB Board meeting. This report was shared in September with all HRSB SACs with the request to provide feedback. Feedback was collected from School Advisory Councils (SACs). Program staff has collated this information to look at trends in relation to Jim Gunns report and will be bringing this information forward to the Board over the next few months.
f)
Increase inter-agency collaboration to provide services to our students Staff will further develop the working relationship of agencies for whom we work closely with such as IWK; Chair, Sun Life Mental Health; Child and Youth Strategy; Capital Health; and Health and Wellness. The board continues our collaboration with the IWK around the cost sharing of the nurse hired as the Coordinator of Support for Students with Health Care Needs. There has been ongoing collaboration with the Chair, Sun Life Mental Health, including participation in the July Mental Health in Schools Symposium and planning for the in-servicing of grade nine Healthy Living teachers on the high school mental health curriculum. There has been expansion of the Schools Plus initiative to two additional schools in September with the addition of two Community Outreach Workers. Staff has participated in monthly meetings with the Capital Region Child and Youth Strategy regional table which includes representatives from Community Services, Mental Health, IWK, Health and Wellness and Justice. Collaboration occurred with the IWK and Public Health to develop and/or revise the following policies: Life-Threatening Allergies, Severe Medical Conditions, Administration of Medication and Communicable Diseases, Illnesses and Infections. A collaborative meeting was held with Public Health and senior high principals to discuss and share feedback on the effectiveness of Youth Health Centres.
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Priorities
Progress to Date
A stronger connection with Public Health was formed regarding health promoting schools. Central office staff have met and collaborated with Public Health on a regular basis to support students. Dr. Stan Kutcher, Chair of Sun Life Mental Health, has offered three evening sessions to high school staff members on the topic of adolescent anxiety, depression and suicide. HRSB continues to be an active participant in the Stepping Up physical activity strategy with the IWK, HRM, Heart and Stroke Foundation, Health and Wellness and Capital Health. A student-centered video to support the RCH in Learning professional development was developed by Program in collaboration with the N.S. Community College.
Business Plan Goal 3. To ensure schools are safe and maintained to high standards.
a) Continue to focus on anti-bullying initiatives The Board will further promote and develop awareness around positive school culture and anti-bullying initiatives including bi-monthly system-wide events such as Stand Up Against Bullying Day (September), social media, advertising on busses and using our board website to promote anti-bullying initiatives. There will be continued work supporting high schools. Two potential frameworks are showing promise in Nova Scotia schools student-led conferences and restorative approaches. Both are consistent with the Department of Education PEBS mandate and provide schools with ageappropriate strategies to resolve conflict and promote positive school cultures. School Administration has promoted various regional and national anti-bullying events with schools. Events such as Pink T-shirt day, National Bullying Awareness Week, Canadian Pink Shirt Day, Pinwheels for Peace, and activities associated with these events are highlighted annually. Anti-bullying messages and messages of positive school culture are developed for schools to insert in their newsletters.
Restorative Approaches support proactive and reactive strategies and

