ANNUAL REPORT€¦ · 2 | Annual Report DSB1 2017-2018 2017-2018 DSB1 Annual Report | 3 On behalf of the District School Board Ontario North East (DSB1) Trustees, I am pleased to

District School BoardOntario North East

ANNUALREPORT

2017-2018

2 | Annual Report DSB1 2017-2018 2017-2018 DSB1 Annual Report | 3

On behalf of the District School Board Ontario North East (DSB1) Trustees, I am pleased to introduce the 2017-2018 Annual Report. This report is a snapshot of key activities undertaken over the past school year. Although every story is unique, together they represent our vision of empowering all learners to achieve personal excellence.

This past school year was focused on the creation of a new Strategic Plan to guide the Board’s work and focus until August 2021. We consulted with students, staff, families, and communities to ensure that the plan was responsive to the needs while leveraging strengths of our students and communities. On behalf of the Board of Trustees, I would like to thank each and every person who contributed to our Strategic Plan by sharing their thoughts, ideas and hopes for our students.

The Board of Trustees is also very proud of the creation of a Student Senate. The Senate is made up of two stu-dents from each high school and serves as an advisory body to the three elected Student Trustees. The Student Senate provides an opportunity to foster student voice at the secondary level while encouraging students to take action in their education experience.

This year also marked the appointment of the first Indigenous Student Trustee. The appointment was made by a subgroup of the Indigenous Peoples’ Advisory Committee in January. This is an important step to en-suring representation of our students who self-identify as Indigenous at a governance level.

The Board is also pleased to have approved a balanced budget in July 2018. This demonstrates our continued commitment to fiscal responsibility while ensuring that we are meeting the needs of our students.

In closing, I would like to acknowledge each student, family member and staff at DSB1. Together, we inspire innovation and a passion for learning.

Respectfully,

BOB BRUSHBoard Chair

MESSAGE FROMBOARD CHAIR

I am very proud to share District School Board Ontario North East’s (DSB1) 2017-2018 Annual Report with you, my first as Director of Education for DSB1. The stories in the report highlight the amazing work of the DSB1 team and our continued commitment to supporting a positive future story for every student.

This report is organized under three priorities - equity, in-novation and culture - the foundation for our new Strategic Plan. Each story is anchored in one of the priorities.

DSB1 is committed to anticipating, identifying, and re-moving barriers for students. In my first year as Director of DSB1, I had the pleasure of visiting our schools, from Hearst to Temagami. I was inspired by the work being done in equity in all of our regions.

This work is progressing in partnership with Kevin Lamoureux, a well-known advocate for Truth and Reconciliation. Mr. Lamoureux spoke to all of our staff in April and continues to support our Administrative Council to ensure that students who identify as Indigenous are being well served.

DSB1’s focus on innovation is evident by the implementa-tion of new and different ideas across our Board. We have committed $18 million to major improvement projects within our schools.

The Board of Trustees also approved funding for the new role of Communications Officer, increasing our capacity

to connect internally and with our communities. In addi-tion, we are implementing a Leadership Strategy with an appraisal process and mentoring for all leaders across our Board. This strategy demonstrates our focus on learning and striving towards personal excellence for each learner.

Our priority of culture relates to our behaviours, actions and how we work at DSB1. We are promoting a culture of learning, wellness, kindness and personal excellence at all levels of our organization.

This past school year, our Board office staff engaged in their first professional learning day. This allowed staff from two regions to connect, and learn together. The Board is also committed to implementing the 10/5 way, a wellness and kindness initiative in all of our schools and offices. The 10/5 way involves a few simple acknowledgement practices to boost happiness and belonging.

I am proud of the stories highlighted in this report and hope that you will be inspired by them. I look forward to building on these successes in the coming school year to empower all learners to achieve personal excellence.

Yours in education,

LESLEIGH DYEDirector of Education

MESSAGE FROM

DIRECTOR OF EDUCATION


VISION EMPOWERING ALL LEARNERS

TO ACHIEVE PERSONAL

EXCELLENCE.

