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Staffing Allocation 2015/16 Education 2015 Staffing Allocation Handbook
Transcript

Staffing Allocation 2015/16

Education

08 Fall

2015

Staffing Allocation Handbook

2015/16 Staffing Allocation 2

TABLE OF CONTENTS TABLE OF CONTENTS ................................................................................................... 2

SUMMARY: 2015/16 FTE CHANGES ............................................................................. 5 Paraprofessional Staff (Education Assistants) ............................................................................................. 5 Clerical Staff ................................................................................................................................................................ 5 Early Learning ............................................................................................................................................................ 5 English Language Learner (ELL) ........................................................................................................................ 5 Small Secondary School Base for K-9/10 Schools ....................................................................................... 5 Counseling SRP .......................................................................................................................................................... 5 Aurora Virtual School.............................................................................................................................................. 5 Change in Transition Allocation ......................................................................................................................... 6

1.0 INTRODUCTION ..................................................................................................... 7 1.1 History ................................................................................................................................................................... 7

1.1.1 Staffing Allocation Advisory Committee ................................................................................................ 8 1.1.2. Staffing Allocation Advisory Committee2 (SAAC2) .......................................................................... 9 1.1.3 Staffing Allocation Advisory Commmittee3 (SAAC3)....................................................................... 9 1.1.4 Staffing Allocation Advisory Commmittee4 (SAAC4)....................................................................... 9 1.1.5 Staffing Allocation Since 2013/14 ............................................................................................................ 9

1.2 Guiding Principles .......................................................................................................................................... 10

2. GENERAL ............................................................................................................... 11 2.1 Determination of School Enrolments ..................................................................................................... 11 2.2 Total Teacher Allocation ............................................................................................................................. 11 2.3 Timeline for Teacher Allocation ............................................................................................................... 12 2.4 Allocation of Total Staff vs. Deployment of Individual Positions ............................................... 12 2.5 Very Small School Allocations ................................................................................................................... 13 2.6 Rounding ............................................................................................................................................................ 13

3. CLASSROOM STAFFING ......................................................................................... 14 3.1 Kindergarten and K4 ..................................................................................................................................... 14 3.2 Primary Teachers (Grades 1 to 3) ........................................................................................................... 14 3.3 Intermediate Teachers (Grade 4 to 7) ................................................................................................... 14 3.4 Secondary Teachers (Grades 8 to 12) .................................................................................................... 14 3.5 Small Secondary Schools ............................................................................................................................. 15 3.6 Dual Track Allocation ................................................................................................................................... 15 3.7 Preparation Time ........................................................................................................................................... 15 3.8 Late French Immersion ................................................................................................................................ 16

4. INSTRUCTIONAL SUPPORT STAFF .......................................................................... 17 4.1 Administrators ................................................................................................................................................ 17 4.2 Counselors ......................................................................................................................................................... 17 4.3 Teacher Librarians......................................................................................................................................... 17 4.4 Intermediate French as a Second Language ........................................................................................ 17 4.5 Learning Assistance ...................................................................................................................................... 18

5. DIFFERENTIATED RECOGNITION ............................................................................ 19

2015/16 Staffing Allocation 3

5.1 Literacy Support ............................................................................................................................................. 19 5.1.1 Reading Recovery ....................................................................................................................................... 19 5.1.2 Other Elementary Schools .......................................................................................................................... 20

5.2 Francophone Recognition ........................................................................................................................... 20 5.2.1 Ecole Emilie Tremblay .................................................................................................................................. 20 5.2.2 Robert Service School ................................................................................................................................... 20

5.3 Southern Tutchone Bi- Cultural Support .............................................................................................. 21 5.4 Religious Education Support ..................................................................................................................... 21 5.5 English Language Learner Support ........................................................................................................ 21 5.6 Itinerant Teachers.......................................................................................................................................... 21 5.7 Shared Programs ............................................................................................................................................ 21

5.7.1 Shared Resource Programs ........................................................................................................................ 21 5.7.2 Shared Territorial Programs .................................................................................................................... 22

5.8 Achievement Equity ...................................................................................................................................... 22 5.8.1 Indicators ........................................................................................................................................................... 23 5.8.2 Standardization ............................................................................................................................................... 23 5.8.3 Cut-Off Point ...................................................................................................................................................... 24 5.8.4 Portion of Vulnerability ............................................................................................................................... 24 5.8.5 Adjusting for Enrolment .............................................................................................................................. 24 5.8.6 Teacher Allocation ......................................................................................................................................... 24

5.9 Aboriginal Language Teachers ................................................................................................................. 24

6. TRANSITIONAL RECOGNITION ............................................................................... 25 6.1 Transition from Year to Year ..................................................................................................................... 25 6.2 Rounding/Stability Allocation .................................................................................................................. 25

7. CONTINGENCY ...................................................................................................... 26 7.1 Spring and September Start-Up ............................................................................................................... 26 7.2 Second Semester ............................................................................................................................................. 26

8. CLERICAL STAFF ..................................................................................................... 27 8.1 Secretarial ......................................................................................................................................................... 27 8.2 Library Clerk .................................................................................................................................................... 27

9. PARAPROFESSIONALS ........................................................................................... 29 9.1 Allocation of Paraprofessionals ................................................................................................................ 29 9.2 School Base - Paraprofessionals............................................................................................................... 29 9.3 Paraprofessionals ........................................................................................................................................... 29

9.3.1Centrally Assigned ........................................................................................................................................... 29 9.3.2 Steps for Allocating Paraprofessionals ................................................................................................. 30

10. GLOSSARY ........................................................................................................... 31

11. APPENDICES ........................................................................................................ 35 Appendix A Committee Mandate .................................................................................................................... 35

1. Purpose ...................................................................................................................................................................... 35 2. Terms of Reference ............................................................................................................................................... 35 3. Committee Membership ..................................................................................................................................... 36 4. Timeline ..................................................................................................................................................................... 36 5. Operating Procedures ......................................................................................................................................... 36 6. Committee Membership ..................................................................................................................................... 37

2015/16 Staffing Allocation 4

Appendix B Wood Street Enrolment ............................................................................................................. 40 Appendix C Vulnerability Index/Achievement Index ............................................................................. 41 Appendix D Summary of Small Rural School Base Support ................................................................. 42 Appendix E.1 Summary of Other Educational Staff 2014/15.............................................................. 43 Appendix E.2 Summary of Clerical Staff 2014/15 ................................................................................... 44 Appendix F Enrolment Projections- September 2015 ........................................................................... 45

2015/16 Staffing Allocation 5

SUMMARY: 2015/16 FTE CHANGES

Enrolment Students Teacher FTE

2014/15 Projected Enrolment 5092 484 2014/15 Actual Enrolment 5166 2015/16 Projected Enrolment 5216 489

Paraprofessional Staff (Education Assistants)

2014/15 Ongoing 159.15 Cash Managed 18.6 Total 177.75 2015/16 Ongoing 164 Cash Managed 13.75 Total 177.75

Clerical Staff

2014/15 Ongoing 41.07 2015/16 Ongoing 41.07

Early Learning

Early Learning increased from 2.0 to 2.5 FTE (0.5 previously funded from contingency): Pelly Crossing, Watson Lake, Selkirk, Hidden Valley, Takhini (Duska)

English Language Learner (ELL)

2014/15 funded at 0.5 FTE each: Christ the King, Selkirk, FH Collins, Vanier 2015/16 – 0.025 FTE per year 1-3 ELL student and 0.015 for year 4-5 ELL

Small Secondary School Base for K-9/10 Schools

The pilot Individual Learning Centre approach supported by 1.0 FTE to both Chief Zzeh Gittlit and Teslin have been replaced by an increase to the Small Secondary School Base from 0.5 FTE to 1.0 FTE for the four K-9/10 schools: Chief Zzeh Gittlit, Teslin, Ghuch Tla, Ross River. (K-12 schools receive a 1.5 FTE base.)