responses to bullying; it provides a way of understanding the nature of bullying in a relational model, rather than just identifying bullying behaviours and reacting to them. Some of the elementary schools and one high school have been receiving training in the restorative framework. The training provides a process to actively engage the school and the community in developing strategies to respond to bullying and to develop positive relationships.
Citadel High focused on Restorative Approaches from September to December 2011. The staff had a full-day of professional development on this approach and expects a positive long-term impact on their schools climate. St. Catherines Elementary School, a leader in Restorative Approaches, reports a reduction in office referrals and an increase in student achievement. The high schools were provided with professional development focused on student behavior and the knowledge, skills and attitudes that build positive student-teacher relationships. The next step in the Positive Effective Behaviour Supports (PEBS) implementation is to provide support to schools for the yellow and red zone students through professional development. Plans are being
Priorities
developed. School Administration will work with administrators to use data to track progress and identify areas for continued focus.
Progress to Date
Schools will be collecting data that identifies students who may require behavior support: data from guidance referrals, school planning team referrals and incident tracking referrals. The tool for collecting data has been developed in iNSchool (School Information System). It will provide data on an ongoing basis in the future.
b)
Decrease the number of workplace related injuries The Board will further promote and develop employee awareness regarding the prevention of workplace injuries. In consultation with WCB, our unions, and other stakeholders, staff will provide professional development on safety in the workplace and will further develop our return-to-work strategies. The board continues to deliver Nonviolent Crisis Intervention training to employees at all levels. NSGEU is facilitating Working Towards Bully-Free Workplaces sessions to their members and others on an as requested basis. NSUPE has actively taken part with HRSB in professional development days and will continue to do so. Staff met with WCB to further discuss WCBs facilitation of prevention and OHS related sessions for front line supervisors. A follow-up meeting is planned in January, 2012. School Administration supervisors held two principal workshop sessions on OHS related topics with a focus on the Workplace Violence Prevention Plan. The Abilities Team continues to meet monthly with WCB Case Managers in the management of claims and the timely and safe reentry to the workplace to prevent further injury and or time loss. There are currently 11 claims in appeal status and HRSB is actively participating to reduce overall injury costs and thus indirect costs and payroll premiums. Currently there are 34 open WCB claims that are being followed up with many return to work plans.
c)
Finalize the 10-year capital plan for submission to the Department of Education The Board has received for information from staff a 10-year Capital Plan that prioritizes the boards facility needs. Further consultation will be carried out in preparation of the final approval of the Board before the Capital Plan is submitted to the Department of Education for consideration. Operations staff continue to revise and update the Capital Master Plan on an ongoing basis. Staff is currently preparing a capital plan submission for the Department of Education, based on the 10-year master plan, in response to the Department of Education letter, which requests the capital submission by April 20, 2012.
d)
Finalize and implement an energy performance contract The Board had a consultant review the energy utilization and mechanical infrastructure of schools. The resulting report recommends the expenditure of $32.3 million on upgrades to schools. The upgrades would result in savings that would pay the $32.3 million in costs over 10 years. Staff is carrying out energy retrofits with available funding from Department of Education and negotiating final settlement on the overall energy contract.
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Priorities
Board staff will seek final approval from the Department of Education to enter into an energy performance contract allowing the project to proceed and pay the costs through the savings.
Progress to Date
Board staff has met with Department of Education representative Frank Dunn and Department of Finance representative Geoff Gatien to provide further clarification of the energy program overview and the draft energy performance contract, in preparation for presentation of the report by Department of Education to the Treasury and Policy Board. It is anticipated that the report will be presented prior to March 31, 2012.
GOALS The governing Board and Senior Staff have established the following goals to guide the development of business plan priorities: 1. 2. 3. To continue to improve student achievement and learning for all students To achieve system-wide equity for all students To continue to improve school safety
The Boards approach to business planning is to ensure there is a link in the business plan to achieving success with the 2008-2013 five year vision.
PRIORITIES FOR 2012-2013
1.
To continue to improve student achievement and learning for all students. a) Demonstrate improved student achievement and learning for all students Staff will assist schools in reporting progress in student achievement within the 2008-2013 school years.
b)
Continue to implement the provincial Read to Succeed framework Staff 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.
c)
Prepare for the implementation of the new Nova Scotia mathematics curriculum Staff will develop and implement professional learning for school administrators and teachers of grades Primary to 3. This will support the implementation of the new curriculum within the framework developed by the Department of Education. Staff will continue to
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provide feedback on the development of the curriculum, its performance indicators and elaborations for grades Primary-12 according to protocols established by the Department of Education.
d)
Enhance the integration of technology in the classroom to promote student engagement Staff will continue to implement the boards Technology Strategy, including the ongoing support of 21st century learning. This implementation will also include the collection of data from schools, ongoing professional development and the upgrade of infrastructure needed to expand to additional sites. All grade 6 classroom teachers will be supported by the Technology Integration Leadership Teachers (TILT) through the Information Economy Initiative (IEIE), and monitoring implementation and growth. To be most effective, a dedicated budget line will need to be established to support this strategy.