MISSION TOGETHER, WE INSPIRE INNOVATION AND A PASSION FOR LEARNING.

TRUSTEESBob Brush, Chair – Timmins, Foleyet, Gogama and area

Dennis Draves, Vice-Chair – Cochrane, Smooth Rock Falls and area

Howard Archibald - Indigenous Trustee

Heather Bozzer – Timmins, Foleyet, Gogama and area

Bruce Cutten – Temiskaming Shores, Temagami, Elk Lake and area

Bruce Hayter – Hearst and Kapuskasing

Tom Henderson – Englehart and area

Peter Osterberg – Timmins, Foleyet, Gogama and area

Rosemary Pochopsky – Kirkland Lake and area

Saunders Porter – Iroquois Falls and Matheson

Doug Shearer - Temiskaming Shores, Temagami, Elk Lake and area

STUDENT TRUSTEESAiza Asif Brianna Julien, Indigenous Student Trustee

Jaykob Walton

ADMINISTRATIVE COUNCILLesleigh Dye, Director of Education

Pearl Fong-West, Superintendent of Business & Finance and Treasurer of the Board

Michelle Leigh, Superintendent of Schools

Steven Pladzyk, Superintendent of Schools

Jo-Anne Plaunt, Superintendent of Schools

Jim Rowe, Senior Manager of Human Resources

TRUSTEES AND ADMINISTRATION COUNCIL

2017-2018 DSB1 Annual Report | 7

A new Strategic Plan was approved in June 2018 and will be the Board’s roadmap until August 2021. The plan was informed by consultations with students, families, staff, union presidents, community partners and businesses. Our Strategic Plan is grounded in three priorities:

STRATEGIC PLANTHE BOARD’S ROAD MAP

EQUITY, INNOVATION & CULTUREThe plan guides our work and direction with eight commitments:

• We put the needs of learners first

• We commit to excellence

• We inspire and promote learning

• We engage in open and transparent communication

• We commit to equitable practices

• We ensure respectful learning and working environments

• We utilize the leadership skills of the entire community

• We are a strong steward of public education

The Strategic Plan lays the foundation to supporting the success of all learners. It informs our Board Improvement and School Improvement Plans. We will share successes and learnings with our students, families, trustees, staff and communities as we implement our Strategic Plan.

6 | Annual Report DSB1 2017-2018

EQUITYREMOVING BARRIERSEQUITY COMMITTEEDSB1 is extremely proud of the newly created equity committee in 2017-2018. The committee is made-up of interested staff, trustees and union presidents. The mandate is to find ways to ensure schools and the board offices are more equitable. The group defined equity as anticipating, identifying and removing barri-ers. The three focus areas were: poverty, mental health and students who identify as LGBTQ2S.

There was some incredible work done in our schools. A great example of this was Englehart High School, who organized the “If the shoe fits” initiative. The school collected donations and organized them in a space where students, families and community members could come and select footwear of their choice. This initiative was a big success and brought the community together in a meaningful way.

TRUTH AND RECONCILIATIONOn April 9, 2018, we welcomed Kevin Lamoureux, Education Lead for the National Centre for Truth and Reconciliation, to speak to all employee groups. The response to Kevin’s messages of truth, hope, and how we will represent reconciliation in our schools was, and continues to be, a pressing need for action amongst all staff groups. When asked how DSB1 can continue to be supportive of this work, staff responded with many ideas, including:

• Focus on teaching more of the “true” (not just European “textbook”) history of treaties, the role of Indigenous peoples in the creation of Canada, residential schools, role of the Truth & Reconciliation Commission and the need for all to be aware of and support the Calls to Action.

Mr. Lamoureux’s message continues to resonate deeply with many staff who are actively seeking continued oppor-tunities to further their own knowledge and understanding of Canada’s shared history with Indigenous people.

• Continue and expand cultural understanding of and participation in Indigenous education and events for and with all staff and students. Involve elders and community members where possible.

• Provide time to collaborate with colleagues to dis-cuss how to implement this into our classroom and curriculum. Provide culturally appropriate curriculum resource materials.