Counseling SRP

0.2 FTE for counseling was added to Vanier SRP’s to bring in it line with similar services for FH Collins and Jack Hulland

Aurora Virtual School

1.0 FTE was added to AVS (from 3.0 to 4.0 FTE) as a result of increased Home Schooling and Distance Learning enrolment and in order to provide for secondary humanities and sciences and elementary programming.

2015/16 Staffing Allocation 6

Change in Transition Allocation

School Staffing Maximum Reduction from previous year’s staffing

1.5 -10 FTE 0.5 FTE

11-20 FTE 1.0 FTE

21-30 FTE 1.5 FTE

31-40 FTE 2.0 FTE

41-50 FTE 2.5 FTE

2015/16 Staffing Allocation 7

1.0 INTRODUCTION

1.1 History

A staffing entitlement formula for all Yukon public schools was established by Executive Council to become effective for the 1984/85 school year and thereafter. There were several reasons why this decision was taken: 1. to ensure that a level of staffing was provided to each school sufficient to deliver

quality education; 2. to ensure that staffing was equitable from school to school and among the

various levels; and 3. to provide comprehensive information to principals and school committees on

how staff is allocated. This entitlement was revised and approved by Management Board in 1992 and then revised again in 1998. The following table shows the number of students and the number of teachers for the past thirteen years. The data is taken from the Department of Education’s Annual Reports.

School Year Students1 Teachers2

2014/15 5199 484

2013/14 5086 483

2012/13 5042 480.71

2011/12 5027 476.71

2010/11 5034 476.71

2009/10 5100 475.86

2008/09 5065 476.2

2007/08 5219 471

2006/07 5160 476.2

2005/06 5253 469.7

2004/05 5363 455.2

2003/04 5427 449

2002/03 5503 452

2001/02 5508 457

1 The enrolment figures are as of October 31 of the school year.

2 The teacher full time equivalent is as of March 31 of the school year and will include teachers employed

for the second semester only. Beginning in the 2003/04 Annual Report the figure reported for teachers includes principals and vice principals. Prior to that time it was the sum of the two groups that should to be considered for comparative purposes.

2015/16 Staffing Allocation 8

One of the components of the Staffing Entitlement was an ‘Operational’ allocation intended for exceptional circumstances. This was defined as:

“Each school in the Yukon is unique and may require additional staff beyond the strict application of the formula to ensure that quality education can be delivered in any given year. Unpredictable population shifts over a summer can create the need for additional staff in one school while not reducing the need in others significantly to allow a teacher transfer. Superintendents and principals should consider the operational requirement portion of allocated staff in light of classroom (K-12), library, counseling, administration, and special needs pertinent to the situation in the school for that school year. The number of teachers allowable for operational requirements for all Yukon schools is determined by dividing the total projected Public Schools population by 400 and rounding to the nearest .5. The deployment of these F.T.E.’s is done by the Superintendents in committee within the targets set by the Assistant Deputy Minister of Public Schools.”

For the 2008/09 school year the ‘Operational Requirements’ allocation should have been 12.5 F.T.E. teachers according to the formula but it had grown to 104 teachers or more than 21% of the total allocation. Over time these allocations became embedded in the schools’ allocations even if the original reasons for their distribution had changed.

1.1.1 Staffing Allocation Advisory Committee

In December 2009 the Assistant Deputy Minister of Public Schools, Department of Education, struck a Staffing Allocation Advisory Committee whose terms of reference were to:

Assess the current system and Department of Education staffing resources and identify the inherent issues and challenges.

Define necessary baseline staffing for each school.

Identify issues that need to be considered in an operations or additional staffing allocation formula.

Identify a reasonable staffing allocation formula and recommend the extent of discretionary funds/staffing that should be retained by the Department of Education to use for startup in September for exceptional requests not accounted for in the staffing process.

Review/revise staffing process and timelines.

Develop guidelines, an Improvement Plan, and a report signed off by the Advisory Committee outlining the recommendations to address the issues as required

2015/16 Staffing Allocation 9

This Committee reported out in March 2010 and its recommendations were implemented in the 2010/11 school year.

1.1.2. Staffing Allocation Advisory Committee2 (SAAC2)

Because of the committee’s tight timelines, it was unable to deal with all the issues. Hence, a Staffing Allocation Advisory Committee2 was created to make refinements on the work of the original committee and this document reflects that work. The two major refinements made by SAAC2 were: switching teacher allocations from primarily an incremental allocation, which involved larger increases or decreases, to a ratio allocation, which smoothed changes to allocations, and the development of an Achievement Index to recognize student vulnerability variations from school to school.

1.1.3 Staffing Allocation Advisory Commmittee3 (SAAC3)

In the third year of the process the former consultant became the Director of Human Resources and the committee now reports to the Deputy Minister. The scope of the committee was reduced because there was little room to adjust within the fixed allotment of teachers. The main refinements made by SAAC3 were support for English Language Learners and support for an expanded secondary program at Old Crow and Teslin. (Teslin decided to delay the implementation of this pilot.)

1.1.4 Staffing Allocation Advisory Commmittee4 (SAAC4)

The fourth year of the process saw projected enrolment increases put pressure on the overall teacher allocation. The allocation was only able to meet the existing service levels with a small improvement to kindergarten class size level – from 18 to 17:1. The Terms of Reference for the SAAC4 are included in Appendix A as is the membership for all of the staffing allocation committees.

1.1.5 Staffing Allocation Since 2013/14

The Public Schools Branch and Human Resources compile the annual information required to maintain the established service levels. As new issues are identified, such as English Language Learners, homeschoolers, and distributed learning, resources are sought from Yukon Education to support them.

2015/16 Staffing Allocation 10

1.2 Guiding Principles

All Staffing Allocation Advisory Committees applied these guiding principles to their work:

Equity – treat the same the same, and significantly different differently

Data-driven – student numbers and needs drive the allocation

Transparency – understandable information is readily available

Predictability – with the same information, arrive at the same conclusions

Timeliness – allow for efficient decision making and deployment

Responsiveness – adjust to changing “drivers” in a reasonable period of time

Sustainability/viability – provide continuity for viable programs (approved by the Department of Education)

Accountability – actions are seen as responsible, credible and trustworthy

2015/16 Staffing Allocation 11

2. GENERAL

2.1 Determination of School Enrolments

The determination of each school’s projected enrolment for the upcoming September is determined using a ‘cohort retention model’. This model is attached as Appendix F. This utilizes:

o The average of the preceding five years’ K4 or Kindergarten enrolment to determine the upcoming enrolment.

o The five-year average of the number of students who move from the preceding grade to the following grade.

