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School District 28, Quesnel
Planning Information
(don't use) District Languages Department
School History
District Curriculum & Support Services Teams
2002/2003
Budget Submission
Last Updated: 2002 March 28
District Curriculum Support Team
Introduction
The District Curriculum Support Team is comprised of educators with responsibilities in a variety of growth plan areas. This team has been established for nine years. While keeping in mind the District Vision, Mission, Values, Goals and Accountability Plan, School Growth Plans and Ministry of Education Initiatives, the team works with schools and the community to help improve learning for all students.
Beliefs, Mission, Vision, Values, and Goals
The members of the Curriculum Support Team believe that they can initiate and support lasting educational change in the district and that a “shared leadership” approach with schools is most effective. The team sees this “support” and “approach” as being consistent with the District vision, mission, values and beliefs.
The Curriculum Support Team mission is to support staff with district responsibilities as they strive to support schools, teachers, and students and their Growth Plans and implement the District Accountability Contract.
Growth Plan Areas and Budget Document Index
Please note that in many of the areas listed below and throughout this document, the total budgets include both District operating budgets and Ministry grants. When Ministry grants are being discontinued, operating budgets will have to be increased to make up the difference.
Growth Plan Areas District Curriculum Team Members Budget
+ or - Page
Aboriginal Education Keith Spencer, Principal -20 436 6
Career Programs & Work Experience Ed Coleman, District Coordinator Same 10
Continuing & Adult Education and Helen Dixon Centre Ed Coleman
Note: there are other critical needs in this section, see page 15. +34 175 13
Computer & Information Technology Mark Ekelund, District Computer Coordinator Same 16
District Support Services Team Sue Ellen Miller, District Principal +142 000 18
Learning Resources and Libraries Ed Coleman and Mark Ekelund -20 000 23
Languages Eileen Jensen, District Languages Coordinator Same 27
Projects—School Growth Plans (Literacy, Numeracy, Social Responsibility (including EBS) and Aboriginal Student Success) Gary Graf, Director of Instruction +31 586 2
Projects—Literacy Sue-Ellen Miller +83 000 2
Projects—Electronic Learning Gary Graf, Mark Ekelund and Ed Coleman +65 000 2
Teacher Staffing--District As A Whole (enrollment decrease) Gary Graf -425 000 2
Other Significant Budget Issues
 Provincial Education Initiatives (PEI) Grant has been discontinued. ($65 000—Early School Success, Special Education, Education Technology, Designated Curriculum, Safe Schools & EBS)
 Ministry Regional Plan funds have been discontinued. ($10 000—Literacy, Numeracy, Social Responsibility, Aboriginal Success, Computer Technology)
 Equipment Replacement, Photocopiers and Equipment Repair—that 2001/2002 Budget Levels be maintained and additional planning be in place for large photocopier replacement.
 Special Education Contracts and Grants—a number of contracts and grants are in jeopardy and create critical budget planning issues for Special Education.
2002/2003 Budget Assumptions and Guiding Principles
This budget submission is based upon the reality that funding continues to be in short supply, that present program areas have value and need to be continued, and that increases are only requested when there is an urgent necessity.
A broad set of guiding principles has evolved over the past nine years in consultation with a broadly representative group of educators. These guiding principles for budget allocations are:
 support schools and school based decision making;
 recognize that programs implemented and commenced in the past four years are the focus for the allocation of funds for 02/03;
 recognize that teachers are central to effective curricular reform and that other educators, support staff and additional resources are required to make implementation strategies work effectively;
 that all allocations of funds should be conducted in a fair and equitable fashion;
 that curriculum implementation requires collaboration amongst all partners.
Alignment with School Growth Plans
The Curriculum Team sets its goals within the context of School Growth Plans, the Aboriginal Improvement Agreement (draft), and the District Accountability Agreement with the Ministry.
Goals
The Curriculum Team has two “Team Goals” listed below.
Team Goals
1. Support the annual growth plan cycle in every school by assisting with the design, development, reporting, and revising of school growth plans.
 Measure: annual survey of school growth plan committees.
 Target: 100% of our school growth plan committees report that the Team has supported them.
2. Support individual members of the team and to work towards interdependence.
 Measure: Monthly “round table” reviews.
 Target: All Team members sharing issues with the Team monthly.
Measures, Targets, Results
The Curriculum Team measures its effectiveness using student achievement results. These results are generally reported in School Annual Reports, the Aboriginal Education Annual Reports, and individual departmental reports. The Team may also use survey data as an additional measure.
District As a Whole Teacher Staffing
Teacher staffing has been allocated based upon the enrolment projections of a decline of approximately 160 students.
Based upon the existing methodology for allocating teachers to schools, the number of teachers could be reduced by at least 6 FTE.
Also, it may be possible to achieve further reductions, once the actual enrolments become known. This could be achieved, as in the past, by delaying staffing decisions where there are very small classes that can be collapsed or combined.
Further reallocation and potential reduction of staff could also occur if there are school closures or if adjustments are made to staffing formulae.
Distributed Electronic Learning—Student/Teacher Support: $65 000. The School District is now in a position to begin to offer a delivery option. This option could supplement regular classroom instruction as well as offering additional learning opportunities in the form of remediation and enrichment.
This option could also become a “choice” option that would have suitability for some home schoolers, rural and more remote students, and for students who are more successful with a less traditional and more independent learning environment.
