This Is Us - Wicihitowin: Inspiring lifelong learners and engaged citizens

Prairie Valley Schools - Board of Education Strategic Plan 2022-2026 September 2023

Prairie Valley School Division 3080 N Albert St RM of Sherwood, SK S4K 0A8 www.pvsd.ca (306) 949-3366 communications@pvsd.ca

Prairie Valley Board of Education

A strategy, no matter how beautifully crafted, has to be executed by and with the people. Therefore, invest in the people.

Communicate the vision and strategy to them. Give them the opportunity to demonstrate how their day-to-day activities contribute to the organization’s strategy.”

-Benjamin Kofi Quansah, CGMS

Our Bold Aspiration: Success - Engagement - Teamwork

About Prairie Valley Prairie Valley School Division, located in southeastern Saskatchewan, covers 27,000 square kilometres. We are uniquely rural, consisting of towns, villages, resort villages and rural municipalities. Our geographic size has an impact on our cost structures and delivery models.

We are located on Treaty 4 Territory and the homeland of the Métis Nation, operating 39 schools in 32 communities. Our region spans from Regina Beach and Bethune to the west, Kelliher and Lipton to the north, Milestone, Sedley and Montmartre to the south and Whitewood and Kennedy-Langbank to the east.

Arm River and Lajord are the two Hutterite Colony schools in our division. Fifteen First Nations are within or close to our Division: Piapot, Muscowpetung, Pasqua, Standing Buffalo, Little Black Bear, Okanese, Star Blanket, Peepeekisis, Muskowekwan, Carry-the-Kettle, Zagime Anishinabek, Cowessess, Kahkewistahaw, Ochapowace and Pheasant Rump. Last Mountain Lake First Nation, also known as Kinookimaw (Long Lake) is also within our Division boundaries.

Our Bold Aspiration: Success - Engagement - Teamwork

Messages from the Board Chair and Director of Education This marks the second year for the 2022-2026 This Is Us – Wicihitowin strategic plan, a document that charts the course for our school division. In the 2022-2023 school year, it led to significant advancements in our schools, our classrooms and in how our division operates and our Board of Education is confident the best is yet to come.

The strategic priorities in this document align with the pillars of the Provincial Education Plan, allowing us to improve student achievement in target areas while maximizing efficiency in our work. Our core business is ensuring students are in the best possible position to achieve success in learning and in life. This document ensures we are working directly towards that overall goal.

Janet Kotylak Board Chair

We are fortunate to have so many skilled professionals in Prairie Valley who care deeply about providing a high quality education to our students. This dedication extends to the School Community Councils, parents and guardians, and communities that support learning in our division. That commitment, and the strategic direction outlined in this document, make us excited for the possibilities ahead.

I am honoured to be Prairie Valley’s Director of Education and I’m excited to have the privilege of leading our division in the 2023-2024 school year and beyond. As we build towards the future, This Is Us – Wicihitowin will continue to propel us forward as we take a student-centered approach to improving how we deliver education in our schools.

This document represents our collective commitment to providing high quality, equitable learning experiences for all our students. It is also a roadmap for us to follow to ensure we’re equipping our students with what they need to have success in learning and in life.

One of the things I like most about This Is Us – Wicihitowin is that its strategic priorities encourage a holistic view of Prairie Valley. I believe strongly that if we maximize resources, improve operational efficiencies and enhance organizational culture, our students will benefit.

Gord Husband Director of Education

Our Bold Aspiration: Success - Engagement - Teamwork

Our Strategic Planning Process: How We Got to Here This Strategic Plan document represents a year long process of exploration, consultation, and reflection in 2021-2022. It represents our desire to continuously improve on the student experience.

During our year of exploration, some common themes quickly emerged: · A desire to offer safe and nurturing school environments to students from a wide variety of backgrounds. · A spirit of volunteerism and engagement of the community that goes far beyond the four walls of the classroom. · A commitment to innovation in curricular approach, use of materials, and enhancement of technology. · A commitment to fostering the mental health and wellbeing of students and staff.

The Board met far and wide—with students, staff and School Community Councils. In all of our meetings we were guided by Wicihitowin – a desire for true collaboration and a commitment to helping each other. We challenged everyone to think about where we are now, what we do well and what we can improve upon. We asked about their hopes, their dreams and their aspirations.

Without this rich and robust process, it would have been impossible to realize what we have been able to accomplish with this document.

As we move into 2023-2024, we have begun the process of realizing our strategic goals. In this document, we look ahead to the year to come with commitments to continue to learn and grow together. The accompanying appendix, available online at www.pvsd.ca, tells our story of 2022-2023, when we took our first steps. In time, this document will become a history of how we have changed our aspirations into accomplishments as we pursue the goals we have set for our students, our schools and ourselves.