For a secondary school which has feeder schools this ratio or ‘cohort retention’ is applied to the grade 7 population of the feeder schools to determine the grade 8 population of the secondary school.

Shared Resource Programs o Students in a Shared Resource Program housed in a school are

included in that school’s population.

Wood Street Centre o Students from Yukon secondary schools are eligible to apply each

semester for entry to the Wood Street Centre. o The previous three-year average of the two semesters for

each school is calculated. If it is less than five students those students

continue to be attributed to their home school. If the three-year average is five students or more

those students are subtracted from their home school enrolment. See Appendix B.

2.2 Total Teacher Allocation3

The Public Schools Branch can only allocate the number of teachers provided by government.

For the 2011/2012 school year, the staffing allocation distributes 476.71 full-time equivalent teachers for a projected 5095 (head count) students.

For the 2012/13 school year, the staffing allocation distributes 480.71 full-time equivalent teachers for a projected 5065 (head count) students.

3 The Education Act defines teacher as a person holding a valid and subsisting teaching certificate, or a letter of permission, issued pursuant to the regulations who is appointed or employed pursuant to this Act to give instruction or to administer or supervise instructional service in a school but does not include an aboriginal language teacher.

2015/16 Staffing Allocation 12

For the 2013/14 school year, the staffing allocation distributes 481 full-time equivalent teachers for 5086 (head count) students.

For the 2014/15 year 484 full-time equivalent teachers for 5166 (head count) students.

For 2015/16 year 489 full-time equivalent teachers for projected 5216 students.

2.3 Timeline for Teacher Allocation

The enrolment projection will be updated for the next school year in October of each year.

The Vulnerability/Equity Index will be updated for the next school year in November of each year.

The initial teacher allocation will be available by the end of February of each year.

Kindergarten registration will be initiated in mid- February of each year.

Priority transfer requests will be approved by the end of April of each year.

The contingency allocation will be used for the following potential adjustments:

o School enrolments will be adjusted at the end of May. The Senior Management team of the Department of Education will determine if the adjusted enrolment necessitates increased staffing. Schools which receive ‘Transition Staffing’ will be less likely to receive additional staff as a result of enrolment changes as they are already receiving staff beyond that generated by their projected enrolment.

o The Senior Management team will monitor schools’ enrolment over the spring to consider the consequences of additional transfers, new housing or migration into the neighborhood.

o A further adjustment may be made in September as the result of actual enrolments compromising contractual class sizes, personnel issues or exceptional circumstances as determined by the Senior Management team.

o For secondary schools on the semester system, it is possible that an adjustment could be made at the beginning of the second semester for significantly increased enrolment.

2.4 Allocation of Total Staff vs. Deployment of Individual Positions

The following entitlements are allocations of staff from the Department of Education to schools. It is the responsibility of the principal, in consultation with the School Council, to deploy these allocations to meet the needs of the students of the school and to fulfill the School’s Growth Plan.

2015/16 Staffing Allocation 13

2.5 Very Small School Allocations

The formula does not apply to schools of less than twenty students. The Senior Leadership Team will staff such schools on an individual basis.

2.6 Rounding

Calculations are not rounded until all the components of the formula have been applied. The ‘Stability Factor’ then rounds the allocation as follows: if the sum of the allocations for a school is projected to decrease that school’s allocation, the ‘Stability Factor’ rounds up to the nearest half; if the sum of the allocations project an increase to the school’s allocation, the ‘Stability Factor’ rounds to the nearest tenth. For presentation purposes calculations are usually displayed to two decimal places.

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3. CLASSROOM STAFFING

3.1 Kindergarten and K4

Rural schools provide Kindergarten for four year olds (K4). In most rural schools, both K4 and Kindergarten for 5 year olds (K or K5) are half-time programs. However, Robert Service (Dawson City) and Johnson Elementary (Watson Lake) do not provide Kindergarten for four year olds and their K5 program is full-time. Whitehorse schools, with the exception of Ecole Emilie-Tremblay, do not provide Kindergarten for four year olds and Kindergarten for five year olds is full-time. Thus, Yukon students are entitled to a full year of pre-grade one enrolment: in the rural environment – two years of half-time attendance, in the urban environment – one year of full-time attendance.

Step 1 Where a K4 program is offered combine K4 and K5 enrolment and

divide by two. (This determines student full-time equivalent) Step 2 Ratio 1:17 Base 0.2 Divide the number of K4 and K5 students by 17 and add the base

of 0.2 to determine teacher allocation.

3.2 Primary Teachers (Grades 1 to 3)

Ratio 1:21 Base 0.2 Divide the number of primary students by 21 and add the base of 0.2 to determine the teacher allocation.

3.3 Intermediate Teachers (Grade 4 to 7)

Ratio 1:23 Base 0.2 Divide the number of primary students by 23 and add the base of 0.2 to determine the teacher allocation.

3.4 Secondary Teachers (Grades 8 to 12)

Ratio 1:20 Base There is no base Divide the number of secondary students by 20 to determine the teacher allocation.

2015/16 Staffing Allocation 15

3.5 Small Secondary Schools

Schools larger than 20 with a secondary population less than 201

Grade 8-9/10 Base 1.0 F.T.E.

Grade 8-12 Base 1.5 F.T.E.

3.6 Dual Track Allocation

Dual Track Allocation is meant to recognize the inefficiency created by discrete programs that cause grade cohorts to be split for the majority of their instructional time. It is not a programming implementation factor but recognition of the probability that staffing will be more expensive when a cohort is split into two groups.

At the present time there is one dual track school – F.H. Collins Secondary School with a French Immersion track from grade 8 to 12 of less than two hundred students.

The Small Secondary Allocation (secondary populations of less than 200) of 1.5 F.T.E. teachers is used to recognize the dual track program at F.H. Collins Secondary School.

3.7 Preparation Time

Ratio 13.44% Contractually, preparation time for teachers is 12%. In order to provide preparation time for teachers who provide preparation time, this allocation is adjusted by a further 12%. Therefore, the preparation time allocation is 12% x 1.12 or 13.44%. Preparation time for all schools equals 13.44% of teacher allocations for:

K4/K5 Primary Intermediate Secondary Small Secondary

In schools where Intermediate French as a Second Language is offered, it is usually offered to the entire class, freeing the classroom teacher (preparation time). Therefore, in such schools, the Preparation Time allocation is reduced by the Intermediate French as a Second Language allocation. This results in all schools receiving the same relative allocation for preparation time regardless of whether they offer Intermediate French as a Second Language or not.

2015/16 Staffing Allocation 16

On the allocation spread sheet preparation time (13.44%) is the sum of two columns:

Preparation Time

French as a Second Language (Intermediate) o If the school is not required to teach Intermediate French as a

Second Language, the entire 13.44% allocation is under the Preparation Time column.