• Introduce Traditional Languages as a credit course in high schools. Further professional development to increase capacity bringing Indigenous knowledge, pedagogy, worldviews, contributions and current events into our classrooms in a meaningful way.

• Be mindful of the needs of all children entrusted to us. Be empathetic with respect to barriers and the ensuing feelings/reactions. Be mindful that we in education are most often the safe haven for many children in our care and we must be of how we ac-knowledge the needs of all children.


EQUITABLE ACCESS TO POSTSECONDARY EDUCATION The Equitable Access to Postsecondary Education strategy is a multi- faceted intervention approach to support marginalized students who did not consider pursuing postsecondary education.

This strategy was implemented through increased staffing at four secondary schools across our Board. During the 2017-2018 school year, a total of 239 students were selected to be part of the strategy. Beyond these schools, secondary students from across our districts benefited from workshops and resources developed as part of the project.

The postsecondary education teacher facilitated and encouraged open in-quiry and exploration, and provided access to resources that leveraged stu-dents’ strengths and met their needs. The Equitable Access to Postsecondary Education teachers worked closely with Student Success Teachers as well as Guidance Counsellors to identify students who would benefit from 1:1 navigation and supports.

The Equitable Access to Postsecondary Education strategy made it possible for marginalized students to shift how they viewed themselves, their learning abilities and their future.

PSYCHOEDUCATIONAL ASSESSMENTS Each year we engage in practices and professional learning specific to the special education needs of our students. Last year, our focus was on providing psychoeducational assessments to students. We increased the number of psychoeducational assessments by 55% during the 2017-18 school year, reducing our waitlist by 40% by the end of June 2018.

The assessment reports completed by Psychologists provide valuable data that will significantly impact student achievement. The professional development opportunities focused on increasing capacity in interpreting the data contained in psychoeducational assessments. This learning also supported a greater understanding in the cognitive processes as defined by the WISC-V index scores, as well as their implication on student learning strengths and aca-demic skills. A student cognitive profile tool was developed to assist teachers in teaching strategically, by identifying cognitive abilities in their students, and providing suggestions around accommodations and instructional strategies for each cognitive process in order to leverage student strengths in their learning.

SHIFT HOW STUDENTS view themselves, their learning abilities and their future.

1522017-2018102

2016-2017852015-2016

PSYCHOEDUCATIONAL ASSESSMENTS COMPLETED

P.A.C.E LEADING ALTERNATIVE EDUCATION Programs in Alternative and Continuing Education (P.A.C.E) is an alternative education centre which provides an open learning environment that meets the needs of the students. Although the centre is located in Timmins, students from across our geography can take courses at a distance.

On June 13th, 2018, 28 P.A.C.E students graduated from and received their Ontario Secondary School Diploma (OSSD) or equivalent. This graduation is an important milestone in the lives of our students as well as their families and friends. Guests heard a valedictorian address, witnessed the students walk across the stage to receive their diplomas and were treated to a wonderful dinner and evening.

Over the past few years, we have seen an increase in registration at P.A.C.E. This successful learning model is now laying the foundation for similar pro-grams being implemented in other communities. Congratulations to all of our P.A.C.E. graduates!

CONGRATULATIONS to all of our P.A.C.E graduates!


STUDENTTRANSPORTATIONSTUDENT TRANSPORTATION The North East Tri-Board Student Transportation Partnership continues to provide student transportation throughout our Board area. It is supported by the three originating school boards:

• District School Board Ontario North East

• Northeastern Catholic District School Board

• Conseil scolaire public du Nord-Est de l’Ontario

The Tri-Board transportation initiative brings shared school bus service to the school districts of Cochrane and Timiskaming. The partnership has been very successful and continues to meet the transportation needs of the students and families within the three boards. The Boards will spend an estimated $11,710,905 during the 2018 – 2019 school year to provide transportation services.

YOUNG RIDER DAYEvery year, the consortia hosts Young Rider Day during the month of August. This year, the event was held on August 22nd in Timmins and Kirkland Lake and on August 23rd in Temiskaming Shores.

