Combined 3-Year Plan and AERR 2015-16 to 2018-19 · system. Quality instruction is delivered by...

www.blackgold.ca

Combined 3-Year Plan

and AERR

2015-16 to 2018-19

Student-Focused Learning

Relationships

Supportive Environment

Passion

Managing Resources Responsibly

Core Purpose

To Inspire Success

Core Goal

To Be The Leading School Division in the Province By 2020

Core Values

Authority: 2245 Black Gold Regional Division No. 18

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Message from the Board Chairman

Black Gold Regional Division No.18 is proud to present the combined Annual Education Results Report for 2014 - 2015 and the Three Year Education Plan for the 2015 – 2018 school years. The staff at Black Gold Regional Division No. 18 look forward to working with our parents, students

and communities to continue to provide Student - Focused Learning in a Supportive Environment. Our annual reports are an opportunity to celebrate our accomplishments and prepare for ongoing success.

Johnette Lemke

Chairman, Board of Education

Accountability Statement The Annual Education Results Report for the 2014 - 2015 school year and the Education Plan for the three years commencing September 1, 2015 for the Black Gold Regional School Division No.18 was prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Government Accountability 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 2014 - 2015 school year and the Three-Year Education Plan for 2015 – 2018 on November 25, 2015. Pursuant to section 32 of the Public Interest Disclosure (Whistleblower Protection) Act, no disclosures were received during the 2014-15 school year.

Publication

The Combined Annual Education Results Report for the 2014/2015 school year and the Three-Year Education Plan for 2015 – 2018 is posted on our website at: http://www.blackgold.ca/index.php/documents/division-reports As well, copies of the report are available to schools, school advisory councils, and stakeholder agencies within the community. Highlights of the plan are shared with BGRD staff through our internal communication and professional development activities

http://www.blackgold.ca/index.php/documents/division-reports


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Black Gold Regional Division No. 18

Profile

Black Gold Regional Division No. 18 encompasses the geographic area of Leduc County along with the Town of Devon. Schools are located in New Sarepta, Beaumont, Leduc, Devon, Calmar, New Humble, Thorsby, Warburg and Warburg Hutterite Colony. The seven member Board of Education meets monthly at its office located in Nisku. Three trustees are elected to wards corresponding to County East, County Centre and County West, respectively. Two trustees are elected from the City of Leduc, one from the Town of Devon and one from the Town of Beaumont. Approximately 10,500 students in Kindergarten to Grade Twelve are educated in the 30 schools within the system. Quality instruction is delivered by approximately 690 teachers (625 F.T.E.) with assistance from 400 support staff. A full program, including French Immersion, Special Needs Instruction, Band and Choral Music, Fine Arts, Outreach for Pregnant and Parenting Teens (OPPT), Off-Campus Education and extensive Career and Technology Studies courses is offered to students from Kindergarten to Grade Twelve.

Core Purpose

To Inspire Success

Core Goal

By 2020 BGRD is the

leading School Division

in the Province

Core Values

Student Focused Learining

Relationships

Supportive Environment

Passion

Managing Resources


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Trends and Issues

1. Lack of sufficient funding for busing in rural areas has resulted in long ride times.

2. Older modular classrooms (portables) are in need of replacement. Several of these structures should be replaced as opposed to the fixing and patching that constantly requires major infusions of resources to keep them operating at a level that is safe and comfortable for teaching and learning.

3. Lack of classroom space in our urban centres is leading to overcrowded classrooms as we wait for recently announced new capital projects to alleviate the situation.

4. Challenges in delivering rich (varied) programming in schools within four of our rural communities are

being addressed through flex scheduling, collaboration between schools and innovative support for teachers.

5. Staffing challenges in our small schools are being managed through video conferencing, split classes

and extra staffing funded through unsustainable Board reserves.

6. Survey data indicates that students have high levels of anxiety both in and out of school.

7. Keeping schools safe and in good repair with the current level of funding in Operations and Maintenance cannot be sustained.

8. The array of service expectations that seem to fall onto the education system is increasing. These include: an expectation to provide students with a higher level of medical care (i.e. tube feeding), more extracurricular activities (i.e. coaching, supervision during non-teaching time), providing mental health services for at-risk students, etc.

9. The availability of timely and appropriate wrap-around services in some rural areas is difficult to achieve.

Summary of Accomplishments

Ècole Dansereau Meadows School Official Grand Opening

o Ècole Dansereau Meadows School (700 students) opened in partnership with STAR Catholic board (400 students) and Town of Beaumont (FCSS)

Innovations Fund

o 13 proposals, $97,000 awarded from the Board sponsored initiative to support new and creative ideas by BGRS students, staff and Parent Councils

Website redesign

o The public will now have a similar user experience regardless of which school’s website they access across the Division.

Ground breaking Ceremony for West Haven Public School

o Construction is on schedule for September 2016 opening

Complete Devon Publication

o Develop a brochure highlighting the program diversity and excellence

Vimy Trip proposal

o Offering the opportunity for all high school students from across the Division to celebrate together the centennial of the battle of Vimy Ridge.


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VTRA protocol signed by community members

o Working with partners in all of our communities to keep students and staff safe and healthy.

Calmar Secondary School Modernization Project

o Work was begun on modernizing and rightsizing Calmar Secondary School.

The “Leader In Me” initiative undertaken by the staff and students at Warburg School and Ècole Dansereau School.

o School wide program built around the 7 Habits of Highly Effective People Enhancing the leadership capabilities in all students and staff members

Installed new server room at County Centre

o Servers are protected from power fluctuations and interruptions and our network is better protected

Black Gold Regional Schools presented another highly successful Celebration of the Arts. More than 1,000 guests attended the Winspear Centre to observe the showcased talent in visual and performing arts of 300 plus high-school students from across the Division.

Introduced a Student Card for all students being bused and a GPS system for each bus. The Board of Education approved the purchase of the new system to improve the safety of our student riders.

The PACE3 team has completed its final deliverables for its contract to provide input into the new grades 7-9 curriculum.

