Grande Prairie Public School District #2357 Three Year Education Plan and Annual

Transcription

Authority: 3240 Grande Prairie School District No. 2357
Grande Prairie Public School District
#2357
Three Year Education Plan and Annual
Education Results Report
2013 - 2016
Page 1
Table of Contents
Message from Board Chair and Superintendent
3
Accountability Statement
4
GPPSD Mission Statement and Guiding Principles
5
District Celebrations
7
District Trends and Issues
9
Student Services
12
GPPSD Accountability Pillar Summary
15
GPPSD First Nations, Métis and Inuit Accountability
16
Goals and Planning Section
Goal One: An Excellent Start to Learning
17
Goal Two: Success for Every Student
18
Goal Three: Quality Teaching and School Leadership
23
Goal Four: Engaged and Effective Governance
24
Summary of Financial Results
25
Budget Reports
28
Education Facilities Highlights and Capital Plan
30
Transportation Services
33
Page 2
Message from the Board Chair and Superintendent
The schools and staff of the Grande Prairie Public School District are on a journey to ensure that we are “a learning
community where every student succeeds.” As part of this we have placed everything we do within a framework of
expected and effective practices that will help us achieve this mission:
QUALITY INSTRUCTION

Balanced Literacy Approach-in order to learn, children have to be able to read, write and comprehend

Comprehension Strategies Across all Content Areas

First Nations, Métis and Inuit (FNMI) Support Through Instruction

Framework for Effective Instruction (Marzano)

Professional Learning Community (PLC) Focus on Student Achievement

Action Research-teachers and schools using their classroom data to support the learning needs of their students

Reading Recovery©
CASE MANAGEMENT

Focus on Meeting Needs of All Learners

Intervention Models

Systemic School Response that Ensures Support for Every Student
ASSESSMENT/EVALUATION

Common Assessment

Assessment to Drive Instruction

Frequent Monitoring of Students’ Progress

Putting the Student Faces on the Data and Providing Support

Move to outcomes based assessment in junior high (new for 2012-13)
ADMINISTRATIVE WALK THROUGHS

Support Quality Instruction

Supports a Culture with a Focus on Learning for All

Provide Support to Staff

Builds instructional leadership skills of the administrators
ACTION ON INCLUSION

Promote Placement of Students in Community Schools

Links the” success for all” philosophy into the most appropriate community based environment
INSTRUCTIONAL COACHING MODEL (Site Based Model 2013-14)