School Growth Plan Support
School Growth Plans have been supported with funds specified for “accreditation” by the Ministry. This year, these funds will not be available to schools beyond the funding provided for Parkland and Kersley for “Year 2” of their Growth Plan.
It is suggested that funds be budgeted to support Schools in the implementation of school growth plans. The previous funding levels have been established according to these five year guidelines. For the purposes of the budget process, these guidelines have been calculated to be an annual amount. Measures, targets, and results would be reflected in school annual reports.
School
As Per Past Practice
Allocation per Student in $ FTE Five Year Total $ Total
(Annual)
Ecole Baker 328 9 840
Barlow Creek 139 5 500
Bouchie Lake 219 7 500
Carson 157 6 500
Dragon Lake 273 8 500
Kersley 101 5 500
Lakeview 280 8 500
Narcosli Creek 11 1 500
Nazko 54 3 500
Parkland 135 5 500
Red Bluff 253 8 500
Richbar 35 2 500
Riverview 152 6 500
Voyageur 236 7 500
Wells 13 1 500
West Fraser 126 5 500
Correlieu 724 21 720
Maple Drive Jr. Secondary 379 11 370
Quesnel Secondary 786 23 580
McNaughton 103 5 500
Five Year Total One Year Average
Totals 157 930 31 586
Five Year Allocation Formula Grid
Enrolment FTE Funding $$$
0-25 1500
26-50 2500
51-75 3500
76-100 4500
101-150 5500
151-200 6500
201-250 7500
251-283 8500
284-1000 $30/FTE
Aboriginal Education
Principal: Keith Spencer
Funding Areas: Ministry of Education Aboriginal Targeted Funds
Introduction
Aboriginal Education in School District #28 continues to grow through the continued support of educators, support Staff, community Partners, and the Aboriginal Education Council and Board of Trustees.
Vision
All students of First Nations ancestry will experience an education that inspires a love for learning and pride in oneself and community.
Goal
To ensure that Aboriginal students achieve at least the same social and academic success as the general student population, and to honour and actively support the revitalization of the histories, cultures, governance and languages of the First Nations whose traditional and adopted territories are served by School District No. 28.
Alignment With School Growth Plans
*A Comprehensive Improvement Plan developed by the Aboriginal Education Council and School District No. 28 aligns School Growth Plan Goals for Aboriginal Education with the goals and measures as detailed in the Aboriginal Education Improvement Agreement. * under development
Measures, Targets, Strategies, and Results Overview
 Goal is to improve student social and academic success
 Target is to improve the success of Aboriginal students in comparison to the general student population by increments of 2% per year.
 Target areas for improvement are:
Academic
- Dogwood completion rates
- Government exam results
- Opportunities to culturally relevant curriculum
- Early Literacy; Kindergarten to Grade 3 level
- Intermediate Literacy and Numeracy; Grades 4 to 10
- Participation and Success rates in Mathematics Grade 11 and English 11
- Reduction in the number of students of First Nations ancestry in courses or programs designed for academically weak students.
Social
- Attendance
- Retention rates
- Suspension exclusion rates
- Building and maintaining relationships between school personnel and adult family members / guardians / community.
- Student self-worth and respect
 Measures of student success will be compared to existing, and yet-to-be established, baseline data to determine progress toward each target area.
 Established student success measures are:
- Dogwood Completion data computed by the Ministry of Education will be used.
- Government exam results as reported by the Ministry of Education.
- Intermediate Literacy and Numeracy; the District will track the proportion of Aboriginal students meeting grade level expectations in reading, writing, and numeracy (grades 4, 7, and 10).
 Yet-to-be established student success measures are:
- Participation and Success Rates in Mathematics 11 and English 11.
- Primary Literacy (k – 3) will be tracked annually.
- Incidences of classroom teacher, cultural teacher, and community resource teachers planned delivery of culturally relevant learning opportunities.
- Proportion of students in courses or programs designed for academically weak students in proportion to non-Aboriginal students. Students on Individual Education Plans (IEP’s), in Locally Developed Work Experience Courses specifically designed for academically weak students; and in Mathematics and English course streams (including locally developed and Career Program courses) which do not lead to provincial exams.
- The average attendance in Elementary and Secondary grades of Aboriginal students in comparison to non-Aboriginal enrollment.
- Retention rates – will be based on the number of students in Grade 4 and the cohort will be charted throughout the grades until that group is eligible to graduate.
- Suspension exclusion rates – will be based on the number of suspensions, including class/course suspensions of grades 7 – 12 Aboriginal students in proportion to non-Aboriginal students.
- Parent / family / community engagement – will be tracked to monitor improved frequency in the number of contacts between teachers and school personnel, and parents/guardians. Engagement of the Aboriginal community in the learning process will be tracked in terms of frequency and duration.
- Self-worth will be tracked using Social Responsibility Performance Standards and, parent and student surveys.
 School and Aboriginal Education Centre activation of selected objectives stated in the Comprehensive Improvement Plan for Aboriginal Education will serve to achieve school, Aboriginal Education Centre, and district goals. The Aboriginal Education Council will review the action plans and approve the allocation of support resources.
Areas of Responsibility
 Student Wellness
 Academic Inclusion
 Social Inclusion
 Curriculum and Resources
 Community Liaison
 Governance
 Leadership
 Aboriginal Language and Culture
2002/2003 Aboriginal Education Strategies
1. To create safe, positive learning environments in our schools for all students and staff.
 Provide social/emotional and academic support services to students.