e)
Review school-based Student Services staffing and delivery models Staff will review, monitor and make appropriate adjustments to staffing procedures for school-based Student Services support staff. Staff will communicate preferred practices for site-based delivery models. Professional development will be offered to ensure schools develop and implement these preferred practices. Staff will track and review the implementation of these delivery models.
f)
Support exemplary teaching and instructional leadership development Through the planning for improvement process, staff 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. Staff will promote partnerships such as the Nova Scotia Educational Leadership Consortium (NSELC) and DOE through the Instructional Leadership Academy and organize professional development for principals currently enrolled to share their learning with their colleagues.
g)
Monitor the participation in the attendance pilot option in Recommendation 8 from the Ministers Response to Promoting Student Engagement: Report of the
Ministers Working Committee on Absenteeism and Classroom Climate -
Staff will monitor the progress of the pilot in the eleven participating schools. Staff will continue to collaborate with the Department of Education to update the provincial Student Information System (SIS) software to provide a function to collect and review data to monitor student attendance. Using SIS, we will regularly review and analyze data to track our progress throughout the duration of the pilot from the baseline (2010-2011) through to 2012-2013. The pilot outlines student attendance data, suspension rates, course pass rates, high school graduation rates and student withdrawal rates as indicators for success of the pilot. Data will also be collected from the non-participating high schools on the same variables. Staff will continue to work with the DOE on other recommendations in the Ministers Response to promote student engagement.
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h)
Complete implementation of the provincial student information system iNSchool Staff will have trained all schools on the student information system by September 2012. All schools will have the parent portal open for parent access by December 2012. Staff will continue to provide professional development and support on the operation of the software, building capacity within the schools. The implementation of TieNet, the software module to support special education, will be the focus of professional development and school support in 2012-2013.
i)
Implement selected recommendations from the Superintendents Task Force on Alternative Education Staff will review the recommendations from the Superintendents Task Force on Alternative Education and develop an implementation plan.
j)
Implement a plan that supports the identification and programming for students with gifts and talents Staff will continue to provide professional learning opportunities on gifted education and talent development for teachers and administrators, in support of the recently released Department of Educations guide, Gifted Education and Talent Development. Staff will develop an identification process for students with gifts and talents and select and support a number of schools as a pilot to implement this process. Staff will collect data on students identified as gifted and talented and use this data to monitor implementation, track student progress and inform further decisions.
2.
To achieve system-wide equity for students. a) Continue to promote and encourage the self-identification of all students Promoting self-identification continues to be a priority for the Halifax Regional School Board. The collection of data will enable the board to identify student groups such as African Nova Scotian and Aboriginal learners in order that schools are better able to serve all students. Self-identification will be an on-going item on the principals agenda in order to share successes and strategies. Staff will work with the Department of Education and other partner groups to further encourage participation in self-identification. Staff will use the self-identification information to monitor and support the academic success of African Nova Scotian and Mikmaq students.
b)
Increase support and resources to assist schools in need Differentiated support and follow-up will continue to be provided as needed. Additional resources, which could include classroom materials, books and staffing, will be provided when deemed necessary.
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February 29, 2012
c)
Continue to strengthen the focus and support for African Nova Scotian and Mikmaq students Staff will support and monitor the need for and success of the African Nova Scotian Coach initiative. Data will be collected to monitor implementation and determine effectiveness of the teacher understanding of cultural competence and change in teacher practice. Staff will continue to implement board responsibilities as outlined in the Enid Lee report. Staff will continue to support and encourage registration in African and Mikmaq Studies related courses.
d)
Implement a plan for the effective and sustainable delivery of French Immersion Staff will begin to implement the board approved recommendations for the delivery of French Immersion.
e)
Enhance inter-agency collaboration to provide services to our students Staff will report on inter-agency collaborations and the resulting benefits to support all students.
3.
To continue to improve school safety. a) Continue to focus on anti-bullying initiatives Staff will review the current programs and delivery model of support to schools on antibullying initiatives. Staff will review the report of the Cyberbullying Task Force and consider its recommendations.
b)
Continue to focus on mental health wellness and education Staff will maintain a focus on mental health wellness and education. Professional development will be provided for go-to school-based staff to further their understanding and ability to identify mental health issues. There will be follow-up with the second year implementation of the high school mental health curriculum (grade 9 Healthy Living teachers).
c)
Decrease the number of workplace related injuries The Board will further promote and develop employee awareness regarding the prevention of workplace injuries. In consultation with WCB, our unions, and other stakeholders, staff will provide professional development on safety in the workplace and will further develop our return-to-work strategies.
Summary Through a collaborative approach the governing Board and Senior Staff have developed these priorities to guide the work of the Board in 2012-2013.
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FINANCE AND OPERATIONS A. KEY FINANCIAL INDICATORS