3.8 Late French Immersion

The intake of grade six students at Whitehorse Elementary as French late immersion students requires that a separate stream of classes be established for grade six and seven. These students cannot be merged with the other grade six and seven students. The disadvantage that this creates for WES is that any enrolment under 23 students draws from the overall staffing allocation.

The recognition to offset this disadvantage is calculated as follows:

project the enrolment for the grade six and seven classes

subtract that enrolment from 46 (two classes of 23)

divide the difference by 23 to obtain the FTE recognition

2015/16 Staffing Allocation 17

4. INSTRUCTIONAL SUPPORT STAFF

4.1 Administrators Ratio 1:200 Base 0.2

Divide the school enrolment by 200 and add the base of 0.2 to determine the administrative allocation.

For F.H. Collins Secondary School, increase the school enrolment by the previous three-year average number of students per semester in Wood Street Centre. Appendix B

It is the prerogative of the Department of Education to determine the number of administrators allocated to a school while it is the responsibility of the principal, in consultation with the School Council, to deploy the administrative time. If the administrative allocation exceeds the number of administrators determined by the Department of Education, the administrative allocation, like all other allocations, would be deployed to meet other needs of the school.

4.2 Counselors Ratio 1:300 Base 0.3

Divide the school enrolment by 300 and add the base of 0.3 to determine the counselor allocation.

4.3 Teacher Librarians Ratio 1:500 Base 0.1

Divide the school enrolment by 500 and add the base of 0.1 to determine the teacher librarian allocation.

4.4 Intermediate French as a Second Language Ratio 11.2% of Section 3.3 Intermediate Teachers

To provide preparation time for Intermediate French as Second Language teachers, the IFSL allocation of 10% is adjusted by a further 12%. Therefore, the IFSL allocation is 10% x 1.12 or 11.2%.

See Section 3.6 Preparation Time to see how IFSL is a part of preparation time.

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4.5 Learning Assistance Ratio 1:180 Base 0.5

Divide the school enrolment by 180 and add the base of 0.5 to determine the learning assistance teacher allocation.

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5. DIFFERENTIATED RECOGNITION FTEs are sometimes established to support the implementation of specific initiatives. The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. As well, schools do not have the opportunity to redeploy this allocation – these FTEs must be used for the specific purpose they are allocated (for

example, Reading Recovery, Learning Together, Religious Education Coordinators).

5.1 Literacy Support

5.1.1 Reading Recovery

Yukon Government has supported the implementation of the Reading

Recovery Program for many years. The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. As well, schools do not have the opportunity to redeploy this allocation – it must be used for

Reading Recovery.

School

Reading

Recovery Allocation

Chief Zzeh Gittlit 0.5

Del Van Gorder 0.5

Eliza Van Bibber 0.5

Ghuch Tla Community 0.5

J.V. Clark 0.5

Johnson Elementary 1.0

Robert Service 1.0

Ross River 0.5

St. Elias 0.5

Tantalus 0.5

Teslin 0.5

Christ the King 1.0

Elijah Smith 1.5

Golden Horn 0.5

Grey Mountain 0.5

Hidden Valley 0.5

Holy Family 0.5

Jack Hulland 1.0

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Selkirk 1.0

Takhini 1.0

Reading Recovery Teacher Leader 1.0

Total 15.0

5.1.2 Other Elementary Schools

The two schools with elementary populations who do not receive Reading

Recovery teachers receive a similar allocation for Literacy support:

1.0 FTE for Whitehorse Elementary

1.0 FTE for École Émilie Tremblay

5.2 Francophone Recognition

5.2.1 École Émilie Tremblay

It is common across Canada for jurisdictions to provide resources for Francophone education that are beyond those provided to Anglophones. For École Émilie Tremblay, add 15% of the sum of the allocations for:

K4/K5

Primary

Intermediate

Secondary

Small Secondary

Preparation Time

Administrators

Counsellors

Teacher Librarians

Learning Assistance Teachers

As well, École Émilie Tremblay, unlike other Yukon Schools, receives funding for full-time K4 in addition to full-time K5 funding. The Yukon mandate is to provide the equivalent of one year of full-time education prior to grade one. In the urban environment this is provided by full-time K5 while in the rural environment it is provided by half-time support for K4 and K5. At the present time the recognition for full-time K4 for École Émilie Tremblay is equivalent to an additional 8%.

5.2.2 Robert Service School

There is a sizable Francophone community in Dawson and historical commitment for support for a French program in the school.

0.5 FTE for Robert Service School

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5.3 Southern Tutchone Bi- Cultural Support

0.5 FTE for St. Elias Community School.

5.4 Religious Education Support

1.0 FTE Vanier Catholic Secondary School

0.5 FTE Christ the King Elementary School

0.3 FTE Holy Family Elementary School

5.5 English Language Learner Support

For students whose first language is not English (or French for EET students and who are ‘Right’s Holders) and who score at level 4 or lower on the Yukon English Language Learner Standards during the DART and School-Wide Write system-wide assessments or a Department of Education approved equivalent:

Year 1-3 of attendance 0.025 FTE per student

Year 4-5 of attendance 0.015 FTE per student A kindergarten student is not eligible for support but that year counts as Year 1.

5.6 Itinerant Teachers

This area has been refined to include itinerant teachers who work with students in several schools and to exclude employees who act primarily as consultants to teachers.

Program Teacher

Allocation

Hearing Support Teacher 1.0

Vision Support Teacher 0.33

First Nations Inclusion Teacher 1.00

Total 2.33

5.7 Shared Programs

5.7.1 Shared Resource Programs

School/Program Teacher

Allocation

Jack Hulland Life Skills Behaviour

Counselor

1 1

0.2

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5.7.2 Shared Territorial Programs

School/Program Teacher

Allocation

Wood Street Centre (FHC) 74

Individual Learning Centre 3.2

Young Offenders Center (VCS) 1.5

Total 11.7

5.8 Achievement Equity

Equity means being fair to all people. The concept of equity is founded on the principle of substantive equality. According to well-established Canadian jurisprudence, substantive equality goes beyond the idea of ensuring that everyone is treated the same. Owing to different life conditions or the effects of historical discrimination, same treatment may not always produce equal results. To achieve equality, specific efforts are needed to ensure that policies, standards, programs and services are accessible and inclusive.

The Staffing Allocation Advisory Committee has grappled with identifying appropriate indicators and data to use in making a judgment of who should be treated differently in order to be fair. The progress to date is outlined below. Ten teachers are allocated to support Achievement Equity. They are distributed to schools through the following Achievement Equity Index.

4 Includes CHOAS Program and FADS – implemented in 2011/12

F.H. Collins Teen Parent Centre Life Skills Multi Needs Room

Counselor

1 1 1

0.2

Porter Creek Life Skills 1

Vanier Catholic Life Skills Riverfront

Counselor

1 1

0.2

École Émilie Tremblay Behaviour 1

Total 9.6

2015/16 Staffing Allocation 23

5.8.1 Indicators

Four indicators are used for elementary populations and two for secondary populations in the Achievement Equity Index. A three-year rolling average for each of the indicators is used. Each indicator is weighted equally in its contribution to the total determination of the Achievement Equity Index.