 First Nations Support Workers and First Nations Youth Care Workers
 Provide Tutor / Study service for high school students
 Advance Aboriginal student organizations “Culture Clubs” in each of the high schools that will promote aboriginal student cultural, social, and academic interests, and provide an Aboriginal student voice on the Aboriginal Education Council.
 Promote co-curricular and extra-curricular functions targeting Aboriginal student interests and needs.
2. To support and enhance relevance and excellence in all curriculum, instruction and assessment activities.
 Achieve equitable education opportunity and success for Aboriginal students by provision of intervention programs designed to enhance critical skills.
 Early Literacy Project – continuation of this initiative
 Increased participation and application of Shared Learnings concepts – all schools
 Continued provision of Aboriginal resource teacher services to support projects and “Shared Learnings” implementation.
3. To improve communication, build trust and develop effective partnerships with all stakeholders within and outside the school district.
 Advance First Nation Support Worker inclusion in the school culture and Aboriginal Education Center decision-making processes, and to support their developmental needs specific to their function in the social/emotional/academic spheres.
 Advance teacher awareness of Aboriginal People, Aboriginal Education issues, and best practices in Aboriginal education.
 Collaborate with teacher professional development team in determining and accessing professional development opportunities pertinent to First Nations education.
 Promote and respond to parental, community, and governance voice in the schooling process.
 Continue to develop, conjointly with the Aboriginal Education Council and communities, a long-term plan for Aboriginal Education in School District No. 28.
 Establish Carrier Language instruction at high school level and continue to support Carrier Language instruction at Nazko school
 Articulate the Carrier Language program scope, sequence, and student assessment.
 Develop Carrier Language teacher and learner resources.
4. To effectively resource for the improvement of our practices in curriculum,
instruction, and assessment with specific attention to technology and learning resources.
 Continue to develop, conjointly with the Aboriginal Education Council, a long-term plan for Aboriginal Education in School District No. 28.
 Continue to develop a district resource centre (at the Aboriginal Education Centre) that will support Aboriginal instruction and professional development.
 Promote the use of existing Aboriginal curriculum resources in the classroom.
 Review and assess, conjointly with the Aboriginal Education Council, the Technology Plan and resource distribution as related to the Aboriginal Education Technology Fund.
2002/2003 Aboriginal Education Budget
Item 2001/2002 2002/2003
Revenue
FTE Allocation
2001/2002 707 Students
2002/2003 791 Students @ 950 $ 771 886 $ 751 450
Increase after ECHO
Accumulated surplus 148 530 56 666
Total Funds (including surplus) 920 416 808 116
Expenses
Administrative 10% 77 189 N/A
Teacher/Principal Salaries/Benefits/TOC 318 648 295 724
Local 2545 Salaries/Benefits/Casual 386 474 414 276
General Supplies and telephone 5 000 9 000
General Operating 25 990 25 000
Projects/Programs/Resources 47 620 59 116
Equipment Replacement 4 000 1 000
Library 5 000 4 000
Total Expenses 869 921 808 116
Unallocated / Surplus 50 495 Nil
Total Funds $ 920 416 $ 808 116
Career Programs, Partnerships and Work Experience
District Coordinator: Ed Coleman
Introduction
The 2002/2003 School Year marks the thirteenth year for Career Programs, Partnerships and Work Experience in School District 28. North Cariboo businesses and organizations have provided outstanding support for thousands of students.
This school year also marks the beginning of Phase III implementation of Career Programs in School District 28. Phase I involved getting a program in place in the District. Phase II involved growth in the program; developing strong links with the community and post secondary; and impacting graduation, post secondary participation, and employment participation results. Phase III involves improving results further and joint development & refinement of curriculum modules with Post Secondary, Industry, Labour and Business.
Vision
School District 28 provides innovative and outstanding career curriculum and work experience opportunities that help students explore and prepare for personally satisfying lives and rewarding employment & post secondary opportunities.
Goal
Provide students with a broad base of opportunities and experiences to help them become aware, to explore, and to prepare for their plans after Grade 12, especially preparing employment and post secondary opportunities.
Alignment With School Growth Plans
See the Career Programs, Partnerships and Work Experience Business Plan.
Measures, Targets and Results Overview
 Full details are available in the Career Programs, Partnerships and Work Experience Business Plan
 Students Served: 550 Grade 11 to 12 Students, and some Grade 9 and 10 Students
 Main Measures: Student Surveys Over a Five Year Period, Ministry of Education Career Development Measures
 Targets: 2% to 5% improvement in various categories
 Main Results Areas: Graduation Rate, Post Secondary Participation Rates, Employment Participation Rates, Employment Insurance Rates, BC Benefits Rates
Areas of Responsibility
 Apprenticeship Program
 Career Centres
 Career Preparation Program
 Locally Developed Courses--Community Input, Evaluation and Improvements
 Mandatory Work Experience Program
 Partnerships: Business, Industry and Community Groups/Organizations/Societies, especially Tourism, Wood Products, Youth Centre, Economic Development Business Retention Program and Chamber of Commerce Employment Certificate
 Post Secondary Articulation and Partnerships, including the North Cariboo Community Campus
 Career & Personal Planning Support--Grades 8 to 12
 Ministry Of Education Work Experience Policy and Legislation Implementation
2002/2003 Career Programs, Partnerships and Work Experience Strategies
1. To create safe, positive learning environments in our schools for all students and staff.
 Maintain Career Centres
 Develop wellness and life planning modules.
