Prairie Valley Schools - Board of Education Strategic Plan 2022-2026 September 2024
Board of Education
“A vision is not just a picture of what could be; it is an appeal to our better selves, a call to become something more.”
-Rosabeth Moss Kanter, Sociologist
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.
Messages from the Board Chair and Director of Education
Janet Kotylak Board Chair
The Prairie Valley School Division Board of Education is proud to present the 2024-2025 strategic plan entitled This Is Us – Wicihitowin. This document lays out our goals for the current school year and reports on the progress we made last year.
This year, the board is focusing on several strategic actions to improve our organization. Through these actions, we will emphasize engaging with school community stakeholders, growing relationships with education partners, and advocating for increased funding for Prairie Valley School Division and publicly funded education. We are confident this approach will ensure we increase our capacity to provide high quality educational experiences for students.
Our board is grateful for all the people who make Prairie Valley a great place to learn and grow. Our students will achieve great things this year inside and outside the classroom. Those accomplishments are only possible because of our dedicated staff members, our committed School Community Councils and parents and guardians who support Prairie Valley students and schools. We are excited about the 2024-2025 school year, and we hope this document reflects our optimism for the future of Prairie Valley.
It is my pleasure to present Prairie Valley’s strategic plan for the 2024-2025 school year.
We are now in the third year of This Is Us – Wicihitowin, our guiding strategic document until September 2026. With This Is Us – Wicihitowin serving as our division’s roadmap, we have made great progress in our schools and classrooms. I am excited to see this continue as we take on the strategic actions outlined in the following pages.
In September 2024, the Provincial Education Plan (PEP) took effect. This Is Us –Wicihitowin is in close alignment with PEP, creating a synergy that will benefit our students and organization. The goals we are working towards in our school division are aligned with provincial priorities, positioning our students and staff to be leaders in these areas.
I look forward to seeing our team of dedicated staff members continue to provide high quality learning opportunities so our students can reach their full potential.
Gord Husband Director of Education
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 2024-2025, 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 appendices, available online at www.pvsd.ca, tell our story of 2022-2023 and 2023-2024. This document represents a history of how we are changing our aspirations into accomplishments as we pursue the goals we have set for our students, our schools and ourselves.
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 & 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 Mission: Inspiring Lifelong Learners and Engaged Citizens
Our Vision: Success in Learning and Life
Our Values: Compassion; Belonging; Integrity; Collaboration; Curiosity
Our Strategic Priorities:
Enhance Student Achievement and Future Success
Increase student skill and knowledge
Foster innovation
Strengthen Indigenous cultural responsiveness
2024- 2025 Strategies
Strategy One:
Edsby software has allowed teachers, schools and parents to better engage and interact with one another about student progress throughout the school year.
We will Continue to Pilot a Two-Term Reporting System in the Original Six Pilot Schools From 2023-2024 As Well As Onboarding an Additional 22 Schools in 2024-2025
Strategy Four:
Prairie Valley School Division has experienced a prolonged plateau period in its mathematics and writing scores submitted annually to the Ministry of Education.
We will Develop an Action Plan Aimed at Improving Students’ Math and Writing Scores From Grades 2 to 9.
Strategy Two:
The lingering effects of COVID19 continue to impact student outcomes in Prairie Valley Schools.
We will Continue Our Literacy Action Plan With a Specific Focus on Grades 1 to 3 To Mitigate Ongoing Learning Gaps.
Strategy Three:
The Provincial Education Plan places significant emphasis on Inspiring Success: Prek-12 First Nations and Metis Education Policy Framework.
We will Actualize the Indigenous Education Responsibility Framework (IERF) and Each School’s Indigenous Education Action Plan Through the Determination of Indigenous Education Goals in Each School’s Learning Improvement Plan.
24-25 Measures of Success…
• Teachers will create individualized goals related to Treaty Education and/or Indigenous ways of knowing. Schools’ aggregated IERF scores will provide numerical data
• Year One and Year Two Schools taking part in the Two-Term Reporting Pilot will gather data from parents/stakeholders to determine satisfaction and levels of engagement.
• The Grades 1 to 3 Action Plan will be implemented in all schools with elementary level programming.
Strengthen
Connections and Relationships
Cultivate inclusive, safe environments
Deliver holistic student supports
Enrich stakeholder engagement
Advance advocacy
2024- 2025 Strategies
Strategy One:
After a year of strategic focus on Educational Service Agreement renewal, it is apparent 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 Work Collaboratively With First Nations to Renew Educational Service Agreements.