Our Bold Aspiration: Success - Engagement - Teamwork

Our Mission

Inspiring lifelong learners and engaged citizens

Our Vision

Success in learning and life

Our Values

Compassion – our caring approach for others with empathy, kindness, and genuine concern without judgement Belonging – embracing equity, diversity, and inclusion where all are accepted with equal opportunity for success Integrity – honest, ethical behavior, that is being true to our word, and taking ownership for our actions Collaboration – engaging in meaningful relationships and partnerships built on mutual trust and open, transparent communication Curiosity – inspiring excellence, growth and improvement fueled by innovation, creativity and courage

Our Bold Aspiration - We aspire to…

Success …all students attain the life skills for success through relevant learning …all students and staff thrive as they realize their full potential …all schools exemplify relationships that embrace and welcome everyone, whatever their background, orientation, and level of achievement Engagement …all students benefit from caring adults who are committed to their education …all stakeholders contribute to public education involving students in activities that support local community …all staff realize opportunities related to local partnerships with parents and local citizens Teamwork …all experience physical and mental well-being accessing the resources to achieve their best …all schools embrace innovation and technology to offer unique learning opportunities …all staff feel valued in a trusting work culture with a shared vision and renewed commitment

Our Bold Aspiration: Success - Engagement - Teamwork

Our Mission: Inspiring Lifelong Learners and Engaged Citizens Our Vision: Success in Learning and Life Our Values: Compassion; Belonging; Integrity; Collaboration; Curiosity Our Strategic Priorities:

Our Bold Aspiration: Success - Engagement - Teamwork

Priority I

Enhance Student Achievement and Future Success  Increase student skill and knowledge  Foster innovation  Strengthen Indigenous cultural responsiveness

Our Bold Aspiration: Success - Engagement - Teamwork

2023-2024 Strategies Strategy One: In 2022-2023, Prairie Valley implemented a successful strategic project that saw four days of curriculum inservice for selected teachers from all schools with a goal of building individual and school division capacity in curriculum, instruction and assessment.

Research tells us that teacher practice has a significant effect on student outcomes.

We will Expand the Curriculum Inservice Model to Include English Language Arts (ELA) Teachers from All Schools in Prairie Valley School Division.

2023-2024 Measures of Success…

• •

•

•

Complete Day 3 for Mathematics and Days 1 and 2 for ELA of Sharing and Exploring Outcome-Based Practices.

Establish baseline measures on the Saskatchewan School Boards Association (SSBA) Indigenous Education Responsibility Framework.

Number of First Nations and Indigenous partners who participate in consultation regarding the Model for Indigenous Education and Actualization of Truth and Reconciliation.

Successful implementation of Michif Prekindergarten at Indian Head Elementary School.

Strategy Two: The lingering effects of COVID-19 continue to impact student outcomes in Prairie Valley Schools.

We will Implement a PVSD Literacy Project Targeted at Grades 4-6 Teachers in All Prairie Valley Schools.

Strategy Three:

Strategy Four:

The Provincial Education Plan places significant emphasis on Inspiring Success: Prek-12 First Nations and Metis Education Policy Framework. In 20222023, Prairie Valley refocused our anti-oppressive Indigenization practices division-wide.

Edsby software has allowed teachers, schools and parents to communicate about student progress throughout the school year.

Teachers identify redundancies related to Edsby and traditional reporting practices.

Through consultation with First Nations communities, we will Confirm and Extend the Indigenous Education Vision in Prairie Valley School Division and Establish a Model for Actualization of Truth and Reconciliation in All Prairie Valley Schools.

We will Pilot a Reporting Period Process in Six Schools Where Edsby has been Fully Adopted by Staff and Parents and Transition Reporting Practices from a Traditional Model to an Edsby-based Model in All Schools.

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Priority II

Strengthen Connections and Relationships  Cultivate inclusive, safe environments  Deliver holistic student supports  Enrich stakeholder engagement  Advance advocacy

Our Bold Aspiration: Success - Engagement - Teamwork

2023-2024 Strategies Strategy One: After a year of strategic focus on Educational Service Agreement Renewal, it is apparent that this project will likely remain a part of the Prairie Valley Strategic Plan for several years. Our hope is to continue to strengthen relationships and understanding as we work in collaboration with First Nations to renew Educational Service Agreements.

We will strengthen relationships and work collaboratively with First Nations to Renew Educational Service Agreements.

• • • • • • •

Strategy Two: In 2023, Prairie Valley staff reported concerns related to workplace challenges and wellness. While there are demands and expectations inherent in being a school division employee, we know that staff who are able to be well create many opportunities for students.

We will Create Awareness and Provide Training and Resources for Staff Regarding Mental Health and Wellness.

Strategy Three: Board Advocacy

The Prairie Valley Board of Education is a strong advocate for parents, students and communities whose influence raises awareness related to the funding of public education.

We will Create a strong advocacy campaign to support sustainable and predictable funding for Prairie Valley Schools.

