Welco Wel come me! Febr bruary ry 20, 2020 Inf nformin ing - - PowerPoint PPT Presentation

• Febr

bruary ry 20, 2020

• Inf

nformin ing g Budg dget 2020-2021 2021

TAL TALKIN ING G TAB TABLE LES 2020 S 2020

Wel Welco come me!

Ag Agenda da

5:30-5: 5:45 45 A Ackno nowled ledge gement nt of Tradition tional al Terri ritori tories es Welcome

• me & In

Introd

• duc

uctio tions ns 5:45-6: 6:30 30 Di Dinner 6:30-7: 7:00 00 B Budge get t Presenta tatio tion 7:00-7: 7:20 20 To Topic #1 7:20-7: 7:40 40 To Topic #2 7:40-8: 8:00 00 To Topic #3 8:00-8: 8:20 20 To Topic #4 8:20-8: 8:30 30 C Closing sing Remarks ks

What t is Ta s Talkin king g Ta Tables les?

Event t in the annua ual budge get t process ss Includ ude all educatio tion n partners ners Includ ude large, , diverse se group

• up

Social Opportun rtunity ity for Trus ustees es to hear r from as many voices s as possib sible le Opportun rtunity ity for individuals iduals to deliver r messag aging ng to trus uste tees es Talk about ut learning ng before money to align n resources

• urces

En Enro rolment ment

18,500 19,000 19,500 20,000 20,500 21,000 21,500

Re Revenue nue

50 100 150 200 250 300 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Operating MOE Operating Other Special Purpose Capital

Opera rating ting Ex Expense nses

Instruction –relates to delivery of learning experiences: Teachers, Principals and Vice-Principals, Education Assistants, technology for the classroom, textbooks, curricular and extra curricular travel Administration –relates to running the district: Superintendent, learning and special education leaders, finance, human resources, payroll, software, legal, audit Operations –relates to the maintenance and upkeep of buildings, grounds and technology: plumbers, electricians, carpenters, custodians, groundspeople, computer technicians Transportation –relates to getting students to and from school each day bus contractors and bus monitors

Instruction, 85.4% Administration, 2.8% Operations, 11.3% Transportation, 0.5%

Opera rating ting Ex Expense nses

Paying people their wages and benefits takes up approximately 90% of the budget Paying for everything else (services and supplies) like technology, textbooks, fuel, travel, toilet paper, library books etc takes up the remaining 10%

Wages, 73% Benefits, 17% Services & Supplies, 10%

Opera rating ting Ex Expense nses

• Education is a human service, therefore most of the wages

paid are to people directly servicing students in schools and classrooms day to day; teachers, counsellors, Principals and Vice-Principals, Education Assistants and Aboriginal Education Workers. These employees are paid 80% of total wages

• Supporting and foundational to classrooms are the

secretaries, journeymen, custodians, computer technicians, superintendent, accounting staff etc. These employees are paid 15% of total wages

• Finally, when a teacher gets sick or attends a district

meeting or a custodian or secretary or education assistant takes vacation, a replacement or sub is required to do their

• work. TTOC’s and CUPE Relief employees are paid 5% of

total wages

Teachers, 59% PVP, 9% EA's, 12% Support, 12% Excluded & Board, 3% Substitutes, 5%

Ho How Do w Do We We St Stack ck Up Up?

85.0% 2.7% 11.9% 0.4% 82.4% 4.0% 11.7% 1.9% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Instruction Administration Operations Transportation SD61 Prov BC

Sp Speci cial al Pu Purp rpos

• se

e - MOE

• 5.00

10.00 15.00 20.00 25.00 AFG LIF Sp Ed Tech Strong Start RSL Fed French LINK CEF Mental Hth Prov Incl O/Reach Chg Results Ledger School

• 1.00

2.00 3.00 4.00 5.00 AFG LIF Sp Ed Tech Strong Start RSL Fed French LINK Mental Hth Prov Incl O/Reach Chg Results Ledger School