GENERAL FUND 2010-2011 ACTUAL REVENUE Province of Nova Scotia Halifax Regional Municipality Government of Canada Board Generated Revenues TOTAL REVENUE 2011-2012 FORECASTED 2012-2013 BUDGET
$287,703,413 96,976,800 2,863,307 12,644,584 $400,188,104
$287,565,600 99,769,700 2,765,800 11,528,000 $401,629,100
EXPENDITURES SCHOOL ADMINISTRATION Salaries - Teachers Salaries -Non-teachers Benefits Student Services Program Support Resources Administration Professional Development International Services Summer School Adult and Community Education TOTAL - SCHOOL ADMINISTRATION PROGRAM Salaries - Teachers Salaries - Non-teachers Benefits Special Education & Student Support Program Support Resources Administration Professional Development TOTAL - PROGRAM BOARD SERVICES Board Governance Board Services Professional Development TOTAL - BOARD SERVICES
$232,847,895 27,573,801 22,633,156 95,877 10,293,031 239,715 187,307 1,974,249 43,959 314,147 $296,203,137
$236,921,700 28,110,200 22,161,000 114,500 8,819,700 244,300 80,000 2,063,300 24,900 443,400 $298,983,000
$8,786,617 613,853 665,160 1,952,873 4,052,639 133,725 2,367,410 $18,572,277
$8,560,900 551,200 633,200 2,042,800 4,854,400 102,000 2,043,900 $18,788,400
$281,721 2,255,861 29,856 $2,567,438
$317,900 1,595,500 20,000 $1,933,400
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HALIFAX REGIONAL SCHOOL BOARD DRAFT GENERAL FUND BUSINESS PLAN 2012-2013 2010-2011 ACTUAL OPERATIONS SERVICES Administration Custodial Services Maintenance Services Plant Operations Capital Projects Student Transportation Technology Services Facilities Rental TOTAL - OPERATIONS SERVICES FINANCIAL SERVICES Administration EXCEL - Before & After School Program Adult ESL TOTAL - FINANCIAL SERVICES HUMAN RESOURCES SERVICES Administration Staff Development TOTAL - HUMAN RESOURCE SERVICES TOTAL - EXPENDITURES EXCESS/(DEFICIT) OF REVENUES OVER EXPENDITURES OPENING ACCUMULATED SURPLUS CLOSING ACCUMULATED SURPLUS Designation of Accumulated Surplus:
General Fund Unrestricted General Fund Program Resources General Fund Capital Amortization School Based Funds
2011-2012 FORECASTED $2,144,900 20,637,500 7,948,800 14,908,700 2,876,900 16,666,100 3,949,600 526,100 $69,658,600
2012-2013 BUDGET $
$2,104,230 20,657,965 8,400,832 12,861,283 3,119,023 15,815,391 3,568,050 503,533 $67,030,307
$2,861,031 3,615,383 1,964,474 $8,440,888
$2,469,600 4,184,300 2,114,400 $8,768,300
$2,336,162 1,802,691 $4,138,853 $396,952,900
$2,306,100 2,156,700 $4,462,800 $402,594,500
$ $ $
$3,235,204 $12,662,714 $15,959,652
($965,400) $15,959,652 $14,994,252
$0
$1,966,580 263,257 8,519,636 5,210,179
$1,061,479 263,257 8,459,336 5,210,179
Note The expenditure numbers in 2010-2011 and 2011-2012 exclude school generated funds transactions. For more detail, refer to the audited financial statements on the Boards web site at www.hrsb.ns.ca.
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B.
COST PRESSURES
The following information outlines the major cost pressures of the HRSB for the 2012-2013 fiscal year. These cost pressures will not be funded by the Department of Education. Given the high proportion of the budget that is spent on employee salaries, a significant unknown is what the negotiated increases will be. There is the potential for all HRSB employee groups to negotiate a wage increase in the 2012-13 school year. Two agreements have expired and two more will expire on August 1, 2012. In the past, the Department of Education funded all negotiated increases, but that is no longer the case. The Department continues to provide a maximum wage mandate for local bargaining, but has not yet done so for the ensuing rounds. Likewise, we have no knowledge of what will be offered to the teachers at the provincial level. While these increases are negotiated by the Province, the increases are now funded by Boards. Teachers Salaries and Benefits Teachers salaries and benefits comprise the largest portion of the Boards budget. The current provincial collective agreement was settled during the fall of 2011, but expires on July 31, 2012. Negotiations leading to a new agreement will occur during the 2012-2013 fiscal year. The outcome of negotiations will dictate the financial impact to the Boards teachers salaries and benefits expenditures in the 2012-2013 budget. The pay rate for substitute teachers is tied to the provincial collective agreement as well. Again, an estimate is provided for potential changes to substitute pay rates within a new collective agreement. In addition to salary scale increases, there are other annual cost pressures for the teacher employee group. Teachers are eligible for step increases or increments if they have not reached the top salary step for their license level. With the significant number of retirements in the past several years, many of the newly hired teachers are eligible for annual step increases. It is estimated that increments in 2012-2013 will amount to almost $4.5 million in additional annual salary expenditures. Teachers can also qualify for license upgrades if they have completed the necessary educational requirements. Based on recent experience, it is projected that 200 teachers will qualify for a license upgrade in 2012-2013 at an average value of $6,400. This results in an annual cost pressure of almost $1.3 million. There will also be cost pressures in teacher benefits. While the CPP rate has stayed the same, the maximum earnings amount has increased. EI rates have risen, as well as the maximum earnings amount for EI. As a result, statutory benefits for most teachers have increased by 5.0%. Along with these increases, the employer cost of contributing to the NSTU Salary Continuation Plan will increase as teacher salaries increase, since these contributions are based on a percentage of salary. Teacher retirements also impact the budget. As teachers at the top of the scale retire, replacements typically come in lower on the salary scale. With about 100 retirements estimated in 2012, this can reduce salary expenditures in the fiscal year 2012-2013 by almost $1.6 million.