Four schools in the Division, Calmar Secondary School, John Maland High School, Thorsby Junior-Senior High School and Warburg School, are working through the first phase of their Moving Forward With High School Redesign (MFWHSR) project

All students from grades 4 through 12 took the combined Tell Them From Me/Accountability Pillar survey in February.

o We are partnered with Family and Community Support Services (FCSS) in Leduc, Beaumont and Leduc County to help with the administration and share data.

Alert Solutions messaging system has been rolled out to all schools in the Division

o This will allow better communication between parents and schools as well as augment our ability to communicate in the event of an emergency.

Our Division’s Professional Development (PD) committee is working with the Alberta Teachers Association (ATA) Local PD committee to outline PD opportunities available to teachers for the upcoming school year.

o This may be one of the only such partnerships in the province.

We have been able to strengthen our continuum of services and supports to schools this year through collaboration with our Leduc and Area Regional Service Delivery (RCSD).

o Together, we have been able to successfully recruit a number of specialists to serve our region in the areas of Augmentative Communication, Deaf and Hard of Hearing, Blind and Visually Impaired, Motor Development and Mobility, Autism Spectrum Disorder and Educational Audiology.

The Division improved its wireless coverage in all schools, providing at least one Access Point per classroom.

The new central server room is working very well,

o The change in the wiring configuration and faster cables has improved efficiency by 15% and we have not had any down time.

The Division is working with Hour Zero to revamp our emergency response protocols.


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o All schools have been mapped and staff are completing safety modules that will help them have the ability to respond more effectively in the event of an emergency

BGRS Wellness Symposium

o Students from every school had the opportunity to learn how to increase the overall health and wellness in their schools.

BGRS Google Summit (A Global First)

o The first time ever that a Google Summit for students has been held. Student leaders took valuable skills and insights back to share with other students at their school sites.

Goals to September 2017

Human Resources

Goal 1: Review/Develop H.R. Processes & Procedures

Create a Division Office Succession Planning Document

Schedule weekly/monthly HR/HR-Payroll Department meetings ensuring seamless flow of information and software integration documenting processes and creating a “how to” manuals for both departments

Review Offer letters and contracts ensuring their appropriateness

Review/change On-Boarding Procedures/New Staff Orientation

Review FOIP procedures (Ongoing)

Research SRB Report Writing Potential: Absentee Management

Review the validity of the School Support Staff Discretionary Hours process

Continue to build upon the HR Drive for Admin staff – “one stop shopping” for all forms

Goal 2: Review/Develop OH & S Processes & Procedures

Develop/Implement a Health, Safety and Environment Program Manual

Ensure staff receives appropriate WHMIS training

Streamline principals’ Hour Zero tracking/accountability procedures

Liaise with Transportation Department identifying & addressing determined needs

Goal 3: Focus on Employee Professional Growth/Development

Review/create PD/training opportunities for assistant principals

Begin Leduc Staff Reconfiguration Process (Leduc Estates School, École Corinthia Park School, École

Leduc Junior High School and West Haven Public School

Begin discussions regarding Beaumont Staff/School Reconfiguration Process

Observe/evaluate all probationary/2nd year interim contract teachers

Evaluate school support staff PD opportunities and yearly appraisal documentation

Create a Google Hangout with Admin creating an on-line PLC

Goal 4: Build Relationships with Employee Groups

Meet throughout the year with our advisory groups continuing to develop relationships

Negotiate appropriate C.A.’s : Teachers, Support Staff, Maintenance Staff, and Custodians (Ongoing) –

Negotiations Begin in October ’15, with School Support Staff and Maintenance Staff

Learning Services Acquire and develop online courses that can be used by teachers in class (as a resource) and in blended learning to support retaining students in their local school. (2015-18)

Participate in the Alberta Moodle Hub by sharing BGRD developed courses and acquiring

resources developed by other jurisdictions.(2015-18)

Partner with jurisdictions to jointly develop courses resources. (2015-18)


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Work with small school to identify and develop CTS course requirements to best support students and

teachers.(2015-18)

Develop course resources that are accessible in Moodle, Google Classroom and Weebly. (2015-18)

Support small high schools with innovative programs to help student learning (2014-17) Pilot central delivery of CTS courses to students in small schools (2014-16)

Explore and implement effective VC delivery strategies that support students in their local school.

(2015-16)

o Teacher developed videos to provide just in time support for students.(2015-16)

o Digital access to all VC course resources (2015-17)

Develop partnerships with community / business / post-secondary (2015-18) Economic Development Nisku (2015–2017)

NAIT / NorQuest (Dual Credit Opportunities) (2015-16)

Explore dual credentialing opportunities connected to Trades and RAP (2015-16)

Professional Development Working with PD committees for Admin Support Staff and Educational Assistants (2015-18)

Provide opportunities for emergent PD for school based support staff. (2015-16)

o MS Office, Google, PowerSchool, etc.

Coordinate with HR and Student Services to ensure that PD opportunities for

Education Assistants respond to needs. (2015-16)

o Ongoing PD Workshops (2015-17)

Special needs focus, roles and responsibilities, NVCI, First Aid, literacy, numeracy,

Google, PowerSchool

Develop partnerships with post-secondary to provide PD sessions and explore

credentialing opportunities. (2015-18)

Support small high schools with innovative programs to help student learning. Instructional Coaching Model for non-traditional classrooms. (2015-16)

Support Teachers in their first three years of practice Instructional Coaching Model. (2015-16)

Develop a PD plan that includes division initiated PD sessions (2015-16) Continue to work with Joint PD Committee (Black Gold Teachers’ Local No.8 and Black Gold Regional

Division No. 18) to support ongoing sustained professional learning for teachers.

Implement the BGRD PD Framework (2015-16)

o Support school committees in developing school based PD Plans and finding resources. (2015-

16)

o Develop a transparent system for sharing PD Plans with all stakeholders.