24-25 Our Measures of Success…
• Number of First Nations engaged in discussions regarding Education Service Agreements (ESAs); number of ESAs that are renewed.
• Development, distribution and completion of parent engagement survey; review and analysis of results; development of an action plan.
• Number of governance-to-governance contacts initiated by the Prairie Valley Board of Education.
• Number of governance issues raised with other levels of governance.
Strategy Two:
The Prairie Valley Board of Education believes in the importance of parent, School Community Council 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
Strategy Three:
The Prairie Valley Board of Education believes in maintaining strong, effective relationships with all levels of governance
We will Build Strong Relationships Between Various Levels of Governance in Order to Enhance Advocacy for Education in Prairie Valley.
Enrich Organizational Culture, Teamwork and Leadership
Nurture staff well-being
Grow leadership and staff capacity
Enhance our engaging and caring culture
2024- 2025 Strategies
Strategy One:
The Prairie Valley Board of Education 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 Métis 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
24-25 Our Measures of Success…
• Participant list (communities represented) from Indigenous partners gathering
• Baseline staff engagement data shared to inform engagement improvement planning.
• Review survey data with School-Based Administrators (SBAs) at least twice and provide opportunities for SBAs to discuss school-level actions/activities at administrator meetings.
• Track and maintain a log of actions at the division level that are targeted at addressing the data in the staff survey.
• Development of Board of Education engagement strategy and tracking the number of activities undertaken by the Board.
Strategy Three:
The Prairie Valley Board of Education believes that strong relationships with employees are key to attracting, retaining, and developing an engaged workforce and to creating a culture that will contribute to high student achievement results.
We will Create and Enact a Board of Education Employee Engagement Strategy Aimed At Building and Enhancing Organizational Culture.
Maximize Resources and Efficiency
Analyze processes to ensure purposeful stewardship throughout the system
Implement strategies for resource allocation to enhance student outcomes
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 Monitor and Review Effectiveness of the School Outreach Liaison Position in the Second Year of Implementation.
2024- 2025 Strategies
Strategy Two:
Prairie Valley School Division currently supports a variety of nutrition programming models that, on their surface, appear to be inequitable
We will Complete a Comprehensive Review of Nutrition Programming and Staffing in all Prairie Valley Schools
Strategy Four:
Prairie Valley School Division is committed to Reconciliation activities that advance First Nation communities and businesses.
We will Continue to Track the Number of Tenders Received From First Nation Businesses and Employers Into the 2024-25 Fiscal Year To Assesses if There Is a Need for Additional Consideration or Support to Further Empower First Nation Businesses and Enhance Participation in Procurement Processes.
2024-2025 Measures of Success…
Strategy Three:
Prairie Valley School Division is committed to finding and utilizing operational efficiencies to maximize resources available for teaching and learning.
We will Implement Feasible Measures to Reduce Energy Consumption in Prairie Valley Facilities.
Strategy Five:
The Prairie Valley Board of Education engages with various levels of governance to ensure the financial needs of the school division are clearly known at the local, provincial and federal levels of government.
We will Create a Board Communication and Advocacy Plan Aimed at Increasing Funding To the Education Sector and Prairie Valley School Division.
• School Outreach Liaison performance appraisal results, student attendance data and other pertinent data will be reviewed to determine the effectiveness at all participating schools.
• A system to deliver equitable, needs-based nutrition programming will be developed.
• There will be a reduction in power and natural gas consumption in Prairie Valley facilities
• Track the number of tenders received from First Nations businesses and employers.
Budget At a Glance
Prairie Valley School Division’s operating funding for 2024-2025 is $109 million, a 2.6 per cent increase from 2023-2024
The 2024-2025 budget includes $1.3 million in new, targeted funding to address rural classroom complexity. This funding will be used in part to add several classroom support positions, building on teaching positions added in 2023-2024 to reduce multi-grade classes and maintain low pupil-teacher ratios. In total, the 20242025 budget adds 10.2 full time equivalent positions across the division.
The Prairie Valley Board of Education was pleased to receive some dedicated funding for inflation in the 20242025 budget, including for transportation and cost-of-living salary increases for support staff. However, the division still faces significant financial pressure in these areas. Despite a nearly $1 million funding increase to transportation, an $850,000 deficit in this area is expected. Similarly, $3 million in unfunded costs for support staff salary increases will be incurred even though funding was also increased in this area
Prairie Valley School Division will also continue to face challenges with maintaining declining rural education infrastructure because of the Preventative Maintenance and Renewal grant remaining flat at $2.4 million, less than what the division received in 2021-2022
REVENUES
Budget Summary by Category
EXPENDITURES
2024-2025 Projected Enrolment and Pupil Teacher Ratios
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 20232024 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 2023-2024
The Summary of Strategic Actions describes what was done to fulfill the intention of each strategy in the 2023-2024 school year.