Elementary Measure

Early Years Evaluation– past year - average of the past three years

% of Tier 2 or 3 of total cases

Kindergarten Screening – Boehm- Student Risk Level (End of Year Summary) -average of the past three years

% that need investigation

Foundation Skills Assessment – Grade 4 English – average of the past three years

% that did not write or were below acceptable standard

Foundation Skills Assessment – Grade 7 English – average of the past three years

% that did not write or were below acceptable standard

Secondary Measure

B.C. Provincial Exam – English Grade 10 – past three years

% that failed

Feeder Schools Vulnerability Index - Average Average of feeder schools

5.8.2 Standardization

Each data set has its own characteristics: measures of central tendency (average), measures of dispersion (standard deviation) and measures of association (correlation). In order that one data set does not dominate unintentionally another data set because of its particular characteristics, it is appropriate to statistically standardize the data sets. Two methods are available: Z-score and T-score. Z-score is used. From the individual school result subtract the average of the scores of all the schools and divide by the standard deviation to determine Z-score. This will result in a negative number if it is below the average and a positive number if it is above the average for the scores.

Each school’s score is then adjusted in relationship to the school with the best score on that measure. (Although counterintuitive, the best score will be the most negative number as all the measures are set up to reflect underperformance or risk; i.e. the higher the number the greater the underperformance or risk). To make the adjustment set the school with the best score at zero and subtract its original score from all the other

2015/16 Staffing Allocation 24

schools to determine how ‘far away’ they are from the school with the best score.

Once this is accomplished for each measure then find the average for each school.

5.8.3 Cut-Off Point

A high Achievement Equity Index indicates underperformance or vulnerability. Those schools higher than the 33rd percentile were recognized for achievement equity support while the bottom (best) one-third was not.

5.8.4 Portion of Vulnerability

Total the Achievement Equity Indices of those schools remaining. Determine each school’s score as a percent of the total.

5.8.5 Adjusting for Enrolment

Multiply each school’s score by the appropriate elementary or secondary enrolment. Total the results.

5.8.6 Teacher Allocation

Determine each school’s score as a percentage of the enrolment-adjusted total. Multiply each school’s percentage score by the number of teachers available. This gives the number of teachers allocated for Achievement Equity. See Appendix C for details.

5.9 Aboriginal Language Teachers

The allocation of these teachers is outside the mandate of the Staffing Allocation Advisory Committee. The First Nations Programs and Partnership unit of the Department of Education determine the allocations. There are approximately thirty-eight positions5, which are in addition to the 489.00 FTE educational staff pool. The 2014/15 allocation is displayed in Appendix E.1.

5 Six are trainees.

2015/16 Staffing Allocation 25

6. TRANSITIONAL RECOGNITION

6.1 Transition from Year to Year

For schools who receive less allocation than the previous year:

From the forecast year’s projected reduction subtract past September allocations that were not enrolment driven. For example, if a school was projected to lose three teachers but had received an additional teacher last September for other than an enrolment increase the reduction that would be considered for transition support would be two (not three) teachers. Apply this adjusted reduction to the following schedule:

School Staffing Maximum Reduction from previous year’s staffing

1.5 -10 FTE 0.5 FTE

11-20 FTE 1.0 FTE

21-30 FTE 1.5 FTE

31-40 FTE 2.0 FTE

41-50 FTE 2.5 FTE

6.2 Rounding/Stability Allocation

If a school is receiving less teacher allocation than the previous year round up to the nearest half.

If a school is receiving the same allocation or more than last year round to the nearest 10th. These two calculations will usually distribute 3-4 teachers.

2015/16 Staffing Allocation 26

7. CONTINGENCY Given the fixed allocation of 489.00 F.T.E. teachers the contingency will vary based on student enrolment, transition requirements and rounding (the Stability Factor).

7.1 Spring and September Start-Up

Set aside the vast majority of the contingency for issues that may arise in the spring and September.

7.2 Second Semester

Set aside the remainder for issues that may arise at the beginning of the second semester.

2015/16 Staffing Allocation 27

8. CLERICAL STAFF6

8.1 Secretarial

This formula will be introduced on an attrition basis; i.e. when secretaries leave their position the school’s allocation will be adjusted to comply with the following formula.

Number of Students # and >

Elementary K-3/7/9/10 F.T.E. Secondary & K-12 F.T.E.

1 .30 .30

20 .67 .67

51 .67 .67

76 .67 .80

101 .80 .90

126 .90 1.00

151 1.00 1.25

201 1.25 1.50

251 1.50 1.75

301 1.50 2.00

351 1.75 2.25

401 2.00 2.50

451 2.25 2.75

501 2.50 3.00

551 2.75 3.25

601 3.00 3.50

651 3.25 3.75

8.2 Library Clerk

Number of Students # and >

Hours per Week

20 5 (0.133)

201 6 (0.16)

401 10 (0.266)

451 12 (0.32)

651 13 (0.346)

751 15 (0.4)

6 Clerical staff is not part of the 489 F.T.E. teacher allocations.

2015/16 Staffing Allocation 28

Grades K- 12 inclusive, an additional 2 hours per week will be allocated Grades 8 – 12 with 90 or more students, an additional 3 hours per week will

be allocated. French Immersion schools and Ecole Emilie Tremblay will receive an

additional 5 hours per week.

2015/16 Staffing Allocation 29

9. PARAPROFESSIONALS

9.1 Allocation of Paraprofessionals

Paraprofessionals are allocated on the basis of specific needs of individual students. Not all students with Individual Educational Plans/Student Learning Plans require the services of an paraprofessional. Each case is examined on an individual basis with the overriding concern being the best interest of the student with special educational needs as well as the best interest of his/her peers. The total allocation of Education Assistants in 2014/15 was 177.75 FTE. (159.15 ongoing plus 18.6 cash managed)

9.2 School Base - Paraprofessionals

In 2014/15 34.5 Education Assistants were allocated in accordance with the following formula. The allocation to each school is outlined in Appendix F Summary of Other Educational Staff.

Number of Students # and >

Base School F.T.E.

- 1.0

261 1.5

401 2.0

701 2.5

9.3 Paraprofessionals

9.3.1Centrally Assigned

Area of Support Paraprofessional

F.T.E.

Speech and Language Support 3.0

Classroom Assistant Support 0.267

Support for Student Transport 1.14

Total 4.41

2015/16 Staffing Allocation 30

9.3.2 Steps for Allocating Paraprofessionals

The Director of Student Services is responsible for the allocation of Paraprofessionals.

Step 1 Confirm Total Number of Paraprofessionals available

Step 2 Review School Enrolment and adjust Base School allocation

Step 3 Review existing students who require Intensive one-on-one Paraprofessional support, including those in SRP’s, and adjust for those who have left the system

Step 4 Consider recommendations of CDC for Paraprofessional support

Step 5 Confirm need for Itinerant Paraprofessionals

Step 6 Allocate Paraprofessional to schools to assist students with targeted support requirements. Consider small rural schools and Achievement Equity issues.

Step 7 Transition recognition – no school will lose more than 1.0 FTE Paraprofessional or 0.5 FTE Paraprofessional if they have five Paraprofessionals or less.