Young Rider Day is a perfect time to introduce young children to school buses ahead of the first day of school. This interactive event provides relevant information to families and children. Family members can watch a vid-eo to learn more about school bus safety. They are then encouraged to ride the bus with their child so that they too can experience riding a school bus. This is always the highlight of the event! Once all activities are completed, students receive a Certificate of Excellence stating that the student had successfully completed the Young Rider Day program. Families are invited to enjoy a BBQ and take goodies home. Our families really enjoy this annual event.

The Board will spend an estimated

$11,710,905during the 2018 - 2019 school year

2017-201810 | Annual Report DSB1

INNOVATIONOUTDOOR EDUCATION Outdoor education is a learning experience that helps develop an understanding and appreciation of nature and the kinship between the child and the outdoors. Students and educators work together to uncover the Kindergarten while exploring the wonderful open air in our very own backyard.

Our Kindergarten coach had the pleasure of supporting some schools in creating great outdoor spaces. These spac-es allow students to expand their learning using their curiosity and wonder. In June, all Registered Early Childhood Educators received a wagon to create a “Wonder Wagon”, which facilitates outdoor learning. Wonder Wagons are filled with tools like pencils, paper, clipboards, and building supplies that can support deeper learning.

SPECIALIST HIGH SKILLS MAJOR REACH AHEAD IN SIM LABAs part of our Specialist High Skills Major (SHSM) programs, Timiskaming District Secondary School hosted a reach ahead experience in their Health Care Simulation Lab. Students had the opportunity to enhance their knowledge and skills related to their Specialist High Skills Major through active learning.

Students were joined by health care professionals including paramedics, physicians and critical care nurses for skill stations and scenarios. These in-cluded primary assessment, multiple casualty incidents, Naloxone admin-istration, and CPR.


REDEFINING LEARNING AND TEACHING FOR THE 21ST CENTURYStudents and teachers are embracing a culture of inno-vation! Risk taking and critical thinking abound as stu-dents and teachers try to do things differently. Students are using design thinking to create new products, build robots, and tackle complex social problems like hunger, and poverty.

Schools have created Makerspaces where students have a variety of stations to practice problem-solving and de-sign thinking. A Makerspace is a place where students can gather to create, invent, tinker, explore and discover using a variety of tools and materials.

Each Makerspace includes a variety of multimedia sta-tions to support student learning and provide opportu-nities to practice skills necessary for Science Technology Engineering Mathematics (STEM) careers of the future. Some of our students created apps and had the oppor-tunity to invent new products.

Our Makerspaces include items such as

• Videography and photography equipment, including editing stations and green screens

• Coding stations

• Robotics stations

• 3D design stations

PROBLEM SOLVING Embracing a culture of innovation

ROBOTICS & CODINGStudents are exploring the world of robotics from Kindergarten to Grade 12. They learn how to program the robot to go where they wish. In the process, students learn about sequencing, patterns, positional language, instructions, and debugging. Older students use the LEGO EV3 robot kits, or VEX robot kits to design and build a robot to solve a particular problem or challenge. One student developed a robotic lawnmower that could mow a lawn independently. Several schools participated in a robotics competitions at the Board level and at the provincial level during the school year. By building robots to solve challenges, students learn important engineering skills about gears, systems and physics. Students also de-velop important 21st century skills like problem-solving, collaboration, communication, and perseverance.

INFORMATION SERVICES Information Services (IS) plays an important support role for staff and students across our regions. IS has been supporting the 1:1 iPad initiative for all teachers and for students from grades 5 through 12 since 2014. We are pleased to see signs that the program is taking hold evidenced by schools’ request to distribute the iPads as early as possible in the fall and requests that students maintain access to their iPad as late as possible through the month of June.

Over the years, IS and the Innovation coaches have great-ly improved the iPad rollout. iPads are now in students’ hands more than six weeks earlier than in initial years.