Priority I: Enhance Student Achievement and Future Success
Strategic Objectives Strategies
Increase student skill and knowledge (SSK)
Foster innovation (FoI)
Strengthen Indigenous cultural responsiveness (ICR)
1. We will Expand the Curriculum Inservice Model to Include English Language Arts Teachers from All Schools in Prairie Valley School Division. (SSK)
2. We will Implement a PVSD Literacy Project Targeted at Grades 4-6 Teachers in All Prairie Valley Schools. (SSK)
Summary of Strategic Actions
• In 2023-2024, the English Language Arts Learning Facilitators planning group hosted four sessions; two in the spring and two in the fall. In total, 37 middle years and 20 high school teachers attended representing all schools.
• High school and middle years had separate days.
• The literacy scope and sequence for teaching cues and conventions of language was completed to grade 9 in both English and French, with work to be continued in 2024-2025.
• Learning Facilitators provided school and individual teacher support in the use of phonemic awareness, phonics screeners as well as support to respond to assessment results to build the necessary skills.
• Ongoing support in grades 1 to 3 continues to build solid language, pre-literacy and literacy skills which will help prevent gaps in grades 4-6. This work is supported by speech and language pathologists in the classroom.
3. 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. (ICR)
4. 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. (FoI)
• Administration met with Indigenous Education Working Group (IEWG) monthly. School-Based Administrators from IEWG used the Indigenous Education Responsibility Framework (IERF) with their own staff to determine baseline measures for school action plans.
• In February, administration met with IEWG members, presented IERF and taught school-based administrators how to use the tool.
• In May, school-based administrators were asked to bring staff results from the IERF and work together on developing their school’s action plan for enhancing Indigenous Education.
• Administration met with a focus group including teachers and administrators from six schools to determine school-specific alternatives to providing parents with student achievement information. Schools developed and communicated a plan to parents.
• Administration conducted two mid-year check-ins with SBAs from pilot schools.
• Administration developed a Year Two pilot plan to onboard the next cadre of schools.
Our Measures of Success Summary of Results
Complete Day 3 for Mathematics and Days 1 and 2 for ELA of Sharing and Exploring OutcomeBased Practices.
Establish baseline measures on the Saskatchewan School Boards Association 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
Complete Reporting Period Pilot and determine follow-up for Division-wide implementation
• In November, the math committee hosted the third and final session for the high school and middle years which began in 2022-2023.
• In total, 39 middle years teachers and 15 high school teachers attended the sessions.
• Indigenous Education Responsibility Framework is completed by every school staff member.
• Indigenous Education Action plan created for each school.
• Invitational Shared Service Initiative partnerships:
o Ochapowace First Nation and Whitewood School
o File Hills Qu’Appelle Tribal Council and Balcarres Community School
o File Hills Qu’Appelle Tribal Council and Bert Fox Community High School
• Organic Partnerships:
o Standing Buffalo First Nation and Lipton School/Bert Fox Community High School
o Carry the Kettle First Nation and Indian Head High School, Wolseley High School and Montmartre School
o Muskowekwan First Nation and Kelliher School
• First cohort of students completed the Michif Prekindergarten program at Indian Head Elementary School.
• Pilot schools surveyed parents to gauge parental support for two-term reporting. Parents indicated general support for schools’ plans and progress.
• The school division is moving forward with year two of the Two Term Reporting Pilot. The original six schools will review and tweak their plans and 22 will be on-boarded with a similar process.
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• Two-Term Reporting Pilot will continue with the original six schools along with 22 additional schools in year two.
• Indigenous Education Responsibility Framework and Action Plan are actualized in each school’s Learning Improvement Plan.
• Teachers report individualized goals around Treaty Education and/or Indigenous Ways of Knowing
• Literacy action plan will continue with a focus on grades 1 to 3 to prevent on-going gaps.
• Completion and Implementation of a refreshed Interventions Together Dashboard
• Review of Mental Health Supports.