2015/16 Staffing Allocation 31

10. GLOSSARY Early Development Instrument

The Early Development Instrument (EDI) is a population-based early child development assessment tool used to measure the state of children’s development in Kindergarten. The EDI is a checklist that Kindergarten teachers complete for each child in their class. It is a holistic measure of children’s development across five areas:

1. physical health and well-being 2. social competence 3. emotional maturity 4. language and cognitive development 5. communication skills

Teachers complete the EDI in February, after they have had several months of interaction with their Kindergarten class. Kindergarten teachers complete the EDI on individual children; however, the results are not used at the individual level. To understand patterns in vulnerability at the population level the results are grouped by neighbourhood, school jurisdictions, health area and provincial/territorial levels.

Experiential Education

Experiential Education is a philosophy and methodology in which teachers purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values.

Full Time Equivalent (F.T.E.) An FTE is the percent or decimal that represents a student’s or employee’s attendance at school. Most students are assumed to be in full-time attendance or 1.0, although kindergarten students in some schools may only attend halftime (0.5 F.T.E.). An employee could be engaged over the full spectrum from 0.1 F.T.E. to 1.0 F.T.E.

Kindergarten Screening

Since 2004/05, an electronic database has been used at the end of each year to collect information from every class for a Kindergarten Screening Profile, the aim of which is to assist in identifying students at risk. A report is issued to teachers, administrators and superintendents.

2015/16 Staffing Allocation 32

Reading Recovery

The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems.

Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.

Reading Recovery serves the lowest-achieving first graders—the students who are not catching on to the complex set of concepts that make reading and writing possible.

Shared Resource Program A shared resource program is a program available to students from any school usually with a focus on life skills or special needs.

Whole Child Approach

Each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged. That’s what a whole child approach to learning, teaching, and community engagement really is.

Wood Street Centre

Under the supervision of F.H. Collins Secondary School, Wood Street Centre offers several unique programs that students can apply for - these include: • ACES (Achievement, Challenge, Environment and Service) – a Yukon public school program of studies for grade 10 students. The program integrates Social Studies 10, Yukon Studies 10, Planning 10, Physical Education 10 (including 30 days of outdoor experience) and Fine Arts and Applied Skills. • Experiential Science – a Yukon public school program of studies for grade 11 students. The program integrates Biology 11, Geography 12, Forests 11, Chemistry 11, Art 11, Field Methods 11 and Career and Personnel Planning 11/12. The program features 30 to 35 days of field studies each semester and two days each week in Yukon College science labs. • OPES (Outdoor Pursuits and Experiential Science)/PASE (Plein Air et Sciences Experientielles) - OPES 9 and PASE 9 are Yukon

2015/16 Staffing Allocation 33

public school programs of studies for grade 9 students. The programs integrate Science 9, Social Studies 9, Physical Education 9 and Outdoor Pursuits. The program features 3-5 overnight trips each semester and a variety of day trips. • MAD (Music, Art, Drama and Dance) 9/10 and 11/12 – a program of studies for students from throughout the Yukon in grade 9/10 (first semester) and grade 11/12 (second semester) which provides four to five credit courses including English, Social Studies, Theatre Performance and choices between several fine arts and applied skills. The goal of the program is to provide a solid foundation in creative dramatics, acting, stagecraft, music, dance and play writing fundamentals. MAD 9/10 is available to all Whitehorse secondary students; MAD 11/12 is available to all grade 11 and 12 students from all Yukon secondary schools. • CHAOS (Community-Heritage-Adventure-Outdoors-Skills) 9 and 10 - is open to all grade 9 and 10 students enrolled in the Yukon and will be delivered as an enrichment program to regular courses offered to students at that level. Integration of subject areas, as well as, Yukon First Nation and Western Knowledge will be the focus during the semester. Students that make the commitment to CHAOS 9 will complete the requirements for the following courses through their active engagement in the programming: English 9, Social Studies 9, Yukon Activity and Outdoor Education 9, and Fine Arts – Yukon First Nations Art and Culture 9. For Grade 10 students the English Course is English 10 First Peoples and Physical Education 10 replaces the Fine Arts course. • FADS (Fashion Art Design School) 10/11/12 – a semester long program uses Fashion Design and Garment Construction as a base for learning. Students will learn to incorporate the elements and principles of design and creation to produce their own unique body of work suitable for post-secondary application.

Credited Courses English 10 or 11 4 Credits Physical Education 10, 11, 4 Credits Art Foundations 10, 11, 12 4 Credits Applied Skills 11, 12 4 Credits This program is currently not charging a fee, but a $100.00 kit deposit is required for students’ sewing, drafting and materials

2015/16 Staffing Allocation 34

kit. Kit fees will be refunded at the end of the semester with the return of the student kits. Note: Unlike the previous programs this one is housed at Porter Creek Secondary School, which is the home school for the staff.

2015/16 Staffing Allocation 35

11. APPENDICES

Appendix A Committee Mandate

1. Purpose

The Staffing Allocation Advisory Committee will provide: Advice regarding the Department of Education’s allocation of staffing

resources to schools (The deployment of these resources, in keeping with the Education Act, is the responsibility of the principal in consultation with the School Council.)

An opportunity to review the timeline of the staffing processes and discuss issues of mutual concerns

Advice within the context of the following guiding principles: o Equity – treat the same the same, and significantly different

differently o Data-driven – student numbers and needs drive the allocation o Transparency – all can obtain information and it is understandable o Predictability – with the same information, arrive at the same

conclusions o Timeliness – allow for efficient decision making and deployment o Responsiveness – adjust to changing “drivers” in a reasonable

period of time o Sustainability/viability – provide continuity for viable programs

(approved by the Department of Education) o Accountability – actions are seen as responsible, credible and

trustworthy

2. Terms of Reference

It is intended that this committee will provide advice to the Department of Education and make recommendations regarding: Refinement to criteria that drive allocations Clarification of the description of allocation drivers Suggestions regarding school vulnerability/achievement equity and the

appropriate recognition for differences among schools Refinement of the staffing entitlement formulae Refinement to the Staffing timelines Other issues identified by the Department

Recommendations must: Comply with the Collective Agreement regarding maximum class sizes

2015/16 Staffing Allocation 36

Keep total recommended staff allocations within the FTE allocation approved by the government 476.71 full-time equivalent teachers (FTE).7

Recommendations may: Consider all school-based staff allocations areas Consider if there are additional guiding principles (filters) that should be

reflected in the allocation of school-based staff

3. Committee Membership

Chair - Director of Human Resources. Representatives from the following organizations: Yukon Teachers’ Association (YTA) - 3 Association of Yukon School Administrators (AYSA) - 4 Association of Yukon School Councils, Boards and Committees (AYSCBC) -

2 Catholic Education Association of Yukon (CEAY) - 1 School Council representatives – 2 Department of Education representation:

o Director of Programs and Services o Superintendents of Schools o Director of Student Support Services o Manger of Recruitment, Human Resources

Other members may be invited to attend on an ad hoc basis or as need arises.

4. Timeline

The Committee will meet twice in January, and if required once in February

The Committee will submit a report to the Deputy Minister by the end of February.

5. Operating Procedures

Members will be appointed by their organization for the duration of the project.

