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Good evening and welcome to our regular board meeting of Wednesday, March 11th.

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We would like to start by acknowledging that we are on the shared unseated traditional territory of the Katsis,

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Miamu, Kwatlin and other co-salish people's lands of which we work, play, and learn.

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Thank you.

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Thank you for the introduction.

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Please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Can we please stand for the singing of O Canada?

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Any numbers, how many? I'm not sure how many right now, but.

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Yeah.

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Is it just two stories?

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Or is it going to go about two stories?

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The addition?

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Oh, the gem is two story.

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Just two story?

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Yes.

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Yeah.

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So we...

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We're aligning the floor. The, sorry, the, here, here.

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The gem is the green.

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Yeah.

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So the, the roof of the two stories is the roof of the gem.

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So it's the roof of the gem.

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Is that enough height for basket ball and other games?

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No, not official.

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But the whole gem size is not official.

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Like the official basketball requirements.

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This is a smaller gem.

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The ministry allowed a gem, gem space that is less than, it's, I mean, slightly more than an elementary.

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So these are already two gymnasiums of the school.

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So this would be the third one.

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But it's not official.

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It won't have, like, basket ball or volleyball courts in it.

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It won't.

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It won't.

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Yeah.

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And this is enough height to use it.

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But it's not the official height.

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The official height.

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That's what I mean.

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Thank you.

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Okay. Thank you.

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Trustee Larson.

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So Trustee, didn't ask you about the parking, said 59 new spaces.

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So I've been to that school quite a bit.

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And I can tell you currently there is not enough parking.

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Because I have to drive around a few times to wait for somebody to leave.

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So with 59 parking and you're adding on a thousand something.

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Doesn't.

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So is that going to be enough?

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Because part of that, well, most of that is going to be used by the staff.

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Because obviously you're going to have more students at that school.

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Where else can the students part?

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Because at that age, a lot of 11 and 12 are driving.

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And it already is a constricted parking lot.

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Yes, the site, I mean, if you look at the site plan.

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So I think we have to go for some sort of a parking variance.

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But I think, and we don't see this, sorry, but all over B.C.

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The parking is being reduced in general.

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Like I think series don't drive as much as I used to.

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And at the time the virus were put.

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But I think here, if you look at this site, then we have maximized the parking.

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So I think we have to go for some sort of a variance.

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I believe we're meeting the by law.

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Oh, okay.

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We're parking on this one.

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So we should not need a variance.

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Okay.

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So with that through the chair, would that then be for the staffing as well as the students?

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Correct.

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Thank you.

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Okay.

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Trustee Holmes.

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Yes.

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Here's part jump when I heard moving portables.

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It's been a struggle for us to get the ministry to find moving portables.

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I guess this question might be more for Mr. Riley.

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I would expect.

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Is this because it's part of the project to move them?

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Is the government, is that part of the scope of the financial scope of this project?

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Correct.

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The portables are in the way of the new addition.

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And therefore the moving of the portables is covered by the province as part of the capital project.

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Okay.

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So that's the one exception whereas if it's not directly part of the project they will not.

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They have not been paid to move.

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Correct.

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Okay.

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Thank you.

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Thank you.

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Sorry.

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Mr. Superintendent.

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So data at the end of the project.

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Because currently they're being moved into the parking lot.

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And the question is we were talking about parking.

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And yes, we don't need a variance.

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But if the portables aren't moved at the end, you're taking up valuable parking spots for

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things that we don't need.

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That is correct.

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So while the province will pay to relocate a portable that is in the way of the addition.

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Their position currently is that they will not pay to remove the portables from site after the addition is completed.

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So we will need to find another solution for removing those portables.

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Or continue to petition the ministry to pay for removing the portables once the addition is complete.

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Okay.

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Seeing no other questions.

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Thank you very much for your presentation.

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And we look forward to this expansion getting underway.

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With an occupancy as you mentioned in the summer of 29.

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Thank you very much.

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Thank you.

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The board.

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We're looking for a motion to receive.

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Thank you.

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Second.

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All in favor.

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Opposed.

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None.

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It's been carried.

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Next up is by-law 387.

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And I'll ask our secretary.

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Thank you for site throughout elementary was approved for a 14 classroom addition in June of 2024.

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The city of Syria requires a restrictive covenant for water quality treatment unit.

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And in order to move forward with this restrictive covenant the board is required to approve by law 387, which is attached.

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Okay.

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So a motion for the recommendation.

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I will move.

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Second.

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It's been moved in second.

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It's been moved in second.

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A post none carried.

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Moved in second.

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To call the question, all in favour.

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Opposed.

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None carried.

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Moved second.

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Second.

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And call the question, all in favour.

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Opposed.

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Done?

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carried.

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Second.

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Okay.

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Any discussion on it?

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Seeing none.

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Call the question, all in favour.

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Opposed.

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Done.

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It's been carried.

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Thank you.

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Next it's the specialty program and academy fees for the next program.

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for the next school year, 2026-27, and I'll ask our deputy superintendent, Halle, to speak to us.

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Through the chair, as the school act, each year, the board approves the schedule of

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academy and specialty program fees. The schedule for 26-27 is before the board for approval.

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Okay, move for two. Okay, so move second, second, all in favor. Pose, none, it's been

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very, thank you. Moving along, we've got a presentation this evening on inclusion and equity

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across our school district. Again, deputy superintendent Halle. Through the chair, supporting

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students with diverse and unique needs is corridor our purposes educators as an educational

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system and as a school district. Here to present on inclusion and equity across the system

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is assistant superintendent, Halle Ross and director of instruction, Kate Colter.

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Through the chair, thank you very much for this opportunity to share all the great work

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that is happening in student support and I will pass it over to Kate Colter director of instruction.

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Good evening, thank you very much for this opportunity to share on inclusion and equity

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across the system. Which is like to share tonight around our guiding beliefs and schools,

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the strategic plan, running and activities that take place within students support in our district.

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Our staff, programs and partners as well as new initiatives and first steps and some exciting

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opportunities and experiences that have taken place so far this year. We wanted to just share

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quickly around our guiding beliefs and schools. We believe in creating environments where all students

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and staff members feel valued, experience a sense of belonging and have equity of access

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to all learning opportunities. We believe in strong connections with our families and our communities

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and that this is essential for learning within our schools. And we believe that students should learn

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in their homeschools alongside their peers than less highly specialized supports are required.

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We believe that instructional support should be focused on early and least intrusive interventions,

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always guiding our work with universal, targeted and intensive supports.

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We believe that equity and diversity are strengths, strengths within our district and strengths

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within our department and schools and we plan for diversity as accepted collective responsibility

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and requires a collaborative approach. We'd like to share a little bit of our programs and teams

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working alongside Shawna and myself. We have four district principles, two of them focus on

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elementary and two of them focus on secondary but they also support all programs and teams within

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student support. When we think about a student's inclusion support team we always look at the

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student as being the center of our work. Closes to the student are the staff members that work

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most like most with the student within our school building. So we think about students that are supported

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through our IST, our basis teachers and our ISWs. We think about our LST supports for our academic

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supports and we think about social motion learning with our counselors and our child youth care workers and

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schools and as always the classroom teacher and their principal are central support to supporting

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our students. From there we have a bigger district team that supports our students as well.

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This team supports with academic, with social motionals, with behavioral supports as well as those

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inclusive supports that are as particular to that student. They may be vision supports, hearing supports,

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or other supports such as supports for students with autism, Down syndrome or other disabilities.

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And at the bottom there you'll see three light blue icons and these reflect our community supports

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that we rely on very heavily and work very closely with and these are supports through the Children's

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Foundation, the Center for Early Years as well as the Provincial Outreach Programs and those

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which is a few examples. Our student support teams, we have our staff that we have at a district level

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and also staff that we support in schools. At our district level we have district behavior specialist and

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district resource counselors and speech and language pathologists, so name rules as an example.

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We also support counselors within schools, child youth care workers and IASWs within schools.

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We have teams that support our students as well. We have vision and deadline teams.

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We have our district resource counselors, our data team, and then our early and heart teams that support

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students in kindergarten grade 1, our LST helping teachers and so forth. And we have programs with

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inner schools, our social development, our connections programs, intensive literacy, and paths.

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And then we also have programs that we support within the school, our basis, LST, and ELL.

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How do we support our student learning in schools? We always link of course to our strategic plan.

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And this year we have had three key focus areas in the areas of literacy and numeracy,

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student wellbeing and Indigenous students success. We have looked at our challenge program. We are

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looking and continue to look at supporting through social development pilot team and our Indigenous

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support team. We'd like to share a little bit more about those with you.

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This year, at the direction of the board, we revised our challenge programming supports for our students.

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We have two, I'd an arranged challenge teachers this year that work here with us here at deck, but they

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being an attenorant, they're out at schools. The focus of the support is to support students

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who've been identified as benefiting from additional challenge opportunities within schools.

