2017 GPPSD Combined Three Year Education Plan and AERR

Authority: 3240 Grande Prairie School District No. 2357

TABLE OF CONTENTS MESSAGE FROM BOARD CHAIR & SUPERINTENDENT OF SCHOOLS ............................................. 2 RESPONSIBILITY AND ACCOUNTABILITY STATEMENT ...................................................................... 3 COMMUNICATING THE PLAN ................................................................................................................ 3 WHISTLEBLOWER PROTECTION .......................................................................................................... 3 OUR VISION ............................................................................................................................................ 4 OUR MISSION .......................................................................................................................................... 4 SUPPORTING OUR STUDENTS FROM EARLY LEARNING TO GRADUATION SO EVERY STUDENT SUCCEEDS ............................................................................................................................................. 5 CLASS SIZE REPORTING 2016-2017 SCHOOL YEAR .......................................................................... 6 OUR HIGHLIGHTS AND CELEBRATIONS .............................................................................................. 7 COMBINED 2017 ACCOUNTABILITY PILLAR OVERALL SUMMARY .................................................... 8 OUTCOME 1: Alberta’s students are successful .................................................................................... 10 OUTCOME 2: The systemic education achievement gap between First Nations, Métis and Inuit students and all other students is eliminated ......................................................................................................... 13 OUTCOME 3: Alberta’s education system is inclusive ........................................................................... 15 OUTCOME 4: Alberta has excellent teachers, and school and school authority leaders ........................ 16 OUTCOME 5: Alberta’s education system is well governed and managed ............................................. 17 SUMMARY OF FINANCIAL RESULTS: 2016-2017 ................................................................................ 18 A. Budget 2017-2018 .................................................................................................................. 20 B. Education Facilities Plan and Highlights of Education Facilities ............................................. 23 2018/2021 3 YEAR CAPITAL PLAN ....................................................................................................... 25

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Authority: 3240 Grande Prairie School District No. 2357

MESSAGE FROM BOARD CHAIR & SUPERINTENDENT OF SCHOOLS The schools and staff of the Grande Prairie Public School District (GPPSD) are continuing our 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 practices that lead us on a path of continuous improvement. In this way, we continue to work towards better addressing the learning needs of our students and our staff. Our strategic framework consists of the following:

QUALITY INSTRUCTION We believe that the quality of instruction that GPPSD students receive is the most important factor that influences student achievement. As evidence of this focus, we are proud to provide the results contained in this report. While not perfect, our results reflect an organizational commitment to improvement in all measures. We are especially proud of our increase in Provincial Achievement results, especially in grade 9, and improvements in many Diploma examination courses.

EFFECTIVE LEADERSHIP We believe that system and school improvement is not possible without effective school leadership. As a result, we remain committed to developing instructional leadership and building our shared vision in order to support student achievement.

We are thankful that these improvements are occurring 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 evidence that we gather to support our learners will result in improvements over the next three years.

COLLABORATIVE PRACTICES We believe that providing the staff the opportunity to collaborate for the purpose of increasing student achievement, both individually and collectively, is an important factor in supporting our students from early learning through graduation so that every student succeeds. Our Professional Learning Community focus provides schools and school staff the opportunity to work towards the same improvements the district is experiencing. This is accomplished through a close analysis of our evidence and then adjusting our plans to address the identified learning needs.

PURPOSEFUL ENGAGEMENT We believe that the extent to which students are meaningfully engaged in their learning can be considered to have a direct connection to high school completion and graduation rates. Our goal is to have all students succeed as engaged learners. Our high school completion rates and dropout rates continue to improve.

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Authority: 3240 Grande Prairie School District No. 2357

RESPONSIBILITY AND ACCOUNTABILITY STATEMENT The Annual Education Results Report for the (year) school year and the Education Plan for the three years commencing September 1, 2017 for Grande Prairie Public School District were prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Fiscal Planning and Transparency Act. This 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 2016/2017 school year and the Three-Year Education Plan for 2017/ 2020 on November 28, 2017.

X

X

Alexander (Sandy) McDonald

John Lehners

Superintendent of Schools

Board Chair

COMMUNICATING THE PLAN The Grande Prairie Public School District Three Year Education Plan and Annual Results Report uses existing data available as of October 30th, 2017. The plan has been communicated to stakeholders through the following means.

1.

2.

3.

4.

The Grande Prairie Public School District Three Year Education Plan and Annual Results Report has been made available on each school’s webpage.

Electronic versions of the Grande Prairie Public School District Three Year Education Plan and Annual Results Report and the Grande Prairie Public School District Budget Report are available on line at: http://www.gppsd.ab.ca. For more detailed financial information, please contact Mr. Norm Guindon, Associate Superintendent-Business Services/Secretary-Treasurer, Grande Prairie Public School District.

In order to meet the standards required within Section 13 of the School Councils Regulation, the Grande Prairie Public School District #2357 Central Office Administration and School Board meets with School Council Chairs and representatives in December, February and April to seek their input into key areas of direction for the Grande Prairie Public School District #2357. As well, school principals follow a similar process in developing their individual school plans and reviewing their school results.