2. To support and enhance relevance and excellence in all curriculum, instruction and assessment activities.
 Implement Phase III of the program in School District 28 as outlined in the Business Plan
 Maintain all aspects of Career Programs: Apprenticeship (5 to 10 students) and Career Preparation (550+ students)
 Continue to implement the Aboriginal Education Career Program
 Continue implementation and maintain Mandatory Work Experience (350+ students)
 Refine McNaughton Centre Career Program
3. To improve communication, build trust and develop effective partnerships with all stakeholders within and outside the school district.
 Maintain Tourism and Wood Products Work Experience Projects
 Maintain and foster new partnerships with Business, Industry, Community and Post Secondary
 Maintain and secure new grants to support Career Programs, Partnerships and Work Experience
4. To effectively resource for the improvement of our practices in curriculum,
instruction, and assessment with specific attention to technology and learning resources.
 Support for Career & Personal Planning 8 to 12 courses
 Facilitate improvements and refinements to locally developed courses that are part of Career Programs
 Implement Ministry Of Education Policy and Accountability Plans/Guidelines/Results Issues
2002/2003 Career Programs, Partnerships and Work Experience Budget
Total Revenue Students 2001/2002 2002/2003
Students Served (Grades 11 and 12, as well as some Grade 9 and 10s) 558 558
Total Revenue (Note 1) $525 995 $525 995
Expenses # of Blocks Amount Amount
Local and External Travel 2 467 2 467
Supplies 14 510 14 510
School-based Supplies 15 744 15 744
TOCs/Teacher Site Visits 4 000 4 000
Communications and Phone 2 500 2 500
Career Programs Support Staff Wages 31 683 31 683
Career Programs Support Staff Benefits 6 902 6 902
Partnerships—Community 3 000 3 000
Partnerships—Student 5 000 5 000
Inservice 1 278 1 278
Equipment Replacement (includes Trades) 20 000 20 000
Career Programs Teaching Staff Wages (36 Blocks), (Note 1, Note 2) 339 889 339 889
Career Programs Teaching Staff Benefits 66 088 66 088
Total Expenses $513 061 $513 061
Note 1: Mandatory Work Experience for Non-Career Programs Students is covered by Career and Personal Planning 12 Staffing
Note 2: This figure does not include the 2001/2002 and 2002/2003 2.5% wage increases.
Staffing Details—Programs will vary with student demand and budget constraints.
Multi-School: District Coordinator—Ed Coleman; Wood Products Projects—Multiple Staff; Tourism Project—Multiple Staff; Chamber of Commerce Employment Certificate Program—Multiple Staff; Career Programs Phase III—Multiple Staff
Correlieu: Automotive and Metal Machining & Fabrication—Mark Forsythe; Accounting—Jim Sagert; Construction/Carpentry and Wood Products—Rick Wager; Fine Arts—Bill Vliegenthart; Graphic Arts—Dennis Siemens; Health Services, Industry Technologies, Forestry—Bill Vliegenthart; Human Services—Martha Waldon; Law—Ted McCart; Outdoor Recreation—Mark Forsythe; Performing Arts—Shawn Smith/Chuck Mobley; Recreation & Leisure Management—Marissa Walker; Tourism—Ann Tobin; CSS Career Programs Facilitator—Bill Vliegenthart; Wood Products Project
QSS: Aboriginal Education—Patti Kimpton; Business Education, Marketing—Martin Runge; Computer Technology—Wilma Watkin; Drafting, Design Engineering and Publishing—Dave Reeves; Electronics and Computer Technologies, Construction, Carpentry and EZ Store—Mark Ambery; Entreprenurship—Dave Reeves; Forestry & Resource Management—Dean Bubela; Health and Social Services—Rose Ekelund; Human and Children Services—Val Sanderson; Law—Dan Broderick; Media Journalism—Sue Pelkey; Metal Machining & Fabrication—Les Neufeld; Recreation & Leisure Management—Craig Kitamura; Performing Arts—Anita Henderson; Sciences & Humanities—Fred Rogger; Tourism—Lori Forgarty; Wood Products Manufacturing—Laurie Butler; Apprentice Program—Les Neufeld, QSS Career Programs Facilitator—Lori Fogarty
McNaughton Centre: General Program and Multiple Staff
Continuing & Adult Education
Coordinator: Ed Coleman
Introduction
School District 28 (Quesnel) has had a Continuing & Adult Education School for 38 years. The focus of this school is to provide quality education & training opportunities to its North Cariboo clients. Continuing & Adult Education enhances its services by forming strategic partnerships.
The Continuing & Adult Education School faces major challenges as adult enrollment demand has doubled in the past three years, yet currently we are “capped” at 216 FTE. In addition to this pressure, the College of New Caledonia has experienced severe cutbacks, including in the Adult Education area; this puts additional pressure on our resources. Further additional pressure has now come from massive Provincial cuts to a variety of support agencies for adult and youth, increasing the demand on our resources once more.
Vision
Continuing & Adult Education is an innovative leader in helping North Cariboo clients meet their ongoing and changing education, training, employment, post secondary, career, and personal plans.