(2015-16) o Support teachers’ development of Professional Growth Plans (PGP) including linkages to

professional learning opportunities (external, division, school and self-directed). (2015-16)

Develop a ‘Black Gold PD Sessions’ document on Staff Link that includes session listings and

registration links for all staff. (2015-16)

Destiny Support / eLibrarian Assess and review library facilities, services and resources, affirm commitment to students learning and improve effectiveness of instructional programs

Continue to facilitate professional growth, with individual interaction, Destiny PD meetings and

encourage upgrading through accredited institutions. (2015-16)


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Roll Out Learning Commons Transition Plan Year One (2015-2016) will see the Destiny Facilitators visiting each school site for assessment, with

follow up reports and recommendations to school librarians and Administrators.

Year Two (2016-2017) will see the creation of a Learning Commons Committee at each site. The

committee will be guided, using a developmental rubric in order to execute the following changes:

infrastructure, collaboration, reading literacy, technology and information literacy.

Year Three (2017-2018) will see the implementation of Alberta Education’s Learning Commons

established at each site within Black Gold Regional School Division.

English as a Second Language (ESL) and English Language Learners (ELL)

To improve quality teaching in content-based subject areas. (2015-16) o Indicator: Improved success rate of ELL's in content-based subject areas

To explore flexible use of instructional time and resources to meet the specific needs of ELL's.

(2015-16) o Indicator: Increase in specialized ESL programming and resources at the school level

To respond promptly and competently, at the school level, as the Division's ESL numbers consistently rise. (2015-16)

o Indicator: Increase in staff participation in capacity building regarding Professional Development in ESL

Off Campus NAIT /NorQuest (2015-16)

Dual credit opportunities

Economic Development Nisku (2015-16) Establish partnerships with post-secondary & businesses to enhance transition from school to workplace (2014 – 2017) Work Experience/Registered Apprentice Program/Green Certificate (2015-2018)

Ensure Black Gold Off Campus guidelines are consistent with the new Alberta Education Guidelines for Off Campus (2015-2017)

Leveraging partnerships within the Leduc-Nisku area o Ensure students are able to secure apprenticeships and work experience placements as they

become available in better economic conditions (2015-2016) Transition Green certificate tracking and reporting to the new GOA GINA system.

(2015-16)

Second Language Programs Increase visibility by offering consistent messaging on school websites (those schools that offer second language programming)

Measure – all relevant school websites will have messaging in place. (2015-16)

Continue to act as the agent board/facilitator of the OLEP grants. (2015-16) Measure – the final report and information pertaining to the grants being shared with the Division

Ensure increased visibility of our second language programs offered at West Haven Public School upon opening. (2015-16)

Measure – an increase in our French Immersion (FI) enrolment in Leduc

o With the expansion of FI into Leduc last year, we need to be sure that all families are informed

of the great program that we continue to offer from K-12


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Increased activities between FI schools (2015-16)

Measure – more interschool activities such as the project sharing project expanding to Leduc

as it has in Beaumont between the high school and the elementary schools

Vimy 2017 Heritage Tour

Provide students with leadership and learning opportunities. (2015-16)

Outline and standardize Sponsorship / Donation information. (2015-16)

Work to establish partnerships with communities and service groups. (2015-16)

Work with Travel Agent to establish itineraries. (2015-16)

Establish logo and branding. (2015-16)

Data

Develop a Secretarial Staff Training Program (2015-16)

Establish protocols for communication between schools – parents using Power Announcement. (2015-

16)

Support Division 1 & Division 2 Schools with Outcomes based reporting. (2015-16)

Take advantage of PD opportunities at PowerSchool U. (2015-16).

Explore creating Power Teacher help files/videos. (2015-16)

Division Principal

Goal 1: Configuration in Leduc/Beaumont

Work closely with Capital Planning Consultant, working committee and all stakeholders (Ongoing) (Q4) (Completed)

Project manage the City of Leduc configuration process (Q4) (Completed)

Work with Leduc principals to confirm/review configuration plans to verify if additional changes need to be considered/made.

Work with Beaumont principals to initiate a configuration process necessitated by the anticipated construction of École Champs Vallée School

Work with Consultant to amend Beaumont configuration proposal 2014-2015(completed)

Goal 2: To develop leadership capacity by creating a Leadership mentorship group (Aspiring Leadership Team)

Liaise with other school division ALT to benchmark current best practices (EPSB) (Ongoing)

Chair eight after school meetings with aspiring leaders who have been selected through an application process.

Goal 3: Project Manage Black Gold Celebration of the Arts: May 8, 2015 (Completed) Goal 4: Project Manage Black Gold Youth Conference: April 22, 2016 (Ongoing) Goal 5: Promote and emphasis the Principal Quality Standards document.

Present PQS to admin at the first PD day (Completed)

Present the final published document at the CAP leadership conference (Completed)

Review document with Leadership group to update (completed) Goal 6: Support healthy environments (Environmental stewardship)

Provide further clarity to de-clutter documents and share with the admin group (ongoing)

PD presentations on the effects of healthy environments (Ongoing)

Work with maintenance department to enforce the guidelines (Ongoing)


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Goal 7: Create and support Regional principal organizations

Each group will meet three times throughout the year (Ongoing)

Engage groups to discuss local issues and communicate local success to local communities (Ongoing)

Engage in authentic best practices discussions (Ongoing)

Goal 8: Provide Principal support

Provide possible solutions to various inquiries (Ongoing)

Provide professional support as requested (Ongoing)

Provide Principal PD presentations Support (Ongoing)

Create a Beginning Principals Professional Learning Community (PLC) which will meet once per month prior to the Superintendents meetings.

Support Associate Superintendent of HR at Job recruitment opportunities (Ongoing)

Goal 9: Project manage BGRS Document Management project

Create a steering committee that will define the requirements and find a viable solution to document management for BGRS.