Individual School administrators have developed school reports for their school. Copies of these reports signed by the School Council Chair and the School Principal have been submitted to the Superintendent for review and final approval. Copies of the individual school reports can be obtained from the school office and/or on the individual school’s website.

WHISTLEBLOWER PROTECTION Grande Prairie Public School District, as a public school authority in the province of Alberta, offers support to staff who report under Section 32 of the Public Disclosure Act (also known as Whistleblower protection).

The Board has adopted Policy 14-Whistle Blower Protection and it can be accessed electronically at: https://www.gppsd.ab.ca/board/Documents/Policy%2014%20Whistle%20Blowing%20Protection.pdf Provincially the information on public disclosure can be accessed at: https://yourvoiceprotected.ca/resources/public-interest-disclosure-whistleblower-protection-act/ During the 2016-2017 School Year, there were no Whistleblower reports.

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Authority: 3240 Grande Prairie School District No. 2357

OUR VISION To be recognized as the leading provider of high quality public education in the Province of Alberta.

OUR MISSION The Grande Prairie Public School District (GPPSD) is a learning community in which every student succeeds.

ALBERTA LEARNING MISSION Alberta Learning’s leadership and work with partners to 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.

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?

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Authority: 3240 Grande Prairie School District No. 2357

SUPPORTING OUR STUDENTS FROM EARLY LEARNING TO GRADUATION SO EVERY STUDENT SUCCEEDS. ENSURING “EVERY STUDENT SUCCEEDS” IN GPPSD GPPSD ensures that students succeed by asking four essential questions: What do we expect our students to learn? (Goals/Outcomes) How will we know they are learning? (Assessment) How will we respond when they don’t learn? (What intervention(s) will we utilize to ensure that they learn the outcome?)

How will we respond if they already know it? (How do we enhance or enrich the learning for these students?)

It is essential that we remember that the number one variable for student achievement is the teacher in the classroom. The majority of student learning needs are addressed through quality instructional practices. We believe that this is further aided through other supports aimed at addressing more specific learning needs. GPPSD wants to ensure that “every student succeeds” so we must work to meet the needs of every child who enters our schools.

THESE ARE SOME OF THE OTHER WAYS WE SUPPORT OUR LEARNERS:  

  



 







Reading Recovery – Intervention for the lowest performing grade one students.

The Inclusive Education Support Team (IEST) is a Grande Prairie Public School District team that consists of an educational psychologist with a teaching background and two teachers who offer services as educational facilitators. A key objective of the IEST is to develop capacity in Learning Support Teachers, ISC teachers, classroom teachers and school based administrators.

Family Outreach- Family Outreach Workers are responsible for developing a proactive approach to connect families, school and community groups in order to facilitate support and services to students.

Learning Support Teachers (LST) – support students and teachers at the tier one level with academic learning, inclusive supports and strategies for success.

First Nations, Métis and Inuit (FNMI) Coordinator – coordinates and supports support workers working with FNMI students and families. The District also employs 4 Outreach Support workers who are responsible for directly supporting FNMI students, their families and the schools in order to maximize opportunities for success in the GPPSD learning environment.

Gifted Program Coordinator – supports teachers and gifted students in addressing their specific needs through either in-class or pull-out programming. The coordinator also supports teachers in ensuring enrichment activities are available for identified students.

French Coordinator – supports teachers with French teaching, resources and best practices in instruction and assessment in second language learning and French immersion teaching practices.

Math Coordinator – supports teachers in best practices in numeracy and with resources to ensure students are having their needs addressed through development of their problem solving and critical thinking skills.

Peace Collaborative Services (PCS)- is our primary partner agency providing us access to a regional team of specialists which includes speech-language pathologists, psychologists, occupational therapists, physiotherapists, consultants for the deaf and the hard of hearing and consultants for the blind and the visually impaired.

Additional Community Partner supports are provided through Alberta Health Services, Community Mental Health and Addictions, Disability Services, Children and Family Services (CFS) among others. Having these relationships allows us to offer a broad range of services to our students (both in school and outside of school).

Off Campus Coordinators provide further supports for students seeking work experience, dual credit,job shadowing and apprenticeship opportunities at the high school level.

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Authority: 3240 Grande Prairie School District No. 2357



At the high school level, there are two additional supports provided to ensure that students are successful in high school completion, these are: o

o 

Personalization of learning and engagement of students through High School Redesign.

Changes in timetable structures and program offerings. One example of this is the growth of the Off Campus program.

Focus on graduation plans for all students supported by school counsellors and advisors

The Directors of K-6, 7-12 and Inclusive Supports coordinate targeted PD to support our learning.