Goal
Support over 2800 learners on annual basis in meeting their goals.
Alignment With School Growth Plans
See the Continuing & Adult Education Business Plan
Measures, Targets and Results
Full details are documented in the Continuing and Adult Education Business Plan.
FTE: 216
Clients Served in FTE Programming: 650
Clients Served in all other Programming: 2 200
Measures: Literacy Level Assessments, Letter Grades & Percent, Completion Rates Based on CAE Assessments and Client Self Assessments, Graduation Rates, Client Surveys Over a Five Year Period
Targets: Establish Benchmarks in all data areas, set 2% to 5% improvement targets
Areas of Responsibility
 Helen Dixon Centre Operations
 Adult Upgrading Program
 Adult Dogwood Program
 Community Interest Courses
 Computer Courses
 First Aid Training
 Partnerships with Post Secondary, Other Government and Distance Learning Agencies
 North Cariboo Community Campus
2002/2003 Continuing & Adult Education Strategies
1. To create safe, positive learning environments in our schools for all students and staff.
 Maintain all learning centres.
 Continue with caring, supportive , and safe learning environments.
2. To support and enhance relevance and excellence in all curriculum, instruction and assessment activities.
 Refine and expand community program offerings.
 Improve client results, including social responsibility, academic learning, post secondary participation and employment participation.
 Optimize program delivery in the areas of Dogwood course offering, use of computer assisted instruction software, partnerships and instructor/tutor support for courses.
3. To improve communication, build trust and develop effective partnerships with all stakeholders within and outside the school district.
 Develop consistent instructor contracts and professional development opportunities.
 Implement programs for Young Parents at Uma Yuz Daycare and Clients in Rural Communities—Wells and Nazko.
 Partner in the North Cariboo Community Campus Planning and Implementation Process
4. To effectively resource for the improvement of our practices in curriculum,
instruction, and assessment with specific attention to technology and learning resources.
 Develop a comprehensive marketing and professional development strategy.
 Refine clients services in the areas of assessment, career planning, and results tracking.
2002/2003 Continuing & Adult Education Budget
Revenue 2001/2002 2002/2003
Ministry of Education FTE Allocation (216 FTE capped) $897 826 $897 826
Community Courses 125 000 125 000
Total Revenue 1 022 826 1 022 826
Expenses
District Infrastructure Contribution (includes Board Services, Senior Admin Services, District Coordinator Services, Financial Services, Custodial Services, Maintenance & Grounds Services, Human Resources Services, Resources Services, Utilities—Heat, Light, Garbage, Water, Snow Removal, Capital Facility Services) 324 958 290 783
Upgrading and Dogwood Staffing Wages
This includes Helen Dixon Centre—K to 5 Program, 6 to 10 Program, 5 to 12 ILC Program; Friendship Centre, Wood Enterprise Centre 8 to 12 Wood Products & Construction Program, Uma Yuz Learning Centre Program, Wells Tourism Program
2002/2003 Adds Nazko Continuing & Adult Education Program
(due to College Cut-backs $26 775 Wages; Heat & Light $4 000; Custodial $3 400) 328 000 351 775
Upgrading and Dogwood Staffing Benefits 48 000 51 000
Upgrading and Dogwood Supplies and Internet 20 000 20 000
Programmer, Secretary, Computer Technician Wages 101 597 101 597
Programmer, Secretary, Computer Technician Benefits 17 521 17 521
Local and External Travel 3 000 3 000
Brouchure and Advertising 10 000 10 000
Communications Systems/Phone 4 500 4 500
Program Implementation and Computer Equipment
o 50% staff wages and benefits
o 50% computer replacement 40 000 40 000
General Supplies--All Programs 52 000 52 000
Equipment Replacement 10 000 10 000
Community Courses Staff 55 000 55 000
Community Courses Staff Benefits 8 250 8 250
Nazko Heat & Light and Custodial 7 400
Other Critical Consideration for the Board
English as a Second Language--$38 000
(used to be funded by Federal and Provincial now cut-back)
K to 5 Program--$9 900
(extends program for months of April and May)
Friendship Centre Program--$9 900
(extends program for months of April and May)
2.5% Wage Increase for Staff for 2001/2002 and 2002/2003
$16 600
Benefits adjustment from $35 000 to $48 000 as changed above. $13 000. This is due to length of service of staff.
Helen Dixon Centre Use Adjustment--$8 000
(by McNaugton Centre, Community, District, and CAE: Heat, Light, Custodial, Repairs, etc. Suggest that this could come out of Chrysler Revenues)
Total Expenses 1 022 826 1 022 826
Computers and Information Technology
Mark Ekelund: District Coordinator
Introduction
The Computer Services department supports the use of technology for the entire district, including hardware, software, communications infrastructure, technical support and inservice. The personnel includes the technology coordinator and four computer support specialists. The budget for 2002/2003 is the same as the previous year, and is the result of the cooperation of many departments throughout the district.
Vision
Computers are an enabling technology, helping all people in the school district do their work.
Teachers teach more effectively and learners learn more effectively through the use of technology.
Goal
Increased student learning in literacy, numeracy and the use of technology.
Increased teacher capacity to use technology to improve student achievement.
Increased system capacity to use technology to plan, communicate, collaborate and evaluate.
Alignment With School Growth Plans
This budget directly supports schools in achieving their school goals. In addition, Computer Services will be supporting a process for developing school growth plans which are consistent, useful and which can be published.