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In the past, our students would have been attending a challenge program in one of four sites throughout the

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district. This year, these two lightenorant teachers travel to multiple sites throughout the district

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and the support students in one of 21 families of schools and the family of school that is closest to them.

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As a result of this, we've seen an increased number of students that have been supported by these

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two teachers, a reduced sense of travel for our learners and we see equity now of supports to all of our

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students. We'd like to share the successes of this new system. In this year, we have since September

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supported 420 students in grades three and four at this point and they have been supported through

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our challenge program. In previous years, through our previous model, we would have supported 150 students

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by this point. Our new social development pilot team is a program of success in the program we are

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very proud of. It's supported by one helping teacher and one child and youth care worker. They work

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with students who have been identified as having complex behaviors who may otherwise have been

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a candidate for the social development program. The intention of this program is to build capacity and

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teams to help to build in strategies and supports and understanding of attachment and trauma

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informed practices and to leave the school with positive behavior support plans and plans of success for

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the student. Our target is always to keep our students in their catchment school and through our collaboration

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with a community partners through MCFD and CVS in, we'd like to share some successes.

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Since September with this teacher and child youth care worker's work pilot team has supported

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six students in one zone from five different schools. To date, from those students at the

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Athenaeans Supporting, no referrals now have been submitted to our social development programs.

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And we have also increased the capability.

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Passity 1 for teachers, in learning about how to support behaviors of challenge within their school.

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As a result, we've seen a significant increase in the percentage of time of students, in increasing in their day and their days at school as well.

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We'd also like to share about a new program this fall this year with our Indigenous support team. This also is one helping teacher and one child, youth care worker.

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And they work with all of our students who are Indigenous who have a Minister designation from K through 12.

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They work directly with schools and directly with families and linking the two together to ensure that we have culturally sensitive supports and practices and schools to support our learners.

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Key to this is our collaboration with our Indigenous Department, as well as our community partners.

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And so we work very closely with our, with the Center for Child Development with Frafka, Mati Family Services and MCSD and CYSN.

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This, again, is another successful program and sits September 44 students with who are Indigenous within Minister designation in grades K through 12 have been supported by this team.

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As a result of this support, we have not had any referrals through to alternate education or to our alternate programs within students support such as our social development programs.

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Of course, we always like to celebrate our learning together.

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Our team is very important to us. Our team is training our staff members within schools and our staff members within our own department on lower rousal approaches.

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We will see the numbers here of the number of staff within our district that have been supported with training and is training also extends to all of our QP workers to our STA members and to our CYR college cohorts.

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Each time we have a college cohort that goes through our trainers go in and support the training for them as well.

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We have two lead trainers who have been supporting and training throughout Canada and help them support other districts within our province to be in skills on lower rousal approach.

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And we have 18 active trainers within our district who come from the roles of district behavior specialists, inclusive learning helping teachers, some of the replacement teachers and inclusion support teachers and we have a youth care worker that is also a trainer and our team.

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And they provide trainings during protein days as well as many trainings after school.

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This year we hosted our very first and hopefully not our last community connections fair.

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We had over 40 community partners that joined us over here at REC on December 4th and over 185 attendees which included students coming in joining and learning.

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School staff who brought families with them to come and find out about these community partners as well as community members at large.

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We hope to be able to offer this opportunity yearly for our school district as well as our family members.

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We also wish to share a few of our experiences and opportunities with you.

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This year we continue to support our students that have challenges with regulation and in our intensive intervention programs in particular we have students that have a need for safe and accessible ways of expressing their physical needs.

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So we have purchased alongside with support in the Center for Child Development, some accessible tricks for these students.

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They can fulfill that need of getting out and being in space and moving around for the year also safe and engaged in this.

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Last year was our first year that we supported Surrey unified basketball where a number of our school secondary schools came together supporting basketball teams where we had those neurodiverse and neurodical students.

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And this year again we will move back on to court again.

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We just finished our play date.

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It was a round resounding success and this year we had more school teams.

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So we almost believe had a number of schools all schools in secondary school that were participating.

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Oh, skip to two fast ones.

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From this success we are looking to move forward with unified soccer and that will be the next sports agenda on for on the calendar for us.

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We also have supported deaf cultural awareness this year with the December 18th we had a number of our deaf.

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The facilities come to to wreck speak with our students and work with them and this really helps support to the feeling of togetherness and one.

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With our students realizing that they are not the only student in our district that has deaf that requires deaf supports and the bringing together friendships as well.

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And finally, this is another exciting new adventure that we are starting particularly in elementary schools with funding from the variety club.

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We have been able to provide accessible sports equipment to six elementary schools and these students are learning Bachia as an accessible sport.

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A quick summary and we thank you very much for your time.

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Thank you very much for that presentation. The board certainly takes our responsibility to ensure that all students have a successful educational journey in our system and certainly those with special needs are specials part in our minds and hearts.

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And so thank you very much for the work that you do to make sure that happens.

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Thank you.

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Trustee Larson.

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So it's great to hear that the challenge program is coming to the school as opposed to the students going to whatever school that they sort of have to do.

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It says a parent and grandparents driving children and grandchildren to these sites sometimes it's been really hard and I think a lot of children have missed out on that opportunity because they had no way to get to the site.

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So I'm really glad to hear that it's sort of a different way of delivering those programs.

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Is there any anything in the future that's going to expand to the higher grades?

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What we have in the higher grades is a gifted facility.

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Here in each one of the schools with the exception of three.

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So that is a staffing that we are able to put into those schools which help support that work.

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Then we also have a gifted helping teacher who works alongside the secondary schools to help provide opportunities for these students to come together with enrichment opportunities.

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So I can't speak to any upcoming ones at rack but I can certainly find out for you within the plans that we've got for bringing these students together for enrichment opportunities.

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And second question there was two acronyms that I'm not familiar with.

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I should be one was heart and one was past that I thought was every rehabilitation program.

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I should expand on those so passes a problem that runs out of silver telemetry and it supports students in conjunction with the children's foundation and MCFD.

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It supports a number of students who are presenting with the papers of challenge within their school and need a wrap around a approach with the family of counseling and institutions that have had significant trauma that requires support.

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The approach is that they come into the school, we have two classes they come in and then we work on building executive functioning skills and self-regulation skills and then working to bring that student back into their homeschool.

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So it's a one year program within the spot.

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And what about the heart and the heart team is an extension from the early teams.

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But the early team is a team that's helped support and really think the word early being that they're kindergarten and they go in and help support students who have significant dyspregulation at the kindergarten level.

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The heart team uses the ASUS score and which is a score that identifies whether the student is at risk for trauma informed and needs further trauma informed practices.

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Alongside that student and so it supports students we've identified that students at the end of kindergarten grade one is where our focus does need to be as well.

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So we shift the focus depending upon the needs of the students each year, but we have quite significant about the support coming in for kindergarten grade one students over the last few years.

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Thank you for the work that pulls if you do.

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Thank you.

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Super intended for me.

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Thanks for the chair.

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So I've just interested you know with the unified sports programs that you've started and you're expanding into soccer.

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I guess it'd be interesting for the board and us to understand like what's the longer term vision is there more opportunity.

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But also what what are the some of the spin-off effects that you're seeing from kids coming together first off to play but also in terms of what happens when they go back to their schools.

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One of the things that we are witnessing with these opportunities to bring our students together is that opportunity for our students that are neurotypical.

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Coming in playing alongside neurodiverse students and being able to provide that opportunities for learning together and just being.

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That opportunity where they can work alongside each other and take leadership roles and learn from each other as well.

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The sense of pride that these students are exhibiting because it may be for many of them the first time that they've ever partaking of a sports team.

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So parents come and they watch their child participate in a game that they've never seen them participate in before.

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They're working alongside a team member.

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They're scoring baskets and to various different levels of skill at their own team but they are receiving trophies or a medal.

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They have a t-shirt that they that signifies that they're part of a team as well.

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If I can just point out as well that this approach came through as a result of the student support team and the administrators reaching out to other districts and really hearing about the great work and other districts as well.

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And realizing that we were missing out and not capitalizing on an experience of bringing our students together.

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So when we think about where can we be going beyond this we would like to be part of the larger metro area and bringing our students together and having play dates with with other districts as well.

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Great.

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Thank you very much.

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Thanks again for the working you did to help our vulnerable students.

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We appreciate it very much.

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Thank you.

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I'm pleased now to provide an update on the work of the boards since our last meeting over the past several weeks.

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Trustees have taken part in a variety of partner meetings and community engagements, including the district parent advisory council general meeting.

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The ELL consortium and ongoing liaison meetings with stakeholders holders to discuss matters related to policy and budget.

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Trustees also had the pleasure of attending several important community and school events.

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These included the first family of schools and indigenous evening collaboration.

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The story firefighters and mayor locks laptop donation international mother language day and the sale annual science and innovation fair.