GPPSD understands that each student needs varied levels and degrees of support to ensure they are successful in their schooling. As a result, supports are available for all grade levels and all students can access these supports

CLASS SIZE REPORTING 2016-2017 SCHOOL YEAR GPPSD growth has caused GPPSD to have slightly larger class sizes in three of the four divisions than the province with regards to the average pupil teacher ratio for the 2016-2017 school year.

2016-2017 Class Size Ratio:

Number of Students

Class Size Average 30 25

22.7

23.1 23.6

24.5 23.4

Grades 4-6

Grade 7-9

Grades 10-12

24.4 20.9 20.4

20 15 10 5 0 Grades K-3

Grades GPPSD

Provincial Averages

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Authority: 3240 Grande Prairie School District No. 2357

OUR HIGHLIGHTS AND CELEBRATIONS ACCOUNTABILITY PILLAR CELEBRATIONS: THIS IS WHAT OUR PUBLIC IS TELLING US….         

Highest result in Safe and Caring measures over 6 years Highest result in Program of Studies measures over 6 years Second highest result in Education Quality measures over 6 years Second highest result in Provincial Achievement Test (Excellence) in 6 years Second highest in Diploma Acceptable over 6 years Second highest result in Work Preparation over 6 years Highest result in citizenship measures over 6 years Highest result in parental involvement measures over 6 years Second highest result in School Improvements measures over 6 years 1: Data Highlights and Celebrations

DIPLOMA EXAMINATION CELEBRATIONS    

Mathematics 30-1: District 2.4% higher in acceptable standard than province on the Diploma Exam Mathematics 30-2: District 2.2% higher in acceptable standard than the province Biology 30: 25% of students achieved the standard of excellence on the Diploma Exam; highest rate in 5 years Chemistry 30: 23.2% of students achieved the standard of excellence on the Diploma Exam; highest rate in 5 years

GPPSD IMPROVED OR MAINTAINED RESULTS IN 93.75% OF MEASURED AREAS In 15 areas measured by the province of Alberta on the Accountability Pillar report (APORI), GPPSD improved significantly or improved in 9 areas; maintained in 6 areas; and, declined in 1. This area has been targeted for improvement over the next year while we also strive to build upon the successes we are celebrating here. GPPSD also focused on our First Nations, Metis and Inuit students and showed improvement in 6 of 9 measures and maintained in 3.

TARGETED APPROACH LEADS TO AREAS OF GROWTH Over the past five years, GPPSD has focused on areas including literacy, supports for all learners and diploma examination results As shown are all areas where we are seeing great success. We know that where we have targeted, we are seeing growth. We will continue to focus to enhance student success.

Notes: Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).

Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

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Authority: 3240 Grande Prairie School District No. 2357

Combined 2017 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools) Grande Prairie School District Measure Category

Safe and Caring Schools

Student Learning Opportunities

Measure

Safe and Caring

Alberta

Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average

Achievement

Improvement

Overall

87.2

85.4

85.7

89.5

89.5

89.3

High

Improved Significantly

Good Excellent

Program of Studies

83.6

82.4

80.9

81.9

81.9

81.5

Very High

Improved Significantly

Education Quality

88.4

88.2

88.1

90.1

90.1

89.6

High

Maintained

Good

Drop Out Rate

3.7

4.0

3.8

3.0

3.2

3.3

High

Maintained

Good Good

High School Completion Rate (3 yr)

69.9

64.6

63.7

77.9

76.5

76.1

Intermediate

Improved Significantly

PAT: Acceptable

68.8

68.8

64.8

73.4

73.6

73.2

Low

Improved

Acceptable

PAT: Excellence

13.7

11.0

10.9

19.5

19.4

18.8

Intermediate

Improved Significantly

Good

Diploma: Acceptable

78.0

79.6

77.9

83.0

82.7

83.1

Low

Maintained

Issue

Diploma: Excellence

10.8

11.9

11.8

22.2

21.2

21.5

Low

Maintained

Issue

Diploma Exam Participation Rate (4+ Exams)

39.6

34.9

37.9

54.9

54.6

53.1

Low

Maintained

Issue

Rutherford Scholarship Eligibility Rate

52.8

47.8

47.8

62.3

60.8

60.8

n/a

Improved

n/a

Transition Rate (6 yr)

41.0

49.2

46.6

57.9

59.4

59.3

Low

Declined

Issue

Work Preparation

78.4

73.9

76.9

82.7

82.6

81.9

High

Maintained

Good

Citizenship

79.0

77.5

77.3

83.7

83.9

83.6

High

Improved Significantly

Good

Parental Involvement

Parental Involvement

80.5

78.2

77.0

81.2

80.9

80.7

High

Improved

Good

Continuous Improvement

School Improvement

79.5

81.9

77.6

81.4

81.2

80.2

High

Improved Significantly

Good

Student Learning Achievement (Grades K-9)

Student Learning Achievement (Grades 10-12)

Preparation for Lifelong Learning, World of Work, Citizenship

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.

4. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

5. 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 6, 9, 9 KAE); Franรงais (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

6. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

7. 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; Franรงais 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

9. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

10. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

11. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

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Authority: 3240 Grande Prairie School District No. 2357

Combined 2017 Accountability Pillar First Nations, Métis and Inuit Summary (Required for Public/Separate/Francophone School Authorities) Grande Prairie School District (FNMI) Measure Category

Measure

Alberta (FNMI)

Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Safe and Caring

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Program of Studies

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Education Quality

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Drop Out Rate

3.5

6.8

5.9

5.8

6.1

6.7

High

Improved

Good

High School Completion Rate (3 yr)

49.3

42.1

43.6

53.6

50.2

47.8

Very Low

Maintained

Concern

PAT: Acceptable

53.5

54.8

50.0

51.7

52.4

52.1

Very Low

Maintained

Concern

PAT: Excellence

7.6

6.8

5.9

6.7

6.3

6.3

Very Low

Maintained

Concern

Diploma: Acceptable

70.8

76.2

71.8

77.1

76.1

76.3

Very Low

Maintained

Concern

Diploma: Excellence

6.9

8.8

8.8

10.7

10.2

10.2

Very Low

Maintained

Concern

Diploma Exam Participation Rate (4+ Exams)

23.9

12.6

15.0

21.8

20.7

20.3

Very Low

Improved

Issue

Rutherford Scholarship Eligibility Rate

36.4

24.3

24.3

34.2

31.9

31.9

n/a

Improved

n/a

Transition Rate (6 yr)

32.6

42.7

37.9

31.8

33.5

33.3

Very Low

Maintained

Concern

Work Preparation

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Citizenship

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Parental Involvement

Parental Involvement

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Continuous Improvement

School Improvement

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

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

Current Result

Prev Year Result

Prev 3 Year Average

Achievement

Improvement

Overall

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3.

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 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

4.

Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5.

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; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

6.

Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

7.

Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

8.

Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

9.

Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

10. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted results based on enrolment (e.g., self-identified First Nations, Metis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years

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Authority: 3240 Grande Prairie School District No. 2357

Outcome One: Alberta’s students are successful Performance Measure Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

Results (in percentages)

Target

Evaluation

2013 2014 2015 2016 2017 2017 Achievement Improvement 69.7 68.1 57.7 68.8 68.8

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on 12.6 12.8 Provincial Achievement Tests (overall cohort results).

Low

Improved

Targets Overall Acceptable

74.0 8.8

11.0 13.7

72.0 74.0 76.0 Intermediate

14.0

2018 2019 2020

Improved Significantly

Good 14.0 15.0 16.0

Priority Area One- Improve Student Academic Achievement in GPPSD GPPSD has been working over the past five years to address student achievement across the system with a specific focus on the Provincial Achievement Test and Diploma Exam results.

Achievement Measures Early Learning Early Learning Framework Preschool, Kindergarten, grade one  Kindergarten screening o End of Year Kindergarten Assessment o Counting Principles Assessment  Grade one o Early Literacy Interventions - students reading end of Grade one o Counting Principles  Grade three: o Students reading at grade level by end of grade three Grade 6 Provincial Achievement Tests Strategies 



The Professional Learning Community process provides guidance for the staff as they work in collaborative teams to address identified needs for the students while also addressing the high impact instructional strategies that make a difference for those students. Data from multiple sources continues to be utilized to provide guidance for staff decision making and action planning over the course of the year.

PAT/Diploma examination collaborative meetings to discuss data gathered from the tests.

District, school and individual professional development is focused on effective practices with direct correlation to identified needs in the district. Data analysis reveals areas where explicit work is needed to address these areas, these include:    

School based PD focus to target needs determined by data at site.

Work on gathering information/detail from non-text sources including political cartoons (social studies); graphs, charts and tables (social, science and mathematics).

Explicit work around expository writing approaches.

Explicit work with our grade 6 and grade 9 teacher cohorts.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3.

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 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

4.

Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

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Authority: 3240 Grande Prairie School District No. 2357

Outcome One: Alberta’s students are successful (continued) Results (in percentages)

Performance Measure

Target

Evaluation

Targets

2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020

Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).

72.5 75.7 78.3 79.6 78.0 83.0

Low

Maintained

Issue 83.0 84.0 85.0

Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results).

9.2

10.6 13.1 11.9 10.8 14.0

Low

Maintained

Issue 15.0 16.0 17.0

Performance Measure High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

Results (in percentages)

Target

Evaluation

2012 2013 2014 2015 2016 2017 Achievement

Improvement

Targets Overall 2018 2019 2020

Improved Significantly

Good

High

Maintained

Good

High school to post-secondary transition rate of students 44.7 47.4 43.1 49.2 41.0 within six years of entering Grade 10.

50.0

Low

Declined

Issue

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

n/a

n/a

Improved

n/a

Percentage of students writing four or more diploma exams within three years of entering Grade 10.