Goal 10: Maintain and enhance Black Gold web communications

Explore potential of user-experience evaluation/survey of website and web communications

Support day-to-day maintenance of Black Gold website

Gather and support regular content development for Black Gold website

Communications

Goal 1: Develop a Comprehensive Communication Plan Identify communications best practices Develop communications calendar (include and integrate all Division

departments)

Review Division communications and develop comprehensive yearly communication plan

Review existing emergency response communication strategy and streamline communications around Hour Zero and VTRA protocol. If necessary, develop and implement communication strategy

Increase awareness of emergency response protocols and procedures

Provide feedback on Document Management Strategy

Goal 2: Media relations, branding and promotions Focus financial resources toward target communications

Develop Leduc schools promotional material(s)

Work with various departments on periodic media releases and provide media correspondence

Expand existing Black Gold Regional Division No.18 promotional materials to improve corporate

image

Create positive working relationships with local media

Support Board of Education with media advocacy goals

Goal 3: Develop a Communications strategy associated with online presence Explore and develop an online engagement strategy with roles, expectations and best practices


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Combined 2015 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category Measure Category

Evaluation Measure Black Gold Regional Div No.

18 Alberta Measure Evaluation

Current Result

Prev Year

Result

Prev 3 Year

Average Current Result

Prev Year

Result

Prev 3 Year

Average Achievement Improvement Overall

Safe and Caring Schools Good Safe and Caring 87.2 86.9 87.8 89.2 89.1 88.9 High Maintained Good

Student Learning Opportunities Good

Program of Studies 80.3 81.8 82.3 81.3 81.3 81.2 High Declined Acceptable Education Quality 87.5 86.9 88.2 89.5 89.2 89.5 High Maintained Good Drop Out Rate 3.4 2.5 3.1 3.4 3.3 3.3 High Maintained Good High School Completion Rate (3 yr)

75.7 76.1 77.3 76.4 74.9 74.6 High Maintained Good

Student Learning Achievement (Grades K-9)

Issue PAT: Acceptable 78.4 77.5 80.1 73.0 73.1 73.9 Intermediate Declined Issue

PAT: Excellence 17.2 16.5 18.2 18.8 18.4 18.9 Intermediate Maintained Acceptable

Student Learning Achievement (Grades 10-12)

Good

Diploma: Acceptable 90.9 90.5 88.8 85.2 85.5 84.6 Very High Improved Excellent Diploma: Excellence 22.0 21.9 19.7 21.0 21.1 20.0 High Improved Good Diploma Exam Participation Rate (4+ Exams)

51.8 51.7 53.7 54.9 50.5 54.4 Intermediate Maintained Acceptable

Rutherford Scholarship Eligibility Rate

51.9 53.3 54.6 61.2 60.9 61.3 Intermediate Declined Issue

Preparation for Lifelong Learning, World of Work, Citizenship

Acceptable

Transition Rate (6 yr) 58.6 61.5 56.6 59.8 59.2 59.0 High Maintained Good Work Preparation 78.0 74.5 76.4 82.0 81.2 80.4 High Maintained Good

Citizenship 78.6 78.9 80.5 83.5 83.4 83.1 High Declined Significantly Issue

Parental Involvement Good Parental Involvement 78.9 77.0 79.6 80.7 80.6 80.2 High Maintained Good Continuous Improvement Issue School Improvement 75.7 76.5 79.4 79.6 79.8 80.1 Intermediate Declined

Significantly Issue

Combined 2015 Accountability Pillar FNMI Summary (Required for Public/Separate/Francophone School Authorities)

Measure Category Measure Category

Evaluation Measure Black Gold Regional Div No.

18 Alberta Measure Evaluation

Current Result

Prev Year

Result

Prev 3 Year

Average Current Result

Prev Year

Result

Prev 3 Year

Average Achievement Improvement Overall

Student Learning Opportunities n/a

Drop Out Rate 3.5 4.3 6.1 8.0 7.8 8.4 High Improved Good High School Completion Rate (3 yr)

60.1 73.8 63.1 46.0 43.6 42.6 Low Maintained Issue

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 65.6 65.8 73.7 52.1 51.4 52.2 Very Low Declined Concern

PAT: Excellence 10.1 7.3 11.9 6.5 5.8 5.9 Low Maintained Issue

Student Learning Achievement (Grades 10-12)

Acceptable

Diploma: Acceptable 91.9 90.4 87.7 78.3 78.4 76.6 Very High Maintained Excellent Diploma: Excellence 15.6 20.8 14.3 9.4 10.1 9.1 Intermediate Maintained Acceptable Diploma Exam Participation Rate (4+ Exams)

37.0 37.9 41.0 20.2 18.9 19.9 Low Maintained Issue

Rutherford Scholarship Eligibility Rate

31.1 55.8 42.7 31.5 33.0 34.2 Very Low Declined Concern

Preparation for Lifelong Learning, World of Work, Citizenship

n/a Transition Rate (6 yr) 39.9 46.9 53.2 30.3 32.1 31.5 Low Declined Issue


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Desired Outcome One: Every student is successful

Specific Outcome: Students achieve student learning outcomes.

Performance Measure Results (in percentages) Target Evaluation Targets

2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).

88.2 88.4 87.4 90.5 90.9 91 Very High Improved Excellent 91 91 91

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

18.6 18.4 18.7 21.9 22.0 22 High Improved Good 22 22 22


2010 2011 2012 2013 2014 2015 Achievement Improvement Overall 2016 2017 2018 High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

77.9 79.5 76.4 76.1 75.7 77 High Maintained Good 77 77 77

Drop Out Rate - annual dropout rate of students aged 14 to 18 3.5 3.3 3.5 2.5 3.4 3.0 High Maintained Good 3.0 3.0 3.0

High school to post-secondary transition rate of students within six years of entering Grade 10. 62.2 55.4 52.8 61.5 58.6 60 High Maintained Good 60 60 60

Percentage of Grade 12 students eligible for a Rutherford Scholarship. 56.9 56.7 53.8 53.3 51.9 55 Intermediate Declined Issue 56 57 58

Percentage of students writing four or more diploma exams within three years of entering Grade 10. 57.6 55.8 53.7 51.7 51.8 55 Intermediate Maintained Acceptable 56 57 58

The number of students who achieve the Acceptable standard on standardized tests is consistent in grade 6, 9 and 12. Black gold teachers work hard to deliver basic skills within an inclusive environment for all students. The number of students who achieve Excellence in the diploma exams is a result of teachers setting high expectations for academic achievement and challenging students to be creative problem solvers. The Dropout rate continues to be relatively low. This may be due in part to the variety of life skills and CTS courses that students recognize as being useful and applicable to their futures

Strategies We continue to work with school counsellors on postsecondary transitions, using MyBluePrint and ALIS resources for career planning.