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So he impacts connect the dots event unified basketball tournament provincial basketball championships and the community powwow hosted at rural merit secondary several of us also served as judges at the district science fair science and innovation fair.

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On February 23rd, trustees and members of the executive committee participated in our semi annual strategic planning session.

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The session provided an opportunity to discuss current and emerging district priorities as well as continued progress on the policy modernization project which we're going to hear a little bit more about later this evening.

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The board is pleased to recognize Ramadan observed by Muslim students and staff from February 17 to March 21.

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This holy month is a meaningful time of prayer, fasting, self-reflection and self-discipline and serves as a reminder of the importance of charity, compassion and care for those in need.

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The board was proud to recognize March 8, international women's day.

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This important day gives our district the opportunity to celebrate the strides made in advancing women's rights and to reflect on how far we've come while staying focused on the work still ahead.

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As spring break approaches, we hope all students, staff and families are able to rest, recharge and enjoy some quality time together.

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We also want to extend our appreciation to the many dedicated staff who will continue working over the break to support our schools and district.

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We wish everyone a very safe and enjoyable couple of weeks ahead. Thank you.

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With that, I'm going to turn it over to our Finance Committee Chairperson Trustee Allen to give an update on the budget.

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Trustee Allen.

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Thank you.

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Thank you, Chair.

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I would like to provide an update on the development of the district's 2020-6207 operating budget.

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The board plays an important government role in the process.

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Our responsibility is to ensure that the financial decisions support support student learning and achievement while also maintaining responsible stewardship of public funds.

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Now, this state's budget remains on the development and other ministration continues to refine projections and assess the financial pressures facing the district.

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Based on current information, we are projecting another year of declining student enrollment, but to 2627 school year.

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It's an important to note that student enrollment directly influences both the provincial operating grants and schools staff in levels across the district.

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When enrollment increases, both funding and staffing levels typically increase.

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Conversely, when enrollment declines both provincial funding and schools staffing, allocations are reduced.

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In addition to managing the impact of enrollment change, the district continues to experience cost pressures in areas such as employee benefits and general operating expenses.

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Administration is actually reviewing options to address these pressures.

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While working to memorise impacts on schools and ensure that our approach remains aligned with the

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Board's budget guiding principles. It is important to note that the budget development process is still ongoing.

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Several key pieces of information are still pending, including the provincial operating grant announcement, which is expected this week.

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The district is also engaging with stakeholder groups and has launched an annual budget survey, providing students,

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family and staff with the opportunity to share their perspectives on the district priorities.

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Our goal is to bring forward the final 2627 operating budget for the Board approval in May.

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And at this time, I would like to invite Simon Eres and Simran Khan to provide some additional details regarding the budget development.

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Thank you, Trustee Ellen, and welcome, Mr. Eres and Mr. Kang.

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Thank you, Chair. I'd like to introduce Simran Kang, our Director of Finance and the present presentation on the budget update.

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Good evening, everyone. I just want to take a brief moment to thank you for the opportunity to present tonight.

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So, this presentation will be a status update on the 2627 budget that the overall development process will first ground ourselves in the financial results for the most recently completed fiscal year.

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We'll specifically look at operating revenues where they're comprised of where the funding sources come from.

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We'll get a sense of where the expenditures those funding amounts are spent by way of major expense category.

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And then we'll bring our performance into context by comparing some key spending indicators against the provincial average, as well as looking at specific metro region district statistics.

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From there, we'll then get into an update on the budget redevelopment process itself, specifically looking at the district's vision goals. How they give rise to the budget guiding principles, which are immersed in the development process into a totality.

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And then specifically touch on key operating budget pressures that we continue to face each year as we develop the budget as well as an environmental risk from both internal and external perspective.

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So we'll dive right in looking at our fiscal 25 operating revenues.

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A vast majority of our revenues comprise a come from the provincial operating grant, which is about 933 million or 97% of our total revenue.

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From there, we have other revenues, which make up about 20 million or 2% of our total operating revenues.

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We have a revenue stream essentially consists of rental income, investment income and other federal related grants for day to day programs such as a welcome center.

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And then lastly, we have tuition revenues specifically around international tuition enrollment, which accounts for about 14 million dollars or 1.5% of our total operating revenue.

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Where does the money go? So what we have here is a bit of a comparison.

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We're looking at our operating expenditures by expense function, specifically our instruction, operations maintenance, district admin and transportation.

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On the left hand side, you see the district spending for the last fiscal year.

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On the right hand side, we have the provincial average across all districts within BC for the last fiscal year.

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From a comparison perspective, as you can see, the district spent about 87% in instruction costs relative to 83% from a provincial average perspective.

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The district spent about 9.9% in operation and maintenance compared to 11% for provincial average.

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District administration, about 2.7% compared to 4.2% on a provincial average perspective, 0.5% in transportation compared to 1.8% in the provincial average.

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Just to take a step back and looking at the functions, the instruction function really houses the student related programs, applicable on a day to day classroom basis.

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The instruction maintenance looks at our facilities and upkeep of facilities as well as our grounds.

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District administration includes administrative functions such as HR, finance, payroll, etc.

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And then we have transportation, which is essentially student related buses.

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We'll go into some specific expense metrics.

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When we're looking at percentages and looking at the instruction function, as I mentioned, the district spent about 87% of its expenditures within

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instruction compared to a provincial average of about 83%.

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Sometimes looking at dollars kind of brings into picture in terms of totality when we're looking at the size of our organization.

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So to put this into a bit of perspective, when we're looking at that 4% delta between the district spend versus provincial average, if the change of about $36 million.

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Meaning that relative to our size, if the district were to spend at the provincial average, that $36 million less spending that would be applicable versus what the district is actually spending within the instruction function.

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Conversely, looking at district administration, our overall percentage at the end of last fiscal year was about 2.7% relative to about 4.2% on a provincial average.

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And again, looking at it from a dollar perspective, that's about $14 million less by way of a dollar value when we compare the district spending in district administration relative to the provincial average.

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When we take the totality of revenues and expenses, we get what is called our accumulated operating surplus, which is a ongoing continuation of prior year results of revenues less expenditures.

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Revenue is if they exceed expenditures that will add more to our cumulative operating surplus balance, which is essentially the same as the count within the operating fund.

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Conversely, when expenditures exceed revenues that will deplete the overall operating surplus balance.

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From a comparison perspective and a percentage perspective, the district has its accumulated operating surplus at about 3.5% at the end of the last fiscal year compared to the metro region average of districts at about 5.8%.

429
00:51:19,000 --> 00:51:31,000
Now, that overall accumulated operating surplus balance is an initiative that's mandated by the government is involved in sure that districts have an and keep an adequate reserve balance within the operating account.

430
00:51:31,000 --> 00:51:36,000
The best practice perspective that generally ought to be between 1 to 3% in totality.

431
00:51:36,000 --> 00:51:47,000
When we look again at the comparison of other metro region districts and look at their accumulate operating surplus balances, the difference is about almost 2% in totality.

432
00:51:47,000 --> 00:52:00,000
What that means is if the district were aiming or achieving that district metro region average, that would add another $23 million to the $33 million operating surplus balance at the end of last fiscal year.

433
00:52:00,000 --> 00:52:07,000
I'm going to put it into perspective when we're looking at percentages and dollar value.

434
00:52:07,000 --> 00:52:19,000
In terms of an outlook for the current fiscal year, the district passed and submitted its amended annual budget for fiscal 2526, i.e. the Q2 forecast in February.

435
00:52:19,000 --> 00:52:24,000
We have here on the screen in the left-hand side the actual for the last fiscal year.

436
00:52:24,000 --> 00:52:30,000
The current year is a forecast for the current year in which we get a sense and identify where we think we're going to land.

437
00:52:30,000 --> 00:52:35,000
As we can see, it is a balanced Q2 forecast for an amended annual budget.

438
00:52:35,000 --> 00:52:44,000
When we compare that to the last fiscal year, there's some key things that tend to jump out, specifically around revenues, benefits and supplies and services.

439
00:52:44,000 --> 00:52:52,000
Some of the key changes year over year that have driven that change is essentially a decline in student enrollment from the prior year.

440
00:52:52,000 --> 00:52:56,000
There's an increase in employer funded benefit costs.

441
00:52:56,000 --> 00:53:02,000
What I mean by that is a gap in which those benefit, the increase in benefit cost is not funded by the ministry.

442
00:53:02,000 --> 00:53:14,000
And the increase will see in service and supplies, it's essentially the allocation or the use of the prior year accumulated surplus balance for initiatives such as the district's enterprise resource planning system initiative.

443
00:53:14,000 --> 00:53:33,000
The conversion of our essentially our internal database to a more modernized system, as well as an asset refresh initiative, which is essentially replacing end of life critical assets that are in dire need of overall replacement.