40.3 37.3 41.5 34.9 39.6

Low

Maintained

Issue

Drop Out Rate - annual dropout rate of students aged 14 to 18

64.9 62.8 63.7 64.6 69.9 68.0 4.6

3.6

n/a

3.7

n/a

4.0

3.7

47.8 52.8

3.0

55.0 45.0

Intermediate

71.0 73.0 74.0 2.9

2.8

2.7

52.5 55.0 56.0 56.0 57.5 58.0 47.0 50.0 51.0

Priority Area Two-Improve High School Completion Rates in GPPSD We are pleased that our High School Completion rate improved significantly to 69.9% and also note that the system Drop Out Rate has also declined. The high school focus on engaging students in their learning and building learning plans are likely part of these successes.

Strategies 

  

The high schools are continuing their involvement in the High School Redesign project with focus on enhancing student learning opportunities in order to increase high school completion rate. A focus on personalization of learning at both high schools aims to address student learning needs from day one of high school in all aspects of the high school experience.

Department focused goals based on their Diploma/Provincial Achievement Test data.

Explicit work focused on ensuring students participate more actively in choosing diploma examination courses should result in higher percentages of students taking 4 or more diploma examinations. This will serve to increase their opportunities in the post-secondary world and the world of work.

Increased opportunities in Off Campus and Dual Credit programming should provide students with enhanced choices of learning and career pathways to follow which should positively impact the Transition Rate as reported above.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

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.

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; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

5.

Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

6.

Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

7.

Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

8.

Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

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Authority: 3240 Grande Prairie School District No. 2357

Outcome One: Alberta’s students are successful (continued) Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active 76.8 76.3 78.0 77.5 79.0 citizenship.

81.0

High

Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school.

High

74.5 76.7 80.1 73.9 78.4

Improved Significantly

Good

Maintained

Good

82.0 84.0 86.0

84.0

85.0 86.0 87.0

Summary We are pleased to note the significant improvement in these measures over the past school year. GPPSD has focused on providing students enhanced opportunities to explore more learner and career pathways with the goal to engage students in their learning. We continue our work in Dual Credit and Off Campus programming to allow students the opportunity to explore the world of work while they are still students in high school.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

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Authority: 3240 Grande Prairie School District No. 2357

Outcome Two: The systemic education achievement gap between First Nations, Métis and Inuit students and all other students is eliminated Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on 52.4 51.1 44.1 54.8 53.5 Provincial Achievement Tests (overall cohort results).

55.0

Very Low

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

6.5

Very Low

Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results).

71.1 70.0 69.2 76.2 70.8

Overall percentage of self-identified FNMI students who achieved the standard of excellence on diploma examinations (overall results).

4.0

6.5

4.3

6.8

7.6

Maintained

Concern 57.0 60.0 61.0

Maintained

Concern

7.5

8.0 Very Low

Maintained

7.5

8.8

6.9

9.0

Concern

77.0 10.0

8.5

80.0 82.0 84.0 Very Low

Maintained

Concern

14.0

15.0 16.0 17.0

Priority Area Three- Eliminate the Systemic Achievement Gap between FNMI students and all other students in GPPSD Strategies 

Continue to build foundational knowledge among all staff around historical and contemporary issues impacting FNMI learners and families.



Building a comprehensive plan supporting academic, cultural and socio-emotional success for our FNMI learners.



Curriculum working closely with the FNMI Coordinator to develop resources supporting instruction in GPPSD classrooms.



Demonstrating community leadership role in developing general awareness and knowledge of historical and contemporary issues through the Blanket Exercise, etc. for community members.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3.

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 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

4.

Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5.

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; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

6.

Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

7.

Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

8.

Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

Page 13

Authority: 3240 Grande Prairie School District No. 2357

Outcome Two: The systemic education achievement gap between First Nations, Métis and Inuit students and all other students is eliminated (continued) Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2012 2013 2014 2015 2016 2017 Achievement Improvement Overall 2018 2019 2020

High School Completion Rate - Percentage of selfidentified FNMI students who completed high school within three years of entering Grade 10.

50.9 43.3 45.6 42.1 49.3

Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18

6.1

Very Low

Maintained

Concern

45.0 4.8

6.0

6.8

3.5

5.0

High school to post-secondary transition rate of selfidentified FNMI students within six years of entering Grade 31.0 40.7 30.2 42.7 32.6 48.0 10.

Percentage of Grade 12 self-identified FNMI students eligible for a Rutherford Scholarship.

n/a

Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10.

23.7 15.3 17.1 12.6 23.9 19.0

n/a

n/a

24.3 36.4

37.0

47.5 50.0 52.0 High

Improved

Good

Very Low

Maintained

n/a

Improved

n/a

Very Low

Improved

Issue

4.0

3.5

3.3

Concern 48.0 50.0 52.0

40.0 42.0 44.0 22.0 24.0 26.0

Priority Area Three- Eliminate the Systemic Achievement Gap between FNMI students and all other students in GPPSD Strategies We continue to be committed to bridging the gap between our FNMI and non-FNMI learners through a focus between the curriculum and student services departments on explicitly addressing the learning of all students. 

FNMI Support team has been focused on providing outreach support. This support is to ensure our students attend school.