2023-2024 Our Measures of Success…

Strategy Four:

Complete a Michif Prekindergarten program review through consultation with stakeholders.

EYE improvement over the course of the year for Prekindergarten children in the new Indian Head Elementary School Prekindergarten Program.

Number of First Nations engaged in discussions regarding Education Service Agreements (ESAs); number of ESAs that are renewed.

Number of participants trained in Mental Health First Aid training, plus other training programs.

Number of Prairie Valley interns working in Prairie Valley schools the following fall.

Number of Board advocacy initiatives.

Completion of Parent Engagement survey and review and analysis of

The Prairie Valley Board of Education believes in the importance of parent, SCC and public engagement.

We will Create a Parent Engagement Survey Aimed at Providing Parents and Caregivers an Opportunity to Provide Feedback on Current and Future Initiatives.

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Priority III

Enrich Organizational Culture, Teamwork and Leadership  Nurture staff well-being  Grow leadership and staff capacity  Enhance our engaging and caring culture

Our Bold Aspiration: Success - Engagement - Teamwork

2023-2024 Strategies Strategy One: The Board of Education at Prairie Valley School Division provides governance oversight as described in Board Policy and collaborates with other levels of governance to ensure resources are available for all children Prekindergarten to Grade 12.

We will Engage with First Nations and Metis Governance Partners Through Establishment of an Annual Indigenous Partners Gathering.

Strategy Two: In 2022-2023, Prairie Valley School Division in partnership with CUPE and the Prairie Valley Teachers’ Association conducted a staff engagement survey.

We will Incorporate Data Provided by Staff Into Planning Activities With a Goal of Enhanced Engagement and Culture In All Prairie Valley Workplaces.

Strategy Three: Prairie Valley School Division includes students from a diverse range of cultural, socio-economic and community backgrounds. We are challenged to recruit staff in some locations, and certain teaching specialities are particularly difficult to recruit.

We will Build a Representative Workforce Strategy to Employ People who Enhance our Ability to Meet the Needs of an Increasingly Diverse Student Population.

2023-2024 Our Measures of Success…

•

•

•

• • •

Baseline staff engagement data shared to inform engagement improvement planning in 2023-2024 and beyond.

Review survey data with School Based Administrators (SBAs) at least twice and provide opportunities for SBAs to discuss school-level actions/activities at admin meetings.

Track and maintain a log of actions at the Division level that are targeted at addressing the data in the staff survey.

Workforce statistics related to diversity.

Participant list (communities represented) from Indigenous Partners Gathering.

Develop a strategy that includes recruitment, retention and training.

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Priority IV

Maximize Resources and Efficiency  Analyze processes to ensure purposeful stewardship throughout the system  Implement strategies for resource allocation to enhance student outcomes

Our Bold Aspiration: Success - Engagement - Teamwork

2023-2024 Strategies Strategy One: In 2022-2023, Prairie Valley School Division concluded a review of community supports staffing. The result of this review was the establishment of a new position with a focus on First Nations family and community engagement and student attendance.

We will Implement School Outreach Liaison Staff in Selected Prairie Valley Schools.

Strategy Two:

Strategy Three:

Prairie Valley School Division currently supports a variety of nutrition programming models that, on their surface, appear to be inequitable.

Prairie Valley is committed to finding and utilizing operational efficiencies to maximize resources available for teaching and learning.

We will Complete a Comprehensive Review of Nutrition Programming and Staffing in all Prairie Valley Schools.

We will Reduce Energy Consumption in Schools and Modernize HR and Finance Department Processes.

Strategy Four: Prairie Valley is committed to Reconciliation activities that advance First Nation communities and businesses.

We will Review Our Tendering Processes to Ensure All Businesses Have Equitable Opportunities to Submit Tenders for Consideration.

2023-2024 Measures of Success…

• • • • •

School Outreach Liaison performance appraisals aligned with job description at all participating schools.

Equitable, needs-based nutrition programming throughout Prairie Valley.

Energy savings processes implemented in all Prairie Valley schools.

Processes in HR and Finance Departments streamlined to increase efficiency.

Track the number of tenders received from First Nations businesses and employers.

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Budget At a Glance At its June 14 regular meeting, the Board of Education approved the 2023-2024 school year budget which continues to support the Division’s strategic goals.

Prairie Valley School Division’s operating funding for 2023-2024 is $106 million, an increase of 1.7 per cent compared to 2022-2023. Most of this increase was allocated to addressing rural classroom complexity issues, specifically multi-grade classrooms.

In total, the 2023-2024 budget adds 18.8 additional teacher FTEs (full time equivalent) to 18 schools in the Division. Most of those new positions will be allocated to 14 schools, where multi-grade classes will be reduced from 44 to 18. The remaining new teacher positions will lower large class sizes and reduce pupilteacher-ratios.