444
00:53:33,000 --> 00:53:40,000
With that, we get into the bit of an overview of the budget development process for fiscal 2627.

445
00:53:40,000 --> 00:53:47,000
Specifically, we look at an annual basis of board refines and establishes its goals, its visions, and through its overall strategic plan.

446
00:53:47,000 --> 00:53:53,000
These goals essentially support the district's vision of learning by design, which essentially gives rise to the budget guiding principles.

447
00:53:53,000 --> 00:54:01,000
Those principles for this year, of course, are scattered to our development process to ensure that those are the lens that we apply as we develop our budget.

448
00:54:01,000 --> 00:54:05,000
They are as follows. Priorit high student learning and achievement.

449
00:54:05,000 --> 00:54:15,000
Line resources to support the district's strategic plan and key operational priorities, uphold responsible stewardship and sound financial practices to ensure a long-term fiscal sustainability.

450
00:54:15,000 --> 00:54:25,000
Promote operational efficiencies and service excellence and maintain budget processes that provide clear communication and accountability.

451
00:54:25,000 --> 00:54:34,000
Some of the ongoing budget pressures that the district faces as we develop our budget on an annual basis are presented as such.

452
00:54:34,000 --> 00:54:43,000
Specifically, for this year, looking at our student enrollment trends, we had a decline enrollment for the current fiscal year at about 1,400 FTE.

453
00:54:43,000 --> 00:54:54,000
The anticipation for next year is a decline of about 880 FTE for fiscal 2627, which equates to about a $8 million decrease in our operating grant.

454
00:54:54,000 --> 00:55:03,000
As mentioned previously, 97% of our funding comes from operating grant, which is essentially driven by student enrollment projections.

455
00:55:03,000 --> 00:55:08,000
On top of domestic enrollment, we are also expecting a decrease in overall international student enrollment.

456
00:55:08,000 --> 00:55:23,000
Some of the key drivers that have aided on these trends, specifically, there are changes in federal immigration policy and foreign worker permits, essentially with the prospect of university and policy university jobs diminished relative to prior years.

457
00:55:23,000 --> 00:55:30,000
Their families are less inclined to bring students into Canada and put them through the key to 12th program here.

458
00:55:30,000 --> 00:55:45,000
In addition to that from a domestic perspective, we have seen some trends that were in which families are moving further east, not only in the province of BC itself, but Canada as well, so just going out east and cost of living, giving, driving a bit of that trend as well.

459
00:55:45,000 --> 00:55:51,000
Another ongoing pressure is substitute cost or replacement staff cost.

460
00:55:51,000 --> 00:55:59,000
This one is a larger one in particular when we take a look at the growth over the last four to five years.

461
00:55:59,000 --> 00:56:08,000
There has been an overall 100% increase in the operating fund here, where in which in 2021 the total replacement cost for about $20 million.

462
00:56:08,000 --> 00:56:12,000
At the end of last fiscal year that clamped to about $42 million.

463
00:56:12,000 --> 00:56:18,000
I point this out because these increases across the board, they're not funded by the Ministry.

464
00:56:18,000 --> 00:56:22,000
This is absorbed within the district's operating budget.

465
00:56:22,000 --> 00:56:36,000
In addition to that, inclusive education specifically around the expenditures, the overall supplemental funding provided by the government has not kept pace, which is led to about a $45 million of expenses over and above the funding that we received from the Ministry to date.

466
00:56:36,000 --> 00:56:47,000
Also aging capital infrastructures, as I mentioned previously, the need to have a refresh process in place in which we are constantly empirically replacing end of life assets.

467
00:56:47,000 --> 00:56:56,000
So we can smooth our costs versus having no costs or smaller costs in specific years and then have a big spike in another year.

468
00:56:56,000 --> 00:57:04,000
That aging capital infrastructure also includes the district's initiative around its ERP enterprise resource planning system upgrade.

469
00:57:04,000 --> 00:57:07,000
As mentioned previously, unfunded increases in benefits.

470
00:57:07,000 --> 00:57:13,000
We've seen this to be a trend over the last few years in which the overall usage of benefits has actually increased benefit costs.

471
00:57:13,000 --> 00:57:23,000
And these increases are not generally funded. They're occurring on an annual basis and they're absorbing their being absorbed within the district's operating budget.

472
00:57:23,000 --> 00:57:35,000
And lastly, around inflation on services and supplies, as mentioned, 97% of our overall operating revenues come from the provincial grant, which is based on a per block or per FTE rate.

473
00:57:35,000 --> 00:57:39,000
That rate, in particular, is not increased for annual inflation.

474
00:57:39,000 --> 00:57:44,000
It instead houses any increases related to labor settlement that is applicable.

475
00:57:44,000 --> 00:58:00,000
So what that does is it erodes the district's purchasing power on a year to year basis, meaning $1,000 in one year will buy you less in the next couple of years because the inflation has just not kept up.

476
00:58:00,000 --> 00:58:06,000
From there, we also do a bit of an environmental risk for both internally and externally and keep these top of mind as we develop our budget.

477
00:58:06,000 --> 00:58:14,000
We'll start off with the external components. Of course, the planning student enrollment trend is starting to become a bit of a overall shift in the demographic.

478
00:58:14,000 --> 00:58:20,000
There are continued provincial constraints rising debt levels, provincially, also has the potential of limiting government funding.

479
00:58:21,000 --> 00:58:26,000
Shifts and overall government mandates and fiscal policies, specifically around capital project contributions.

480
00:58:26,000 --> 00:58:33,000
This is in which the district is required to chip in a certain amount for capital projects, which again, the district must absorb.

481
00:58:33,000 --> 00:58:41,000
And then we have certain initiatives cybersecurity vulnerabilities identified within the K-12 sector as an external risk overall.

482
00:58:41,000 --> 00:58:45,000
And various cost pressures from inflationary and contractual considerations.

483
00:58:45,000 --> 00:58:50,000
These costs are unavoidable and they are there is a need to have that absorbed within operating budget.

484
00:58:50,000 --> 00:58:55,000
And then of course, cross-border trade tensions with United States through tariffs.

485
00:58:55,000 --> 00:59:02,000
Then there's a fair bit of political uncertainty there that has, in which the district has experienced overall cost increases.

486
00:59:02,000 --> 00:59:08,000
From an internal perspective, recruitment and retention of teaching and other staff, always top of mind.

487
00:59:08,000 --> 00:59:14,000
Spacing limitations to accommodate student enrollment. So we've talked about the decline in this year and the decline in last year.

488
00:59:14,000 --> 00:59:22,000
That doesn't necessarily take away the constraints or risks from a spacing perspective because the last few years we have seen a fair bit of growth prior to this year.

489
00:59:22,000 --> 00:59:26,000
And of course the following year that still creates space constraints.

490
00:59:26,000 --> 00:59:31,000
So that is an existing internal risk that we are keeping our finger on the pulse.

491
00:59:32,000 --> 00:59:35,000
And then financial uncertainty associated with funding for collective agreement changes.

492
00:59:35,000 --> 00:59:39,000
Those, some of those collective agreements are still pending to be ratified.

493
00:59:39,000 --> 00:59:44,000
And so we are, again, keeping a finger on a pulse to see what the implications would be from a budget perspective.

494
00:59:44,000 --> 00:59:48,000
And then supports for aging technology infrastructure facilities, equipment and machinery.

495
00:59:48,000 --> 00:59:52,000
This goes back to the replacement of critical end of life equipment.

496
00:59:52,000 --> 01:00:00,000
Again, having more of a purposeful periodic replacement process in place versus being reactive when things break.

497
01:00:00,000 --> 01:00:07,000
And then of course, lastly, having an adequate accumulated offering fund balance for long-term financial sustainability, keeping

498
01:00:07,000 --> 01:00:13,000
in pace with the government mandated policies to keep an adequate reserve and maintaining that we have that best

499
01:00:13,000 --> 01:00:20,000
practice amount in place on a go-forward basis, which allows the district to be a bit more proactive, versus reactive,

500
01:00:20,000 --> 01:00:26,000
and ensure our overall quality of education is uninterrupted for any unforeseen circumstances.

501
01:00:27,000 --> 01:00:33,000
We'll finish off with some key budget timelines, and as the end of this week and years,

502
01:00:33,000 --> 01:00:38,000
we are anticipating the preliminary operating grant announcement for the next fiscal year,

503
01:00:38,000 --> 01:00:41,000
based on the district's projection of student enrollment.

504
01:00:41,000 --> 01:00:48,000
Our budget survey consultation, a great tool that's out for input from a community perspective that started

505
01:00:48,000 --> 01:00:51,000
in February 20th, it's set to close March 20th.

506
01:00:51,000 --> 01:01:01,000
And then we have our public meeting on April 8th, as we round May 13th for the board approval of the 2627 annual budget.

507
01:01:01,000 --> 01:01:06,000
So I want to make note again of our budget consultation survey that's out.