High School counsellors focused on ensuring all students develop a plan beginning in grade 9 to address their needs in high school. These initial planning meetings are followed up with progress updates into grade 12 to ensure students are on track and successful.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

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.

Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

5.

Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

6.

Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted results based on enrolment (e.g., self-identified First Nations, Métis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years.

Page 14

Authority: 3240 Grande Prairie School District No. 2357

Outcome Three: Alberta’s education system is inclusive Performance Measure Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.

Results (in percentages)

Target

Evaluation

Targets

2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020

83.7 84.9 86.8 85.4 87.2

High

Improved Significantly

Good

88.5 90.0 91.0

87.0

Summary We are proud of our school’s efforts in this measure and, as noted, we continue to improve in this area.

Strategies GPPSD will continue with our stakeholders and external partners for continued success in this area.

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

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Authority: 3240 Grande Prairie School District No. 2357

Outcome Four: Alberta has excellent teachers, and school and school authority leaders Performance Measure Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education.

Results (in percentages)

Target

Evaluation

2013 2014 2015 2016 2017 2017 Achievement Improvement 79.4 80.0 80.4 82.4 83.6

84.0

Very High

Improved Significantly

Targets Overall 2018 2019 2020 Excellent

86.0 88.0 89.0

Summary GPPSD continues to focus on providing choice for students attending our schools. Having some measure of choice provides students the ability to pursue areas of “passion” and areas that allow them to demonstrate best how well they learn.

Strategies Ultimately the goal is that GPPSD provides a variety of pathways in order to ensure that “every student succeeds” in Grande Prairie Public School District.

Programs of choice are ways to provide enhanced opportunities to address specific learning foci. These include:        

District Music Gifted Programming at all sites International Baccalaureate programming at Grande Prairie Composite High School French Immersion programming at École Montrose and Charles Spencer High School Sports and Arts programming at Alexander Forbes The Academy Christian infused programming at Grande Prairie Christian School Montessori programming at Parkside Montessori Enhanced offerings in earlier grades of the Career and Technology Foundations (CTF) provide students more opportunities to explore non-traditional classroom topics at a number of schools

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

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Authority: 3240 Grande Prairie School District No. 2357

Outcome Five: Alberta’s education system is well governed and managed Performance Measure Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.

Percentage of teachers, parents and students satisfied with the overall quality of basic education.

Results (in percentages)

Target

Evaluation

2013 2014 2015 2016 2017 2017 Achievement Improvement 75.9 74.1 76.9 81.9 79.5

87.2 87.7 88.5 88.2 88.4

81.0

91.0

Overall 2018 2019 2020

Improved Significantly

Good

High

Improved

Good

High

Maintained

Good

High 82.5

73.3 75.1 77.6 78.2 80.5

Targets

84.0 86.0 87.0

83.0 85.0 87.0

93.0 94.5 95.0

Summary This area provides evidence of the intentional work being done at the system level to address engagement at the system level.

Clear communication provides the pathway to success in this area as well.

Strategies Grande Prairie Public School District has a partnership, under the umbrella of the Alberta Research Network, with the University of Lethbridge. This partnership will provide for three years of supports as we collectively work on the upcoming Leadership Standard and Professional Teacher Standard from Alberta Education. This will provide the supports needed to ensure that these are implemented in a manner that supports the Effective Leadership and Quality Instruction components of the District Strategic Framework.

Each site participates in an Assurance Model structure that involves focused discussions on the use of data in each site (which includes a discussion of how sites are addressing identified needs gathered from Provincial Achievement Test and Diploma Examination data. Sites also discuss how they address the learning needs of their student population).

The Board of Trustees of Grande Prairie Public School District has a focus on Continuous Improvement planning. In this way they believe that they can always answer the question, “Are we better today than we were “x” amount of time ago?”

Notes: 1.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2.

Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

Page 17

Authority: 3240 Grande Prairie School District No. 2357

SUMMARY OF FINANCIAL RESULTS: 2016-2017 I.

ACCUMULATED SURPLUS AND RESERVES

There are three main areas for reserves controlled by the Board of Education: unrestricted reserves ($194,599), internally-restricted operating reserves ($2,976,392), and capital reserves ($222,963).

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, 2017, the District recorded a decrease of $38,969 in accumulated surplus, primarily in the area of operating reserves. Most other reserves remained unchanged from the previous year.

Year End Operating Surplus (Deficit) Allocated to: Decrease to Restricted Operating Reserves Decrease to Capital Reserves Increase to Investment in Tangible Capital Assets Reduction in Unrestricted Surplus

($1,007,542)

(1,917,380) 948,804 (38,966) $1,007,542

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 in-year commitments to budget centres. At minimum for an organization our size, an unrestricted surplus should be about $1,000,000 if not higher. For the year ending August 31, 2017, our unrestricted reserves are $194,599 representing 0.21% of our District budget, or 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 2016-2017, the basic breakdown of restricted operating reserves is as follows: New School Implementation School and Education Reserves School Generated Funds Reserves

$1,000,000 1,179,000 797,392 $2,976,392

Capital Reserves Capital reserves of $222,963 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 areas of planning are $222,963 for equipment and vehicles.