Measures, Targets and Results
 Annual district survey
 Computer usage survey (under construction)
 Student skills assessment (under construction)
 Technical support satisfaction survey (under construction)
 Participation rates and success rates in computer related courses
 Computer inventory – age of computers and student/computer ratio
Areas of Responsibility
 maintenance and support of computer systems presently in the district
 research, evaluation and purchase of new computer hardware and software
 research, design and installation of networking and communications infrastructure
 staff technology support and inservice
 support for data collection and analysis activities
 support for school growth plan development
2002/2003 Computer Services Strategies
1. To create safe, positive learning environments in our schools for all students and staff
 Increase confidence that data is safely backed up and recoverable
 Increase ability to control Internet connections
 Replace file servers more than four years old
2. To support and enhance relevance and excellence in all curriculum, instruction and assessment activities
 Provide opportunities for staff development through technology focus groups
 Provide inservice workshops for specific identified needs of staff
 Develop methods of evaluating and improving student computer skills
3. To improve communication, build trust and develop effective partnerships with all stakeholders within and outside the school district
 Work with schools to improve the efficiency of technical support methods
 Assist school and district staff to develop their ability to make effective use of data
4. To effectively resource for the improvement of our practices in curriculum, instruction, and assessment with specific attention to technology and learning resources
 Continually upgrade infrastructure to allow effective use of online resources
 Replace all computers more than six years old
 Improve staff access to required technology
 Support the use of electronic learning software
2002/2003 Computers and Information Technology Budget
Funding Area 2000/2001 2001/2002 2002/2003
Targeted Technology Funding 73 777 44 397 0
Annual Capital Allowance(1) 35 000 15 000 15 000
In-Block Technology Funding from District (2) 98 500 88 500 159 247
Learning Resources (1)
 Software
 Computer Replacement
 Libraries 68 250 67 250
67 250
Equipment Replacement 29 803 29 803 29 803
Career Prep Funding 30 000 0 0
Quesnel System 2000 50 000 25 000 25 000
PEI Funds and Implementation Funds 14 700 15 000 0
Ministry ICT 6 – 9 Grant 11 350 11 350 0
Four District Computer Technicians
(in maintenance and continuing ed. budgets)
Total 411 380 296 300 296 300
Note 1: Many of the above funding sources will be duplicated elsewhere within the budget document, as they are within many different budget areas. They are brought together for information purposes only.
Note 2: The budget proposal for this year is the same as last year, with the exception that the funds previously obtained through Ministry targeted areas are included in district operating budgets.
District Support Services Team
Introduction
The District Support Services Team continues to follow the recommendations of the Special Education Advisory Committee and the Ministry of Education’s Review of Special Education. These recommendations continue to be put into action in the form of district-wide initiatives as well as Support Services Team goals and actions. The 2002-2003 Budget Submission is determined by funding required to meet the needs of students with special needs and to continue to implement the committee’s recommendations and district initiatives.
Vision
Student Support Services believes that Quesnel School District Beliefs, Mission Statement, Critical Issues and Intentions hold true for all students regardless of ability and special needs. The team supports the additional belief statements developed by the Superintendent’s Advisory Committee on Special Education to guide future decision making in Special Education in the district.
Goal
The primary goal of special education is to develop the greatest possible degree of student independence.
Alignment With School Growth Plans
This budget directly supports schools in achieving their school goals. In addition, Support Services will be supporting a process for developing school growth plans which are consistent, useful and which can be published.
Measures, Targets and Results
 Annual district survey
 Internal audit for Individualized Education Plans
 FSA results for students with special Needs
 Achievement measures for students with special needs (under construction)
Areas of Responsibility
The District Support Services Team provides services in the areas of assessment, consultation, resources, and curriculum support to assist teachers, students, and parents in addressing identified students’ individual learning needs.
The main areas of specialized support are:
 Counselling
 Hearing
 Vision
 Speech and Language
 English as a Second Language
 Hospital Homebound
 Learning Disabilities
 Physical Disabilities/Chronic Health Impairments
 Mental Challenges
 Severe Behaviors
 Literacy
District initiatives in which the Support Services Team will continue to provide leadership and support for teachers and students for 2002/03 are:
 Effective Behavioural Support (EBS)
 Accountability
 Early Intervention Literacy Project
 Support Services Technology Team
 Assessment Project – Performance Standards
 Alternate Education
2002/2003 District Support Services Strategies
1. To create safe, positive learning environments in our schools for all students and staff.
 Will continue to provide inservice on Effective Behavioural Support and support for school teams in the District
 Will support policy review and revision regarding Crisis Intervention
 Will revise the documentation to meet Ministry requirements for Category 1.16 (Severe Behaviour) to be used throughout the district
 Will continue to facilitate inservice and Professional Development in the area of Behaviour and Classroom Management
 Will conduct an internal audit for Category 1.16 Severe Behaviour
2. To support and enhance relevance and excellence in all curriculum, instruction, and assessment.
 Will provide inservice for Resource Teachers on assessment research, practice and resources
 Will review School District #28 and other district’s achievement tests, assessment tools and current practices.
 Will provide ongoing training & inservice for supporting high incidence students in the curriculum areas of reading/writing and socials/science.