508
01:01:06,000 --> 01:01:11,000
It's a great tool that's designed to essentially build understanding and overall awareness of the district's budget,

509
01:01:11,000 --> 01:01:18,000
and really to gather community input to help guide the board of education's overall budget priorities.

510
01:01:19,000 --> 01:01:21,000
Thank you so much for your time.

511
01:01:21,000 --> 01:01:22,000
Open the questions.

512
01:01:22,000 --> 01:01:24,000
Thank you very much, Director King.

513
01:01:24,000 --> 01:01:26,000
Trust me, Holmes.

514
01:01:26,000 --> 01:01:28,000
Thank you, Mr. Chair.

515
01:01:28,000 --> 01:01:36,000
Thank you, Simon, Simran, Secretary Treasurer, Budget Chair Allen, and the whole team for all the work you do throughout the year on our budget.

516
01:01:36,000 --> 01:01:41,000
Making sure we have a good solid budget that puts as much resources and classrooms we can.

517
01:01:41,000 --> 01:01:44,000
I don't have a question, I just want to make a comment.

518
01:01:44,000 --> 01:01:50,000
BC as well, recently released a cost pressure support, and for those who aren't familiar with all the education acronyms.

519
01:01:50,000 --> 01:02:00,000
That's the BC Association of School Business Officials, or to put it simpler, the fun-loving bunch of Secretary Treasurer's and other financial officials around the district.

520
01:02:00,000 --> 01:02:06,000
And the report surveyed around the province to see what everyone struggles, where everyone's challenges, where everywhere.

521
01:02:06,000 --> 01:02:11,000
And unsurprisingly found really all the same pressures that we've shared at many of our meetings.

522
01:02:11,000 --> 01:02:14,000
And it's shared as Simran has detailed this meeting.

523
01:02:14,000 --> 01:02:20,000
Between student enrollment pressures, substitute costs, inclusive education, aging capital,

524
01:02:20,000 --> 01:02:24,000
Unfunded inflationary costs, unfunded increases all over the place.

525
01:02:24,000 --> 01:02:26,000
It just aren't funded year after year.

526
01:02:26,000 --> 01:02:31,000
And basically what they found is that is the case all throughout the district.

527
01:02:31,000 --> 01:02:37,000
So I know that going through a financial report may not be under one's bucket list for a spring break.

528
01:02:37,000 --> 01:02:42,000
But I would recommend having a look at it because it actually does a very good job of summarizing,

529
01:02:42,000 --> 01:02:47,000
I think, in plain language and providing some good examples of explaining what the pressures are,

530
01:02:47,000 --> 01:02:51,000
how they're seen around the province and how that really affects all districts.

531
01:02:51,000 --> 01:02:53,000
So again, it's a BC as well.

532
01:02:53,000 --> 01:02:58,000
Cost pressure reported we was on their website and probably can be found other locations for the quick Google.

533
01:02:58,000 --> 01:03:02,000
So I would definitely encourage people to have a look at that and really help explain our budget process.

534
01:03:02,000 --> 01:03:03,000
Thank you.

535
01:03:04,000 --> 01:03:07,000
Okay, thank you Trustee Holmes.

536
01:03:07,000 --> 01:03:09,000
Not seeing any other questions.

537
01:03:09,000 --> 01:03:14,000
So once again, and I echo your comments of appreciation to our finance team.

538
01:03:14,000 --> 01:03:18,000
Of course, our finance committee chair Trustee Allen as well.

539
01:03:18,000 --> 01:03:20,000
So thank you very much for that.

540
01:03:20,000 --> 01:03:23,000
And of course, there's indicated over the next couple of months.

541
01:03:23,000 --> 01:03:28,000
We'll continue to work away at the budget and bring it forward in May.

542
01:03:29,000 --> 01:03:37,000
And now our Assistant Secretary Treasurer Simon Ayers is going to give us an update and a presentation about that thing.

543
01:03:37,000 --> 01:03:41,000
We've heard so much about it over the last many months, the ERP.

544
01:03:41,000 --> 01:03:44,000
So Mr. Ayers, please.

545
01:03:44,000 --> 01:03:54,000
Thank you chair.

546
01:03:54,000 --> 01:03:58,000
First, I'd like to introduce shared, shared.

547
01:03:58,000 --> 01:03:59,000
Food alert.

548
01:03:59,000 --> 01:04:01,000
Our director of people service this right here.

549
01:04:01,000 --> 01:04:03,000
She's a participant on the ERP.

550
01:04:03,000 --> 01:04:06,000
Siri community as well as currently.

551
01:04:06,000 --> 01:04:11,000
Orion is, it's not going to be able to attend tonight, but he represents the IT department.

552
01:04:11,000 --> 01:04:15,000
She's going to be able to attend the IT department.

553
01:04:15,000 --> 01:04:21,000
The evening, chair Trustee Satt and members of the audience tonight on behalf of the ERP.

554
01:04:21,000 --> 01:04:29,000
Siri community on face to provide a progress update on our ERP organization initiative.

555
01:04:29,000 --> 01:04:31,000
Knowing as project evil.

556
01:04:31,000 --> 01:04:38,000
This investment represents one of the most significant operational improvements underway.

557
01:04:38,000 --> 01:04:43,000
The cost of service tools and this foundational improvement.

558
01:04:43,000 --> 01:04:48,000
How we manage people resources, information across the ERP organization.

559
01:04:48,000 --> 01:04:51,000
I'll greatly cover what ERP is.

560
01:04:51,000 --> 01:04:55,000
I've marked a standardized modernization necessary.

561
01:04:55,000 --> 01:04:59,000
When we achieve so far and what is the cost.

562
01:04:59,000 --> 01:05:05,000
To begin, what is an ERP?

563
01:05:05,000 --> 01:05:08,000
What does an ERP system best?

564
01:05:08,000 --> 01:05:14,000
An ERP enterprise resource planning system is essentially the background of your organization's operations.

565
01:05:14,000 --> 01:05:23,000
It brings together HR, payroll, finance, purchasing, and other business operations into a single integrated system.

566
01:05:23,000 --> 01:05:27,000
So everyone is working from the same information.

567
01:05:28,000 --> 01:05:34,000
When this works well, it reduces duplication and improves our reporting accuracy.

568
01:05:34,000 --> 01:05:41,000
And now I'm sacked to focus less on main tasks and more on service delivery in strategic credit.

569
01:05:41,000 --> 01:05:46,000
The modern ERP also provides real time information for decision-making,

570
01:05:46,000 --> 01:05:53,000
auditing, auditing, team processes, and supports for as organized with the organizational needs.

571
01:05:53,000 --> 01:06:03,000
In simple term, it acts as a shared organizational brain connecting to partners to work those more effective.

572
01:06:03,000 --> 01:06:07,000
This leads to why modernization is required.

573
01:06:07,000 --> 01:06:15,000
Our current system has served the district for many years, but is now outdated and increasingly difficult to understand.

574
01:06:15,000 --> 01:06:21,000
Bender support is limited for performance issues, effect reliability.

575
01:06:21,000 --> 01:06:27,000
A manning process is still relied on manual steps and paper forms.

576
01:06:27,000 --> 01:06:32,000
These inefficiencies creates frustration for staff and increase the risk of errors.

577
01:06:32,000 --> 01:06:37,000
As a district, we've spawned to changing enrollment and organizational demands.

578
01:06:37,000 --> 01:06:42,000
The existing system cannot scale effect.

579
01:06:42,000 --> 01:06:49,000
At the next, at the same time, reporting limitations make it harder to produce time, reliable information,

580
01:06:49,000 --> 01:06:52,000
for planning, compliance, and oversight.

581
01:06:52,000 --> 01:07:01,000
Modernization is therefore not simply technical technology upgraded, it is an operational necessity.

582
01:07:01,000 --> 01:07:07,000
I also want to highlight two of the people related in apps.

583
01:07:07,000 --> 01:07:10,000
On data systems hurts, staff retention.

584
01:07:10,000 --> 01:07:16,000
When people stand most of their data fights fighting slow systems and doing manual entry,

585
01:07:16,000 --> 01:07:20,000
it becomes harder to attract and keep great talent.

586
01:07:20,000 --> 01:07:26,000
Modern tools matter for job satisfaction and for competing with other sectors.

587
01:07:26,000 --> 01:07:35,000
And finally, modernization lets us shift work from low value processing to higher value analysis.

588
01:07:35,000 --> 01:07:39,000
Today is steps from much time processing transactions.

589
01:07:39,000 --> 01:07:50,000
With automation, there will be able to focus on interpreting data, improving processes and supporting schools,

590
01:07:50,000 --> 01:07:54,000
the work that values that adds value.

591
01:07:54,000 --> 01:08:01,000
To address these challenges.