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February 29, 2012
Non-teacher Salaries and Benefits Non-teaching salaries and benefits comprise the next largest component of the Boards budget. There are three union agreements, a non-union professional employees group and casuals that make up the non-teaching employee group. The current CUPE agreement will expire July 31, 2011. The NSGEU agreement expired on September 30, 2011. The recently signed NSUPE agreement expires on July 31, 2012 and provides annual increases with an effective date of April 1, with the last one taking place on April 1, 2011. The PEG salary scales expire on March 31, 2012. The Board has not yet approved any increase for PEG effective April 1, 2012. There are other cost pressures within these employee groups as well. Most of the salary scales in these collective agreements have step increases that employees receive based on years of service. Employees who have not yet reached the final step will be eligible for a pay increment on their anniversary date. Regularly assigned EXCEL and lunch monitor staff received a 1% increase in 2011-2012 effective August 1, 2011, to acknowledge the permanent assignment these employees have throughout the school year. There are also benefits cost pressures. While the CPP rate has stayed the same, the maximum earnings amount has increased. WCB and EI rates have risen, as well as the maximum earnings amount for both WCB and EI. As a result, statutory benefits for most non-teachers have increased by as much as 7.7%. Along with these increases, the employer cost of contributing to the pension plan and LTD plans will increase as non-teacher salaries increase, since these contributions are based on a percentage of salary, as well as employer sharing of medical/dental premiums. Other Student Transportation A major non-salary expenditure of the Board is the contracted student transportation service. The current contract with Stock Transportation provides for a 2.5% increase beginning in September 2012, as well as the full year impact of the September 2011 increase. This results in an increase of approximately $1.2 million over the budget in 2011-2012. Operations Costs continue to increase for operating and maintaining our school and office buildings. Heating oil prices have risen substantially during the winter of 2011-2012, more than 10% from October 1 to February 18. It is difficult to project the cost of heating oil, but if the current trend continues, there will be cost pressure in 2012-2013. The Board has undertaken several energy efficiency projects over the last number of years. These projects have resulted in reductions in electricity consumption of 6-7%, but due to cost increases, the overall cost for electricity has increased by approximately 15%.
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February 29, 2012
Summary With about 85% of the Boards budget comprising salaries and benefits, the main cost pressures for 2012-2013 are in these areas. Some costs are known where collective agreements are in place, whereas others that expire during the year result in unknown cost pressures until new agreements are negotiated. These cost pressures are no longer funded by the Department of Education. As noted, expenditures continue to increase each year, often in areas uncontrollable by the Board. The Boards 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 dont match cost increases, without impacting resources at the school and classroom level.
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February 29, 2012
APPENDIX A
Organizational Structure February 2012
February 1, 2012
Draft General Fund Business Plan and Budget 2012-2013
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February 29, 2012
APPENDIX A
BOARD
EXECUTIVE ADMINISTRATIVE ASSISTANT SUPERINTENDENT CORPORATE SECRETARY
SENIOR STAFF ADVISOR *
SCHOOL ADMINSTRATION
PROGRAM
HUMAN RESOURCES
FINANCIAL SERVICES
OPERATIONS SERVICES
BOARD SERVICES
DIRECTOR
DIRECTOR
DIRECTOR
DIRECTOR
DIRECTOR
COORDINATOR
DIVERSITY MANAGEMENT
COORDINATOR
COMMUNICATIONS
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.
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APPENDIX A
BOARD SERVICES
ADMINISTRATIVE ASSISTANT
CORPORATE SECRETARY
SUPERINTENDENT
EXECUTIVE ADMINISTRATIVE ASSISTANT
BUILDING SECURITY (2)
SENIOR STAFF ADVISOR *
DIVERSITY MANAGEMENT
COMMUNICATIONS
COORDINATOR DIVERSITY MANAGEMENT
COORDINATOR COMMUNICATIONS
COMMUNICATIONS OFFICER
VISUAL COMMUNICATIONS SPECIALIST
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.
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APPENDIX A
PROGRAM
DIRECTOR PROGRAM
RESEARCH, PLANNING AND PROGRAM
EDUCATION QUALITY AND ACCOUNTABILITY
PROGRAMS AND STUDENT SERVICES
COORDINATOR RESEARCH, PLANNING AND PROGRAM
SECRETARY (3.5)
COORDINATOR EDUCATION QUALITY AND ACCOUNTABILITY CONSULTANTS
COORDINATOR PROGRAMS AND STUDENT SERVICES