Priority II: Strengthen Connections and Relationships
Strategic Objectives Strategies
Cultivate inclusive, safe environments (CIE)
Deliver holistic student supports (DHS)
Enrich stakeholder engagement (ESE)
Advance advocacy (AA)
1. We will strengthen relationships and work collaboratively with First Nations to Renew Educational Service Agreements. (ESA)
2. We will Create Awareness and Provide Training and Resources for Staff Regarding Mental Health and Wellness. (CIE, DHS)
Summary of Strategic Actions
• Senior administration worked with the Director of Education for Kahkewistahaw First Nation to refine and complete an Education Service Agreement. Board members and administration participated in a signing ceremony at Kahkewistahaw First Nation
• Prairie Valley School Division signed a letter of understanding with the Director of Education for File Hills Qu’Appelle Tribal Council committing to work collaboratively towards the completion of Education Service Agreements with five First Nations.
• Provided training and support for Nonviolent Crisis Intervention, Mental Health First Aid, Violence Threat Risk Assessment, and 40 certifications for Living Works Suicide Awareness.
• Mental Health Addictions Liaison provided assessment, support, therapy, and referrals to external providers for mental health and addictions concerns.
• Refreshed the role description and duties of the Mental Health and Addictions Liaison.
• Updated resources for schools and families on the school division website.
• Expanded the Mental Health Capacity Building Program to Lumsden High School.
• Expanded Wellness Promoter support to Robert Southey and Cupar Schools.
3. We will Create a strong advocacy campaign to support sustainable and predictable funding for Prairie Valley Schools. (AA)
4. We will Create a Parent Engagement Survey Aimed at Providing Parents and Caregivers an Opportunity to Provide Feedback on Current and Future Initiatives. (ESA)
• Communicated sustainable funding messages to key stakeholder groups through multiple communication channels.
• Brought funding concerns to provincial and federal government in meetings and other coordinated communication efforts.
• Transparent communication about implications of provincial budget on 2024-2025 school year budget with key stakeholders.
• Not complete
Our Measures of Success Summary of Results
Complete a Michif Prekindergarten program review through consultation with stakeholders.
Early Years Evaluation 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.
• Early Learning Language Project Partnership Budget Overview 2023-2024 was completed and submitted to the Métis Nation of Saskatchewan on July 30, 2024.
• Early Years Evaluation improvement data will be analyzed in 2024-2025.
• One ESA completed with Kahkewistahaw
• Five ESA renewals in progress.
• Twenty-two staff trained in Transfer-Lift-Reposition
• Thirty-seven staff trained in Nonviolent Crisis Intervention
• Thirty-two teachers/administrators trained in Violence Threat Risk Assessment Level Two
• Zero trained in Mental Health First Aid
• Forty staff trained in Living Works Suicide Awareness Training
• Thirty-four Educational Assistants trained through the Educational Assistant Academy: Number of PV interns working in Prairie Valley schools the following fall
Number of Board advocacy initiatives
• 7 of 28 interns received contracts for the 2024-25 school year.
• Met with Minister of Education, Prairie Valley Members of Legislative Assembly and Official Opposition at Legislature on November 6, 2023.
• Multifaceted advocacy campaign to restore High Cost Special Education Funding included communicating with local and provincial education partners as well as letters and meetings with Members of Parliament.
• Continued advocacy for ending departmental exams through letters and meetings with the Saskatchewan School Boards Association and provincial government. Completion of Parent Engagement survey and review and analysis of results.
• Not complete; move forward to 2024-2025.
• Continue to seek to renew ESA Agreements with First Nations.
• Create a Parent Engagement Survey Aimed at Providing Parents and Caregivers an Opportunity to Provide Feedback on Current and Future Initiatives
• Continue with Mental Health Training programs.
Priority III: Enrich Organizational Culture, Teamwork and Leadership
Strategic Objectives Strategies
Nurture student and staff well-being (SSW)
Grow leadership and staff capacity (LSC)
Enhance our engaging and caring culture (ECC)
1. We will Engage with First Nations and Métis Governance Partners Through Establishment of an Annual Indigenous Partners Gathering. (ECC)
2. We will Incorporate Data Provided by Staff Into Planning Activities With a Goal of Enhanced Engagement and Culture In All Prairie Valley Workplaces. (SSW, LSC)
3. We will Build a Representative Workforce Strategy to Employ People who Enhance our Ability to Meet the Needs of an Increasingly Diverse Student Population. (LSC, ECC)
Summary of Strategic Actions
• This work did not happen in 2023-2024. Carry forward to 2024-2025.