592
01:08:01,000 --> 01:08:04,000
To address these challenges, we have selected

593
01:08:04,000 --> 01:08:10,000
Oracle Fusion, as the foundation for our new European environment.

594
01:08:10,000 --> 01:08:17,000
This platform brings HR, payroll, finance, procurement into one integrated system,

595
01:08:17,000 --> 01:08:23,000
allowing us to automate routine tasks, strengthen and interpret internal controls,

596
01:08:23,000 --> 01:08:27,000
and significantly improve reporting and analytics.

597
01:08:27,000 --> 01:08:34,000
Because of this positive base, it also provides long-term benefit for it in peer security

598
01:08:34,000 --> 01:08:40,000
and flexibility to grow with the district.

599
01:08:40,000 --> 01:08:47,000
Since October of 2025, the project team has focused heavily on implementation work.

600
01:08:47,000 --> 01:08:52,000
A major part of this has been process mapping and staffing agent,

601
01:08:52,000 --> 01:08:58,000
cross department workshops have allowed teams to examine how to work,

602
01:08:58,000 --> 01:09:06,000
how work currently happens, identifying interfaces and design and improve workflows together.

603
01:09:06,000 --> 01:09:12,000
This collaborative approach ensures the system reflects real operational needs,

604
01:09:12,000 --> 01:09:14,000
rather than generic templates.

605
01:09:14,000 --> 01:09:21,000
Just as importantly, it builds relations with ownership among staff and strength and readiness for implementation.

606
01:09:21,000 --> 01:09:32,000
And parallel to with the system integration, we're preparing staff for the transition.

607
01:09:32,000 --> 01:09:39,000
The comprehensive change management plan is underway focusing on communication, readiness and support.

608
01:09:39,000 --> 01:09:46,000
We will always be conducting multiple rounds of testing and data data migration.

609
01:09:47,000 --> 01:09:55,000
This ensures the system works correctly and gives staff's exposure well before.

610
01:09:55,000 --> 01:09:58,000
Well before, go live.

611
01:09:58,000 --> 01:10:03,000
Training well, be phased in and hands on.

612
01:10:03,000 --> 01:10:11,000
Ensuring people feel confident and supportive, our goal is to set everyone up for success.

613
01:10:11,000 --> 01:10:18,000
In terms of timelines, the project continues to follow a phased implementation approach.

614
01:10:18,000 --> 01:10:27,000
This allows us to reduce risk, maintain operational stability and test each component carefully before moving forward.

615
01:10:27,000 --> 01:10:35,000
Over the coming phases, work will focus on system, configuration, multiple rounds of testing,

616
01:10:36,000 --> 01:10:40,000
careful data migration and ensuring accuracy and continuity.

617
01:10:40,000 --> 01:10:45,000
Training materials will continue to roll out and leadership engagement across departments,

618
01:10:45,000 --> 01:10:53,000
well remain critical to readiness across the organization.

619
01:10:53,000 --> 01:11:02,000
Our current target for system go live is the summer of 2027.

620
01:11:03,000 --> 01:11:08,000
Before closing, the Syrian committee wants to acknowledge the work already underway.

621
01:11:08,000 --> 01:11:18,000
Staff across departments contribute to significant time and expertise to workshops, process mapping, early testing.

622
01:11:18,000 --> 01:11:23,000
Their involvement is what will ultimately make the system effective.

623
01:11:23,000 --> 01:11:32,000
We also want to acknowledge the board's continued support and foresight in setting aside $16 million from its operating research.

624
01:11:32,000 --> 01:11:37,000
While ERP modernization may not always be highly visible.

625
01:11:37,000 --> 01:11:45,000
It is a critical piece of the infrastructure that enhances accountability, improves service delivery,

626
01:11:45,000 --> 01:11:49,000
and positions of district for bond term sustainability.

627
01:11:49,000 --> 01:11:57,000
We remain committed to transparent updates and careful responsible execution as implementation continues.

628
01:11:57,000 --> 01:11:58,000
Thank you.

629
01:11:58,000 --> 01:12:00,000
And we'll be happy to take any questions.

630
01:12:00,000 --> 01:12:01,000
Great.

631
01:12:01,000 --> 01:12:05,000
Thank you very much, Mr. Harris, appreciate that presentation that you had on that slide there.

632
01:12:05,000 --> 01:12:09,000
Board support we're really proud to support this because as you mentioned,

633
01:12:09,000 --> 01:12:13,000
if we can reduce some of the redundancies and repetitive tasks that go on,

634
01:12:13,000 --> 01:12:18,000
we can devote more finances and resources to the students in the schools,

635
01:12:18,000 --> 01:12:19,000
really what it's all about.

636
01:12:19,000 --> 01:12:20,000
So thank you very much for that.

637
01:12:20,000 --> 01:12:21,000
Thank you.

638
01:12:21,000 --> 01:12:22,000
Superintendent Permie.

639
01:12:22,000 --> 01:12:23,000
Trustee Allen.

640
01:12:23,000 --> 01:12:24,000
Trustee Allen.

641
01:12:24,000 --> 01:12:25,000
Okay, Trustee Allen.

642
01:12:25,000 --> 01:12:26,000
Thank you.

643
01:12:26,000 --> 01:12:27,000
Yeah.

644
01:12:27,000 --> 01:12:31,000
All I want to do is thank you and your team.

645
01:12:31,000 --> 01:12:34,000
I mean, this is one hell of a undertaking.

646
01:12:34,000 --> 01:12:39,000
Then we put you in a position that you had handled in $16 million.

647
01:12:39,000 --> 01:12:44,000
Going down the road that none of us really had any idea where we were going.

648
01:12:44,000 --> 01:12:49,000
But without that road and without that path and without your leadership and your team's leadership,

649
01:12:49,000 --> 01:12:51,000
none of this would happen.

650
01:12:51,000 --> 01:12:57,000
So I don't think the board, as much as you're saying, thanks to the board for support.

651
01:12:57,000 --> 01:13:00,000
The board couldn't never do it without people like you.

652
01:13:00,000 --> 01:13:07,000
And so when we move into the next phase, right, a modernization, which should have done 20 or

653
01:13:07,000 --> 01:13:11,000
years ago, we'll know who's the fight.

654
01:13:11,000 --> 01:13:17,000
So once again, as thank you to your team and very much appreciate it.

655
01:13:17,000 --> 01:13:18,000
Thank you, Mr. Chair.

656
01:13:18,000 --> 01:13:19,000
All right.

657
01:13:19,000 --> 01:13:20,000
Thank you, Trustee Allen.

658
01:13:20,000 --> 01:13:21,000
Trustee Finn.

659
01:13:21,000 --> 01:13:30,000
Just to echo to Trustee Allen's comment says, I want to thank you, Simon, for the work that specifically

660
01:13:30,000 --> 01:13:35,000
you have done in negotiating the contract with the RP providers.

661
01:13:35,000 --> 01:13:42,000
And I know we heard from Secretary Treasurer that you had to go back and forth like million times

662
01:13:42,000 --> 01:13:46,000
and got us the best contract possible for the RP.

663
01:13:46,000 --> 01:13:48,000
So I just want to thank you for that book.

664
01:13:48,000 --> 01:13:50,000
Really appreciate it.

665
01:13:50,000 --> 01:13:51,000
Thank you.

666
01:13:51,000 --> 01:13:52,000
Thank you very much.

667
01:13:52,000 --> 01:13:53,000
Okay.

668
01:13:53,000 --> 01:13:54,000
Now, Superintendent.

669
01:13:54,000 --> 01:13:55,000
Okay.

670
01:13:55,000 --> 01:13:57,000
So I just a couple of things.

671
01:13:57,000 --> 01:14:03,000
One, I'm wondering if you can just really speak about Oracle Fusion.

672
01:14:03,000 --> 01:14:10,000
It's not necessarily a name that maybe one would associate with a school district in terms

673
01:14:10,000 --> 01:14:18,000
of an ERP and also just their experience in terms of working in K to 12 across the country and

674
01:14:18,000 --> 01:14:21,000
the scale that they also have experience in.

675
01:14:21,000 --> 01:14:25,000
And then I'll come back with another comment at the end.

676
01:14:25,000 --> 01:14:26,000
Okay.

677
01:14:27,000 --> 01:14:31,000
Oracle Fusion is a tier one platform ERP system.

678
01:14:31,000 --> 01:14:34,000
It generally is in large corporations and businesses.

679
01:14:34,000 --> 01:14:36,000
It definitely is in government, local government.

680
01:14:36,000 --> 01:14:41,000
In fact, city of Syria uses Oracle Fusion just to give you a perspective of that.

681
01:14:41,000 --> 01:14:50,000
We are in that level where it's greater than 7,000 employees in the Bob, generally is the tier that we

682
01:14:51,000 --> 01:14:52,000
that this would cater to.

683
01:14:52,000 --> 01:14:58,000
In the critical key to 12 sector, I'd say that is predominantly being introduced in Canada.