LITERACY ASSESS & REPORTING MATH ASSESS & REPORTING
SECRETARY (1.9)
RCH PROGRAM ADVISOR
FACILITATOR
ASSESSMENT & EVALUATION
FACILITATOR
AFRICAN NOVA SCOTIAN STUDENT SUPPORT
SPECIALIST
AUTISM (5)
CONSULTANT
ASSESSMENT & REPORTING
SPECIALIST
ASSISTIVE TECHNOLOGY (4) PROGRAMS AND STUDENT SERVICES (4)
FACILITATOR PLANNING FOR IMPROVEMENT
CONSULTANT PLANNING FOR IMPROVEMENT
FACILITATOR ALTERNATIVE PROGRAMMING
CONSULTANT COMMUNITY-BASED LEARNING CONSULTANT
FACILITATOR
SPECIALIST
PROGRAM PLANNING (4)
CONSULTANTS, RESEARCH AND DATA (2) FACILITATOR

LITERACY IMPLEMENTATION
LITERACY SUPPORT SPECIALIST SERVICES
BEHAVIOUR (4)
SPECIALIST
FACILITATOR
CURRICULUM IMPLEMENTATION
FACILITATOR
ENGLISH PROGRAM (2) FSL PROGRAMS (2) (G)
CONSULTANTS
REGIONAL AND SITE-BASED STUDENT SERVICES (70)
LEADERS
LITERACY (2) (G)
CONSULTANT
ACTIVE HEALTHY LIVING (G)
LEADER
LEADER
FRENCH IMMERSION LITERACY SUPPORT (G)
FACILITATOR
MATHEMATICS IMPLEMENTATION
MATHEMATICS SUPPORT
CONSULTANT
ESL (G)
NUTRITIONIST (1) (G)
TECHNOLOGY INTEGRATION (2) (G)
LEADERS
MATHEMATICS (3) (G)
LEADERS
CONSULTANT
STUDENT HEALTH CARE NEEDS
SPORTS ANIMATOR (G)
GGovernment Grant
Draft General Fund Business Plan and Budget 2012-2013 Page 30 February 29, 2012
APPENDIX A
SCHOOL ADMINISTRATION
DIRECTOR SCHOOL ADMINISTRATION
SECRETARY
COORDINATOR SCHOOL ADMINISTRATION
COORDINATOR SCHOOL ADMINISTRATION
SECRETARY (2)
STAFFING & RESOURCES
FACILITATOR
SIS PROJECT MANAGER
SUPERVISORS
SCHOOL ADMINISTRATION (4)
FACILITATOR
INTERNATIONAL SERVICES PROGRAM
SCHOOL-BASED EDUCATION SUPPORT
CONSULTANT
SCHOOL ADMININSTRATION (4)
SUPERVISORS
SAFE SCHOOLS (2)
CONSULTANTS
SECRETARY
ISES ADMINISTRATOR
SIS (3)
MANAGER
INTERNATIONAL SERVICES PROGRAM
SCHOOL PRINCIPALS
INTL SERVICES PROGRAM
ASSISTANT PROGRAM MANAGER
SCHOOL PRINCIPALS
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February 29, 2012
OPERATIONS SERVICES
APPENDIX A
PLANNING
DIRECTOR
FACILITIES RENTALS/TRACKING CLERK
PROPERTY SERVICES (CUSTODIAL)
PROPERTY SERVICES (MAINTENANCE)
TECHNOLOGY SERVICES
STUDENT TRANSPORTATION
COORDINATOR
PROPERTY SERVICES CUSTODIAL
COORDINATOR
PROPERTY SERVICES MAINTENANCE
COORDINATOR
INFORMATION TECHNOLOGY
SAP/myHRSB/ Web Support WEB DEVELOPER/ DBA (2)
ADMINISTRATOR
STUDENT TRANSPORTATION
MANAGER
MATERIALS MANAGER* SUPERVISORS IT/NETWORK