Improve the quality of instruction our students receive

Focus on Building Relationships

Collaboration

Use Teaching Strategies that are for the 21st Century Learner

Focus on Improving Learning For All Students
We want these to occur within the realm of a community of safe and caring schools where we all treat one another
with dignity and respect. As you read the summary of our results and our plans, we want you to undertake this
journey with us. We are working hard to address the areas we feel we need to focus on to help our learners succeed
while we are also addressing unprecedented growth in the district. We are proud that over 75% of our funding last
year went directly to address the learning needs of our students and only 3.2% was spent on central office/system
and board expenditures. We also believe that the renewed focus on using data that we gather to support our learners
will result in improvements over the next three years.
We believe in accountability to the community we serve. We provide this report as part of that commitment to serving
you.
Page 3
Grande Prairie Public School District (GPPSD) #2357 Responsibility and Accountability Statement
GPPSD #2357, as a school authority in the province of Alberta, is accountable for results achieved from carrying out our
responsibilities to provide education programs to our students. As such, the following Accountability Statement, signed by the
Superintendent of Schools and the Board Chair reflects our commitment to implement the Plan and achieve the identified
outcomes and targets stated as follows:
The Annual Education Results Report for the 2012-2013 school year and the 3 Year Education Plan (3YEP) for the three
years commencing September 1, 2013 for the Grande Prairie Public School District #2357 was prepared under the direction
of the Board in accordance with its responsibilities under the School Act and the Government Accountability Act. The
document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the
results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing
the strategies contained within the Education Plan to improve student learning and results.
The Board approved this combined Annual Education Results Report for the 2012-2013 school year and the Three-Year
Education Plan for 2013-2016 on November 26th, 2013.
Carol Ann MacDonald
Karen Prokopowich
Superintendent
Board Chair
Grande Prairie Public Schools
Grande Prairie Public School Board
_____________________________________
_____________________________________
Signature
Signature
Communicating the Plan
The Grande Prairie Public School District #2357 Three Year Education Plan and Results Report uses existing data available as of
October, 2013. The plan has been communicated to stakeholders through the following means:
1.
Paper copies of the Grande Prairie Public School District #2357 Three Year Education Plan and Results Report have
been distributed to all schools and are available on each school’s webpage.
2.
Electronic versions of the Grande Prairie Public School District #2357 Three Year Education and Results Report, the
Grande Prairie Public School District #2357 Budget report are available on line at the District website at
http://www.gppsd.ab.ca. For more detailed financial information please contact Mr. Jeff Olson, Associate Superintendent
Business Services/Secretary-Treasurer, Grande Prairie Public School District #2357.
3.
The Grande Prairie Public School District #2357 Central Office Administration and School Board meets with School
Council Chairs and representatives in February, April and November to seek their input into the development of the
Grande Prairie Public School District #2357 Three Year Education Plan and share with them results that were achieved
by our District. School Principals follow a similar process in developing their individual school plans and reviewing their
schools results.
4.
Individual School Administrations have developed School Reports for their school. Signed copies by the School Council
Chair and School Principal of these reports have been submitted to the Superintendent for review and final approval.
Copies of Individual School Reports can be obtained from the School Office, and/or on the individual school website.
Page 4
Mission
I.
Grande Prairie Public School District Mission
The Grande Prairie Public School District #2357 (GPPSD) is a learning community in
which every student succeeds.
Alberta Learning Mission
Alberta Learning’s leadership and work with partners build a globally recognized lifelong
learning community that enables Albertans to be responsible, caring, self-reliant and
contributing members of a knowledge-based and prosperous society.
II.
Guiding Principles
Universal Guiding Principles
For everything we decide and do, we will hold ourselves accountable and we will ask:
• Is it good for students?
• Will it build trust and good relationships?
• Will it help us improve?
• Is it a responsible thing to do?
• Are we being open, honest and ethical?
Operating Guiding Principles
• Students
 Unique learning needs of each student will be accommodated;
 An inclusive culture in schools will be fostered;
 Student emotional and physical health and safety will be ensured;
 The principles of natural justice and due process in student matters will be
followed; and
 Students will know and understand what is expected of them as students
and citizens.
•
Programs
 A diversity (breadth and depth) of learning opportunities will be provided;
 Partnerships will be developed;
 Relevant provincial, national and international opportunities will be
explored;
 The needs of our students and community shall be reflected in a
responsive manner;
 Programs will be resourced in a sustainable manner;
 Programs will be regularly reviewed, as appropriate, to determine whether
intended results are achieved;
 Instruction will reflect sound instructional strategies guided by current
educational research; and
 Integration of Information Technology across the curriculum shall enhance
student learning and prepare students for 21st century learning.
Page 5
•
Human Resources
 Mental and physical wellbeing of staff will be promoted;
 We will seek the best candidate who is the most qualified for all positions;
 Performance evaluation measures will be implemented;
 The principles of natural justice and due process will be followed;
 Human resource allocation will be transparent;
 Human resource allocation will be sustainable; and
 We will invest in building our human capacities.
•
Financial Management
 Budgets shall be developed in consultation with the Board and School
Administration;
 Additional revenue streams will be sought consistent with the education
mandate;
 Financial reserves will be developed in a strategic manner;
 All financial reporting and resource allocations will be comprehensive and
transparent; and
 Allocation of resources will be sustainable.
•
Facilities
 Facilities shall be made available for community use;
 Facilities shall be maintained at the highest standard possible;
 Facilities will be environmentally sustainable;
 Facilities shall be safe and healthy;
 Long-term facility planning will occur; and
 Partnerships with other community groups, organizations or Boards to
create program and cost saving opportunities will be encouraged.
•
Transportation
 Where efficient and appropriate, transportation services should be shared
with other school jurisdictions, or public service providers;
 Wherever possible, the system-wide coordination of the transportation will
be ensured; and
 Transportation services will be provided in a safe manner.
All of the above components shall make decisions based on the guiding principles of the Board
and will also; have at their heart, a focus on maximizing student learning in the District.
Page 6
District Celebrations
ASBA Premier’s Award
The Alberta School Boards’ Association (ASBA) Premier’s Award for School Board Innovation and Excellence was
awarded to the Grande Prairie Public Board of Trustees for their submission of the Composite High School Student
Health and Wellness Centre project.
The Premier’s Award for School Board Innovation and Excellence recognizes school boards for their role in
launching innovative programs and initiatives that enhance student achievement.
The Trustees are proud to share this honour with the Community of Grande Prairie, who came together and raised
the funds needed to develop a wing of the Composite High School for this purpose.
Student Engagement
A number of district sites are involved in the provincial government’s Tell Them from Me project. Students are surveyed
once or twice a year on a series of questions around areas such as “Safe and Caring Schools”, Programming availability,
their engagement in the school, etc. These survey results are provided to the schools and the District to use in their future
planning. Schools are encouraged to look at what the students are saying in their buildings and make changes and
alterations to practice as appropriate.
Reading Recovery
GPPSD continues to provide grade one students the opportunity and benefits of Reading Recovery®. In 2012-2013
81 (English) students were provided with the Reading Recovery ® Intervention. 70% of those students were
discontinued successfully, carried over or progressing but unable to continue. 29% were referred for further
support. This support may have included more one on one support, an increase in small group instruction or
referrals for other assessments such as Psychological testing.
School Buildings Announced
GPPSD will open Charles Spencer High School in September 2014; this grade 9-12 school is located beside the Eastlink
Centre at 7 Knowledge Way. We also received news in spring 2013 that we will be opening a new K-8 school in Pinnacle
Subdivision in September 2016. The new K-8 school will have the name Isabel Campbell School to honour a local pioneer
and historian.
Learning Links
Learning Links were one hour Professional Learning sessions offered after-school by teachers for teachers. Topics
included assessment, analyzing assessment data, literacy strategies, numeracy strategies, Individual Program Plan
(IPP) development, classroom management and other topics chosen by teachers as their “need to know” items.
Page 7
Peer Math Observation: “Teachers Watching and Learning from Teachers”
This math focused initiative released teachers to observe model lessons, as a group. The project included pre and
post observation meetings and was well received by teachers who saw the value of learning from one another.
Enrolment Growth
The District continues to grow and, as a result, the positives are increased staffing and more funding.
School Year (Sept. 30)
(Total Student Numbers)
2009
2010
2011
2012
2013
Grande Prairie Public School
District Total
6,469
6,775
7,211
7,631
7,993
4.7%
6.4%
5.8%
4.7%
Student Percentage Increase
Page 8
Trends and Issues
The current nature of the 21st century world means that districts must envision beyond a three-year plan