 Will provide training and practice for resource teachers in writing specific/measurable IEPs
 Will work with Local 2545 Student Support Workers in full to support Professional Development on the two non instructional Days
 Support the development and implementation of the Early Intervention Project
 Implement recommendations of the Ministry of Education Special Education Review
 Will support the development of a focus group on early numeracy
3. To improve communication, build trust and develop effective partnerships with all stakeholders within and outside of the School District.
 Will maintain and strengthen partnerships through regular communication and participation in meetings with:
- Ministry for Children & Family Development
- Child Development Centre
- Special Education Advisory Committee
- Quesnel Child, Youth, and Family Network
- Will prepare an updated Student Support Services manual
4. To effectively resource for the improvement of practices in curriculum, instruction, and assessment, with specific attention to technology and learning resources.
 Will maintain our technology team
 Will broaden information on Successmaker
 Will purchase modified/adapted texts
Projected and Actual Numbers of Students Identified with Special Needs
FUNDING CATEGORY 1998-1999 1999-2000 2000-2001
2001-2002
2002-2003
Projected
1.19 Dependent Handicapped
Multiple Needs
Deaf/Blind
6.5 7.5 7.5 8 7
1.18 Severe Handicapped
Severe Intellectual Disabilities
Physical Disabilities/Chronic
Visual Impairments
Deaf/Hard of Hearing
87 91.5 90.5 96.5 90
1.17 Moderate Handicapped
Severe Learning Disabilities
Mild Intellectual Disabilities
Behaviour Disorder (Moderate)
(Rehabilitation)
411
(245)
378
(230.2)
351
(213)
331
(196)
331
1.16 Severe Behaviour
60 70 85 69 69
Numbers in (parentheses) are the number of students block funded, based on total student enrolment for the 2002-03 school year. This funding is included in the student base allocation.
2002 – 2003 Support Services Budget
EXPENSES
Teacher/Principal Salaries/Benefits 41.457 FTE $ 2,829,321
Local 2545 Salaries / Benefits 38 FTE 1,330,000
Inservice / TOC 22,618
Mileage 26,700
Supplies 16,424
SIF 37,300
GIF 27,334
District Shared Costs 18,000
TOTAL EXPENSES $ 4,307,697
URGENT NEEDS
Early Intervention (Literacy) Project $ + 83,000
Special Education funding needed to serve projected enrollments. + 142,000
TOTAL URGENT NEEDS $ + 225,000
GRANTS (Received 2001-02)
PEI* $ 21,000
Regional Curriculum* 4,076
Special Equipment Grant* 4,809
MCFD – YCW Contracts (5 FTE) * 173,608
MCFD – Social Equity * 72,500
* contracts unconfirmed at this time.
TOTAL GRANTS $ 275,993
Learning Resources and Libraries
District Coordinators: Ed Coleman and Mark Ekelund
Introduction
The Education Resource Centre, now the District Distributed Library, closed in the 2001/2002 School Year after 40 years of operation. The District Distributed Library is located at Correlieu Secondary, Helen Dixon Centre, District Administration Office, Quesnel Secondary School and Ecole Baker Elementary. The DDL has approximately 1200 items and is managed in Quesnel System 2000.
Learning Resources Funding has been in place for a fifteen years and in recent years has ranged from $220 000 to $280 000. This funding is a targeted funding for Recommended Learning Resources for teacher and student use. Up to 20% of this fund is applied to computer/information technology. The primary use of the fund is the purchase of print material for student use.
School Libraries have been on a ten year plan to automate the catalog and circulation of their resources within their school.
Goals
Provide teachers, parents and community members with shared access to learning resources materials and equipment not usually purchased by schools due to scope or cost. Provide support to Teacher-Librarians in planning and library automation. Ensure Learning Resources Funds are optimally used to purchase Recommended Learning Resources for K to 12 Curriculum.
Alignment With School Growth Plans
Measures, Targets and Results
Areas of Responsibility
 District Distributed Library
 Internet and some School-based Electronic Access To DDL Catalog
 Learning Resources
 Ministry Of Education Publications and Publishers
 Ministry Of Education Learning Resources Province-wide Licensing
 Library Computer Software Systems and Training
2001/2002 Learning Resources and Libraries Strategies
2. To support and enhance relevance and excellence in all curriculum, instruction and assessment activities.
 Effectively manage the Learning Resources Fund
 Support curriculum implementation with a focus on Learning Resources·
4. To effectively resource for the improvement of our practices in curriculum,
instruction, and assessment with specific attention to technology and learning resources.
 Maintain an efficient and effective ERC
 Implement Year Eight of the School Libraries Automation
 Assist the District Computer Coordinator with the District InterNet Web Server Development and Management
 Support schools in electronically accessing the ERC and Schools’ Union Catalogs
 Assist schools in the implementation of the automated libraries project.
School Libraries Automation Project
The 2002/03 School Year will mark the tenth year of a twelve year library catalog automation project.