Like other school divisions, Prairie Valley continues to encounter significant financial challenges. In the 20232024 budget, no funding is provided for cost-of-living salary increases for non-teaching staff which is a growing cost the Division continues to absorb. There is also no funding dedicated to inflation, which significantly affects Prairie Valley in many ways, especially transportation, maintenance and infrastructure projects.

3.6%

2.2%

0.7%

0.5%

0.3%

0.3%

0.1%

8.9%

12.5% 70.9%

5.1%

2.2%

0.9% 0.6% 0.4%

90.8%

EXPENDITURES Instruction Facilities Transportation Administration School based Funds Complementary Services Governance Other Expenses External Services Tuition and Related Fees

% 84,017,185 70.95% 14,782,603 12.48% 10,504,327 8.87% 4,235,755 3.58% 2,556,477 2.16% 786,730 0.66% 549,471 0.46% 410,578 0.35% 408,860 0.35% 173,279 0.15% 118,425,265

REVENUES Operating Grants Tuition and Related Fees Student Based Funds Other Revenues Complementary Services External Services

% 104,392,954 90.8% 5,891,236 5.1% 2,525,170 2.2% 1,045,000 0.9% 699,606 0.6% 468,860 0.4% 115,022,826

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Budget Summary by Category Budget 2023-2024

Budget 2022-2023

Change in Budget

REVENUES Operating Grants

104,392,954

102,765,861

1,627,093

Tuition and Related Fees

5,891,236

5,373,792

517,444

School Based Funds

2,525,170

2,675,170

(150,000)

Other Revenue

1,045,000

1,045,000

-

Complementary Services

699,606

697,312

2,294

External Services

468,860

-

468,860

Total Revenues

115,022,826

112,557,135

2,465,691

Governance*

549,471

549,471

-

Administration

4,235,755

4,052,375

183,380

Instruction

84,017,185

82,699,432

1,317,753

Facilities

14,782,603

14,535,741

246,862

Transportation

10,504,327

10,478,316

26,011

173,279

215,210

(41,931)

2,556,477

2,706,477

(150,000)

Other Expenses

410,578

424,584

(14,006)

Complementary Services

786,730

803,572

(16,842)

External Services

408,860

-

408,860

Total Expenditures

118,425,265

116,465,178

1,960,087

Excess (Deficit) for the year

(3,402,439)

(3,908,043)

562,606

EXPENDITURES

Tuition and Related Fees School based Funds

*Includes expenses for board remuneration as well as board travel, professional development, and other governance related expenses such as PVSD service awards.

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September 30, 2023 Enrolment and Pupil Teacher Ratios In school PK-12 Enrolment School

School Type

Headcount

Arm River Colony School Balcarres Community School Balgonie Elementary School Bert Fox Community High School Broadview School Clive Draycott School Cupar School Dr. Isman Elementary School École Lumsden Elementary School École White City School Edenwold School Emerald Ridge Fort Qu'Appelle Elementary C.S. Greenall High School Grenfell Elementary School Grenfell High School Indian Head Elementary School Indian Head High School James Hamblin School Kelliher School Kennedy Langbank School Kipling School Lajord Colony School Lipton School Lumsden High School McLean School Milestone School Montmartre School North Valley Elementary School North Valley High School Pense School Pilot Butte School Robert Southey School Sedley School South Shore School Stewart Nicks School Vibank School Whitewood School Wolseley High School Total

Colony K-12 PK-12 K-8 8-12 PK-12 K-8 K-12 K-6 PK-8 K-8 K-6 K-8 PK-7 9-12 PK-6 7-12 PK-6 7-12 K-8 PK-12 K-8 PK-12 Colony K-12 PK-12 9-12 K-8 K-12 K-12 K-6 7-12 K-8 PK-8 K-12 K-8 K-8 K-8 K-12 PK-12 7-12

29 287 365 273 129 67 183 94 607 517 38 497 335 741 131 129 280 258 88 131 47 406 25 112 368 83 243 245 82 77 106 526 279 86 155 103 286 237 83 8728

FTE 26.5 270.0 348.0 273.0 119.5 63.0 174.5 90.0 566.5 494.5 36.0 471.0 296.5 741.0 114.0 129.0 248.0 258.0 83.5 122.0 45.5 382.0 23.5 106.0 368.0 78.0 237.0 237.0 76.0 77.0 98.5 491.0 269.5 81.0 148.0 98.5 275.5 224.0 83.0 8323.5

Pupil to Teacher Ratios Teacher FTE 1.4 12.2 15.0 11.4 6.5 3.0 9.0 4.5 23.0 21.5 2.0 19.5 15.0 29.9 5.5 6.0 11.0 10.6 4.5 5.5 3.0 17.1 1.4 5.5 15.9 4.0 11.3 10.1 4.0 4.0 5.5 21.0 12.5 4.0 6.5 4.5 12.9 11.8 4.0 376.0

Notes: Student full-time equivalent (FTEs) count Prekindergarten and Kindergarten as 0.5.