• Administration met with a focus group made up of the Prairie Valley Teachers’ Association Strategic Implementation Committee (SIC), teachers, and administrators and co-constructed expectations for personalized report card comments.
• Administration met with a focus group with members of the SIC and other representative staff members as part of the School-Year Calendar Committee to develop calendar options for the 2024-2025 school year.
• Learning Superintendents conducted activities and provided information to the Learning Team at each inperson meeting throughout the year to demonstrate a response to areas of concern the team identified in the staff survey.
• Superintendent of Human Resources led the development of a three-year strategy. This was shared with senior employees February 26, 2024 and feedback was invited until April 30, 2024.
Our Measures of Success Summary of Results
Baseline staff engagement data shared to inform engagement improvement planning in 20232024 and beyond.
Review survey data with schoolbased administrators (SBAs) at least twice and provide opportunities for SBAs to discuss school-level actions/activities at administrator meetings
Track and maintain a log of actions at the division-level that are targeted at addressing the data in the staff survey.
• Data shard with school-based administrators and groups of Education Centre employees. Strategic work with this data will continue in 2024-2025.
• Not completed. Move forward to 2024-2025.
• Updated expectations for personalized report card comments were collaboratively developed in October 2023 and communicated to all teaching staff.
• The Board of Education approved a school-year calendar design that was proposed by the School Year Calendar Committee that met the primary substantive needs identified by employee groups.
• Engage with First Nations and Métis governance partners through establishment of an annual Indigenous partners gathering.
• Review staff engagement survey data with school-based administrators (SBAs) at least twice and provide opportunities for SBAs to discuss school-level actions/activities at administrator meetings.
• Continue to engage with and respond to the concerns of the Learning Team identified in the staff survey.
Participant list (communities represented) from Indigenous Partners Gathering
Develop a strategy that includes recruitment, retention and training.
• To obtain baseline data, a diversity and inclusion survey/questionnaire tool will be researched during the 2024-25.
• The Education Centre developed communication materials to support understanding of staff and parents regarding report card comments, student assessment, and the development of the school year calendar. Workforce statistics related to diversity.
• Not completed. Move forward to 2024-2025.
• A three-year strategy focusing on recruitment (year 1), retention (year 2) and training (year 3) was created.
• Designing and developing a framework for on-going leadership development.
Priority IV: Maximize Resource Advocacy and Efficiency
Strategic Objectives Strategies Summary of Strategic Actions
Analyze processes to ensure purposeful stewardship throughout the system (PS) Implement strategies for resource allocation to enhance student outcomes (RA)
1. We will Implement School Outreach Liaison Staff in Selected Prairie Valley Schools. (RA)
2. We will Complete a Comprehensive Review of Nutrition Programming and Staffing in all Prairie Valley Schools. (RA)
3. We will Reduce Energy Consumption in Schools and Modernize HR and Finance Department Processes. (PS)
• This tier three attendance and family engagement strategy was implemented in 10 school by 8.5 full time equivalent employees.
• This team met with a Learning Superintendent several times throughout the year to ensure successful strategies were shared and that the role was implemented consistently across the 10 schools.
• A year-end meeting was held to gather feedback and consider changes that may be required to ensure on-going success.
• Review began in 2023-2024.
• System-wide survey of schools was conducted to gain understanding of programs.
• Additional research was completed with division-funded surveys in advance of 2024-2025 to determine equity of programming and expectations of the programs by the division.
• Upgraded lighting in three schools to LED.
• Provided energy efficiency operator training to all caretakers and maintenance staff.
• PVSD communication strategy providing monthly energy savings tips to all staff.
• Schedule building unoccupied times to lower temperature and reduce power and gas consumption.
• Implementing a new enterprise resource planning system starting in August 2024 to be fully implemented by summer 2025.
• Continue to review current financial processes to modernize and provide additional tools and resources for staff to utilize.
4. We will review our tendering processes to ensure that all businesses have equitable opportunities to submit tenders for consideration. (PS)
• In January 2024, language in current tendering documents was updated to allow PVSD to collect data to understand if tendering practices were fair and equitable. This data will show if there is a need for further procedural changes to ensure First Nation businesses are participating in procurement process.
Our Measures of Success Summary of Results
School Outreach Liaison performance appraisals aligned with job description at all participating schools
Equitable, needs-based nutrition programming throughout Prairie Valley
Energy consumption reduction processes implemented in all Prairie Valley schools
• The 10 targeted schools showed minor growth in attendance. Attendance improved by an average of 1.3 percent over the prior year with the highest growth at 4.7 per cent. One school had a decrease of 4 per cent.