The committee is struck and supported by the Department of Education. The support will take the form of setting up meetings, drafting agendas, facilitating the meetings and preparing final summaries of meetings.

There will be no financial remuneration to members or organizations for participation in the meetings.

Hotel and travel costs will be covered for rural participants.

7 This total is 480.71 for the 2012/13 year. The additional 4.0 FTE are time limited.

2015/16 Staffing Allocation 37

The committee will serve as a consultation committee to the Director of Human Resources.

To ensure full representation at meetings, organizations may send substitutes for regular members who are unable to attend.

A range of technology will be used to facilitate rural participation as necessary.

The committee will be chaired by the Director of Human Resources. Members are expected to participate in the committee representing their

parent body. Advice provided to the Department of Education will be made by

consensus, where possible. If consensus cannot be reached, the differing views will be noted.

Final decisions on implementing the advice, plans or priorities originating with the committee will rest with the Department of Education.

6. Committee Membership

6.1 2009/2010 Christie Whitley, Chair Dick Chambers, Consultant Neil Salvin, AYSCBC by teleconference Sandra Henderson, F.H. Collins School Council Rebecca Parnum, Hidden Valley School Council Carol Coote, AYSCBC Paul Nordahl, Jack Hulland School Council Rosemary Burns, Catholic Education Association of Yukon Katherine Mackwood, YTA Peter Menzies, YTA by teleconference Betty Byblow, YTA Ken Taylor, YTA Kelly Collins, AYSA Ted Hupe, AYSA Kirk Jensen, AYSA Brendan Kelly, AYSA Daniel Tlen, DOE, First Nation Language and Culture Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Denis Gauthier, DOE, Superintendent Val Stehelin, Department of Education, Director of Human Resource Services David Doyle, DOE, Manager of Special Programs

2015/16 Staffing Allocation 38

6.2 2010/2011

Katherine Mackwood, Yukon Teachers’ Association Betty Byblow, YTA Ken Taylor, Jack Hulland, YTA Kelly Collins, Association of Yukon School Administrators Gloria Coxford, Grey Mountain Primary, AYSA Kirk Jensen, Watson Lake Secondary, AYSA Brendan Kelly, Porter Creek Secondary, ASYA Darren Hays, FH Collins, AYSA Gary Morgan, Del Van Gorder, AYSA Neil Salvin, Association of Yukon School Councils, Boards and Committees Carol Coote, AYSCBC Paul Nordahl, Jack Hulland School Council Sandra Henderson, F.H. Collins School Council Rebecca Parnum, Hidden Valley School Council Erik Blake, Whitehorse Elementary School Council Elaine Carlyle, Whitehorse Elementary School Council Maureen Johnstone, Takhini Elementary School Council Rosemary Burns, Catholic Education Association of Yukon Val Royle, Christ the King Elementary School Council Christie Whitley, Department of Education, Assistant Deputy Minister Elizabeth Lemay, DOE, Director of Programs and Services Mike Woods, DOE, Superintendent Area 1 Penny Prysnuk, DOE, Superintendent Area 2 Grey Storey, DOE, Superintendent Area 3 Ed Schultz, DOE, Director, FN Programs & Partnerships Val Jensen, DOE, Director of Human Resource Services Irene Szabla, DOE, Coordinator, Special Programs Judy Arnold, DOE, Director of Student Achievement and Systems Accountability Dick Chambers, Consultant Suki Qiu, DOE, Project Administrative Assistant 6.3 2011/12 Dick Chambers, Director of Human Resources, Chair Carol Coote, AYSCBC Tanya Lanigan, Jack Hulland School Council Val Royle, Catholic Education Association of Yukon Sandra Henderson, F.H. Collins Secondary School Council Katherine Mackwood, YTA Thomas Jirousek, YTA Betty Byblow, YTA Darren Hays, AYSA

2015/16 Staffing Allocation 39

Gary Morgan, AYSA Helen McCullough, AYSA Brendan Kelly, AYSA Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Greg Storey, DOE, Superintendent Caroline Sturko, DOE, Manager of Recruiting 6.4 2012/13 Dick Chambers, Director of Human Resources, Chair Carol Coote, AYSCBC Monica Lauer, Catholic Education Association Katherine Mackwood, YTA Amanda Dockum, YTA Helen McCullough, YTA Heather Gares-Thompson, YTA Morgan Douglas-Alexander, AYSA Gary Morgan, AYSA Melanie Bennett, AYSA Brendan Kelly, AYSA Mike Woods, DOE, Superintendent Penny Prysnuk, DOE, Superintendent Greg Storey, DOE, Superintendent Jennifer Dawson, DOE, Manager of Recruiting 6.5 2015/16 An information session was held for Staffing Allocation Advisory Committee representatives in the spring of 2015. Valerie Royle, Deputy Minister, Chair Lake Apted, Director of Human Resources, Carol Coote, AYSCBC Chris Bookless, AYSCBC Monica Lauer, Catholic Education Association Carol Sherlock, YTA Gloria Coxford, AYSA Edith Elder, CEAY Maggie Mann, AYSCBC Sandra Henderson, YTA Ted Hupe, AYSA Penny Prysnuk, Superintendent Christine Curtis, Coordinator, Teacher Recruitment Jennifer Dawson, Manager of Recruiting Kim Ho, Manager, Recruitment