IS also supports school Makerspaces. The supported specialized equipment includes vinyl cutters and t-shirt presses, various robotic kits, 3D printers, recording studios as well as photo and video editing equipment. These new technologies are supporting student achievement by empowering learners in exploring new skills and interests.

IS is working in collaboration with Building Services to re-place public address systems in schools. The new system is forward-looking and will run over our computer network. This new system will enhance safety and communication within our schools.


CAPITAL EXPENDITURE, SCHOOL RENEWAL AND SCHOOL CONDITION IMPROVEMENT The Building Services Department has had an exciting and innovative 2017-2018 construction year. Incentives were received for many of these projects through the Save on Energy program. The projects featured below support student achievement by providing safe and mod-ern learning environments. They also highlight the Board’s commitment to innovation and excellence.

• Roofing projects were completed at Clayton Brown Public School, Kapuskasing Education Centre, Iroquois Falls Secondary School, Roland Michener Secondary School, Pinecrest Public School and Golden Avenue Public School. These roofing projects also included the installation of proper guarding, rails and ladders for working at heights.

• LED lighting retrofits were completed at Clayton Brown Public School, Cochrane High School / Public School, Kapuskasing Education Centre, Smooth Rock Falls Public School, W.Earle Miller Public School and Pinecrest Public School.

• Mechanical upgrades improving ventilation and humidification were completed at Kapuskasing Education Centre, Golden Avenue Public School and Temagami Public School.

• Voltage Harmonizers were installed at Timmins High and Vocational School, Kirkland Lake District Composite School and Temiskaming District Secondary School.

• Other notable projects include the auditorium stage floor replacement and science lab upgrades at Timmins High and Vocational School, washroom upgrades and asbestos removal at Kapuskasing Education Centre, an accessibility washroom at Smooth Rock Falls Public School, site improvements and a weight room retrofit at Cochrane High School / Public School, a security camera upgrade at Roland Michener Secondary School, foundation upgrades at Kapuskasing Education Centre and Temiskaming District Secondary School and automotive hoist re-

placements at Timmins High and Vocational School, Roland Michener Secondary School and Kirkland Lake District Composite School.

• The Schumacher Childcare Centre construction has started and will be ongoing throughout the school year. It is anticipated that it will be operational by spring/summer 2019.

• The track project at Timmins High and Vocational School is progressing nicely. Installation of the arti-ficial turf and rubberized track will take place in the spring 2019.

• Water bottle filling stations were installed in a number of schools and all schools across the Board have at least one station. This initiative eliminates the pur-chase of water bottles.

• Lockdown blinds were distributed to all schools throughout the Board. These black-out blinds cover all windows in classroom doors in case of a lockdown procedure.

• Exterior LED screens and/or signs were installed at all schools across the Board. This initiative will provide a consistent communication platform between our schools and the community.

Minor projects such as window, door and flooring re-placements and painting were also completed in schools throughout the Board.

2017-2018 CONSTRUCTION Providing safe and modern learning environments


CULTUREINDIGENOUS EDUCATIONWe increased the number of Indigenous Student Advisors from three to nine positions to more effectively serve the needs of our learners who identify as Indigenous.

We continue to have an active Indigenous Peoples Advisory Committee, represented by Indigenous service providers and the following communities:

• Wahgoshig First Nation

• Mattagami First Nation

• Matachewan First Nation

• Taykwa Tagamou Nation

• Timiskaming First Nation

• Temagami First Nation

We hosted a student conference with Indigenous youth as well as the Nolan brothers to inspire our students to discover a pathway that meets their goals and needs.

STUDENT VOICEIn 2017-2018, we added the role of Indigenous Student Trustee to the existing two Student Trustee positions. Each student trustee had a powerful voice at the Board table.

The Board approved a Student Senate recommended by the three student trustees. The Student Senate is made up of the two high school students from each high school as well as two Indigenous student senators. The Senate is chaired by the three student trustees.

It was certainly a privilege to help create an Indigenous Student Trustee position. I know moving forward that Indigenous

students in DSB1 will benefit greatly from their ideas being shared by a fellow

student at the Board table.