Classroom teachers excludes career counselors, student services teachers, school-based administrators, and preparation time.

Pupil to Teacher Ratio Totals are averages.

Classroom 18.9 22.1 23.2 23.9 18.4 21.0 19.4 20.0 24.6 23.0 18.0 24.2 19.8 24.8 20.7 21.5 22.5 24.3 18.6 22.2 15.2 22.3 16.8 19.3 23.1 19.5 21.0 23.5 19.0 19.3 17.9 23.4 21.6 20.3 22.8 21.9 21.4 19.0 20.8 21.0

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Overall 13.3 13.8 16.9 14.2 11.6 15.8 13.4 14.5 18.3 16.8 12.6 17.4 13.8 17.8 15.2 14.7 16.2 16.4 13.9 13.4 11.4 15.8 11.8 11.5 16.7 13.0 14.8 16.2 14.5 13.4 13.6 16.8 15.0 13.5 17.2 15.4 15.6 12.3 13.8 14.7

Measuring Success The Balanced Scorecard The balanced scorecard is a management tool designed to translate strategic goals into a set of quantifiable and comprehensible performance objectives. These objectives can be measured and changed as required, should circumstances become different or management goals change in response to external factors. The structure of the balanced scorecard used in This Is Us is outlined below.

Acronyms connect the Strategic Objectives and Strategies with the Measures of Success.

The Summary of Results describes how the targets laid out in the 20222023 measures of success were met.

The Future Plans section outlines what still needs to happen to address strategies or measures of success that were not fulfilled in 2022-2023.

The Summary of Strategic Actions describes what was done to fulfill the intention of each strategy in the 2022-2023 school year.

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PVSD Balanced Scorecard 2022-2023 Priority I: Enhance Student Achievement and Future Success Strategic Objectives

Increase student skill and knowledge (SSK) Foster innovation (FoI) Strengthen Indigenous cultural responsiveness (ICR)

Strategies

1. We will Enhance Teacher Capacity through Expansion and Focus of Learning Facilitator Programming in Inservice Settings. (SSK, FoI)

Summary of Strategic Actions • • •

2. We will Expand Student Choice

by Formalizing Prairie Valley Modes of Learning and Establish Norms for Each Mode; Pilot Prairie Valley ‘Learning Everywhere’ to Determine Benefits and Challenges. (SSK, FoI)

•

3. We will Respond to COVIDrelated Learning Challenges. (SSK)

• •

4. We will Refocus AntiOppressive Indigenization Practices throughout Prairie Valley SD. (ICR)

•

• • • •

• • •

The professional development initiative entitled Sharing and Exploring Outcome-Based Practices in Math consisted of four days of inservice for middle years (2) and high school teachers (2).

Depending on grade configurations, all 39 schools had representation at either middle school, high school or both.

Sessions were developed and presented by learning facilitators, school-based administrators and senior administration.

While the Prairie Valley Modes of Learning model was not formalized, Prairie Valley Everywhere was actualized as a program delivery model to complement magnet and distance learning.

Among the modes of learning offered in 2022-2023 were: o Traditional, in-class learning – students in home schools learning from their own teachers. o Magnet Programming – students travelling to neighbouring schools to access courses. o Prairie Valley Everywhere – students linking synchronously into classrooms across the School Division to access courses. o Distance Learning – students enrolling in courses provided by an external Distance Learning provider.

Sixteen schools were provided additional teaching staff to provide classroom level literacy interventions.

A working group of teachers and learning facilitators developed a scope and sequence for language and literacy instruction in both French and English.

Schools implemented attendance intervention strategies.

The Indigenous Education Working Group (IEWG) developed learning packages to support classroom teachers from K to 12 to support instruction related to the National Day for Truth and Reconciliation.

The IEWG reviewed and evaluated the teacher and school resources on the Indigenous Education webpage on the Division’s InSite website.

Whitewood School completed the second of three years of an Invitational Shared Services Initiative (ISSI) project with Ochapowace First Nation. Bert Fox Community High School and Balcarres Community School completed successful applications for two additional ISSI projects, both with File Hills Qu’Appelle Tribal Council for 2023-2024.

Administrative Procedure 1130 “Anti-Racism and Response to Racism and Respect for Human Diversity” was significantly revised to include background, definitions, and school division responsibilities to support students and staff.

The Saskatchewan School Board Association’s Indigenous Education Responsibility Framework to support the actualization of Ministry of Education’s Inspiring Success Framework Policy was introduced to schoolbased administrators.

Culture rooms at Whitewood, Montmartre and Milestone Schools were painted using colors appropriate for local cultures through Preventative Maintenance and Renewal grant funding.