School Percent Electronically Cataloged
Ecole Baker 100%
Barlow Creek 100%
Bouchie Lake 60%
Carson 100%
Dragon Lake 100%
Kersley 85%
Lakeview 85%
Narcosli Creek 50%
Nazko 55%
Parkland 100%
Red Bluff 85%
Richbar 70%
Riverview 100%
Voyageur 80%
Wells 60%
West Fraser 90%
Aboriginal Education 100%
Continuing Education N/A
Correlieu 100%
District Distributed Library 100%
Maple Drive Jr. Secondary 100%
Quesnel Secondary 100%
Learning Resources Replacement Plan
Curriculum Area Past Replacements Future Replacements
Elementary
Applied Skills K to 7 Varied—1995 to 2002 Varied—2002 to 2007
English Language Arts K to 7 Varied—1995 to 2002 Varied—2002 to 2007
Fine Arts K to 7 Varied—1995 to 2002 Varied—2002 to 2007
French 5 to 7 1999 to 2002 2004 to 2007
Mathematics K to 7 1995 to 1996 2002 to 2005
Personal Planning K to 7 Varied—1995 to 2002 Varied—2002 to 2007
Physical Education K to 7 Varied—1995 to 2002 Varied—2002 to 2007
Science K to 7 1985 to 1994 2002 to 2004
Social Studies 4 to 7 2000 to 2001 2005 to 2007
Social Studies K to 3 1985 to 1989 2002 to 2003
Secondary
Business Education 8 to 12 1990 to 1993 2002 to 2004
English Language Arts Varied 1997 to 2001 2002 to 2006
Fine Arts 8 to 12 Varied 1995 to 1999 2002 to 2004
French 8 to 12 1990 to 1995 2002 to 2005
Home Economics 8 to 12 Varied 1990 to 1995 Varied 2002 to 2004
Information Technology 8 to 12 1998 to 2001 2002 to 2004
Mathematics 8 to 12 1996 to 2001 2002 to 2006
Physical Education Varied 1995 to 2001 Varied 2002 to 2006
Science 8 to 12 1992 to 2001 2002 to 2006
Social Studies 8 to 12 1998 to 2001 2003 to 2006
Special Education Varied 1995 to 2001 Varied 2002 to 2006
Technology Education 8 to 12 1992 to 2001 2002 to 2006
2002/2003 Learning Resources Budget
Learning Resources Allocation 2001/2002 2002/2003
Total $263 726 $243 726
Allocation Details Person
Inter-School Initiatives Responsible
LR—Computers Ekelund—53 43 000 43 000
LR—District Enrollment Contingency Coleman—56 25 040 12 000
LR—Special Education—Literacy Miller—57 8 000 8 000
LR—District Software Licensing Ekelund—53 14 250 14 250
LR—Elementary Bulk Purchasing Coleman—56 5 000 35 000
LR—French—Bulk Purchase for Grade 7 Jensen—54 13 000
LR—Library System Software Licensing Ekelund—53 10 000 10 000
LR—Secondary Bulk Purchasing Coleman—56 45 000 46 040
LR—Intra-School Reproduction Costs Reid--68 30 000 5 000
Schools (December 2001 echo report enrollment figures) Enrolment
Barlow Creek Elem--6 139 2 010 2 010
Bouchie Lake Elem--20 219 2 852 2 852
Carson Elem--24 157 2 182 2 182
Dragon Lake Elem--21 273 3 069 3 069
École Baker--19 328 3 766 3 766
Kersley Elem--8 101 1 694 1 694
Lakeview Elem--32 280 3 142 3 142
Narcosli Elem--12 11 897 897
Nazko Elem--13 54 1 178 1 178
Parkland Elem--31 135 1 992 1 992
Red Bluff Elem--16 253 2 843 2 843
Richbar Elem--23 35 1 404 1 404
Riverview Elem--15 152 2 345 2 345
Voyageur Elem--36 236 2 870 2 870
Wells Elem--2 13 807 807
West Fraser Elem--26 126 1 902 1 902
Correlieu Sec--45 724 12 324 12 324
Maple Drive Jr. Sec--40 379 6 796 6 796
Quesnel Sec--50 786 13 075 13 075
McNaughton Centre—17 (includes Leb and Outreach) 103 3 288 3 288
Modern Languages
District Coordinator: Eileen Jensen
Funding Source: Federal French Programs
Introduction
The Quesnel School District offers two French programs: Core French and French Immersion; as well as a choice of third language classes. Students may enroll in the French Immersion program, which offers bilingual instruction from Kindergarten to grade 12. Alternatively, students may continue their Core French studies up to grade 12, and/or may choose to study German, Italian or Spanish, subject to demand.
Our French Immersion program offers students the opportunity to be educated in both of Canada’s official languages. The goal of the French Immersion program is to develop bilingualism: oral and written fluency in two languages. The program serves students from Kindergarten to grade 12. They and their teachers are supported by a bilingual librarian and a part-time learning assistant at the elementary level, as well as by a part-time Student Support Worker and the part-time District Language Coordinator at both the elementary and secondary levels.
For students not in French Immersion, a second language is mandated by the Ministry for grades 5 through 8. In Quesnel, the second language offered is French. The aim of the Core French program is to enable all learners to communicate in French with confidence and competence, and to develop an openness toward cultural diversity.
Students also have the opportunity to study a third language, depending on demand, with a choice of German, Italian, and Spanish at the secondary level. Students in Core French and other Modern Languages, and their teachers are supported by the District Language Coordinator.
Vision
The aim of the French Immersion program is “full mastery of the English language, functional fluency in French, as well as an understanding and appreciation of the French culture.” Yes, You Can Help!, page 8
“The aim of Core French education is to enable all learners to communicate in French and to develop an openness toward cultural diversity.” Core French IRP, page 1
School Administration Contacts
Eileen Jenson, District Languages Coordinator