We, the three Student Trustees, were able to successfully create the Student

Senate together which was an incredible experience. Looking back I am very

grateful that I got to play a small part in changing the way Student voice is heard.

I am excited that the students of DSB1 will have opportunities to make a difference

personally, not only through Trustees.

— Jaykob Walton, Student Trustee

JACK CHAPTERSJack Chapters are groups of young people working to identify and dismantle barriers to positive mental health in their communities. Most of our high schools are part of this powerful and inclusive movement through their own Chapters.

The 2017-2018 school year was packed with opportuni-ties for our Jack Chapters to get involved in their school community and be part of bringing the revolution to their own backyard.

• Students attended the parent-teacher interview night at Timmins High and Vocational School (TH&VS) as part their “Taking a Bite out of Stigma” campaign. They shared cookies with parents while promoting mental health awareness and talking about stigma.

• Mental Health Week provided a perfect opportu-nity for Jack Chapters to get active and promote mental health and wellbeing. In partnership with the Porcupine Health Unit, the TH&VS Chapter planted containers to promote the idea that well-being and mental health need to be nourished. Students also gave out smoothies as a way to encourage healthy eating using the blender bike lended by Misiway Health Centre.

• The Timiskaming District Secondary School Jack Chapter helped promote the Bell Let’s Talk cam-paign and Kids Help Phone to New Liskeard Public School students.

• We were proud to bring Jack Talks to our students, a presentation on mental health delivered by young people for young people.

Jack Chapter and Jack Talks stem from jack.org move-ment. These youth-led initiatives, ensure respectful learn-ing and working environments for all. They utilize the leadership skills of the entire community by fostering student voice, ensuring strong community partnerships, and demonstrating pride in our diversity.


ELEMENTARY LITERACYInstructional coaches continued to support the Board’s initiatives in literacy throughout our elementary schools. They supported the implementation of early primary reading and writing instructional strategies such as echo reading, repeated reading and chalk and sock.

Several educators implemented the Reader’s and Writer’s workshop model in their classrooms. During the literacy block, 50 minutes for reading and 50 minutes for writing was allocated. Through the workshop model, learners viewed themselves as part of a community of readers and writers.

In the spring of 2018, a representative from the Ministry of Education shared a writing continuum to primary educa-tors (K-2) in both English and French Immersion. Focusing on students’ ability to generate ideas, educators moder-ated student writing samples and placed them along the writing continuum. Working with the continuum empow-ered educators to individualize instruction and support learners in becoming young authors. Working with the continuum will continue to be a focus for the elementary curriculum team during the 2018-2019 school year.

LEARNING IN LITERACY AND MATHEMATICS

2017-201818 | Annual Report DSB1

ELEMENTARY MATHEMATICS Instructional coaches continued to work with K-6 edu-cators and administrators across our schools to deepen math content and pedagogical knowledge. Professional learning opportunities were provided throughout the school year, which included co-planning, co-teaching and moderating student work.

Grade 3 and 6 educators put the needs of their learners first by participating in the math assessments developed by the Board. Educators participated in the administration and moderation of the assessment to ensure that students were the focus throughout the process.

Educators from Grade 2-6 also had the opportunity to engage in professional learning to enhance their math content knowledge around the flexible use of numbers, mathematical relationships and fractions.


FRENCH AS A SECOND LANGUAGE The focus in both Core French and French Immersion is to offer students the opportunity to learn the language through authentic communication tasks, with an emphasis on oral communication skills. Acting as social agents, stu-dents engage in listening, reading, writing and speaking tasks that they might encounter in real life. The Common European Framework of Reference, (CEFR), continues to be a valuable tool for the creation of authentic tasks and student reflection as they consider the “I can” statements.

Technology has played an important role in increasing engagement by providing access to primary resources such as maps, menus, virtual tours, and so much more. Students showcased their abilities in French by using a variety of platforms. From recording interactions, par-ticipating in virtual exchanges via Skype, reading blogs, creating blog posts and writing reviews, there are many authentic connections for our global citizens.