as we prepare our students to be successful in an ever-changing and evolving technological environment.
The 21st century learner will need to be prepared for a world that is constantly changing and
transforming, thus requiring students who are active learners and are able to adapt to the challenges and
opportunities of that changing world.
Our involvement in the High School Flexibility Project is providing us and the government with data that
supports providing students with flexible ways to learn. All students do benefit from teaching that focuses
on their strengths. The resulting decrease in dropout rates is cause for celebration because today’s world
demands a student who can learn and adapt.
The challenges of enrolment growth provide both positives and negatives to a system. The growth needs
funding to be manageable. The fiscal situation in the province is proving to be a challenge as we move
forward. It is difficult to plan when the financial picture is so fluid. The inability to make long-range plans
due to uncertain infrastructure funding or the potential of reduced funding acts as a constraint in setting
up long range plans of any sort (be they instructional, capital, infrastructure or evergreening).
Enrolment Growth
A challenge with increasing enrolment is space concerns. The 2013 school year began with 17 modulars
to be installed on buildings; as GPPSD has little control over installation timelines, we are pleased that
the District received the units but concerned that they were not ready by school start-up. Charles Spencer
High open in September 2014 and we have Isabel Campbell School (K-8; capacity of 750) approved for
the Pinnacle neighbourhood and it is scheduled to open in September 2016. Unfortunately, GPPSD is still
in the position where we require even more buildings and we are hopeful that announcements for both
new buildings and modernizations will occur over the next year. The Board continues to lobby and work
collaboratively with the various ministries to ensure the students of GPPSD are well served. Due to
enrolment projections, it seems modular and construction will be part of the landscape in the Grande
Prairie Public School District for the foreseeable future.
Projected Enrollments 2013-2020 (according to Alberta Workforce Planning
Projections)
Page 9
Teacher Recruitment and Retention
Trends in Staffing
Growth Pressures-Teachers
The enrolment trends demonstrate the likelihood that staffing GPPSD classrooms will continue
to be an ongoing challenge. We will likely have to continue actively recruiting for some positions
(especially specialty areas such as Mathematics, French Immersion and music). Connected to
this concern is the need to provide mentoring and induction programs for our beginning
teachers to ensure we provide them with timely and ongoing support.
Growth Pressures-Administrators
The addition of new positions and retirements of existing administrators has placed pressure
upon our system to develop the leadership capacity of our future leaders. Again, the onus is on
the District to put leadership development programs into place to prepare future leaders and to
find mentors able to and work with the next generation of GPPSD leaders.
Programs and Supports
Technology and the 21st Century Learner
The importance of maintaining a network infrastructure to address the needs of the 21st century
learner is placing pressures on the wireless technology, bandwidth and switching supports to
allow students to “Bring their own Devices” into the school setting. There will still be a need for
schools to provide some device access (as not everyone has their own) but the resultant
pressure on the infrastructure and bandwidth will need to be addressed through funding. There
will also be a need to evergreen this technology so it grows and adapts as students access the
internet more and more for their daily school work. Providing professional development to
support teachers changing their pedagogy to more effectively integrate technology into teaching
and learning will need to be a priority as well.
Digital Citizenship
Survey data is clearly demonstrating that digital citizenship is an issue with our parents and
community. Planning over the next few years will address the professional learning needs of our
staff, students and parents with regards to assisting students to use their devices in a
responsible manner (this includes appropriate use and cyberbullying training).
Page 10
Professional Learning Needs
All of the trends noted speak to the need for professional learning opportunities that are
centered in Grande Prairie. The provision of high quality professional learning by the District will
focus on areas identified through the accountability measures and survey data to be areas of
need for our teachers and other staff. Learning opportunities directed at digital citizenship and
appropriate use of technology will enhance our abilities to address the needs of an increasingly
“plugged in” society. Literacy and numeracy skills will continue to be a focus along with more
work on areas including: engaging students in their learning, utilizing data effectively to inform
decision making about addressing identified student learning needs.
Community Engagement Focus
GPPSD is excited to expand the community engagement process, initially electronically to look
at addressing the structure and boundaries of the two high schools we will be operating
beginning September 2014. This electronic information gathering will be followed up by a series
of community consultations in the spring of 2014. These will also look at how we restructure our
remaining schools to best address the learning needs of our students within the District’s
existing buildings.
Class Size Reporting-2012-2013 School Year
GPPSD compared quite well to the province with regards to the average pupil teacher ratio for
the 2012-13 school year.
Grande Prairie School District No. 2357
Grades 1-3: 19.6 PTR
Gr. 4-6: 22.0
Gr. 7-9: 21.6 Gr. 10-12: 22.3
Gr. 4-6: 21.9
Gr. 7-9: 22.8 Gr. 10-12: 21.8
Provincial Averages
Grades 1-3: 19.4 PTR
Please follow web link http://www.gppsd.ab.ca/Pages/publications.aspx to view Class
Size Report.
Page 11
Student Services
The Grande Prairie Public School District continues to support the diverse needs of all
learners by ensuring that students have equitable access to quality education programs. The
goal of an inclusive education system is to provide all students with the most appropriate
learning environments and opportunities for them to best achieve their potential. This can
mean a variety of solutions within GPPSD. The ultimate goal is to have as many students as
possible receiving an education in their designated community school. We attain this goal by
recognizing the individual needs of all learners and ensuring that the appropriate supports are
in place at the school and classroom level. Speech-language therapy, occupation therapy,
physical therapy, deaf and hard of hearing supports, visual impairments, sensory integration
clinics, and psychological-behaviour support services were available to all students.
All
schools are staffed with teachers who are trained in Level B Assessments to compliment the
work of our specialists. This inter-disciplinary team approach is essential to student success
at GPPSD.
Student Support Plans are student-focused plans developed by a collaborative team to
ensure that the needs of individual students are being best met. In our District, teams have a
choice of template in developing Student Support Plans: Individual Program Plans (IPPs),
Academic Action Plans (AAPs), and Early Learning Plans (ELPs). What the Student Support
Plan looks like and who participates in the process depends on each individual student.
Individual Program Plans are the most developed type of plan and are meant to support the
needs of students with significant program challenges and who have an Alberta Education
code. Academic Action Plans are less robust and are meant to support a few academic or
behaviour goals for a student. The Early Learning Plan is the simplest support plan and is
intended to support speech goals and other less developed interventions. One strength of the
Student Support Planning process at GPPSD is the breadth of supports and knowledge that
can be called on to ensure that student needs are being met.
Our goal, as an inclusive system, is to have as many students as possible learning in their
home school and we accomplish this by ensuring that a range of programming options are
available in each school and in each classroom. The key to success in this area is ensuring
that all staff in our schools has the training and level of understanding required to do their
jobs effectively. Professional development opportunities in support of this were made
available to teachers and teacher assistants in our system.
GPPSD also proudly supports our students who are identified as being gifted. We employ a
District Gifted Education Coordinator who oversees a program that blends in-class and pullout programs to support these learners. Through the support of the Coordinator, students
receive in-class enrichment on a regular basis. Complimenting this is a pull-out program that
enables gifted students to explore specific areas of interest. For the 2012-2013 year our
Gifted Program worked with 114 students.
Inclusive work at GPPSD is supported through a variety of essential partnerships with various
groups/agencies. These include the Student Health Integrated Partnership (SHIP), Children
and Youth with Complex Needs (CYCN), Alberta Health Services---Community Mental Health
and Addictions, Family Supports for Children with Disabilities (FSCD), Children and Family
Services Authority (CFSA), and other partners. Cultivating these strong relationships ensures
that we are able to offer a broad continuum of service to our student within and outside of the
Page 12
school setting. It should be noted that 2012-2013 was the final year for separate CASE,
CYCN, and SHP supports for our schools. The CYCN and SHP funding was merged in the
Fall of 2013 into the future Regional Collaborative Services Delivery approach, with the intent
of folding in CASE funds for 2014-2015.
First Nations, Métis, and Inuit (FNMI):
Grande Prairie Public School District continues to focus on meeting the academic and social
needs of our FNMI students through a variety of supports and interventions. GPPSD
employs a District FNMI Coordinator who is responsible for the development, coordination
and administration of the FNMI education program for the District. The District also employs
5 school-based liaison workers who are responsible for directly supporting FNMI students,
their families, and the schools in order to maximize opportunities for success in the learning
environment. This is accomplished by working closely with teachers and school
administrative teams as well as families and caregivers in the home setting. The selfdeclaration process continues through the optional section on the student registration form.
In the 2012-2013 year:

1154 students were FNMI funded
o
419 Status First Nations
o
294 Non Status First Nations
o
399 Métis
o
42 Inuit
Key activities:

FMNI Parent Sharing Circle: Parents participated in a monthly sharing circle to meet,
learn and understand what the District Program is doing. This also allows parents the
opportunity to provide feedback to us as well as providing them an avenue to discuss
areas of concern or celebration.

Tri-District PD with Peace Wapiti and GP Catholic on the three District PD days

Cultural Presentations/Events:

o
Elders – at various requests from Alberta Education and District staff,
facilitated the invitation of Elders at many events
o
Coordination of various activities including Métis Week, Aboriginal Day, among
other events
Youth Leadership programs offered to over 30 youth in the District (Sacred Circle)
Page 13
Looking Forward: Student Services
To support all learners in our District we have made the following changes and adjustments
to our services:
 Hiring of a Director of Student Services
 Redevelopment of Inclusive Support Team to help with students specific and
classroom based needs
 Addition of Family Outreach Worker, making a team of two
 Continued work around Violence Threat Risk Assessment (VTRA)
 District counsellors embedded in budget going forward
 Universal programming such as 4th R and Second Steps in development
Looking Forward: Student Services
To support our FNMI learners we have made the following changes and adjustments in this
area:
 FNMI Specific funds are allocated at the school level in a transparent manner.
Schools are required to develop a strategy to meet FNMI student needs while also
being accountable for the use of FNMI specific funds. Most sites have elected to use
these funds to support literacy interventions targeting FNMI learners.
 Enhanced Professional Development (PD) for administrators (i.e. Dr. Ross Greene
training on how to work with students experiencing difficulties in school).
 Enhanced PD for teachers (i.e. Ross Greene training on how to work with students
experiencing difficulties in school).
 HEROES training to compliment 4th R training to support the social/emotional
development of children.
 Partnership with the (Paul) Martin Aboriginal Education Initiative to introduce
Aboriginal Youth Entrepreneurship Program and Accounting Mentorship Program to
our high schools.
 Youth Leadership development workshops to continue throughout the year (sacred
circle).
 Focused work on trauma and traditional parenting.
 Hosted the Zone 1 FNMI (Mamwihtowin) Conference.
Page 14
Combined 2013 Accountability Pillar Overall Summary GPPSD #2357
Measure Category
Safe and Caring Schools
Student Learning
Opportunities
Student Learning
Achievement (Grades K-9)
Student Learning
Achievement (Grades 10-12)
Preparation for Lifelong
Learning, World of Work,
Citizenship
Measure Category
Evaluation
Acceptable
Good
Issue
Issue
Acceptable
Grande Prairie School
District
Alberta
Current
Result
Prev
Year
Result
Prev
Year
Result
Prev 3
Year
Average
Achievement
Improvement
Overall
Safe and Caring
83.7
84.7
84.1
89.0
88.6
88.1
Intermediate
Maintained
Acceptable
Program of Studies
79.4
79.6
80.3
81.5
80.7
80.7
High
Maintained
Good
Education Quality
87.2
86.1
87.1
89.8
89.4
89.3
Intermediate
Maintained
Acceptable
Drop Out Rate
4.7
4.1
5.1
3.5
3.2
3.9
Intermediate
Maintained
Acceptable
High School Completion Rate
(3 yr.)
63.2
57.8
59.3
74.8
74.1
72.7
Intermediate
Improved
Good
PAT: Acceptable
75.0
75.3
77.2
79.0
79.1
79.2
Low
Declined
Issue
PAT: Excellence
12.4
14.6
14.4
18.9
20.8
19.9
Low
Declined
Issue
Diploma: Acceptable
74.4
69.5
73.3
84.6
83.1
82.5
Low
Maintained
Issue
Diploma: Excellence
9.9
6.2
8.8
21.7
20.7
20.1
Low
Maintained
Issue
Diploma Exam Participation
Rate (4+ Exams)
40.1
34.6
38.6
56.6
56.2
54.9
Low
Maintained
Issue
Rutherford Scholarship
Eligibility Rate (Revised)
48.2
44.3
43.2
61.3
61.5
59.4
Low
Improved
Acceptable
Transition Rate (6 yr)
44.1
39.8
44.9
59.5
58.4
59.2
Low
Maintained
Issue
Work Preparation
74.5
72.9
74.2
80.3
79.7
79.9
Intermediate
Maintained
Acceptable
Measure
Prev 3
Current
Year
Result
Average
Measure Evaluation
Citizenship
76.8
74.9
74.8
83.4
82.5
82.0
Intermediate
Improved
Good
Parental Involvement
Issue
Parental Involvement
73.3
74.7
75.0
80.3
79.7
79.8
Low
Maintained
Issue
Continuous Improvement
Issue
School Improvement
75.9
78.5
78.6
80.6
80.0
80.0
Intermediate
Declined
Significantly
Issue
Notes:
1. PAT results are a weighted average of the percent meeting standards (Acceptable, Excellence) on Provincial Achievement Tests. The weights are the number of students enrolled in each course. Courses
included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades 3, 6, 9), Français (Grades 3, 6, 9).
2. Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each
course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30.
3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
4. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a
reference to this overall summary page for each performance measure.
5. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
6. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for
the province and those school authorities affected by the floods.
Page 15
Combined 2013 Accountability Pillar FNMI Summary (Required for Public/Separate/Francophone School Authorities)
Measure Category
Student Learning
Opportunities
Student Learning
Achievement (Grades K-9)
Student Learning
Achievement (Grades 10-12)
Preparation for Lifelong
Learning, World of Work,
Citizenship
Measure Category
Evaluation
n/a
Concern
Concern
n/a
Grande Prairie School
District
Alberta
Current
Result
Prev
Year
Result
Prev
Year
Result
Prev 3
Year
Average
Achievement
Improvement
Overall
Drop Out Rate
7.7
9.6
11.5
8.5
9.0
10.2
Low
Improved
Acceptable
High School Completion Rate
(3 yr)
45.1
35.0
33.4
43.9
40.2
37.5
Very Low
Improved
Issue
PAT: Acceptable
57.4
60.9
59.2
61.8
58.4
58.6
Very Low
Maintained
Concern
PAT: Excellence
6.5
7.0
5.4
6.1
6.6
6.3
Very Low
Maintained
Concern
Diploma: Acceptable
74.4
61.4
67.1
77.1
75.8
76.0
Low
Maintained
Issue
Diploma: Excellence
2.4
3.4
6.5
9.5
9.2
8.5
Very Low
Declined
Concern
Diploma Exam Participation
Rate (4+ Exams)
18.8
19.1
21.3
21.2
19.6
18.5
Very Low
Maintained
Concern
Rutherford Scholarship
Eligibility Rate (Revised)
34.4
27.7
25.6
35.1
34.4
31.4
Very Low
Improved
Issue
Transition Rate (6 yr)
26.1
31.5
26.0
32.2
30.2
31.8
Very Low
Maintained
Concern
Measure
Prev 3
Current
Year
Result
Average
Measure Evaluation
Notes:
1. PAT results are a weighted average of the percent meeting standards (Acceptable, Excellence) on Provincial Achievement Tests. The weights are the number of students enrolled in each course. Courses
included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades 3, 6, 9), Français (Grades 3, 6, 9).
2. Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each
course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30.
3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for
the province and those school authorities affected by the floods.
Page 16
Goal One: An excellent start to learning
Outcome: 1.1 Children are reaching emotional, social, intellectual and physical development
milestones and are ready for school.
As the AB Ed Kindergarten Program Statement articulates “Early childhood is a significant
period in human development. Independence, initiative, decision making, creativity, the ability to
learn, the ability to relate to others and feelings of self-worth all have their beginnings in early
childhood.”
Strategies to meet this belief:
1. Program Unit Funding (PUF) programming to address the needs of pre-school students
with identified learning needs is in place to help these students be better prepared for
Kindergarten and Grade 1. As well, a partnership providing HeadStart preschool has
also proven to be a great success.
2. District Kindergarten teachers meet as a cohort and learning community four times in the
year to discuss specific needs seen in classrooms; addressing how we can address
these needs through the curriculum and instructionally.
3. The Learning Partnership “Welcome to Kindergarten” evenings are scheduled each
spring at each of our elementary schools. Presentations on fine motor skills, reading to
children, speech services and other community support services are available for the
children and families who will be registering their children for the following ECS year. A
bag of books, play dough, paper and crayons are given to each child to explore and
work with over the summer.
4. Spring assessment of ECS students that are struggling. Parts of the Observation
Survey of Early Learning and Phonemic Awareness is given to students who are
struggling so that specific areas of literacy development can be targeted before the
grade one year.
5. ECS timeline has been developed and used as a resource for ECS teachers so that
when ‘red flags’ start to pop up in January/February teachers can perform a 10 minute
screen on students to obtain specific information on literacy development that is useful to