SPECIALIST SUPPORT STAFF SCHOOL TECHNOLOGY (5)
SUPERVISORS
BUILDING OPERATIONS (3)
CARETAKERS/ CUSTODIANS
MANAGER
SPECIAL PROJECTS
SCHOOL TECHNOLOGY
MANAGER
ASSISTANT MANAGER CARETAKERS/ CUSTODIANS MANAGER

REGIONS 1 & 2 CONTRACTORS
SUPERVISOR
COMPUTER FOR SCHOOLS WORKSHOP
TECHNOLOGY WORK EXPERIENCE PROGRAM
SUPERVISORS
BUILDING OPERATIONS (4)
ASSISTANT MANAGER
TRADES*
MANAGER
VoIP & NETWORK INFRASTRUCTURE
SECRETARY (2) ASSISTANT MANAGER MANAGER

REGIONS 3 & 4 CONTRACTORS
SYSTEM SUPPORT
ASSISTANT MANAGER
TRADES*
REGULATORY COMPLIANCE
MANAGER
SECURITY/ COMMUNICATIONS SPECIALIST BUILDING AUTOMATION SPECIALIST *MAINTENANCE STAFF SERVE ALL AREAS OF THE BOARD
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February 29, 2012
APPENDIX A
DIRECTOR
OCCUPATIONAL HEALTH & SAFETY
MANAGER
SECRETARY/ RECEPTIONIST
COORDINATOR
CLIENT SERVICES
COMPENSATION & BENEFITS
LABOUR RELATIONS
ORGANIZATIONAL PLANNING & DEVELOPMENT
HR MANAGERS (4)
HRIS SUPERVISOR
ATTENDANCE CASE SPECIALIST
RECRUITMENT & RETENTION ADVISOR
COMPENSATION & BENEFITS MANAGER
LABOUR RELATIONS CONSULTANT
HR CONSULTANT
HR ADMINISTRATORS (5)
CLAIMS MANAGEMENT ADMINISTRATOR
AESOP ADMINISTRATOR
COMPENSATION & BENEFITS ADMINISTRATOR
HR CLERK
HR ADMINISTRATOR
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February 29, 2012
APPENDIX A
FINANCIAL SERVICES
DIRECTOR
FINANCIAL SERVICES
FINANCE
EXCEL PROGRAM
MANAGER ACCOUNTING & PURCHASING
BUDGET MANAGER
REGIONAL ACCT. SERVICES MANAGERS (2)
PAYROLL MANAGER
COORDINATOR EXCEL
FINANCIAL ANALYST
FINANCE CLERK BUDGET
FINANCE CLERK REGIONAL ACCT. SERVICES
PAYROLL ANALYST
SUPERVISORS EXCEL (3)
HEAD INSTRUCTORS & SUPPORT STAFF
BUYER
PAYROLL SUPERVISOR
REGISTRAR
SUPERVISOR ACCOUNTING & PURCHASING FINANCE CLERK ACCOUNTS RECEIVABLE
FINANCE CLERK PAYROLL (6)
ASSISTANT REGISTRAR
FINANCE CLERK ACCOUNTS PAYABLE (2)
FINANCE CLERK ACCOUNTING
FINANCE CLERK PURCHASING (2)
FINANCE CLERK MAIL ROOM/ PRINT SHOP
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APPENDIX B
Appendix B - Key Facts

Please provide the following key facts as of September 30, 2010 and September 30, 2011, where information is available; if the information is not available please indicate as such (i.e. n/a). Note that Key Facts should report actual data, and not include projections. Key Fact Categories September 30, 2010 Students Total Number of Students Average Class Size P-2 Average Class Size 3-6 Average Class Size 7-9 Average Class Size 10-12 Total Number of Classes & Sections Teachers Instruction FTEs Administrative FTEs Resource FTEs Student Support FTEs Program Support FTEs School Support Staff Education Assistants Library Technicians Student Supervision School Secretaries Student Support Workers Board Governance School Board Members Board Support Staff FTEs 10 2 10 2 561.6 18.5 834 163.5 15.0 560.6 17.5 950 160.5 17 2,591.9 227.0 305.1 286.6 19.0 2,519.3 226.1 305.1 230.8 15.0 50,480 19.8 23.1 24.1 n/a n/a September 30, 2011 49,552 21.4 23.2 24.1 25.7 3678
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February 29, 2012
APPENDIX B
September 30, 2010 Regional Administration Senior Management FTEs Program Management FTEs Operational Management FTEs Administrative Support FTEs Secretarial/Clerical FTEs Technology Students/Instructional Computer Technical Support FTEs Computers/Technician Property Services Total School Sq. Ft. Sq. Ft./Student Private Operator Sq. Ft. Operating Cost/Sq. Ft. Bd. Custodial/Sq. Ft. Con. Custodial/Sq. Ft. Sq.Ft./Custodial Hour Operating Capital Transportation Total Buses Operated Total Students Transported Total Cost/Student Transported Average Bus Load Cost/Unit - Contracted Cost/Unit - Board Number of Operating Days 239 21,440 + 1,100 passes $671 90 $61,902 n/a 186 7,806,967 154.7 741,369 $5.90 22,045 $5.02 2,755.7 $2,436,000 3.68 35 420 7 31 52 17 44
September 30, 2011
7 29 48 13 36
3.44 34 430
7,732,640 153.5 747,225 $5.99 22,389 $5.02 2,798 $2,254,400
TBD TBD TBD TBD TBD n/a 186
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February 29, 2012
APPENDIX B
Definitions and Calculation: Students (all based on Sept 30th statistics): Total Number of Students: Sept. 30th Total Enrolment (funded & unfunded) Average Class Size P-2 Average Class Size 3-6 Average Class Size 7-9 Total Number of Classes & Sections 10-12
Teachers: Instruction FTEs: All teaching staff delivering programs to students Administrative FTEs: Principals and Vice Principals (no Department heads) Resource FTEs: Resource Teacher Allocation Student Support FTEs: Prog. Adv./Speech Lang. Path./L.D. Specialists/Guidance/ etc. Program Support FTEs: Program Consultants
School Support Staff: Education Assistants: Total hours of services per day and number of days paid Library Technicians: Total hours of services per day and number of days paid Student Supervision: Total hours of services per day and number of days paid School Secretaries: Total hours of services per day and number of days paid Student Support Workers: Total hours of services per day and number of days paid
Board Governance: School Board Members: Number of School Board Members Board Support Staff FTEs: Board Secretary - Recording Secretary
Regional Administration: Senior Management FTEs: Superintendent, Asst. Super., Exec. Directors, Director, Asst. Director Program Management FTEs: Coordinators, Supervisors (all program departments) Operational Management FTEs: Coordinators, Supervisors (all operations departments) Administrative Support FTEs: Asst. Coordinators, Admin. Assistants, Communications, OH&S Secretarial/Clerical FTEs: Secretarial & Clerical Staff
Technology: Student/Instructional Computer: Ratio of Number of Students: Computers Technical Support FTEs: System Administrators, Technologists, Technicians Computers/Technician: Total Computers across Board/Technical Support FTEs
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February 29, 2012
APPENDIX B
Property Service: Total School Sq. Ft.: Total square footage of all schools operated by board Sq. Ft. /Student: Total square footage divided by Sept. 30th enrolment Maintained Sq. Ft.: Total square footage of all schools maintained by board Private Operator Sq. Ft.: Total square footage of all schools maintained by Private Operators Operating Costs/Sq. Ft.: Total operating cost/Sq. Ft. of all schools maintained by board Bd. Custodial/Sq. Ft.: Custodial Hours/Sq. Ft. maintained by Board Employed Staff Con. Custodial/Sq. Ft.: Custodial Hours/Sq. Ft. Maintained by Contracted Staff Sq. Ft/Custodial Hour: Total square footage divided by number of custodial staff hours Operating Capital: Operating Capital/Sq. Ft. for all schools maintained by board
Transportation: Total Buses Operated: Total units operated on a daily basis by board and contractors Total Students Transported: Total students transported each day (counted only once) Total Cost/Student Transported: Total transportation cost divided by students transported Average Bus Load: Total students transported divided by total buses operated Cost/Unit - Contracted: Annual operating cost/unit Cost/Unit - Board: Annual operating cost/unit Number of Operating Days: Number of days transportation system actually operated
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AGENDA