CAMP “JE SUIS CAPABLE” A group of 55 Grade 7 students came together at Camp Bickell for two days of engaging activities. Students had the opportunity to sing, create music, paint and work on problem-solving skills “en français”! This camp allowed the Core French students to shine and immerse them-selves in an environment where they were supported by their French Immersion peers.

WITH THE CERTIFICATE IN HAND, students have received bursaries and course exemptions, as well as opportunities for employment requiring bilingualism.

DELF The “Diplôme d’études en langue française” (DELF), is a diploma issued by the French Ministry for National Education. Competencies in reading, writing, speaking and listening are evaluated. Candidates who successfully complete the exam receive a diploma that is recognized internationally. This opportunity is beneficial for students in post-secondary studies as well as for employment purposes. With this certificate in hand, some students have received bursaries and course exemptions, as well as opportunities for employment requiring bilingualism. We have been fortunate to provide training to several teachers who have successfully completed their qualifi-cations to administer the DELF test. We are committed to continuing to offer this valuable opportunity to our students.

OFFERING STUDENTS the opportunity to learn French through authentic communication tasks.

EQAO RESULTSPRIMARYThe results below represent the students who have reached the level 3 or 4, the provincial standard, on the prov-ince-wide tests. The graphs below show DSB1’s results as compared to the students across the province who have reached the same standard.

READING

WRITING

MATHEMATICS

52%72 %

54%74 %

52%75 %

52%

74%

51%

73%

52%

73%

ACADEMIC YEAR2017-2018



46%

63%45

%

62% 36%

61%

DSB1 All of Ontario


EQAO RESULTSJUNIOR

69%81 %

72 %81 %

67%

82 %




64%80%

63%79%

56%

80%

27%

50% 31

%

50%

22%

49%

READING

WRITING

MATHEMATICS

DSB1 All of Ontario

EQAO RESULTSINTERMEDIATE

69%81 %

72 %81 %

67%

82 %

35% 45%

36% 44%

38% 45%




61%

83%

61%

83%

70%84%

67%

81%

67%

81% 62%

79%

APPLIED MATHEMATICS

ACADEMIC MATHEMATICS

ONTARIO SECONDARY SCHOOL LITERACY TEST: SUCCESSFUL

DSB1 All of Ontario


2018-2019REVENUE & EXPENSESIn June 2018 the Board adopted its operating and capital budgets for the 2018 - 2019 school year in the amounts of $128,265,644 and $10,664,973 respectively. The total operating revenue available to the Board is estimated at $128,847,139 resulting in an operating surplus of $581,495. The source of these funds and detailed operating budgets are as follows:

Government of Ontario $101,237,627

Local Taxation $17,112,945

Federal Grants and Fees $1,859,201

Other Revenues - School Boards $4,715,507

Other Fees and Revenues $1,701,383

School Generated Funds $2,220,476

TOTAL $128,847,139

Operating Expenditures $124,986,235

Other $740,444

Capital Loan Repayment $290,720

School Generated Funds $2,248,245

TOTAL $128,265,644

REVENUE

EXPENDITURE

Instruction $85,298,891

Administration $4,953,270

Transportation $11,710,905

School Operations and Maintenance $20,967,627

Pupil Accomodation $2,055,542

Other $3,279,409

TOTAL $128,265,644

Salaries and Wages $74,658,212

Employee Benefits $12,169,888

Staff Development $1,139,112

Supplies and Services $15,249,388

Interest on Long Term Debt $2,055,542

Rentals $297,430

Fees and Contractual Services $14,238,233

Other $452,645

Amortization $8,005,194

TOTAL $128,265,644

OPERATING EXPENDITURE BY MAJOR FUNCTION

OPERATING EXPENDITURE BY MAJOR OBJECT

District School BoardOntario North East

Documents

ANNUAL REPORT€¦ · 2 | Annual Report DSB1 2017-2018 2017-2018 DSB1 Annual Report | 3 On behalf of the District School Board Ontario North East (DSB1) Trustees, I am pleased to