• Over the first year there was some staff turnaround in the role that may have affected the results. There were two leaves of absence and two people resigned to take on another role, resulting in a three-month gap of service in one school.
• Learning Superintendent will review all performance appraisals as submitted by school principals.
• With data collection in 2023-2024, the division expectations regarding needs-based nutrition programming will carry over into 2024-2025.
• Asset Planner Reports show about a 20 per cent reduction in both power and natural gas consumption from 2022-2023 to 2023-2024. Several factors impact these reductions including communicating energy savings tips with schools, maximizing the functionality of our building automation system primarily by setting back building temperatures during unoccupied times, and a higher average temperature in 20232024 compared to the previous year. Please note that these reduction percentages do not translate to similar cost savings when you consider varying utility rates and carbon tax increases.
• Continued monitoring of the effectiveness of the School Outreach Liaison position will occur in 2024-2025.
• Continue with implementation of existing measures, as well as leverage utility supplier incentive programs. This includes SaskPower’s Commercial Energy Optimization Program.
• Continue implementation of the new enterprise resource planning system.
• Expand the use of the budget management templates to all schools in 2024-2025.
Processes in HR and Finance Departments streamlined to increase efficiency
Track the number of tenders received from First Nations businesses and employers
• A new enterprise resource planning system for Finance, Payroll, and Human Resources will be implemented in 2024-2025.
• In 2023-24, Finance developed budget management templates for schools to use to manage their budgets and assist in making informed financial decisions. These templates were piloted by eight schools Feedback from these schools was incorporated into the final version of the templates.
• In 2022-23 and 2023-24, Finance developed a finance manual that will reduce the number of Administrative Procedures on the public website and move internal processes to a manual that can be accessed by all staff.
• Data will be reviewed and analyzed at the end of the fiscal year to recommend if any additional considerations should be given to First Nation businesses and employers. By closely monitoring this data, we can gain insights into trends, challenges, and opportunities faced by First Nation businesses in procurement processes.
• Introduce the finance manual to schools in 2024-2025.
• Review the Educational Assistant Allocation Formula as committed to for 2024-2025 based on a three-year cycle.
• Continuation of Indigenous Services Canada Support Systems.
• Continue to track the number of tenders received from First Nation businesses and employers into the 2024-2025 fiscal year to assess if there is a need for additional consideration to further support First Nation businesses in the procurement process.
Assessment Participating Grades
Ages and Stages (ASQ)
• Early Years Development
• Prekindergarten
Early Years Evaluation (EYE)
• Early Years Development
• Kindergarten
Fountas & Pinnell (Pre and Post Assessments)
• Reading
• Grades1 1, 2, 3, 4, 5, 6, 7, 8, 92
GB+ (Pre and Post Assessments)
• Reading (French Immersion)
• Grades 1, 2, 3, 4, 5, 6
Math Holistic (Post Rubric)
• Mathematics
• Grades 2, 5, 8
Writing (Pre and Post Rubrics)
• Writing
• Grades 4, 7, 9
Common Framework of Reference (3x per year)
• EAL Students Grades 1 to 12
1Fountas & Pinnell is not completed by students in French Immersion in Grades 1 to 3.
2NEW since 2020: In addition to Grade 1 to 8, Grade 9 students who have not yet developed proficiency at level Z will require a benchmark level in the fall, monitoring throughout the year, and a growth level determined at the end of the year.
Reading – Fountas and Pinnell Results 2023-2024
Graduation Rates
3 Year On-Time Grad Rates - All Students
EYE - Entering vs. Exiting Kindergarten
3 Year On-Time Grad Rates - Indigenous Students
Historic Attendance - All Students
Historic Attendance - Indigenous Students
PK to 12 - Number of Students Attending...
Prairie Valley Strategic Plan Priorities
Enhance Student Achievement and Future Success
Strengthen Connections and Relationships
Strategic Alignment Matrix
Skills and knowledge for future learning, life and participation in society
Mental health and well-being
Connections among people and relationships between systems and structures
Learning & Assessment
Indigenous Education
Student Transitions
Indigenous Education
Mental Health & Well-Being
Student Transitions
Enrich Organizational Culture, Teamwork and Leadership
Maximize Resource Advocacy and Efficiency
Inclusive, safe and welcoming learning environments
Indigenous Education
Mental Health & Well-Being
Student Transitions