Our Measures of Success

Students will perform at or above Grade level in reading, writing and math. (SSK)

Summary of Results •

Student achievement scores continue to be negatively impacted by learning interruptions resulting from the Covid-19 pandemic.

•

Reading scores for students in Grades 1 to 8 are rebounding from their lowest point in 2021 but remain lower than pre-pandemic levels.

In English, 67 per cent of students are reading at or above grade level as compared with 64 per cent in 2021-2022 and 77 per cent in 2018-2019.

In French, 65 per cent of students are reading at or above grade level as compared to 65 per cent and 67 per cent in 2021-2022 and 2018-2019 respectively.

• • • • • • • •

Students will demonstrate readiness for school as measured by the Early Years Evaluation. (SSK)

Writing is assessed in Grades 4, 7 and 9. Students’ writing typically improves as students get older and have more opportunity to write for a variety of purposes.

Students’ writing scores have worsened since the pandemic.

Using the Ministry of Education holistic rubric, only 55 per cent of students were assessed to be meeting expectations compared to 56 per cent in 2021-2022 and 63 per cent in 2018-2019.

While writing scores typically improve over time, math scores tend to decline over time as the content becomes increasingly specialized and complex.

Assessed in Grades 3, 5 and 8, students’ math scores have remained somewhat static pre-pandemic and since.

In 2022-2023, 61 per cent of students were meeting or exceeding expectations as compared to 64 per cent in both 2018-2019 and 2021-2022.

•

For a more detailed view, please see Data References at the back of this document.

•

Student readiness for school has also been impacted by the Covid-19 pandemic as young children’s ability to engage in away from home activities and to take part in socializing opportunities was significantly impacted.

Students’ readiness entering Kindergarten has been lower in 2021-2022 and 2022-2023 that in the years leading up to the pandemic.

While the 2022-2023 end of year assessment shows only 78 per cent of students leaving Kindergarten ready for Grade 1, there was an increase of 26 per cent from the start of year, the greatest single year increase since before the pandemic.

For a more detailed view, please see Data References at the back of this document.

• • •

Future Plans – 2023-2024 & Beyond

2023-2024 is Year 2 of a multiyear plan to improve Reading and Writing outcomes for students. A Scope and Sequence for teaching reading cues and conventions from Grades 1 to 9 will be implemented. On-going procurement and development of supporting resources and assessments will be shared and implemented. Reading and writing instruction will be supported by professional development and jobembedded coaching with the Learning Facilitators.

Schools will continue to focus on math through the implementation of their School Learning Improvement Plans.

Implementation of Prairie Valley Everywhere will be impacted by the inception of the Saskatchewan Distance Learning Corporation.

Prairie Valley Everywhere will continue to provide students with an option for synchronous access to courses as a way to improve equity.

Our Measures of Success Students will attain credits through a variety of modes of learning. (FoI)

Summary of Results • • • • •

Staff will report enhanced capacity in curriculum, instruction and assessment. (SSK)

•

• Student participation in teaching, celebration and reconciliation events will increase. (ICR)

• • •

Fourteen different synchronous courses were offered through the Prairie Valley Everywhere course catalogue in 2022-2023.

Fifty-six Prairie Valley students enrolled in courses offered by 13 Prairie Valley teachers.

Seventy-nine students registered for Distance Learning courses through external distance learning providers. In Semester 1, of the 47 students who originally registered for a class, 12 withdrew and 8 extended their course into the second semester. Only one student failed the course.

The Prairie Valley Everywhere course catalogue for 2023-2024 includes options for 30 courses.

Enrolment will be determined by the alignment of school and student timetables.

Overall, Prairie Valley Grade 10 to 12 credit attainment rates increased slightly with 71 per cent of students earning at least eight credits.

Teacher representatives at the middle and high school levels from across Prairie Valley School Division attended two days of professional development entitled, “Sharing and Exploring Outcome-Based Education in Math.” Middle years teachers (39) attended workshops held on October 14, 2022, and on April 3, 2023. On October 21, 2022, and May 24, 2023, 19 high school teachers were involved.

Topics included teacher planning, assessment, curriculum reviews and best instructional practices. In addition, the division provided teachers resources of their choosing. Days were intentionally designed to be a networking opportunity for teachers.

Staff and students in 39 schools planned and participated in Truth and Reconciliation activities leading up to and on the National Day for Truth and Reconciliation (NDTR).

Board Members, Senior Administration and Education Centre staff were invited to participate with students in NDTR activities at schools.

A Graduation Powwow was held on National Aboriginal People’s Day at Bert Fox to celebrate the School Division’s Grade 12 graduates.

Future Plans – 2023-2024 & Beyond

Year two of the plan will follow a similar format, but in English Language Arts. Day one will be hosted in the fall, followed by day two in the spring. The third and final day of “Sharing and Exploring Outcome-Based Education in Math” will occur in early fall.