use in CASE management meetings with Reading Recovery Teachers, Academic
Support Teachers, Boost Teachers.
a. Boost Teachers also use this information the following year with these students
in Grade one. It gives them the head start on where to start with these students.
6. Reading Recovery is offered to the bottom 20% of grade one students who are
struggling. This intervention is a 12 – 20 week one-on-one intervention for students who
require extra intervention to get them up to the average band of the class.
7. Boost programming is made available for end of Kindergarten, grade one and early
grade two students who do not qualify for Reading Recovery or who required added
support after Reading Recovery. Leveled Literacy Intervention in small groups is made
available at two of our schools.
Page 17
Goal Two: Success for every student
Outcome: 2.1 Students achieve student learning outcomes.
Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015 2016
Overall percentage of students who
achieved the acceptable standard
79.3 78.3 72.0 69.5 74.4 75.0
on diploma examinations (overall
results).
Low
Maintained
Issue 85.0 86.0 87.0
Overall percentage of students who
achieved the standard of excellence
13.6 10.2
results).
Low
Maintained
Issue 10.5 12.5 15.0
Performance Measure
9.9
6.2
9.9 9.5
Target
Evaluation
2008 2009 2010 2011 2012 2013 Achievement Improvement
Targets
Overall
High School Completion Rate Percentage of students who
completed high school within
three years of entering Grade
10.
52.0 54.7 65.3 57.8 63.2 60.0
Intermediate
Improved
Good
Drop Out Rate - annual dropout
rate of students aged 14 to 18
8.6
Intermediate
Maintained
Acceptable
High school to post-secondary
transition rate of students within
six years of entering Grade 10.
47.1 49.1 45.8 39.8 44.1 42.5
Low
Maintained
Issue
Percentage of Grade 12
students eligible for a Rutherford 39.7 38.7 46.6 44.3 48.2 46.0
Scholarship.
Low
Improved
Percentage of students writing
four or more diploma exams
within three years of entering
Grade 10.
Low
Maintained
5.9
5.4
4.1
4.7
35.1 36.9 44.2 34.6 40.1 37.5
2014 2015 2016
46.0 49.5 52.5
Acceptable 48.0 50.0 52.5
Issue
42.0 45.0 50.0
Comment on Results
At the high school level, we have had a series of incidents over the past two years that led to the need to address the social issues first at the
Composite High School. With time passing and support structures in place for over a year, we anticipate that these will have less impact upon
student learning in the building.
We met or exceeded 4 of the 6 areas we had targeted last year for improvement. As a result, we know that analyzing information and
ensuring we focus on identified student needs can have a positive impact upon the classrooms in the district.
Strategies
 Data Day to analyze results was held on October 11th at all sites; this analysis specifically looked at areas where
our students failed to meet specific outcomes. The analysis was done as by large groups of teachers so the
entire school knew where the students achieved.
 PD focused on helping struggling adolescent readers in content area reading for grade 7-12 teachers is in place
along with focused grade 7-12 Math and Science PD focused on student learning needs (identified as a
concern area through analysis).
 Review and refocusing of the Professional Learning Community model so that it addresses looking carefully at
data to determine student learning needs and ensuring these are addressed in this learning time.
 Workshops sponsored by Alberta Education are being offered to High School (HS) teachers to provide them
professional development on assisting students with having success on the exams.
 Continued work on High School flexibility is bearing success; the dropout rate has declined with over 100 students
served by the Student Success program that operates out of the Bridge Network.
 The Math department at the COMP is actively engaged in a project working with the Alberta Assessment Consortium
with a focus on enhancing mathematical thinking in their classrooms.
 Increased cooperation between the system outreach program and the COMP should also make transitioning between
the two locations more seamless.
 Increased focus on student program planning and communication between the junior high schools and the HS should
also assist in addressing student programming for success.
 Increased connection between the data gathered and analyzed and teacher Professional Learning Community work
with outcomes that address the needs identified in the data analysis done at the beginning of the school year.
 Focus on CASE management and “putting faces to the data” will provide “just in time” intervention to address students
who may be falling through the cracks.
Page 18
Notes:
1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights
are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts
30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30. The percentages achieving the acceptable
standard include the percentages achieving the standard of excellence.
2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade
10 students who are tracked over time.
3. Please note that the rules for Rutherford Scholarships changed in 2008, which increased the number of students eligible for Rutherford
Scholarships. The history for the measure has been re-computed to allow for trends to be identified.
5. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting
trends over time for the province and those school authorities affected by the floods.
Outcome: 2.2 Students demonstrate proficiency in literacy and numeracy.
Performance Measure
Target
Evaluation
Targets
Overall percentage of students in
Grades 3, 6 and 9 who achieved the
acceptable standard on Provincial
75.5 78.4 77.8 75.3 75.0 77.5
Achievement Tests (overall cohort
results).
Low
Declined
Issue 85.0 85.0 87.0
Overall percentage of students in
Grades 3, 6 and 9 who achieved the
standard of excellence on Provincial 13.2 13.7 14.8 14.6 12.4
results).
Low
Declined
Issue 14.0 15.0 15.5
Comment on Results
A renewed focus on the PAT’s began with the enhanced provision of the Data Day to analyze the exams and determine best course of action
(by site) to address identified student learning needs. As well, we had sites work with the Numeracy Coordinator on addressing items they had
identified. While, specific subjects are not noted as the overall performance is reported, we noted increases in achievement in all areas we
specifically identified.
This type of focused work should help us transfer this learning to other sites and subjects over the next year.
Strategies
 Data Day to analyze results was held on October 11th at all sites; this analysis specifically looked at areas where
our students failed to meet specific outcomes. The analysis was done as by large groups of teachers so the
entire school knew where the students achieved.
 “Boost” program support being provided to sites with more intense needs showed success last year. We have
enhanced Boost programming at identified sites to assist in addressing student learning needs.
 PD focused on helping struggling adolescent readers in content area reading for grade 7-12 teachers began this
past August (identified as a concern area through analysis).
 After-school PD sessions for teachers on specific assessment and instructional strategies (focused on literacy
and numeracy).
 School Based Instructional Coaches have been put into place to provide supports for the teachers in the
system. A specialized mathematics coach to assist teachers in addressing student learning needs in
mathematics is one of these coach positions.
 Review and refocusing of the Professional Learning Community model so that it addresses looking carefully at
data to determine student learning needs and ensuring these are addressed in this learning time. Outcomes
will derive directly from that data.
 Reading Recovery program continued with increased students to be addressed in the coming year.
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of
students enrolled in each course. Courses included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades
3, 6, 9), Français (Grades 3, 6, 9). The percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
3. Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be
used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 19
Outcome: 2.3 Students demonstrate citizenship and entrepreneurship.
Performance Measure
Target
Evaluation
Targets
Overall
Percentage of teachers, parents
and students who are satisfied
that students model the
74.5 74.4 75.1 74.9 76.8
characteristics of active
citizenship.
Intermediate
Improved
Good
Percentage of teachers and
parents who agree that students
are taught attitudes and
72.5 73.1 76.6 72.9 74.5
behaviours that will make them
successful at work when they
finish school.
Intermediate
Maintained
Acceptable
2014 2015 2016
Comment on Results
While we are pleased that the system is having some success in this area, we are continuing to plan for enhanced results in this area.
Strategies