A large number of our students receive marks in the Excellence category on Diploma exams. However, it appears that because a lower percentage of them choose to write four or more Diploma exams, it negatively affects their eligibility to qualify for the Rutherford Scholarship. A possible explanation is that school counsellors do a good job of educating students in their career choices and the students are therefore confident in the path they wish to follow once they leave high school. Additionally, Black Gold recognizes that students may excel in areas such as Music, Drama, Art, Photography, Computers, etc. at the 30 level that do not have a diploma exam attached to them but may still be used for entrance into some post-secondary institutions.

Notes: 1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of

students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.

2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.

3. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 4. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the

province and those school authorities affected by the floods.


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Specific Outcome: Students achieve student learning outcomes. (continued)


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

80.0 80.1 82.5 78.9 78.6 80.0 High Declined Significantly Issue 80.0 81.0 82.0

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.

79.6 77.6 77.3 74.5 78.0 78.0 High Maintained Good 78.0 79.0 80.0

Overall our results are very encouraging. Our division has undertaken a Healthy Schools Initiative at all grade levels which integrates healthy bodies, healthy minds, and healthy relationships across the curriculum. Students not only learn about nutrition and exercise but also about conflict resolution and anti-bullying strategies.

Strategies Through our student surveys we learned that many of our students suffer from high anxiety. Much of the anxiety is related to their lives and pressures that are societal in nature. Our CAP team works with students to help them develop lifelong strategies to cope with their issues and develop resilient personalities. All of our schools have leadership programs where students are encouraged to be responsible citizens and help others. This may be as simple as grade six students reading with grade two students. Other programs in the older grades have students whose leadership roles are more formalized. Two schools participated in a service leadership field trip to help people in Guatemala build a new school. Additionally, we support the formation of support and advocacy groups at schools such as Girl’s Groups, Boys Groups and QSAs.

Specific Outcome: Students demonstrate a strong foundation in literacy and numeracy.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

81.2 81.8 81.0 77.5 78.4 78.0 Intermediate Declined Issue 79.0 80.0 81.0

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

18.2 20.6 17.3 16.5 17.2 17.0 Intermediate Maintained Acceptable 18.0 19.0 20.0

The overall results for the students who achieved the acceptable standard are higher in Black Gold than the provincial average. Last year was a low point in both categories; excellence and acceptable, However, the strategies that were initiated in regards to professional development and peer coaching, among others, appear to be having positive results and student achievement is trending upward again. While the overall results for many schools are above the provincial average, there are still some schools where more intensive review of pedagogy may be required. These will be addressed with school based administrators on an individual basis.

Strategies

Last year BGRS Board of Education authorized funds from their reserves to hire 3.0 FTE coaches to work with teachers in small schools and help them address the challenges associated with multi-level classrooms and the challenges associated with non-traditional delivery. This year the Board has authorized the hiring of 3.5 FTE coaches to help beginning teachers and another 0.5 FTE Technology Integration Facilitator to assist teachers with their pedagogy this year.


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Desired Outcome Two: Alberta has quality teaching and school leadership

Specific Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 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.

83.0 82.6 82.6 81.8 80.3 81.0 High Declined Acceptable 83.0 84.0 85.0

While BGRS continues to focus on the basics of Literacy and Numeracy at all levels, we also promote visual and performing arts as well as CTS / CTF courses. Additionally we have a strong Off Campus program that allows students to explore the trades and develop career related skills. We have begun regional administrator meetings where by administrators within communities have an opportunity to share ideas, plan and resources.

Strategies To demonstrate our commitment to the arts and to showcase the talents of our students and teachers, we have produced a Celebration of the Arts at the Winspear Centre where students have the opportunity to perform and have their works displayed in a word class facility. Our program to facilitate the sharing of CTS facilities & expertise amongst our western schools continues to be received positively. The cooperation between Beaumont schools to provide a hockey academy to grades 4 – 8 continues to be popular. Our technology department continues to provide leadership to schools on the integration of technology and sound pedagogy.

Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).

Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.


Page 15

Desired Outcome Three: Alberta’s education system is governed effectively

Specific Outcome: The education system demonstrates collaboration and engagement.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 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. 88.9 88.7 89.1 86.9 87.5 88.0 High Maintained Good 88.5 88.8 89.0

All of our schools have active school councils that advise the school - based administration and help with programs that benefit the students in their schools in a variety of ways. Even though we are known throughout the province as leaders in innovation and programming, Black Gold Regional Schools continues to emphasize a solid grounding in the basics of Literacy and Numeracy.

Strategies Our Professional Development committee works collaboratively with our schools to provide resources that are responsive to the needs of our teachers to help build expertise and capacity within our schools.

Specific Outcome: Students and communities have access to safe and healthy learning environments.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 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.


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.

81.3 79.8 82.0 76.5 75.7 75.0 Intermediate Declined Significantly Issue 75.5 80.0 80.5

While we are encouraged by the comments that the vast majority of our students feel safe and cared for within our schools we will continue to strive to work with communities and schools to improve. The recent new school and reconfiguration in Beaumont has affected the results in this category. Many families and teachers changed schools in the last year and many answered ‘Don’t know’ to this question.

Strategies We will continue to provide support and resources on an individual basis to any schools and their communities to help them communicate the improvements that their schools are making to help their children.

Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).

Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.