Priority II: Strengthen Connections and Relationships Strategic Objectives

Cultivate inclusive, safe environments (CIE)

Strategies

1. We will implement a pilot Indigenous Advocate position.

(CIE, DHS)

Deliver holistic student supports (DHS) Enrich stakeholder engagement (ESE) Advance advocacy (AA)

Summary of Strategic Actions • The Indigenous Advocate position was created and staffed in May 2022.

• The Indigenous Advocate has provided instructional, cultural and behavioural support for teachers, schools,

• 2. We will strengthen relationships and work collaboratively with First Nations to renew absent Educational Service Agreements. (ESE)

•

• • •

3. We will increase Mental Health and Well-being Supports. (CIE, DHS)

• • • •

4. We will create a strong advocacy campaign to support adequate and predictable funding for Prairie Valley schools. (AA)

• • • •

students and families through teachings related to residential schools, tipi teachings, grandfather and horse traditional teachings, treaty teachings, ceremony including smudge and pipe ceremony, conflict mediation and resolution.

The Indigenous Advocate was engaged as a key support to students and families in Suspension Hearings that involved Indigenous students.

Educational Service Agreements (ESA) that are recently renewed allow us to provide more seamless educational supports for First Nation children and families. ESA standardization is beneficial for Prairie Valley but impacts each First Nation with autonomous authority over their desired relationship with Prairie Valley and aspirations for their children’s educational experience.

Considerable time and effort committed to helping access supplementary funds to support First Nation children with additional needs.

Prairie Valley has supported First Nations in applying successfully to Indigenous Services Canada for $1.4M to support High-Cost Special Education for students with intensive needs.

Prairie Valley has applied for $150,000 of supports for individual students through Jordan’s Principle.

Prairie Valley received over $275,000 in Mental Health Capacity Building grants.

Added .8 FTE Mental Health and Addictions Liaison to support students with substance use and addictions.

Increased psychology (.5 FTE) and social work (.5 FTE) supports, providing violence threat risk assessments.

Maintained 2 FTE Prairie Valley-funded Wellness Promoters in schools to support and embed mental health programming.

Communicated sustainable funding messaging to the public through news media interviews, news releases, Board Notes and other communication channels.

Provided information to parents and staff about emerging funding issues related to provincial budget.

Provided messaging to Student Community Councils (SCC) related to sustainable funding in regular meetings and at SCC Regional Meetings.

Brought funding concerns directly to government in meetings and through other communication channels.

Our Measures of Success

First Nations students will experience greater engagement.

(CIE, DHS)

Summary of Results

Relationships with First Nations partners will be improved as evidenced by updated Educational Service Agreements. (ESE) Schools will experience enhanced Mental Health and Well-being services. (CIE, DHS)

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While we have not finalized any Educational Service Agreements this year, we remain optimistic for continued conversations and progress.

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Board advocacy will be measured by our influence on the Saskatchewan School Boards Association as our provincial voice and by positive response by government. (AA)

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Extended student services and learning facilitator supports into classes through the Interventions Together Framework.

Created a division-based mental health services strategic plan outlining resources and supports for mental health.

Outlined concerns about sustainable funding during meeting with Minister of Education and local MLAs on March 27, 2023.

Changes were made to the Saskatchewan Distance Learning Corporation that returned the program to a fee for service model and restored approximately $600,000 to the school division’s operating budget.

Government provided post-Budget Day funding to Saskatchewan school divisions resulting in approximately $965,000 for Prairie Valley School Division to mitigate classroom complexity issues.

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Future Plans – 2023-2024 & beyond We will continue to commit to engaging with neighbouring First Nations to renew ESA’s.

Priority III: Enrich Organizational Culture, Teamwork and Leadership Strategic Objectives

Nurture student and staff well-being (SSW) Grow leadership and staff capacity (LSC) Enhance our engaging and caring culture (ECC)

Strategies

1. We will Implement an Updated School-based Administrator Professional Practice Process.

(LSC) 2. We will Collaborate with the Prairie Valley Teachers' Association to Implement a Strategic Implementation Advisory Committee. (SSW, LSC) 3. We will Establish a Staff Culture and Engagement Survey Process. (ECC)

Summary of Strategic Actions •

Learning superintendents engaged in growth focused conversations with all 57 school-based leaders and supported the process with regular and frequent communication.

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The Strategic Implementation Committee was established in October 2022.

The Strategic Implementation Committee met on October 27 and December 5, 2022, and on January 26 and May 9, 2023.

The Strategic Implementation Committee completed the final theming of Prairie Valley feedback for the Provincial Education Plan and developed, implemented and reviewed the strategic project on staff engagement and culture.

The Prairie Valley Board of Education provided direction to implement a staff culture and engagement survey.

The Prairie Valley Staff Culture and Engagement Survey was developed by the PVTA Strategic Implementation Committee in collaboration with CUPE 5252 and COE staff representatives.