Continue work with student leadership at the HS level; continue to be supportive of schools offering Leadership classes as
options across all grades.

Continue to communicate successes to the stakeholder groups; enhancing communication to the home from the school
should also assist in this area.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Outcome: 2.4 The achievement gap between First Nations, Métis and Inuit (FNMI) students
and all other students is eliminated.
(Results and evaluations for FNMI measures are required for Public/Separate/Francophone School
Authorities only)
Performance Measure
Target
Evaluation
Targets
Overall percentage of selfidentified FNMI students in Grades
3, 6 and 9 who achieved the
63.8 60.9 55.6 60.9 57.4 63.5
acceptable standard on Provincial
results).
Very Low
Maintained
Concern 65.0 70.0
72.5
Overall percentage of selfidentified FNMI students in Grades
3, 6 and 9 who achieved the
standard of excellence on
Provincial Achievement Tests
(overall cohort results).
7.7
Very Low
Maintained
Concern 11.0 12.0
14.0
Overall percentage of selfidentified FNMI students who
achieved the acceptable standard
results).
85.3 76.1 63.8 61.4 74.4 72.5
Low
Maintained
Overall percentage of selfidentified FNMI students who
achieved the standard of
excellence on diploma
examinations (overall results).
8.8
Very Low
Declined
3.9
8.5
5.1
7.5
7.0
3.4
6.5 10.0
2.4 7.5
Issue
77.0 85.0
Concern 8.0
10.0
85.0
12.5
Page 20
Performance Measure
Target
Evaluation
High School Completion Rate Percentage of self-identified
FNMI students who completed
34.6 22.7 42.5 35.0 45.1 38.5
high school within three years of
entering Grade 10.
Targets
Overall
Very Low
Improved
Issue
Low
Improved
Acceptable
2014 2015 2016
50.0 55.0
70.0
Drop Out Rate - annual dropout
rate of self-identified FNMI
students aged 14 to 18
15.7
9.8
High school to post-secondary
transition rate of self-identified
FNMI students within six years
of entering Grade 10.
3.4
29.6 16.8 31.5 26.1 32.5
Very Low
Maintained
Concern
35.0 39.0
40.0
Percentage of Grade 12 selfidentified FNMI students eligible 21.2 20.8 28.4 27.7 34.4 30.0
for a Rutherford Scholarship.
Very Low
Improved
Issue
37.5 42.5
50.0
Percentage of self-identified
FNMI students writing four or
more diploma exams within
three years of entering Grade
10.
Very Low
Maintained
Concern
25.0 29.0
31.0
15.2 9.6
7.7
20.6 12.4 32.4 19.1 18.8 23.0
Comment on Results
We are committed to engaging the FNMI student and community over the next three years. The Student Success program and increased
cooperation between the Bridge Outreach and the Composite HS should also help in this area.
We are pleased with the increased number of students who achieved the acceptable standard on diploma exams along with increased
completion rates, increased eligibility for Rutherford scholarships and a decreased dropout rate.
We are utilizing the FNMI staff and Student Services staff to assist in ensuring more FNMI students experience success in GPPSD.
Strategies




District/school data days focused on analyzing a wide range of data will provide sites more useful and usable information
meant to address student learning for all, including a specific focus on the needs of FNMI learners.
The Student Services Assistant Superintendent is engaged in enhancing the services we provide all learners including
the specific needs of FNMI learners.
GPPSD staff provided opportunities in February 2013 to learn more about the needs of FNMI learners at a Professional
Learning day focused on the FNMI learner in GPPSD.
Professional development opportunities focused on literacy and numeracy needs as well as addressing the needs of
reluctant readers/learners planned for this year and the next two will assist teachers in addressing the range of needs of
all learners.
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of
students enrolled in each course. Courses included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades
3, 6, 9), Français (Grades 3, 6, 9). The percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights
are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts
30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30. The percentages achieving the acceptable
standard include the percentages achieving the standard of excellence.
3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade
10 students who are tracked over time.
4. Please note that the rules for Rutherford Scholarships changed in 2008, which increased the number of students eligible for Rutherford
Scholarships. The history for the measure has been re-computed to allow for trends to be identified.
6. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013.
Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 21
Page 22
Goal Three: Quality teaching and school leadership
Outcome: 3.1 Teacher preparation and professional growth focus on the competencies needed
to help students learn. Effective learning and teaching is achieved through
collaborative leadership.
Performance Measure
Target
Evaluation
Targets
and students satisfied with the
opportunity for students to receive a
79.8 79.9 81.4 79.6 79.4
broad program of studies including
fine arts, career, technology, and
health and physical education.
High
Maintained
Good
Comment on Results
Strategies
District support of innovative programming choices continues to provide students an opportunity for them to explore their “passion”
and experience success. District music, District “programs of choice” including a Christian School, Edge Sports and Dance, and
French Immersion program sites provide students and families a broad range of programs.
Page 23
Goal Four: Engaged and effective governance
Outcome: 4.1 The education system demonstrates collaboration and engagement.
Performance Measure
Percentage of teachers and
parents satisfied with parental
involvement in decisions about
their child's education.
Target
Evaluation
75.9 75.0 75.2 74.7 73.3
and students satisfied with the
86.4 87.6 87.5 86.1 87.2
overall quality of basic
education.
Targets
Overall
2014 2015 2016
75.5 77.5 81.0
Low
Maintained
Issue
Intermediate
Maintained
Acceptable
Comment on Results
The involvement question is one we are determined to address over the coming year. A renewed focus on leadership development in the
system as well as a renewed focus on student centered professional development opportunities should clearly demonstrate the belief in the
system that all students succeed through the efforts of the collective leadership of the jurisdiction and its employees.
Strategies

Enhanced communication between the District and community and between schools and the community may assist in this
area.

Parents need to clearly see the connection between decision-making and educational rationale.

Thoughtstream surveying of staff, students and parents, will continue in the coming year to engage the community more
and support programming decisions around Charles Spencer High and Grande Prairie Composite. As well, this will assist
in clarifying programming decisions in the junior high/middle schools.
Outcome: 4.2 Students and communities have access to safe and healthy learning
environments.
Performance Measure
Target
Evaluation
Targets
Overall
Percentage of teacher, parent
and student agreement that:
students are safe at school, are
learning the importance of
83.9 83.6 84.0 84.7 83.7
caring for others, are learning
respect for others and are
treated fairly in school.
Intermediate
Maintained
Acceptable
and students indicating that
their school and schools in their
76.5 75.0 82.2 78.5 75.9
jurisdiction have improved or
stayed the same the last three
years.
Intermediate
Declined
Significantly
Issue
2014 2015 2016
78.5 82.0 88.0
Comment on Results
We will continue to work at addressing the perception in the community. Our high school completion rates are up, our dropout rates are down,
our number of students writing 3+ diploma exams and the percentage of students who qualify for Rutherford Scholarships are up. The
absence of “areas of concern” (red) on the system chart for the first time in a number of years indicates that we are improving.
Strategies

We will communicate system plans and successes more regularly to the public as this should assist in the public
belief about the quality of the school system.

As part of the planning process and focus on our accepted practices, we believe that the parent’s level of
satisfaction will increase as our focus on having all students succeed addresses the learning needs of all of our
students.

We will communicate system successes to our teachers and staff members so they also clearly understand
change is bringing good things because of their efforts.

In recognizing that teacher/student relationships are paramount to success, the District will investigate ways to
recognize and accommodate staff who are willing to participate in extracurricular activities.