School Board Meeting

DATE OF NEXT MEETING Board Meeting March 28, 2012

Report No. 12-02-1333 Date: February 13, 2012

HALIFAX REGIONAL SCHOOL BOARD 2012 School Capital Projects

BUSINESS PLAN GOAL:

Approved projects will be funded by the Province of Nova Scotia.

Appendix A Prioritized School Capital Projects Details

Review St. Josephs-Alexander McKay and/or Joseph Howe

New South Peninsula Elementary School New Ravines High School

Cole Harbour District High School

J.L Ilsley High School

Alterations to enhance program delivery and update aging infrastructure

Report No. 12-02-1335 Date: 29 February 2012

COST: FUNDING: TIMELINE:

February 29, 2012

M inisters W orking Com m ittee on Absenteeism and Classroom Clim ate -

February 29, 2012

February 29, 2012

February 29, 2012

February 29, 2012

Report No. 12-01-1330 Date: February 8, 2012

Filename: ktucker/Dec 31-11 Quarterly BP & Financial Update 12-01-1330

Quarterly Business Plan and Financial Update December 31, 2011

BUSINESS PLAN PRIORITIES

BUSINESS PLAN PRIORITIES 2011-2012

December 31, 2011

Business Plan Goal 2. To achieve system-wide equity for students.

December 31, 2011

December 31, 2011

December 31, 2011

December 31, 2011

December 31, 2011

December 31, 2011

GENERAL FUND SUMMARY OF REVENUES AND EXPENDITURES

DECEMBER 31, 2011

Actual Year to Date 2011-2012

Proj% Bud Util

Projected Budget Variance

Actual Year to Date 2010-2011 Line

Subtotal Halifax Regional Municipality

Subtotal Government of Canada

1,333,565 107,782 247,251 76,059

2,114,400 248,200 288,800 0

63.1% 43.4% 85.6% n/a

2,114,400 248,200 327,100 76,100

Subtotal Board Generated Revenues

100.0% 100.0% 113.3% n/a 104.3%

216,393 120,980 0 69,799 2,824,189 794,524 75,813

443,887 301,759 20,716 353,461 5,433,740 1,852,043 219,141

290,900 250,000 35,000 849,100 6,988,400 2,514,700 44,500

152.6% 120.7% 59.2% 41.6% 77.8% 73.6% 492.5%

459,700 376,800 20,700 751,600 6,870,700 2,559,800 488,700

158.0% 150.7% 59.1% 88.5% 98.3% 101.8% 1098.2%

-168,800 -126,800 14,300 97,500 117,700 -45,100 -444,200

451,144 229,369 34,735 372,884 4,655,136 1,809,848 150,231

R9 R10 R11 R12 R13 R14 R15

Subtotal TOTAL REVENUE

December 31, 2011