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Authority: 3240 Grande Prairie School District No. 2357

II.

STATEMENT OF REVENUES AND EXPENSES

Actual revenues to the prior year increased $2,050,588 or 2.1%. For the 2017 – 2018 budget there are no significant variances to budgeted revenues that are not 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 For the 2016-2017 budget, significant variances to budgeted revenues include increases Alberta Funded Capital Amortization ($12,690,000). 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).

III.

2016 – 2017 FINANCIAL RESULTS Summary of Allocation by Program

ECS Instruction

$

6,618,909

Grade 1-12 Instruction Operations & Maintenance of Facilities Transportation Board & System Administration

$

69,306,482

$

17,349,440

$

2,817,974

$

2,871,844

$

98,964,649

Summary of Revenues by Funding Source

Summary of Expenditures by Object 56,112,574

1,101,698

Support Staff Salaries & Benefits

$

20,048,824

4,465,510

Services, Contracts and Supplies

$

16,057,270

Amortization of Capital Assets

$

6,745,981

$

98,964,981

90,195,872

Other Government of Alberta

$

Fees, Services, Rentals, Other Investment, Rental, Fundraising and Donations

$ $

667,181

$

97,957,107

Alberta Education 93%

Grade 1-12 Instruction 70%

$

$

Other Government of Alberta 1%

Operations and Maintenance of Facilities 17%

Teacher Salaries & Benefits

Alberta Education

Fees, Services, Rentals, Other 5%

Transportation 3%

Board and System Administration ECS Instruction 3% 7%

Fundraising and Donations 1%

Amortization of Capital Assets 7% Services, Contracts and Supplies 16%

Support Staff Salaries & Benefits 20%

Teacher Salaries & Benefits 57%

Page 19

Authority: 3240 Grande Prairie School District No. 2357

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. This will be watched this year as we decreased funding to our schools.

IV.

School Generated Funds

Schools received and fundraised for school generated funds during the year. A total of $936,724 (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 $939,104.

The balance of restricted operating reserves for school generated funds that remained at year end for school uses is $797,392. 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.

V.

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.

A.

Budget 2017-2018

Changes for 2017-2018 The School District is fully dependent on the support of the Alberta Government to provide education services.

Typically, and this year is no different, costs are mainly due to salary decisions, and the government revenue offsets that cost.

2012

2013

2014

2015

2016

2017

Chart A Grande Prairie Public School District Total

7,631

7,957

8,282

8,170

8,030

8,303

Student Percentage Increase (Decrease)

5.8%

4.7%

4.5%

-1.4%

-1.7%

3.0%

Ab Education Other Govt. of Alberta Fees Other Sales and Services Gain on Disposal of Capital Assets Investment, Rental, Donations & Fundraising Total Budget Revenue

$90,195,872 $1,101,698 $2,568,809 $1,895,701 $1,527,846 $667,181 $97,957,107

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Authority: 3240 Grande Prairie School District No. 2357

Chart A: 2016-2017 Actual Revenues - Total $97,957,107 Other Gov of Alberta $1,101,698

Fees $2,568,809 Other Sales and Services $1,895,701

Ab Education $90,195,872

Gain on Disposal of Capital Assets $1,527,846 Investment, Rental, Donations & Fundraising$667,181

Chart B: 2016-2017 Operating Expenses by Object Total $98,964,649 Amortization of Capital Assets $6,745,981 Services, Contracts and Supplies $16,057,270

Teaching Staff Salaries and Benefits $56,112,574 Support Staff Salaries and Benefits $20,048,824

Chart B: Teaching Staff Salaries and Benefits

$56,112,574

Support Staff Salaries and Benefits

$20,048,824

Services, Contracts and Supplies

$16,057,270

Amortization of Capital Assets

$6,745,981

Total Expenses

98,964,649 Page 21

Authority: 3240 Grande Prairie School District No. 2357

Chart C: 2016 - 2017 Operating Expenses by Program Total $98,964,649

Plant Operatons & Maintenance $17,349,440

Transportation $2,817,974

Instruction - Grades 1 12 $69,306,482

Administration $2,871,844 Instruction - Early Childhood Services $6,618,909

Chart C; Instruction - Early Childhood Services Instruction - Grades 1 - 12 Plant Operations & Maintenance Transportation Administration Total Expenses Budget

$6,618,909 $69,306,482 $17,349,440 $2,817,974 $2,871,844 98,964,649

Further Information

The Grande Prairie Public School District’s budget 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.

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Authority: 3240 Grande Prairie School District No. 2357

B. Education Facilities Plan and Highlights of Education Facilities BACKGROUND The Board appreciates the Government’s response to date in addressing our facility needs for students from Kindergarten to Grade 8. With the inclusion of Roy Bickell School in the Royal Oaks area in September 2017, three new schools for K-8 students have been added to our District. This has allowed the District to remove over 40 leased modulars for significant cost savings, but most importantly, this has also allowed us to right size our schools and move 1200 students from modulars into core classrooms.