The Board will continue to advocate for appropriate adequate facilities to reflect the learning needs of the
growing student population to optimize student learning.
Page 24
A. Summary of Financial Results: 2012-2013
I.
Accumulated Surplus and Reserves
There are three main areas for reserves controlled by the Board of Education:
unrestricted reserves ($417,315), internally-restricted operating reserves ($6,705,965),
and capital reserves ($1,391,925).
Accumulated Surplus
Total accumulated surplus represents the full equity position of the school district, after
netting all net financial assets and non-financial assets. For the year ending August 31,
2013, the District recorded an increase of $2,445,272 in accumulated surplus, primarily
in the area of operating reserves. Most other reserves remained unchanged from the
previous year.
Year End Operating Surplus
Allocated to:
Increase to Restricted Operating Reserves
Increase to Capital Vehicle Reserves
Increase to Capital Unsupported Facilities
Reserves
Increase to Investment in Tangible Capital
Assets
Reduction in Unrestricted Surplus
$2,445,272
2,933,113
30,000
77,251
22,747
(617,839)
$2,445,272
Unrestricted Surplus
Unrestricted surplus help the Board of Trustees operate the organization in several
ways: manage cash flow (due to timing of Government funding and expenditures),
second to manage external risk to the organization from enrolments, funding and other
factors, and third to manage internal risk on unanticipated costs without impacting inyear commitments to budget centres. At minimum for an organization our size, an
unrestricted surplus should be at least $1,500,000 if not higher. For the year ending
August 31, 2013, our unrestricted reserves are $417,315 representing 0.45% of our
district budget, or 1-2 days of operation.
Restricted Operating Reserves
Restricted operating reserves are funds established for a purpose and represent future
commitments. All funds are Board established and range from school reserves to
specific-purpose reserves.
For the year ending 2012-13, the basic breakdown of restricted operating reserves is as
follows:
Page 25
New School Implementation (Goal is $2.6M)
Unsupported Building Planning
School and Education Reserves
School Generated Funds Reserves
$2,100,000
1,914,000
2,044,218
647,747
$6,705,965
Capital Reserves
Capital reserves of $1,391,925 are held for the purposes of future capital needs, and are
typically funded through amortization of assets not supported by the Government
(evergreening) or unspent administration expenses.
The two areas of planning are $1,228,962 for non-supported building planning and
$162,963 for equipment and transportation vehicle planning.
II.
Statement of Revenues and Expenses
From the “Statement of Operations” there was an excess of revenues over expenses of
$2,445,272. As detailed in the reserve discussion, the amount is from allocated dollars
to schools and education programming that was unspent. The amount represents 2.6%
to the budget of the District and is not considered a significant amount to the overall
budget.
Revenues to the prior year increased $9,736,011 or 11.8% largely from enrolment
increases and grant increases.
For the 2012-13 budget, significant variances to budgeted revenues include increases in
early childhood learning supports ($785,000), inclusive education supports ($1,100,000),
and transportation ($190,000). Other revenue variances are part of the normal
fluctuations that can be expected to occur or from accounting inclusions of amounts that
are budget-neutral (increase in revenues is matched with a corresponding increase in
expenditures).
2012 - 2013 Summary of Allocation by Program
ECS to
Grade 12
Instruction
76.1%
External
Services
2.7%
Operations
& Maint. of
Facilities
15.8%
Board &
System
Admin
3.3%
ECS - Grade 12 Instruction
Operations & Maintenance of Facilities
Transportation
Board & System Administration
External Services
$68,403,780
14,243,500
1,931,420
2,975,241
2,390,844
$89,944,785
Transport.
2.1%
Page 26
2012-13 Summary of Revenues by Funding Source
2012-13 Summary of Expenditures by Object
Alberta
Education
92.8%
Other
Government
of Alberta
0.7%
Teacher
Salaries &
Benefits
57.6%
Support Staff
Salaries &
Benefits
18.9%
Other School
Authorities
0.5%
Amortization
of Capital
Allocations
0.4%
Services,
Fees,Rentals
and Other
4.3%
Fundraising
and
Donations
1.3%
Alberta Education
Other Government of Alberta
Other School Authorities
Fees, Services, Rentals, Other
Fundraising and Donations
Amortization of Capital Allocations
$85,722,728
597,067
476,157
3,997,662
1,188,135
408,308
Capital
Debt Interest
0.2%
Capital Asset
Amortization
3.8%
Teacher Salaries & Benefits
Support Staff Salaries & Benefits
Services, Contracts and Supplies
Amortization of Capital Assets
Interest on Capital Debt
Services,
Contracts and
Supplies
19.5%
$51,776,094
16,988,411
17,513,413
3,463,605
203,262
$89,944,785
$92,390,057
Generally budget variances for expenditures were a product of differences in enrolment
projections, where schools often budget enrolments conservatively, or increases in spending
consistent with increases in revenues. In almost all cases schools have a positive reserve
position, allowing schools to adjust to changing and unexpected needs or future planning.
III.
School Generated Funds
Schools received and fundraised for school generated funds during the year. A total of
$953,059 (net of direct costs) was generated from these activities which were used for
extra-curricular activities, field trips, and other student activities, with actual expenditures
incurred of $1,046,701.
The balance of restricted operating reserves for school generated funds that remained at
year end for school uses is $647,747. This amount allows schools to work on school
projects relating to student activities from year to year. Information on specific sources
and uses of school generated funds can be obtained in the notes of the audited financial
statements.
IV.
Further Information
The Grande Prairie Public School District’s Audited Financial Statement and the
Unaudited Schedules can be viewed in their entirety at www.gppsd.ab.ca. The web link
to all school jurisdiction financial reports, which provides comparative data, is located at
www.education.alberta.ca/admin/funding/audited.aspx.
Page 27
B. Budget 2013-14
Changes for 2013-14
The school district is fully dependent on the support of the Alberta Government to provide
education services and the capacity to address increasing costs. The District continues
to grow and, as a result, the positives are increased staffing and more funding.
For 2013-14, Inclusive Education and Class Size Funding rates increased by 2%, all
other funding rates including Base Instruction remained the same as for 2012/2013.
School Year (Sept. 30)
(Total Student Numbers)
2009
2010
2011
2012
2013
Grande Prairie Public School
District Total
6,469
6,775
7,211
7,631
7,993
4.7%
6.4%
5.8%
4.7%
Student Percentage Increase
2013 - 2014 Budget - Summary of Allocation by Program
ECS to
Grade 12
Instruction
80.9%
Board &
System
Admin
3.2%
Operations
& Maint. of
Facilities
13.3%
ECS - Grade 12 Instruction
Operations & Maintenance of Facilities
Transportation
Board & System Administration
$77,925,487
13,462,166
1,984,634
2,448,924
$95,821,211
Transport.
2.6%
Page 28
2013-14 Budget - Summary of Revenues by Funding Source
2013-14 Budget-Summary of Expenditures by Object
Government
of Alberta
89.1%
Teacher
Salaries &
Benefits
56.0%
Support Staff
Salaries &
Benefits
18.5%
Other School
Authorities
0.9%
Sales
Services &
Expense
Recoveries
2.0%
School
Operating
Contingency
Reserves
0.9%
Amortization
of Capital
Allocations
3.5%
Fundraising
& Donations
1.6%
Fees
2.0%
Government of Alberta
$85,342,393
Other School Authorities
816,000
Sales Services & Expense Recoveries
1,918,250
Fees
1,953,779
Fundraising & Donations
1,576,091
Amortization of Capital Allocations
3,367,099
School Operating Contingency Reserves 847,599
Transfers to
School
Contingencies
0.03%
Interest on
Capital Debt
0.2%
Amortization
of Capital
Assets
3.6%
Teacher Salaries & Benefits
Support Staff Salaries & Benefits
Services, Contracts and Supplies
Amortization of Capital Assets
Interest on Capital Debt
Transfers to Contingencies and Reserves
Services,
Contracts and
Supplies
21.7%
$53,686,455
17,670,574
20,809,832
3,444,350
180,000
30,000
$95,821,211
$95,821,211
Further Information
The Grande Prairie Public School District’s budget’s reports and summaries can be
viewed in their entirety at www.gppsd.ab.ca.
The web link to all school jurisdiction financial reports, which provides comparative data,
is located at www.education.alberta.ca/admin/funding/audited.aspx.
Page 29
C. Education Facilities Plan and Highlights of Education Facilities
BACKGROUND
The Grande Prairie Public School District continues to experience significant enrollment growth
as the community itself continues to grow. The GPPSD Board and community appreciates the
Government’s response to our education needs with the completion of Charles Spencer High