684
01:14:58,000 --> 01:15:00,000
We are the...

685
01:15:00,000 --> 01:15:05,000
As far as I know, it was 25 school districts in Ontario.

686
01:15:05,000 --> 01:15:12,000
Corporal consortium have launched an ERP process, and have set several tiers.

687
01:15:12,000 --> 01:15:18,000
Oracle was the winning selection on that, which we are picking on that process.

688
01:15:18,000 --> 01:15:28,000
I am aware that there exists in the states. I'm not familiar how entrenched they are in Canada, to be opening on this on that perspective.

689
01:15:28,000 --> 01:15:36,000
It is a program that for Oracle Fusion, if you've done some research, they've been buying other modules from other vendors.

690
01:15:36,000 --> 01:15:47,000
You may have heard Edward J.D. Edwards, for example, people saw this another acquisition that they bringing it together into one package and making it into an Oracle Fusion.

691
01:15:47,000 --> 01:15:55,000
So it's actually very robust, very online, and certainly sets the stage for the school districts for its longevity.

692
01:15:55,000 --> 01:16:05,000
When we embarked on this exercise, I was envisioning a five year window, I was envisioning a 25 year window of this.

693
01:16:05,000 --> 01:16:09,000
So I think that this is a very good leap that we're taking.

694
01:16:09,000 --> 01:16:12,000
I don't know if that addresses any questions.

695
01:16:12,000 --> 01:16:24,000
And through the chair, I just want to acknowledge as well your staffs, you know, Sherry and Simon, we're asking staff to be working on an implementation of a new ERP.

696
01:16:24,000 --> 01:16:35,000
Whilst also continuing to run the current ERP and expecting the workflow of the day-to-day operations we heard from Director Kang in terms of budgets.

697
01:16:35,000 --> 01:16:43,000
All of that work continues while also beginning this transition and transformation into an ERP.

698
01:16:43,000 --> 01:16:49,000
So you are certainly do much credit to the two of you for the exception of work that you're doing.

699
01:16:49,000 --> 01:17:02,000
But can you please also pass on a huge thank you to the colleagues that you're leading in human resources, finance, procurement all the way through about their work that they're doing as we push through.

700
01:17:02,000 --> 01:17:03,000
Thank you chair.

701
01:17:03,000 --> 01:17:04,000
Thank you.

702
01:17:04,000 --> 01:17:05,000
Great words for sure.

703
01:17:05,000 --> 01:17:06,000
Thank you.

704
01:17:06,000 --> 01:17:07,000
Thank you very much.

705
01:17:07,000 --> 01:17:08,000
Appreciate that.

706
01:17:08,000 --> 01:17:19,000
I'm not going to ask Trustee Wilson who is also the chair of the policy committee to give an update on the work of the both the policy committee and the board is a whole working on our policy menu.

707
01:17:19,000 --> 01:17:20,000
Thank you.

708
01:17:20,000 --> 01:17:21,000
Thank you.

709
01:17:21,000 --> 01:17:30,000
And I've submitted a motion here that just recaptured some of the policy and procedures that we recently reviewed.

710
01:17:30,000 --> 01:17:37,000
So I would move that the board of education received the policy and procedures updates for confirmation.

711
01:17:37,000 --> 01:17:39,000
Okay, do we have a seconder.

712
01:17:39,000 --> 01:17:40,000
Seconded.

713
01:17:40,000 --> 01:17:41,000
Thank you.

714
01:17:41,000 --> 01:17:42,000
All.

715
01:17:42,000 --> 01:17:44,000
Public question of all of favor.

716
01:17:44,000 --> 01:17:45,000
Opposed none.

717
01:17:45,000 --> 01:17:46,000
It's been carried.

718
01:17:46,000 --> 01:17:47,000
Okay.

719
01:17:47,000 --> 01:17:48,000
And Mr. Chair.

720
01:17:48,000 --> 01:17:49,000
I'd like to take a few moments.

721
01:17:49,000 --> 01:17:55,000
To share an important update on the survey board of education's work to strengthen and modernize our.

722
01:17:55,000 --> 01:17:57,000
Governance framework.

723
01:17:57,000 --> 01:18:00,000
Under the BC School Act.

724
01:18:00,000 --> 01:18:03,000
The Board of Education Act has a corporate party.

725
01:18:03,000 --> 01:18:12,000
Making decisions collectively and carrying an important responsibility to support the improvement of student learning and achievement.

726
01:18:12,000 --> 01:18:27,000
One of the ways we fulfill this responsibility is by many maintaining a strong system of governance that provides clarity, accountability and alignment with the district's strategic priorities.

727
01:18:27,000 --> 01:18:31,000
Surrey already operates using a modern governance approach.

728
01:18:31,000 --> 01:18:40,000
One that clearly distinguishes the board's governance role from the operational responsibilities of district administration.

729
01:18:40,000 --> 01:18:45,000
However, while our practices reflect effective governance.

730
01:18:45,000 --> 01:18:51,000
Many of our written policies have not kept pace with current expectations.

731
01:18:51,000 --> 01:18:56,000
Some policies are outdated or inconsistent with modern governance standards.

732
01:18:57,000 --> 01:19:06,000
To adjust this, the board has been undertaking a comprehensive review and modernization of our entire policy framework.

733
01:19:06,000 --> 01:19:11,000
This work is aligned with broader efforts across the problems.

734
01:19:11,000 --> 01:19:24,000
The BC School Trusties Association is currently leading a sector-wide initiative to support school districts in strengthening and modernizing their policy frameworks.

735
01:19:24,000 --> 01:19:35,000
A major focus of our modernization work is strengthening the distinction between board policy and administrative procedure.

736
01:19:35,000 --> 01:19:39,000
This separation is well recognized.

737
01:19:39,000 --> 01:19:55,000
That's practice supported by both the BC, the BC, the auditor general, which emphasized that board should focus on governance, ensuring accountability, setting clear expectations and monitoring results.

738
01:19:55,000 --> 01:19:59,000
Well, administrators focus on operations.

739
01:20:00,000 --> 01:20:07,000
I'm pleased to report that we are now near in completion of draft versions of our new board policies.

740
01:20:07,000 --> 01:20:15,000
In the coming weeks, these drafts will be shared publicly and made available for stakeholder review and input.

741
01:20:15,000 --> 01:20:24,000
We expect to bring the final policies forward for board consideration and approval before the end of this current school year.

742
01:20:24,000 --> 01:20:39,000
This work represents an important step in ensuring that you can use to operate with a clear transparent and modern governance framework and that supports both effective oversight and strong district leadership.

743
01:20:39,000 --> 01:20:45,000
We look forward to engaging with that community as this work moves forward.

744
01:20:45,000 --> 01:20:47,000
And I thank you for that time, Mr. Chair.

745
01:20:47,000 --> 01:20:49,000
Thank you, Trustee Wilson.

746
01:20:49,000 --> 01:20:51,000
It's been lots of work.

747
01:20:51,000 --> 01:20:54,000
The policy committee, of course, continue to do is there work.

748
01:20:54,000 --> 01:21:02,000
I'll do there work, but of course, the entire board has been having a number of meetings in reading and writing and participating in the reviews.

749
01:21:02,000 --> 01:21:04,000
Thank you very much, everybody involved in that.

750
01:21:04,000 --> 01:21:06,000
So, we did that.

751
01:21:07,000 --> 01:21:08,000
Thank you.

752
01:21:08,000 --> 01:21:13,000
We'll move on now to the progress report on active capital projects.

753
01:21:13,000 --> 01:21:18,000
And, of course, the executive director of the capital project office is Dave Riley.

754
01:21:18,000 --> 01:21:21,000
Please walk us through that report.

755
01:21:21,000 --> 01:21:23,000
Thank you, Mr. Chair, person.

756
01:21:23,000 --> 01:21:34,000
So, as presented tonight, we are well underway on the design of the addition at Clayton Heights secondary and our aiming to get that to tender next year.

757
01:21:34,000 --> 01:21:43,000
The addition at Forsyth Elementary is currently out for tender and that tender will close on April 16th.

758
01:21:43,000 --> 01:21:50,000
In the package, you do have the status of all of our other projects and I'd be happy to answer any questions the board may have.

759
01:21:50,000 --> 01:21:53,000
Well, and today, you've got a few.

760
01:21:53,000 --> 01:21:55,000
Trustee Larson.

761
01:21:55,000 --> 01:22:01,000
So, Mr. Riley, on the progress report, I noticed that walnut road is no longer listed.

762
01:22:01,000 --> 01:22:03,000
It's certainly not completed.

763
01:22:03,000 --> 01:22:05,000
So, how come it's not on the list?

764
01:22:05,000 --> 01:22:06,000
Correct.

765
01:22:06,000 --> 01:22:14,000
Our practice has been to remove projects from the list at one month following the student occupancy of the building.