Baseline data was collected from March 20 to April 3, 2023. In total, 532 responses were received.

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Our Measures of Success

Baseline staff engagement data developed to inform engagement improvement planning in 20232024 and beyond. (ECC) Process data related to schoolbased administrator professional practice. (LSC)

Summary of Results • • • • •

Evidence of teacher voice through agendas and action items. (LSC, SSW)

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The Strategic Implementation Committee, Prime Time staff, School-based Administrators, Learning Team staff and the Board of Education all completed a focused review process with the baseline data.

From the data analysis, there are two strategies in 2023-2024 that are specifically tied to the Staff Culture and Engagement Survey.

All 57 school-based administrators completed growth plans.

Eleven summative appraisals were completed on principals who were on the summative cycle, three of whom were in their first year and three in their second.

Summative appraisals were completed on 11 vice-principals on the summative cycle, six of whom were in their first year of school leadership.

Teacher feedback and administrator participation prioritized at four meetings related to staff culture and engagement survey.

Future Plans – 2023-2024 & beyond

Priority IV: Maximize Resource Advocacy and Efficiency Strategic Objectives

Analyze processes to ensure purposeful stewardship throughout the system (PS)

Strategies

1. We will Implement Efficiency Projects as identified through the Organization Review and the implementation of best practice.

(PS, RA)

Summary of Strategic Actions •

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Implement strategies for resource allocation to enhance student outcomes (RA)

• • • • • • 2. We will Monitor Current Efficiency Projects. (PS, RA)

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A review of Community Support staffing was completed, leading to the disestablishment of two roles: Community School Coordinator and Family Liaison Worker. A new role, School Outreach Liaison was established with a narrower focus of First Nation family and community engagement and student attendance support.

Learning staff were reallocated to respond to an increase in the number of VTRA processes that were required in 2022-2023.

A review of the caretaker supervision model was completed. School administrators value the current model with centralized technical support. The structure will be maintained, and support will be provided where gaps have been identified.

A review of Prairie Valley fleet vehicles was completed, resulting in the general fleet being reduced by two vehicles to ensure maximum efficiency.

A review of all school fees was completed, and a policy was adopted that ended curricular fees for Prairie Valley families.

Paperless systems continued to be implemented across the division, significantly decreasing processing times in the finance department.

Webpages are being refreshed and migrated to a cloud-based system.

A process began to migrate new and existing forms to a more modern and powerful cloud-based product.

This will streamline tasks and reduce data re-entry.

IT Security was improved including through the utilization of an external penetration test to verify the existing controls are effective and identify areas of improvement.

The learning facilitator, distributed library and band, and interventions together models were implemented for the second year.

A three-year educational assistant allocation model was implemented.

A three-year student services teacher model was implemented for the second year.

Internal and external reviews of the courier model resulted in data and feedback supporting continuation of this position.

The IT Department reviewed and adjusted positions and duties to accommodate a one FTE reduction. This was implemented and monitored throughout the 2022-2023 school year to ensure service delivery and projects were not negatively impacted.

The Transportation Department implemented automated data exchanges between the student data system and bus routing software, reducing time for manual entry and redundancy.

The Transportation Department began work on a GPS system that will use an app where parents can access real time bus mapping information for their child’s route.

Our Measures of Success

That we provide the best possible services within current budget allocations. (RA)

Summary of Results •

• That projects identified and the resulting changes enhance services in a more cost effective, efficient manner. (PS)

The Learning Facilitator, Educational Assistant, Student Services, Courier and other model implementations are continuations of the multiyear system reorganization work that began in 20212022. As with other reorganization initiatives, we will continue to monitor their effectiveness and adapt based on data collected.

The IT Department, through reorganization of duties, was reduced by 1.0 FTE, with no lessening of service response times or efficacy.

Future Plans – 2023-2024 & beyond

Data References Reading – Fountas and Pinnell Results 2022-2023

Reading (French Immersion) – GB+ 2023-2024

Writing – Ministry of Education Holistic Rubric

Mathematics – Ministry of Education Holistic Rubric

School Readiness - Early Year Evaluation (EYE)

Prairie Valley Strategic Plan Priorities

Strategic Alignment Matrix Provincial Education Plan Pillars

Provincial Education Plan Priority Actions

 Enhance Student Achievement and Future Success

 Skills and knowledge for future learning, life and participation in society

 Learning and Assessment  Indigenous Education  Student Transitions

 Strengthen Connections and Relationships

 Mental health and well-being  Connections among people and relationships between systems and structures

 Indigenous Education  Mental Health and Well-Being  Student Transitions

 Enrich Organizational Culture, Teamwork and Leadership

 Inclusive, safe and welcoming learning environments

 Indigenous Education  Mental Health and Well-Being  Student Transitions

 Maximize Resource Advocacy and Efficiency