School in September 2014 and Isabel Campbell School K to 8 opening in September 2016.
Concerns remain however, available instructional space for students identified in previous
capital plans continue to exist, and are addressed in this current version of the plan. Our Plan is
built on two pillars:
First, our modular submission submitted on November 30th 2013 must be linked to our capital
plan as they both are focused on meeting the base learning space needs of our students for the
immediate term but must transition into our strategic vision for the future . Our Jurisdiction has
over 20% or almost 2000 students in modular for meet their program needs. The Jurisdiction is
still at 100% utilization with some schools over that level. In fact our ability to physically more
sites on our school properties is now constrained. Our needs can’t be supported by modular for
the immediate and especially the long term. This must be part of both of our planning
processes.
Secondly, a 2010/2011 Value Management Scoping Report’s Recommendations, involving
stakeholders from Alberta Education, Alberta Infrastructure, GPPSD, and representatives from
the construction industry continues to be used as the second pillar. The core strategies
identified and more importantly the recommendations at that time to address GPPSD space
issues remain at the core of this plan, with specific modifications made to address neighborhood
demographics, continued space pressures in some south sector schools, and ultimately to
address needs in all District schools. For example our Capital Plan contains a request for a new
Composite High School and relocating our French Immersion students as recommended by that
report.
We need our number 1 priority of one new school in Riverstone and two
modernizations/additions to meet the student enrolment growth of one of the fastest growing
communities in the Province. We are in fact growing at 400 to 500 students a year which is
equivalent to a new school per year. The plan overview is provided below and the details are
attached for your review
PLAN OVERVIEW
The 2014 – 2017 Capital Plan addresses both District growth and specific pressures that exist.
The highlights of this plan are through the identification of 3 top priorities. They are referenced
in detail in the attached table and provided below in summary form.
Priority 1: Our number 1 priority is listed as 3 projects as they are all needed simultaneously to
meet the specific pressures facing the south and east quadrants of the City. The following table
outlines the projects, associated costs and enrolment capacities of each school.
School
Riverstone North
Montrose
Aspen Grove
Total
Grades
K–8
K–8
K–8
Cost
$21.25M
$8.0M
$8.0M
$37.25M
Capacity Students
750 Core Modular
750 Core Modular
700 Core Modular
Page 30
Priority 2:
We have identified a new K to 8 school in North West Grande Prairie. It has been part of
previous capital submissions, and is also a recommendation coming from the Value
Management Scoping Report in 2010/2011. Grande Prairie City is consistently one of the
fastest growing communities in the province and this is even more of an issue in the North West
sector of the city. We are growing at a school a year and modulars alone are not the answer.
Priority 3:
We have consistently identified a replacement or new High School for Grande Prairie
Composite High in west-central Grande Prairie. This has become more critical as we may face a
heat system breakdown of that school in 2014. We have used our limited Infrastructure and
Maintenance funding (IMR) from the province to purchase an emergency boiler. As the current
building was built in the 1950’s and part contains Asbestos materials, we have increased its
priority listing to number 3 and are requesting a replacement school rather a modernization. The
placement of the school would be in the growing North West part of the city and it would be our
intention to partner with the Grande Prairie College on programing and teacher training. This
request is also in keeping with the Value Management Scoping Report back in 2010/2011.
In essence, this plan consists of (in chronological order, refer to attached plan for priorities):
2014/17 – 3 YEAR CAPITAL PLAN
November 2013
Identified Project
Priority
New School – Riverstone North Public School K - 8
South East Quadrant – K - 8 Elementary
Planning Period:
2014 – 2015 School year
Opening Date:
September 2016
Accommodate Increasing Enrolment
Capacity:
750 Core Modular
Total Budget:
$ 21,250,000
1
Modernization/Addition – Montrose French Immersion Center K - 8
French Immersion K – 8 Redeployment
Planning Period:
Opening Date:
September 2016
Accommodation Increasing Enrolment
Capacity:
750
Total Budget:
$ 8,000,000
1
Modernization/ Addition – Aspen Grove School K - 8
English K - 8 Redeployment
Planning Period:
Opening Date:
September 2016
Capacity:
700
Total Budget:
$ 8,000,000
1
Page 31
New School – Royal Oaks Public School K - 8
North West Quadrant – K - 8 Core Modular
Planning Period:
Opening Date:
September 2017
Capacity:
600
Total Budget:
$17,000,000
2
Replacement – Composite High School 9 - 12
Modernize Skills CTS Labs Centre – Composite High School 9-12
Planning Period:
Opening Date:
September 2018
Capacity:
1,800
Total Budget:
$ 80,000,000
3
Permanent Addition – CKC site (New School) High School 9 - 12
Two story addition and modular classrooms
Planning Period:
September 2014 - 16
Opening Date:
September 2016
Capacity:
400
4
Total Budget:
$ 10,500,000
Modernization – Parkside Elementary School
`
English Preschool – Early Learning Programs Redeployment
Planning Period:
Opening Date:
September 2018
Capacity:
400
Total Budget:
$ 1,200,000
5
Permanent Addition – Alexander Forbes School K - 8
Replace 20 modular classrooms - permanent addition
Planning Period:
Opening Date:
January 2020
Capacity:
750
Total Budget:
$ 7,150,000
6
Lease – 2012 Portables (Derek Taylor and Parkside)
2013: 7 portable classrooms
$ 500,000 (Setup Costs)
2012/13
$ 160,000
2013/14
$ 160,000
2014/15
$ 160,000
Government Commitment
not met
Fund or replace with
Modus units
Lease – Grande Prairie Christian School
Continue annual Lease funding
$ 397,937
Continue Required
Support
Lease – Grande Prairie Christian School – Additional Area
Additional funding to support $ 124,015 (Outstanding for 3 years)
school expansion (926 m2)
Government Commitment
not met
Lease – GE Capital Portables
25 portable classrooms
$524,965
Various schools continued until 2014
Continue Required
Support
TOTAL 3-YEAR CAPITAL PLAN
$ 155,126,917
Page 32
D. Transportation Services
The Grande Prairie Public School District receives funding to provide transportation for
students to and from their home and nearest school. Students and parents have the
ability to pay fees to a school of choice, provided the bus is not re-routed and the
students meet the bus at an existing stop.
All transportation services are contracted to First
Student Canada, one of the largest school bus
transportation companies in Canada. The Grande
Prairie Public School District runs cooperative bussing
with the local separate school board.
In total, the District has twenty-four (24) regular routes
and four (4) special needs routes that run at least twice
daily (morning and afternoon). For the Grande Prairie Public School District, First
Student transports over 2,000 students each day representing approximately 30% of
our students.
School buses in Grande Prairie travel a total of approximately 2,125 kilometres each
day or over 400,000 kilometres over ten months. This represents a single bus traveling
around the world ten times each year!
To enhance safety with our students, the Transportation Department introduced a
student tracking system. Zonar is designed to track and monitor student ridership in a
safe and non-intrusive way by using a Radio Frequency Identification Device (RFID)
bus pass. By scanning their unique bus pass the District and parents know if, when, and
where a student got on or off the bus. This accounts for a significant portion of phone
calls parents make to schools and is information that our District needs to know.
The Zonar GPS tracking will also help the District with some of the more common
busing issues by tracking:
1.
2.
3.
4.
How many students are riding the bus in total for billing purposes;
How many students are on a single bus for overcrowding;
How long students are on the bus to know the length of the bus rides; and
When the buses arrive to pick up students from their stops and drop off/pickup at
the school for late buses.
Now student ridership can be monitored in a safe and non-intrusive way. Parents and
school officials can have answers easily, immediately and cost-effectively with the
Zonar student tracking system. GPPSD is one of the few Districts in the province to
implement this system that has a small cost of operation but a large impact in safety
and reporting for our students and District.
Page 33
Page 34

Grande Prairie Public School District #2357 Three Year Education Plan and Annual

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