• Ledger

er School

• ol = Ledger

er Scho hool

• l
• Chg Results

ults = Chan angi ging g Resul sults ts for Young g Childre dren

• Prov Incl O/Rea

Reach ch = Provin vincial cial Inclu lusion sion Outr treach each Program ram

• Mental

tal Hth = Mental tal Heal alth th & Well-Bei Being ng Promoti motion

• n
• LINK

K = Learni ning g Invol

• lves

ves Nutri riti tion

• n & Knowl

wledge edge

• Fed

d Frech ch = OLEP EP Federa deral l French ch

• RSL = Read

ady y Set Learn rn

• Strong

ng Start t = Strong ng Start

• Sp

Sp Ed Tech h = SET T BC / Special cial Education ucation Technol hnology

• LIF = Learni

ning g Impro rove veme ment nt Fund nd

• AFG

G = Annual ual Facili cilities es Grant

• CEF = Clas

assro sroom

• m Enha

hanceme cement nt Fund nd

Spec ecial al Pur urpose

• se Fu

Fund nds

Sp Speci cial al Pu Purp rpos

• se

e - Other her

• 1.00

2.00 3.00 4.00 5.00 6.00 7.00 S/Ships SGF Estate

• Estat

ate e = E Estat ate

• SF

SFG = Sc School l Gene nera rated ted Fund nds

• S/

S/Sh Ship ip = Sc Schola larship ships

Spec ecial al Pur urpose

• se Fu

Fund nds

Capita ital

Local Capital ital

• $$ the Board

d votes s to set aside for equipment/ nt/proje projects ts like technolog nology y device replacement, nt, childca dcare re capital al reserve ve, , learning ng studi udios,

• s, inclus

usion

• n spaces

s in scho hool

• ls
• Can be pl

planne ned d as an expense se each year, or ad hoc dependin ing g on sur urpl plus us at year end and emerging g needs Minist stry ry Restri ricte ted d Capita tal

• Approved

roved on a pr project t by project t case basis is

• Projects are submitted each June on the District’s Annual 5-Year

r Capita ital Plan

• Requires

res Minist stry ry appro roval val to spend

• Exampl

ples es include: de: playgrou yground d grants ts, schoo

• ol enhan

ancem cement t grants ts, seism smic projects ts, scho hool

• l

replacement nt projects ts, , additio tional nal stu tudent nt capacity ty projects ts

• Expecta

tati tion

• n that

t Distric ricts ts will contri ribu bute te some reserve rves s to approved

• ved capita

tal l projects ts

5-Year Ca ar Capita ital l Pl Plan

Project t requ queste sted June ne 2019 9 for the 2020-2021 capital/fiscal year in SD61’s order of top 2 priority: Additi itions:

• ns:

Priori rity ty 1: Reynold lds s Secondary ary Additio tion New School

• ls:

s: Priori rity ty 1: New Elementary ry Schoo

• ol in the Vic High

h catchm hment nt Seismic: c: Priori rity ty 1: Cedar r Hill Seismic c Replacement nt Priori rity ty 2: Shore reli line ne Upgrade ade Buildi ding ng Envelop

• pe Program

ram: : Priori rity ty 1: Lambri brick ck Park k Secondary ary Upgrade ade Priori rity ty 2: Mt Douglas las Upgrad rade

5-Year Ca ar Capita ital l Pl Plan n Con

• nt.

Project t requ queste sted June ne 2019 9 for the 2020-2021 capital/fiscal year in SD61’s order of top 2 priority: School

• ol Enhan

ancem cement t Program ram: Priori rity ty 1: Vic High h Mechani nical cal Priori rity ty 2: Sout uth Park Roof Replacement nt Carbo bon n Neutra tral Projects ts: Priori rity ty 1: Spectru trum Boiler Replacement nt Priori rity ty 2: Spectru rum Upgrade rade to a walker r syst stem Playgrou ground d Enhanc ancement nt Program ram: : Priori rity ty 1: Northri rthridge dge Priori rity ty 2: Victor toria ia West

Su Surp rplus lus

0.0 5.0 10.0 15.0 20.0 25.0 30.0 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 (est) Restricted Unrestricted Local Capital

Just like people should save money for an emergency or a big future purchase, the District does the same thing. Operating surpluses can be restricted or unrestricted International program is run like a business with students fluctuating and constant recruiting and enrolment balancing efforts. There is no government/ministry money supporting IP. Should the district hold a small contingency for these fluctuations?

• Inclusion Education –this program holds no contingency for students with

unique needs that arrive in SD61 after the September 30 funding deadline. Should the district hold a contingency for October-June need?

• Facilities –SD61 is currently undergoing major capital upgrades and

navigating increasing enrolment. Replacement schools do not have the same furniture & equipment budgets as new schools, therefore should part

• f the surplus be held for transition to new buildings and start-up of new

classrooms?