766
01:22:14,000 --> 01:22:18,000
So, walnut road has been occupied for several months now.

767
01:22:18,000 --> 01:22:23,000
Work continues, of course, on that project as it does on many of our other projects.

768
01:22:23,000 --> 01:22:30,000
Typically, we are still working on the sites for up to a year to a year and a half after student occupancy.

769
01:22:30,000 --> 01:22:36,000
But the practice has been to remove them from the report one month following student occupancy.

770
01:22:36,000 --> 01:22:38,000
Through the chair.

771
01:22:38,000 --> 01:22:41,000
So, the last four modules are occupied now?

772
01:22:41,000 --> 01:22:42,000
Yes, there.

773
01:22:42,000 --> 01:22:46,000
And when might the playground in areas be fixed?

774
01:22:46,000 --> 01:22:49,000
That's scheduled to happen over the summer.

775
01:22:49,000 --> 01:22:51,000
So, next September.

776
01:22:51,000 --> 01:22:53,000
Thank you.

777
01:22:53,000 --> 01:22:54,000
Thank you.

778
01:22:54,000 --> 01:22:56,000
Trustee Holmes.

779
01:22:57,000 --> 01:23:00,000
Got a question, but a little preamble for I get there.

780
01:23:00,000 --> 01:23:08,000
Just one of the point out that if one looks one way through the 170 page BC budget document, which I don't recommend for spring break reading.

781
01:23:08,000 --> 01:23:13,000
Unlike the BC Asco report, one finds the capital.

782
01:23:13,000 --> 01:23:15,000
The earliest capital projections.

783
01:23:15,000 --> 01:23:24,000
And basically, what we're looking at is this year, the government projects to spend 131 million less than what they budgeted for.

784
01:23:24,000 --> 01:23:29,000
And have dropped next year's budget by 111 million in the following by 44 million.

785
01:23:29,000 --> 01:23:33,000
If one looks at the, they've got a list of projects underway.

786
01:23:33,000 --> 01:23:39,000
And looks like right now they're about $2.2 billion that is committed, but not spent yet.

787
01:23:39,000 --> 01:23:45,000
When one looks at the fact that over those three years, there's probably about $4.2 billion.

788
01:23:45,000 --> 01:23:47,000
That's more than half of it.

789
01:23:47,000 --> 01:23:52,000
It doesn't include something such as Clayton, which we just saw the stretch plans earlier tonight, which is $90 million.

790
01:23:52,000 --> 01:23:53,000
That's not included there.

791
01:23:53,000 --> 01:23:58,000
So I mentioned a lot of other projects are included, and those are only the projects are over $50 million.

792
01:23:58,000 --> 01:24:04,000
Point being, I think that a great deal of that $4.2 million is already accounted for.

793
01:24:04,000 --> 01:24:13,000
And adding to that the projection now, the budget three years from now, which would be the new year that added on, is only about just over $1 billion.

794
01:24:13,000 --> 01:24:19,000
Which is substantial decrease from the 1.4 to 1.5 per year, it's been the last few years.

795
01:24:19,000 --> 01:24:24,000
So definitely not rosy times coming for capital, which I think the government has signal many times.

796
01:24:24,000 --> 01:24:29,000
But it really puts that I think into a stark light just what that looks like.

797
01:24:29,000 --> 01:24:34,000
I guess my question to you, Mr. Riley, I'm looking at Fleetwood Park secondary.

798
01:24:34,000 --> 01:24:42,000
And I know that the government made an announcement as part of the budget document that that was now moving from 2028 to 2029 for completion.

799
01:24:42,000 --> 01:24:47,000
I'm wondering what you could share as far as why that, why that, what light you could share on that.

800
01:24:48,000 --> 01:24:54,000
Thank you. Yes, we are still working through the design of Fleetwood Park secondary.

801
01:24:54,000 --> 01:25:01,000
We have been going back and forth with the ministry on several aspects of the design and and costing reviews.

802
01:25:01,000 --> 01:25:10,000
We are anticipating getting that project through the ministry approval process and out to building permit within the next few months.

803
01:25:10,000 --> 01:25:15,000
But that has pushed the opportunity back into January of 2029 at this point.

804
01:25:15,000 --> 01:25:19,000
Right, so I know there's a government has had to push a number of projects back.

805
01:25:19,000 --> 01:25:26,000
They announced that was an intention that projects not to schools but other projects have had to push them back because of financial pressures.

806
01:25:26,000 --> 01:25:30,000
I'll leave others to judge whether that's the case here or not looks like we're waiting for approval.

807
01:25:30,000 --> 01:25:36,000
So I don't know whether that's just something that was unavoidable or if this is going to be slowing down if everything in general, but it's certainly not.

808
01:25:36,000 --> 01:25:44,000
Not rosy times ahead and we know the government is financial position, but it's felt it's important for the public to understand when they see that big number of over $4 billion over three years.

809
01:25:44,000 --> 01:25:49,000
When it hits the ground, what it actually looks like and unfortunately for us, not a whole lot coming that I don't think.

810
01:25:49,000 --> 01:25:50,000
Thank you Mr. Chair.

811
01:25:50,000 --> 01:25:51,000
Okay.

812
01:25:51,000 --> 01:25:53,000
Trustee McMalley.

813
01:25:53,000 --> 01:25:58,000
I am curious about a couple of things.

814
01:25:58,000 --> 01:26:04,000
I know we haven't had any building in both projects approved.

815
01:26:04,000 --> 01:26:08,000
Are you aware of any in the province that have been approved?

816
01:26:09,000 --> 01:26:15,000
Through the chair, we did have I believe it was five building on block projects approved last March.

817
01:26:15,000 --> 01:26:19,000
Those are working their way through the process right now.

818
01:26:19,000 --> 01:26:24,000
I believe Queen Elizabeth, Bay Ridge and Hillside.

819
01:26:24,000 --> 01:26:29,000
There's three projects.

820
01:26:29,000 --> 01:26:33,000
I think it's those three are going for construction this summer.

821
01:26:33,000 --> 01:26:35,000
And what about size.

822
01:26:35,000 --> 01:26:43,000
I know we're we're we're we're pretty good shape with that respect, but have they approved any in the province.

823
01:26:43,000 --> 01:26:46,000
I'm not aware of what other districts have gotten for approvals.

824
01:26:46,000 --> 01:26:49,000
We do have one school left on our list.

825
01:26:49,000 --> 01:26:57,000
David Brankin Elementary is in need of a seismic upgrade that's been on the board's capital priority list for many years now.

826
01:26:57,000 --> 01:27:00,000
And we're still waiting approval for that project.

827
01:27:00,000 --> 01:27:01,000
Thank you.

828
01:27:01,000 --> 01:27:03,000
Thank you, trusty Fed.

829
01:27:03,000 --> 01:27:06,000
You know my question was about Fleetwood Park.

830
01:27:06,000 --> 01:27:14,000
Anyways, can you can you give any timelines on then the design will be ready?

831
01:27:14,000 --> 01:27:20,000
We are anticipating the design will be complete around August or September of this year.

832
01:27:20,000 --> 01:27:23,000
And then it has to go into the city for building permit.

833
01:27:24,000 --> 01:27:28,000
Yeah, the first announcement for this edition was made in 2020.

834
01:27:28,000 --> 01:27:30,000
That's correct.

835
01:27:30,000 --> 01:27:34,000
Opening in 2020 nine so that's the time frame that we are looking.

836
01:27:34,000 --> 01:27:36,000
Nine years from the announcement.

837
01:27:36,000 --> 01:27:38,000
Thank you, Mr. Jeff.

838
01:27:38,000 --> 01:27:39,000
Nine years.

839
01:27:39,000 --> 01:27:40,000
Okay.

840
01:27:40,000 --> 01:27:41,000
Thank you.

841
01:27:41,000 --> 01:27:42,000
Okay.

842
01:27:42,000 --> 01:27:45,000
Can we get a motion to receive that report.

843
01:27:45,000 --> 01:27:46,000
Thank you, second.

844
01:27:46,000 --> 01:27:47,000
Second.

845
01:27:47,000 --> 01:27:48,000
All in favor.

846
01:27:48,000 --> 01:27:49,000
Opposed.

847
01:27:50,000 --> 01:27:57,000
Our next meeting is going to be on Wednesday 8th and with that, I'll call for adjournment.

848
01:27:57,000 --> 01:27:59,000
Move to second, please.

849
01:27:59,000 --> 01:28:00,000
Second.

850
01:28:00,000 --> 01:28:01,000
Thank you.

851
01:28:01,000 --> 01:28:02,000
All in favor.

852
01:28:02,000 --> 01:28:03,000
Opposed.

853
01:28:03,000 --> 01:28:04,000
Don't carry.

854
01:28:08,000 --> 01:28:09,000
All right.

855
01:28:09,000 --> 01:28:10,000
We will now.