Page 16

Desired Outcome Four: First Nations, Métis and Inuit students are successful

Specific Outcome: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

66.7 75.5 79.7 65.8 65.6 65.0 Very Low Declined Concern 66.0 67.0 68.0

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).

5.8 13.8 14.5 7.3 10.1 10.0 Low Maintained Issue 11.0 12.0 13.0

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

85.9 88.3 84.5 90.4 91.9 90.0 Very High Maintained Excellent 90.0 90.0 90.0

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

14.1 8.5 13.5 20.8 15.6 15.0 Intermediate Maintained Acceptable 16.0 17.0 18.0


2010 2011 2012 2013 2014 2015 Achievement Improvement Overall 2016 2017 2018 High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.


Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18 5.2 6.2 7.9 4.3 3.5 3.5 High Improved Good 3.4 3.3 3.2

High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10.

61.1 47.4 65.3 46.9 39.9 60.0 Low Declined Issue 60.0 60.0 60.0

Percentage of Grade 12 self-identified FNMI students eligible for a Rutherford Scholarship. 34.1 43.3 29.0 55.8 31.1 50.0 Very Low Declined Concern 50.0 55.0 60.0

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


Black Gold Regional Schools continues to use the inclusion model students who self-identify as FNMI. The population of this group varies annually and no one school has consistently identified significantly larger number of these students than the others. Many of the students that we have in Div. 1 and Div.2 are foster children and tend to be transient. Annually we will have between 3% and 5% of our student population identify as FNMI. Black Gold is one of only three divisions in the province that does not have a band within our borders.

Strategies Over the last two years we collaborated with other divisions on the Curriculum Redesign project. We were deliberate in our selection of partners so that we could learn from them, strategies that would help us to better serve our FNMI students. Furthermore we have this year, appointed a lead teacher to help us with our FNMI planning in all of our schools.


Page 17

2015-16 Budget and Capital Information

Refer to the accompanying documents for budget information:

Resource Allocation Guiding Principles

Budget at a Glance

Expenditures by Program

Expenditure Breakdown

Operational Expenditure Breakdown

Budget Highlights

Summary of Facility and Capital Plans

Capital Plan

Modular Requests

Detailed budget and capital information may be obtained from the office of the Associate Superintendent-Business & Finance by submitting a request in writing to:

Ms. Ruth Andres

Associate Superintendent-Business & Finance


3rd Floor, 1101 - 5 Street

Nisku, Alberta T9E 7N3

780-955-6049

The Budget Report Form may be viewed at:


The Three Year Capital Plan may be viewed at:





Page 18

Resource and Allocation Document

Guiding Principles

Administration & Board Governance

A maximum of 3.6% (4% allowed less 10% AE claw back) of total operating expenses will be allocated to the administration program.

Student Services

8% of the base per pupil rate will be allocated to the Student Services budget to provide services to the mild, moderate and gifted students (Gr 1-12) in addition to the funding allocated for ESL and Inclusive Education.

Student Services

The Division Early Literacy program will continue to be supported through Student Services by allocating 4.7% of the base per pupil rate for funded grade 1 & 2 students and 0.84% of the base per pupil rate for ECS children to that department.

Student Services

An allocation of 0.89% of the base per pupil rate for funded students from grades 1-6 will be directed to the Student Services budget to maintain the Education Assistant program within the Division.

Technology

Resources will be allocated to maintain the services provided by the Division technology department and the wide-area network. The ratio was decreased from 1.03% to 0.5% of the base per pupil rate in 2015-16 for Evergreen Planning.

Transportation

All transportation funding will be allocated to provide for student transportation services. Uncommitted revenues in excess of transportation fees may be redirected to support other program delivery.

Excess CEUs

High schools generating CEUs in excess of their projections will receive those resources at the % rate agreed to by RAC for the purposes of adding personnel at the school level. Staffing @ high schools will be based on projected CEUs not exceeding the previous 3-year average.

Allocation of Resources All government and local instructional revenues generated during the fiscal year will be allocated to cover operating and capital costs to deliver instructional services.

CSI Initiative Principals are to make every effort to reach the CSI targets identified by AE when they assign their certificated personnel.

Funding Not Part of the Flexibility Pillar

ECS PUF/Pre-K & RCSD funding


Page 19

Budget at a Glance

Fall Budget

Fall Budget

Actual

Revenues 2015-2016 % 2014-2015 % 2013-2014 %

Instruction $ 95,961,446 79.69% $ 88,953,461 79.24% $ 84,523,570 80.62%

Operations & Maintenance $ 15,394,508 12.78% $ 14,812,571 13.20% $ 12,014,783 11.46%

Transportation $ 4,380,333 3.64% $ 4,105,119 3.66% $ 3,953,832 3.77% Board & System Administration $ 4,257,966 3.54% $ 3,896,093 3.47% $ 3,876,445 3.70%

External Services $ 428,519 0.36% $ 490,822 0.44% $ 473,918 0.45%

$ 120,422,772 100% $ 112,258,066 100% $ 104,842,548 100%

Expenditures

Instruction $ 97,596,428 80.03% $ 89,632,999 79.85% $ 84,762,598 80.85%


Transportation $ 4,414,136 3.62% $ 4,386,209 3.91% $ 4,134,246 3.94% Board & System Administration $ 3,797,106 3.11% $ 3,773,929 3.36% $ 3,581,502 3.42%


Surplus(Deficit) $ (1,526,384)

$ (1,119,433) -1.00% $ (470,351) -0.45%

$ 120,422,772 100% $ 112,258,066 100.00% $ 104,842,548 100%

Total Enrolment 10,551.0

10,131.0

9,616.5 Total FTE Enrolled 10,153.0

9,696.0

9,286.5

Total Cost Per Student $ 12,011.15

$ 11,693.22

$ 11,340.43 Operating Cost Per Student $ 11,532.37

$ 11,201.79

$ 10,893.40

Number of Student Days 182.0

182.0

181.0 Operating Cost Per Day $ 63.36

$ 61.55

$ 60.18


Instruction 80.04%

Oper. & Maint. 12.88%

Transportation 3.62%

Board & System Admin3.11%

External Services 0.35%


Page 20


Salary & Benefits$94,506,375.00 77.5%

Services & Supplies$22,581,729.0018.52%

Capital Debt Services$4,861,052.00 3.99%


Salary & Benefits$94,506,375.0080.71%



Page 21

Budget Highlights

The 2015-2016 fall budget reflects a 1.8% increase in Base Instruction Funding and a 2% increase in Class Size Funding. All other grant allocations are maintained at the 2014-15 funding rates. We continue to face fiscal challenges in the Plant Operations & Maintenance program as well as in Transportation.