Lo Look

• king

ng to 20

• 2020

20-2021 2021

Funding model review Phase I Phase II Main messages Funding for unique student needs including Level 1/2/3 designations will remain status quo Funding ‘per course’ will remain status quo

En Enga gagement gement

ThoughtExchange Student Symposium Talking Tables

Th Thou

• ughtE

ghtExcha xchange nge

What are the most important things we can do in the Greater Victoria School District to meaningfully support learning opportunities for students?

Part rtic icip ipat ation ion

Part rtic icip ipat ation ion

Th Themes mes

Students’ Top Thoughts

Parents’ Top Thoughts

CUP UPE Top E Top Th Thou

• ughts

ghts

Teachers’ Top Thoughts

St Staff ff-Other Top Other Top Th Thou

• ughts

ghts

To Top Th Thou

• ughts

ghts - Overal rall

St Student dent Sy Symp mposiu

• sium

Climate Reconciliation Student Voice Gr2Gr Transitions 50 Students

St Student dent Sy Symp mposiu

• sium

https://www.sd61.bc.ca/our-district/financial/

Ag Agenda da

7:00-7: 7:20 20 Topic #1 7:20-7: 7:40 40 Topic #2 7:40-8: 8:00 00 Topic #3 8:00-8: 8:20 20 Topic #4 8:20-8: 8:30 30 Closi sing ng Remarks ks

To Topic c #1 #1 - Re Reco concilia ciliation tion

How do we w work collaborati boratively vely to grow Indigeno nous us studen udent t success sses s and ensure ure all stude udents ts benefit it from the indigeniza nization tion of the BC curriculum riculum? ? How shou

• uld

d these se two foci inform rm the budge get t process ss? What at might t be s some key stra rate tegi gies s for us to consi sider der as we co conside ider this is quest stion

• n ?

? What at would d be s some feedbac ack k loops s for the community ity that at we should

• uld consi

sider der as as we begin to align and weave this s work k together? ther?

To Topic c #2 #2 - Climate mate

From what t stud udents nts said, d, recent presentat ntations

• ns to the Board by GVTA

TA and parents ts, , and with the infancy of the board’s climate emergency resolution, what can we ALL do to understa rstand nd curre rent nt initiat ative ves s (what t are we already dy doing? g?) and remove perceive ved or real barriers rs to promote

• te the importa

tanc nce of what t stud udents nts said d they y needed around und climate change nge? ? What at added sup uppo ports rts shou

• uld

d we co consid ider r during ing budge get t time? What at priority ity in the long list of importa tant t budge get t items shou

• uld

d we place on climate and how shou

• uld

d we de decide? ? How can we pa partne tner with h community ity agencies es in this is work? k?

To Topic c #3 #3 - Fa Faci cilities lities

What at does the Board d need to consid ider r at budge get t time, in determinin ning g the balance between direct classroo sroom supp pports

• rts and the short
• rt and long term challen

lenges ges of provi vidi ding ng safe, , quality ity physic ysical al learning ng and working ing enviro ronm nments nts for stu tudents nts and staff aff from day to day? y? What at are some strat rategi gies es the Board d can use to help in its decision

• n making

ng and how w can you inform rm Trus uste tees? s?

To Topic c #4 #4 – St Student dent Su Suppor

• rts

ts

Knowing ng that t there re is only one pot of money and that t the challen lenge ge cannot t simply y be met with “more”, what could all staff and Trustees do better to recognize the uniqueness

• f each schoo
• ol, and the varyin

ying g degree of stre rengt gth and need in each schoo

• ol,

, to move from perceive ved or real inadequa uate te to adequa uate te supp pports,

• rts, and ideally

y adequa uate te to rich supp pports rts, for all stu tudents nts in our r schoo hools? ls? What at learning ng and workin ing g experienc nces es have ve worked ked well for you u in your ur past? t? What at do you u envision sion could d help to move this s big work forwa ward? rd? Have you u observe rved any rich strat ategi gies s you u wish sh you had the time, train ining ing, teamwork rk to try yours urself lf or for your r stude udents/ nts/chi child ldre ren? n?

Resou

• urce

rce al allocatio

• cation

n is a p a pow

• werfu

erful l tool l

• To mak

ake e chan ange

• To improv

rove e opport rtun unit ity When we inten entionally tionally al align gn dollars ars to furt rther er our s r stren rength gths s an and ad addres ress s our r needs, s, we cre reat ate e con

• nditions

itions fo for r studen ent t success ss

In In Clos

• sing

ing

Th Thank nk You

• u