However, from a high school perspective, we are in an immediate need to replace our aging Composite High School with a facility that will accommodate 1600 students with the capability to expand to 2000.

On April 14, 2016, the Alberta Government recognized in their Capital Plan the Grande Prairie Public School District’s request for a replacement of the Composite High School as being one of the top 50 priorities in the province. This project meets the priority criteria and fits within the three pillars of the Alberta Government’s Capital Plan. In addition, on March 10, 2016, Minister David Eggen sent the Board a letter affirming a replacement high school of 1,600 expandable to 2,000 student spaces.

The District respectfully and fervently requests formal approval for the replacement of the Composite High School, and that this project moves forward with design and construction funding commitment from the Alberta Government.

DISCUSSION Enrolment Perspective A growing community with a large portion of the population in the child bearing years creates ongoing enrolment pressures for a school jurisdiction. The City of Grande Prairie has this demographic and based on the city census of 2015, we are now the 5th largest city in Alberta.

In addition in October 2016 the Grande Prairie and District Chamber of Commerce, in partnership with local municipalities and regional stakeholders, has released a report on the economic impact of the new hospital expected to open in 2019.

The opening of the new Grande Prairie Regional Hospital (GPRH) will create a need for 507 new healthcare workers, more permanent housing and more high schools, according to the study.

Our city has rapidly grown by 24% in 4 years to over 68,000 residents. The average age is under 30 and skewed towards child bearing years. This is recognized and reflected in our enrolment.

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Authority: 3240 Grande Prairie School District No. 2357

Based on the Forecast Model provided by Alberta Education (which is aligned to the Alberta Treasury Board and Finance second quarter 2016 population projections) a student increase to 9,845 students is forecasted for Grande Prairie School District by 2021-2022. This equals an increase of 1,848 students in 6 years, or about 19% growth, for an average increase of 3% per year. (See graph below.)

It is in the number of high school spaces where our enrolment needs will be acutely felt in the near future.

As of October 4, 2016, the District’s enrolment in grades 9 to 12 was 2175 students. With a current combined high school capacity of 2806, we have already reached a 78% capacity at the high school level. It is expected that within 5-6 years our high schools will be at about 100% capacity based on an average 3% enrolment increase.

Our number 1 capital request is for a high school replacement of 1,600 student spaces with the ability for expansion up to 2,000 must be announced immediately to address the enrolment pressures expected in that time.

Projections with growth (using 2016-2017 Enrolments) 1% 2% 3% 4% Charles Spencer HS Composite Capacity Capacity Total Capacity Enrolment growth of Utilization Capacity 3%

2017201820192020202120222023202420252196.8 2019 2159.6 2020 2229.6 2021 2262.3 2022 2377.4 2023 2473.3 2024 2586.0 2025 2671.4 2026 2691.6 2018 2218.5 2202.5 2296.5 2353.2 2497.4 2624.0 2770.6 2890.5 2941.1 2240.3 2245.9 2364.7 2446.9 2622.3 2782.1 2966.5 3125.1 3211.0 2262.0 2289.7 2434.2 2543.3 2752.1 2948.2 3174.0 3376.3 3502.8 1212.0 1594.0 2806.0 2240.3 79.84 %

1212.0 1594.0 2806.0 2245.9 80.04 %

1212.0 1594.0 2806.0 2364.7 84.27 %

1212.0 1594.0 2806.0 2446.9 87.20 %

1212.0 1594.0 2806.0 2622.3 93.45 %

1212.0 1594.0 2806.0 2782.1 99.15 %

1212.0 1594.0 2806.0 2966.5 105.72 %

1212.0 1594.0 2806.0 3125.1 111.37 %

1212.0 1594.0 2806.0 3211.0 114.44 %

The table above illustrates a sensitivity analysis using different enrolment growth projections. It indicates in all cases we will be over capacity in a very short time.

Page 24

Authority: 3240 Grande Prairie School District No. 2357

2018/2021 – 3 YEAR CAPITAL PLAN

Identified Project

__Priority

New Replacement– Composite High School 9 – 12 Planning Period: 2016 – 2017 school year Opening Date: September 2019 Accommodate Increasing Enrolment Capacity: 1,600 students expandable to 2,000 Total Budget: $80,000,000

1

Permanent Addition – Charles Spencer High School 9 – 12 Two story addition Planning Period: 2016 – 2017 Opening Date: September 2017 Accommodate Increasing Enrolment Capacity: 200 Total Budget: $8,000,000

2

Gym and or partial modernization – Aspen Grove School K – 8 English K - 8 Redeployment Planning Period: 2016 – 2017 school year Opening Date: September 2018 Total Budget: $ 8,000,000 - $10,000,000

3

End of list for all capital projects new or modernization.

Page 25