There is an increase of 414 FTE students from the previous fiscal year, primarily due to growth in the Town of Beaumont and the City of Leduc.

The Pupil Teacher Ratio has been maintained which reflects Black Gold Regional Division No. 18’s continuing priority of meeting Class Size Initiative guidelines. Certificated staffing has increased to 601.459 FTE due to our increased enrolment.

There was no increase in Division Instructional Resource Fees while Ineligible Passenger Transportation Fees also remained the same as in the previous year. School/Program of Choice transportation fees increased to the same fee as for Ineligible Passengers. New this year, all students being transported are charged a $25 Bus Pass Fee.

Negotiations are underway with non-teaching staff members at the time the fall budget was prepared.

Increased the Sub Teacher expense budget to account for the new clause in the ATA Collective Agreement whereby the first day of a teacher personal day shall be provided without a deduction for the cost of a sub.

Additional resources provided to support student counselling in the schools.

Provided continued support for the Small School Flex Program at the high schools in Warburg, Thorsby, and Calmar.

Budgeted additional expenditures in Technology, needed to open the new West Haven School in Leduc.

Budgeted $200,000 to replace CTS/CTF equipment in the schools.

A total of $150,000 was provided by the Board of Education for the Board Innovation and Implementation Fund.

The planned budget deficit of $1,526,384 will be fully supported through the use of operating reserves.

Summary of Facility and Capital Plans

Refer to the attached documents for the Three Year Capital Plan Submission for 2015-2018 and the New Modular Requests for 2016-2017.


Page 22

Capital Plan Submission

BLACK GOLD REGIONAL DIVISION NO. 18 3-YR CAPITAL PLAN PROJECTS 2015-2018

NEW SCHOOL & PRESERVATION REQUESTS - Board

Priority Yr. Location Title Key Driver Project Sub-Category

Total Project Cost

1 2015 Beaumont École J.E. Lapointe School

Infrastructure Condition

Preservation & Modernization-**Refer to study Replacement of Portables with Modulars Addition for Junior High Programs Add 2nd Gymnasium

$15,548,024

2 2015 Leduc Caledonia Park School


Preservation & Modernization Demolition of Portables New Modulars

$7,720,755

3 2016 Beaumont New K-9 School Economic Growth New Facility $21,535,839

4 2016 Leduc Ecole Corinthia Park School


Mechanical System Upgrade-*** Refer to Study Preservation & Modernization

$11,472,463

5 2017 Beaumont Ecole Secondaire Beaumont Composite High School

Economic Growth Add 2nd Gymnasium Replace Portables with Addition

$4,033,826

6 2017 Leduc New K-9 School Economic Growth New Facility $21,535,839

* Support pricing provided by Alberta Infrastructure, with a 4% $81,846,746

escalation and 1.03% location factor for Leduc and Beaumont

** Attachment - Study by ACI

*** Attachment - Mechanical study by Hemisphere

Prepared by Black Gold Regional Schools April 16, 2014


Page 23

NEW MODULAR CLASSROOM REQUESTS FOR 2016/2017

Jurisdiction: Black Gold Regional Division No. 18

Board Priority

# Facility Name Location Is this a P3

school?

Number of Type A Units

Required

Number of Type B Units

Required

Number of Washroom

Units

Link Required

(Yes or No) Category

Code

Required Documents Attached?

Site Ready Date

Site Layout

Attached?

Detailed Explanation for Category Code / Modular

Request

1 Ecole Beau

Meadow School Beaumont No 2.00 Yes 2 No 5/1/2016 Yes

These modulars are required based on enrolment pressures due to residential

growth in Beaumont. Enrolment increased by 76 students in 2015-16 and the rate of growth is expected to

continue in 2016-17.

2 East Elementary

School Leduc No 1.00 Yes 2 No 5/1/2016 Yes

This modular is required based on enrolment pressures due to residential growth in Leduc. The school was at

95% capacity in 2014-15 and the rate of growth is expected to continue in 2016-

17.

3 Leduc Composite

High School Leduc No 1.00 No 2 No 5/1/2016 Yes

This modular is required based on enrolment pressures due to residential growth in Leduc. Enrolment increased by 78 students in 2015-16 and the rate

of growth is expected to continue in 2016-17.

4 Robina Baker

Elementary School Devon No 2.00 Yes 4 No 5/1/2016 Yes

Required for life-cycle replacement. The two portables currently on site are of different vintage, early 70's and 1980 and have different elevations, making them difficult to link to the core school. Both units are soon needing new roofs.

Two A units c/w link would keep the elementary students out of the

elements.

5 Ecole Beau

Meadow School Beaumont No 3.00 Yes 4 No 5/1/2016 Yes

Required for life-cycle replacement. The three portables currently on site are

35 years old and of different configuration, making them difficult to link to the core. They will soon need new roofing and building envelope

upgrades. Three A units c/w link would keep the elementary students out of the

elements.

