Staffing Allocation 2015/16 Yukon Education April 18, 2015

Staffing Allocation History The present Staffing Allocation model was initiated in 2009/10 and implemented in the 2010/11 school year. It was developed by a Staffing Allocation Advisory Committee that was created by the Assistant Deputy Minister. The committee was composed of teachers, parents, administrators and department staff. Originally its mandate was one year however that was extended for one year and then again for one year. A smaller and limited committee was utilized by the Director of Human Resources in the fourth year.

Staffing Allocation - based on: Next September’s enrolment as projected by Yukon Education Service levels established for: Classroom Teachers Administrators Teacher Librarians Learning Assistance Teachers Counselors Literacy Support

Staffing Allocation recognizes: Different sizes & configurations of school: Small secondary schools or programs K-9/10° K-12 Different ‘school community’ characteristics Catholic° Francophone Bi-lateral agreements with First Nations French Immersion and/or Dual Track Department Initiated Programs Learning Together – pre- kindergarten

Staffing Allocation attempts to: Prevent significant or sudden changes (especially reductions) in staffing through: Stability Factor that ‘rounds up’ to the nearest 0.5 FTE if there is a reduction in staff from the previous year Transition funding that limits the reduction a school can incur by providing additional staff

Staffing Allocation does not: Allocate Education Assistants First Nations Language Teachers Tell the school how to deploy or utilize the staff Under the Education Act that is the responsibility of the Principal in consultation with the school council

Guiding Principles Equitable – treat the same the same, and those significantly different differently Transparent – understandable information is readily available Predictable – with the same information, arrive at the same conclusion s Data-driven – student numbers and needs drive the allocatio n Timely – allow for efficient decision making and deployme nt Responsive – adjust to changing “drivers” in a reasonable period of time Sustainable/viable – provide continuity for viable programs (approved by the Department of Education) Accountable – actions are seen as responsible, credible and trustworthy

September Enrolment Projections

What’s the Same for Everyone? K4/ K5 Gr.1- 3 Gr. 4-7 Gr Prep. AdminCoun. Lib.L.A. Base Ratio %

What’s Different for Everyone? Small Secondary Schools of less than 200 secondary K-9/ FTE base K FTE base Dual Track school – 1.7 FTE base Literacy (Reading Recovery) All elementary schools receive 0.5 FTE Johnson Elementary and Robert Service receive additional 0.5 FTE as do Whitehorse schools above 200 Elijah Smith receives an additional 1.0

Achievement Equity Schools with lower achievement scores receive a portion of: Elementary 6.0 FTE Secondary 4.0 FTE

Specific Programs French Support Robert Service0.5 FTE WES – late immersion0.5 FTE Ecole Emilie-Trembaly3.15 FTE Bi-cultural Agreement St. Elias0.5 FTE Religious Education Holy Family0.3 FTE Christ the King0.5 FTE Vanier Catholic Sec.1.0 FTE

Specific Students English Language Learners Teacher FTE per student in their 1 st -3 rd year of attendance Teacher FTE per student in their 4 th -5 th year of attendance Same for ‘right’s holders’ who are not fluent in French at EET.

Department Programs Early Learning – pre-school – 0.5 FTE Eliza Van Bibber (Pelly) Johnson (Watson Lake) Hidden Valley Selkirk Takhini

Stability Funding Stability Factor Schools whose allocation will be less than the previous year have their allocation rounded up to the nearest 0.5FTE Transition Funding

Staffing Allocation 2015/16