2015/16 Staffing Allocation 40

Appendix B Wood Street Enrolment

1st s

emes

ter

# st

uden

tsFH

PCVC

EET

Oth

er2n

d se

mes

ter

# st

uden

tsFH

PCVC

EET

Oth

er

ACES

10

1818

ACES

10

3610

1211

1RS,

2W

LAC

ES 1

054

ES 1

116

123

1RS

ES 1

116

101

5ES

11

32

MAD

9/1

030

175

71

SEC

SM

AD 1

0/11

/12

2011

44

1HS

MAD

930

FAAD

91

71

FAAD

112

36

MAD

10-

1211

PASE

919

19O

PES

914

131

PASE

/OPE

S 9

33

CH

AOS

10C

HAO

S 10

CH

AOS

10/9

0

9267

1211

02

9746

2027

04

Tota

l16

0

1st s

emes

ter

# st

uden

tsFH

PCVC

EET

Oth

er2n

d se

mes

ter

# st

uden

tsFH

PCVC

EET

Oth

er

ACES

10

1710

34

ACES

10

165

73

WLS

S 1

ACES

10

33

ES 1

116

94

2W

LSS

1ES

11

1610

42

ES 1

132

MAD

9/1

030

175

6SE

CS

1 W

LSS

1M

AD 1

0/11

/12

167

25

RSS

1 W

LSS

1M

AD 9

/10/

11/1

246

FAD

S13

13FA

DS

1313

FAAD

26

OPE

S 9

1515

PASE

920

20PA

SE/O

PES

935

CH

AOS

1010

23

5C

HAO

S 10

74

3C

HAO

S 10

17

101

5328

170

388

4629

100

3To

tal

189

1st s

emes

ter

# st

uden

tsFH

PCVC

EET

Oth

er2n

d se

mes

ter

# st

uden

tsFH

PCVC

EET

Oth

er

ACES

10

177

55

ACES

10

1010

ACES

10

27

ES 1

116

68

RSS

1, S

ECS

1ES

11

167

18

ES 1

132

MAD

9/1

026

164

4D

VG 1

, SEC

S 1

MAD

10/

11/1

226

192

4SE

CS

1M

AD 9

/10/

11/1

252

FAD

SFA

DS

FAD

S0

PASE

918

18O

PES

911

11PA

SE/O

PES

929

CH

AOS

1015

48

3C

HAO

S 10

111

10C

HAO

S 10

26

9251

2512

074

4813

120

1To

tal

166

3 Y

ear

Ave

rage

9557

2213

02

8647

2116

03

Bot

h S

emes

ters

9152

2215

03

2014

-201

5 Sc

hool

Yea

r

Tota

l # S

tude

nts

2013

-201

4 Sc

hool

Yea

r

Tota

l # S

tude

nts

2012

-201

3 Sc

hool

Yea

r

Tota

l # S

tude

nts

2015/16 Staffing Allocation 41

Appendix C Vulnerability Index/Achievement Index

2015/16 Staffing Allocation 42

Appendix D Summary of Small Rural School Base Support

A base allocation is built into many of the formulae to recognize a lack of economy of scale for small rural schools. This appendix is included only as a summary – it is not in addition to the allocations made throughout the formulae.

K-9/10 K-12

K4/K5 Base plus prep time 0.227 0.227

Primary Base plus prep time & Reading Recovery

0.227 0.500

0.227 0.500

Intermediate Base plus prep time 0.227 0.227

Secondary Base plus prep time 1.134 1.702

Admin. Base 0.200 0.200

Counselor Base 0.300 0.300

Library Base 0.100 0.100

Learning Assistant Base 0.500 0.500

Total 3.407 3.983

2015/16 Staffing Allocation 43

Appendix E.1 Summary of Other Educational Staff 2014/15

School

Ab

ori

gin

al

Lan

guag

e

Teac

he

r

Par

a-

pro

fess

ion

als8

Total

Chief Zzeh Gittlit 1.5 1.5 3.0

Del Van Gorder 1.25 1.25

Eliza Van Bibber 1.5 4.75 6.25

Ghuch Tla Comm. 1.5 4.25 5.75

J.V. Clark 1.5 2.0 3.5

Johnson Elementary 1.0 6.5 7.5

Kluane Lake 0.6 1.0 1.6

Nelnah Bessie John 0.8 1.0 1.8

Robert Service 2.0 7.5 9.5

Ross River 2.0 4.25 6.25

St. Elias 2.0 5.5 7.5

Tantalus 3.0 4.0 7.0

Teslin 2.5 3.5 6.0

Watson Lake Secondary 1.5 3.75 5.25

Christ the King 7.5 7.5

Elijah Smith 2.1 15.25 17.35

Golden Horn 5.75 5.75

Grey Mountain 3.5 3.5

Hidden Valley 0.5 5.0 5.5

Holy Family 9.75 9.75

Jack Hulland 1.0 12.75 13.75

Selkirk 1.0 8.75 9.75

Takhini 1.0 6.75 7.75

Whitehorse Elem. 2.0 5.5 7.5

F.H. Collins Secondary 1.5 11.5 13.0

Porter Creek Secondary 2.0 10 12.0

Vanier Catholic Secondary 9.75 9.75

Ecole Emilie Tremblay 6.25 6.25

Individual Learning Centre 1.5 1.5

Speech & Lang, Transport. 4.41 4.41

Yukon Native Language Centre 6.3 6.3

Provisional Staff 3.09 3.09

Total 38.8 177.75 216.55

8 As of September 3, 2014. Paraprofessional staffing adjustments are made throughout the year to accommodate student enrolment and needs.

2015/16 Staffing Allocation 44

Appendix E.2 Summary of Clerical Staff 2014/15

School

Ad

min

istr

ativ

e

Ass

ista

nt

Lib

rary

Cle

rk

Total

Chief Zzeh Gittlit 0.67 0.13 0.80

Del Van Gorder 0.65 0.19 0.84

Eliza Van Bibber 0.69 0.11 0.80

Ghuch Tla Comm. 0.67 0.13 0.80

J.V. Clark 0.67 0.13 0.80

Johnson Elementary 0.85 0.13 0.98

Kluane Lake 0.30 - 0.30

Nelnah Bessie John 0.30 - 0.30

Robert Service 1.50 0.29 1.79

Ross River 0.67 0.13 0.80

St. Elias 1.00 0.19 1.19

Tantalus 0.89 0.13 1.02

Teslin 0.67 0.13 0.80

Watson Lake Secondary 1.00 - 1.00

Christ the King 1.50 0.16 1.66

Elijah Smith 1.47 0.16 1.63

Golden Horn 1.00 0.16 1.16

Grey Mountain 0.67 0.13 0.80

Hidden Valley 0.67 0.13 0.80

Holy Family 1.00 0.16 1.16

Jack Hulland 1.50 0.32 1.82

Selkirk 1.00 0.27 1.27

Takhini 1.00 0.16 1.16

Whitehorse Elem. 2.00 0.40 2.40

F.H. Collins Secondary 3.50 0.73 4.23

Porter Creek Secondary 2.50 0.48 2.98

Vanier Catholic Secondary 2.50 0.35 2.85

Ecole Emilie Tremblay 1.50 0.32 1.82

Wood Street Centre 0.75 - 0.75

Individual Learning Centre 0.50 - 0.50

Relief Secretaries 1.86 - 2.34

Total 35.45 5.62 41.07

2015/16 Staffing Allocation 45

Appendix F Enrolment Projections- September 2015

El

em.

Sec.

Sept

. 15

Sept.2014

AREA

SCHO

OLS

prog

ram

K4K

12

34

56

7To

tal

89

1011

12SU

Tota

l T

otal

Total

diff.

Urba

nCh

rist t

he K

ing

Elem

enta

ry S

choo

lEn

glish

3639

3644

4945

4948

346

346

347

-1

Elija

h Sm

ith E

lem

enta

ry S

choo

lEn

glish

3638

3145

4136

4044

311

311

307

4

F.H.

Col

lins

Seco

ndar

y Sc

hool

Engl

ish73

7296

113

108

1247

447

4469

5

Fren

ch47

4440

3231

019

419

4193

1

Gol

den

Horn

Ele

men

tary

Sch

ool

Engl

ish28

2324

2432

2017

2018

818

8175

13

Gre

y M

ount

ain

Prim

ary

Scho

olEn

glish

1822

918

6767

70-3

Hidd

en V

alle

y Sc

hool

Engl

ish10

1211

109

716

681

8173

8

Holy

Fam

ily E

lem

enta

ry S

choo

lEn

glish

1819

1522

2419

2624

167

167

168

-1

Jack

Hul

land

Ele

men

tary

Sch

ool

Engl

ish36

3142

4737

4834

4231

731

7321

-4

Porte

r Cre

ek S

econ

dary

Sch

ool

Engl

ish94

9011

089

9315

491

491

515

-24

Selk

irk E

lem

enta

ry S

choo

lEn

glish

1815

2136

2624

3032

202

202

211

-9

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