Total of New Units Requested 9 0 0 Category Codes:

1 = Health and Safety (Please explain)

2 = Enrolment Pressures (Please explain)

Superintendent or Designate

3 = Program Delivery (Please explain)

4 = Evergreening (Please Explain)


Page 24

2014-15 Financial Results and Capital and Facilities Projects Refer to the accompanying documents for financial information:

Financial Operations at a Glance

Expenditures By Program



Statement of Financial Position as at August 31, 2015

Key Financial Information

Capital and Facilities Projects

Detailed financial and capital information, as well as detailed information on the Division's sources of school-generated funds and their uses, may be obtained from the office of the Associate Superintendent - Business & Finance by submitting a request in writing to:

Ms. Ruth Andres

Associate Superintendent - Business & Finance


3rd Floor, 1101 - 5 Street

Nisku, Alberta T9E 7N3

780-955-6049

The Audited Financial Statements and related schedules (including information on school-generated funds and their uses) for 2014-2015 may be viewed at:


The provincial roll-up of jurisdiction Audited Financial Statements information may be viewed at:

http://education.alberta.ca/admin/funding/audited.aspx


http://education.alberta.ca/admin/funding/audited.aspx


Page 25

Financial Operations at a Glance

Actual

Fall Budget

Actual

Revenues 2014-2015 % 2014-2015 % 2013-2014 %

Instruction $ 90,664,281 79.91% $ 88,953,461 79.24% $ 84,523,570 80.62%


Transportation $ 4,064,312 3.58% $ 4,105,119 3.66% $ 3,953,832 3.77%

Board & System Administration $ 4,143,970 3.65% $ 3,896,093 3.47% $ 3,876,445 3.70%


$ 113,461,422 100% $ 112,258,066 100% $ 104,842,548 100%

Expenditures

Instruction $ 91,937,934 81.03% $ 89,632,999 79.85% $ 84,762,598 80.85%


Transportation $ 4,303,024 3.79% $ 4,386,209 3.91% $ 4,134,246 3.94%

Board & System Administration $ 3,867,281 3.41% $ 3,773,929 3.36% $ 3,581,502 3.42%


Surplus(Deficit) $ (1,332,613) -1.17% $ (1,119,433) -1.00% $ (470,351) -0.45%

$ 113,461,422 100.00% $ 112,258,066 100.00% $ 104,842,548 100.00%

Total Enrolment 10114

10131

9616.5 Total FTE Enrolment 9,738.00

9,696.00

9,286.50

Total Cost Per Student $11,788.26

$11,693.22

$11,340.43 Operating Cost Per Student $11,297.98

$11,201.79

$10,893.40

Number of Student Days 182

182

181 Operating Cost Per Day $62.08

$61.55

$60.18


Instruction 80.09%

Oper. & Maint. 12.4%

Transportation 3.75%

Board & System Admin 3.37%

External Services 0.39%


Page 26


Salary & Benefits$87,877,966.0079.87%



Salary & Benefits$87,877,966.00 76.55%

Services & Supplies$22,141,722.00 19.29%

Capital Debt Services$4,774,347.00 4.16%


Page 27

Statement of Financial Position

Key Financial Information


Page 28

Overall, Black Gold Regional Division is in a healthy financial position, with sufficient

resources to provide our students with an excellent education.

INSTRUCTION

* Actual deficit of $1,273,653 in Instruction which varies from the budgeted deficit of $679,538

* Received an additional $266,050 over budget in CEU revenue

* Received an additional $394,433 over budget in PUF and Pre-K revenue

* Received $240,250 over budget for support from the LA RCSD

* Received $214,336 for the PACE and OLEP projects

* P3 M & R revenue is included for $259,173

* Increased revenue of $1,087,778 in Other Sales & Services (BCHS Fire insurance, Tuition Fees, etc.)

* Increased costs in Salaries and Benefits were offset by increased revenues in PUF and RCSD

* Services, Contracts & Supplies were $1,292,486 over budget due to Board directed planned spending

* Deficit supported through operating reserves

PLANT OPERATIONS AND MAINTENANCE

* Actual deficit of $96,937 in P O & M which varies from the budgeted deficit of $280,969

* $56,000 in Salaries and Benefits were charged to IMR projects

* P3 M & R expenses of $259,173

* Natural gas under budget by $130,000

* $1.8 M remaining in unexpended IMR funds


TRANSPORTATION * Actual deficit of $238,712 in Transportation which varies from the budgeted deficit of $281,090

* Bus routes under budget by $110,000

* Services, Contracts & Supplies - purchased GPS and scan card reader for all buses


BOARD & SYSTEM ADMINISTRATION * Actual surplus of $276,689 in B & Syst. Administration which varies from the budgeted surplus of $122,164 * Full amount of allowable revenue recorded (an additional $171,171)

* Services, Contracts & Supplies were over budget by $93,000 due to Board directed planned spending


Page 29

Capital and Facilities Projects

The construction of West Haven School, a Kindergarten to Grade 9 school in the City of Leduc, is well underway and the school is on target for the scheduled opening in September of 2016.

The modernization of Calmar Secondary School in the Town of Calmar is underway and the project is scheduled to be completed in October of 2016.

In October of 2014 Alberta Education announced that approval has been granted for the construction of a Kindergarten to Grade 9 school in the Town of Beaumont. Planning is well underway and construction is scheduled to start in the spring of 2016. The school is scheduled to open in September of 2017.

Approval has been granted for the modernization of Ecole J.E. Lapointe School in the Town of Beaumont. A Value Scoping Workshop was held in October, 2015 which will be followed-up with budget and project scope information from the Government of Alberta. The project is scheduled to be completed by September of 2018.

In June of 2015, Alberta Education announced that approval has been granted for the addition of 9 portables and a connecting link at Caledonia Park School in Leduc. The project was completed in the fall of 2015.

A portable is being re-located from Ecole J.E. Lapointe School in Beaumont to Willow Park School in Leduc, needed to address enrolment pressures in Leduc. The re-location is being supported by Alberta Education and will be ready for student occupancy in January of 2016.

A new modular was purchased for Leduc Estates School in Leduc, required to address enrolment pressures. The source of funding for the new modular is from BGRS Reserves in the Plant Operations & Maintenance program. The modular will be ready for student occupancy in January of 2016.

Infrastructure Maintenance and Renewal (IMR) projects totaling $1,385,095 were completed during 2014-2015.


Page 30

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Black Gold Regional Division No.18 Board of Education

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