SAC

SAC (Schools Advisory Council) Email address for Ferrisview:  cbvrce-sac-ferrisview@gnspes.ca

NOVA SCOTIA  

School Advisory Council  Handbook

Website references contained within this document are provided solely as  a convenience and do not constitute an endorsement by the Department  of Education and Early Childhood Development of the content, policies,  or products of the referenced website. The department does not control  the referenced websites and is not responsible for the accuracy, legality,  or content of the referenced websites, or for that of subsequent links.  Referenced website content may change without notice. If an outdated or  inappropriate site is found, please report it to links@EDnet.ns.ca.

Please note that all attempts have been made to identify and acknowledge  information from external sources. In the event that a source was overlooked,  please contact education.permissions@novascotia.ca. 

Nova Scotia School Advisory Council Handbook 

ISBN: 978-1-55457-984-6 

© Crown copyright, Province of Nova Scotia, 2019 

The contents of this publication may be reproduced in whole or in  part provided the intended use is for non-commercial purposes and full  acknowledgment is given to the Nova Scotia Department of Education  and Early Childhood Development. 

Prepared by the Department of Education and Early Childhood Development. 

CONTENTS 

Introduction 1 Governance Structure of Education 2 Duties and Responsibilities 4 

Guiding Principles 5 Differences Between School Advisory Councils and Other Parent/Guardian Groups 5 School Improvement Planning (Student Success Planning) 5 School Advisory Council Agreements 6 Bylaws 7 Policy and Consultation 9 

Establishing a Council 10 How to Be an Effective Council 11 Membership 12 Election Guidelines 14 Defined Roles of Members 14 Roles of Supporting Partners 16 Meeting Guidelines 17 Meeting Overview 17 Spending Guidelines 22 Conclusion 23 Resources 24

Nova Scotia School Advisory Council Handbook 

INTRODUCTION 

Success for every student is a top priority in Nova Scotia’s public schools. Principals,  teachers, students, parents/guardians, school support staff, communities, regional  centres for education (RCEs), the Conseil scolaire acadien provincial (CSAP), and the  Department of Education and Early Childhood Development (EECD) must work together to  reach this goal and create opportunities for meaningful involvement in decision-making.  Together, as partners, they can focus on improving student achievement and school  performance. 

School advisory councils (SACs) are one way to bring together school stakeholders and  individuals from local communities who share an interest in promoting student success  in their school. SACs are volunteer organizations that receive their authority from the  Education Act (2018). The establishment of SACs and their roles and responsibilities  are set out in the Education Act and the Ministerial Education Act Regulations. 

SACs are an integral part of Nova Scotia’s public schools. They provide parents/guardians,  school staff, community members, and, when appropriate, students, with a voice to  influence decisions that impact student learning. As advisory bodies, SACs bring partners  together to provide principals and RCEs with advice that reflects the best interests of  students from the point of view of the school community. 

SACs are active participants in the school improvement planning process, also known  as the Student Success Planning process. The provincial school improvement planning  process ensures SACs have a role in the ongoing efforts of schools to improve student  achievement and well-being. The school improvement plan is developed under the  leadership of the principal to set goals and strategies to improve student achievement  and well-being. The process begins by reviewing available evidence to determine how  the students are doing and where improvements are needed.  

SACs work in collaboration with principals and participate in efforts to improve student  achievement and well-being by regularly receiving information on the school improvement  plan and monitoring progress. SACs determine spending priorities for the provincial  funds allocated to support their mandate, including student achievement, according to  the terms of their SAC Agreement. 

This handbook is designed to support SAC members, both new and experienced, by  establishing a common vision of the role and responsibilities of SACs. It describes  SACs and provides information, guidelines, and samples of SAC documents so that all  members can perform their roles effectively. 

Additional resources and information are available to SACs at www.ednet.ns.ca/SAC and in the Resources section at the end of this document.

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GOVERNANCE STRUCTURE  OF EDUCATION 

Minister of Education and  Early Childhood Development 

Deputy Minister of Education and  Early Childhood Development 

Regional Executive Directors  of Education 

Principals 

School advisory councils 

• responsible for establishing policies, priorities,  and standards for the administration of the  public education system 

• responsible for promoting and advancing  EECD’s mandate and supervising the  administration and management of the RCEs 

• accountable to the Deputy Minister and  to follow policy directions from the Minister 

• follow the Education Act and all regulations  made pursuant to the Act 

• responsible for the educational performance  of students in their jurisdiction 

• responsible for establishing regional  education policies 

• responsible for implementing provincial  policies 

• oversee the daily administration of their  schools and regional offices 

• report to their regional executive director of  education (RED) 

• responsible to their school communities 

• provide leadership for all aspects of their  school 

• advise their school principal and RCE on  issues related to their school and the overall  education system 

The Minister of Education and Early Childhood Development oversees the administration  of the public education system and is responsible for the overall education of students  in the province. Education policy, including the Public School Program and all related  services, is set by the department through the Minister. Under the direction of the  Minister, the Deputy Minister works to promote EECD’s mandate and oversees the  management of the RCEs.

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Regional Executive Directors of Education (REDs) are responsible for the efficient  operation and administration of the RCE offices and all schools within their regions and  for ensuring that schools comply with provincial laws and policies. They are accountable  to the Deputy Minister for students’ educational performance and for ensuring the  schools in their jurisdiction report annually on their performance. 

Principals are the educational leaders of schools and have the overall responsibility  for programming and staff. They are accountable to their RED. SACs provide advice to  school principals, and RCEs. They may also be consulted on occasion by EECD.

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DUTIES AND RESPONSIBILITIES 

SACs derive their authority from the Education Act. The Act, along with the Ministerial  Education Act Regulations, set out the roles, duties, and powers of SACs, students,  parent/guardians, teachers, support staff, principals, REDs, and RCEs. SACs are bodies  authorized by the Act to provide advice to school principals and their RED, and therefore,  have no legal liability. 

SACs advise their principal and RCE on policies, curriculum and programs, school  practices, student support services, parent-school communication, and perform other  duties as outlined in the Act and Regulations. Each RCE also has a staff person who is  responsible for supporting SACs. SACs play a meaningful role in their school(s) by 

• advising principals, RCEs, and, as needed, EECD, on the following matters: – policies that promote student achievement and safe and inclusive schools – school practices and initiatives 

– communication with school staff, parents/guardians, and community members – other matters that are referred to SACs by principals, RCEs, or the Minister 

• working in collaboration with principals and participating in efforts to improve  student achievement, as well as student and community well-being by receiving  information on the school improvement plan and monitoring progress and  improvements under the plan. 

• preparing an annual report with information determined by the Minister, which is  approved as part of the final SAC meeting of the school year, provided to the RCE,  and made available to the public (e.g., as part of the meeting summary). 

• entering into an SAC Agreement with the RCE and EECD which sets out the  membership composition of the council and the responsibilities of all partners. 

• making bylaws respecting the operations of the SAC, subject to the approval of the RCE. 

• participating in provincial and regional meetings, consultations, and professional  development opportunities offered for SACs by the Minister, RCEs, or other  education entities. 

• determining spending priorities for the funds allocated to support the SAC’s mandate,  in accordance with the terms of the SAC agreement. 

• undertaking any responsibilities assigned by the Minister or RCEs, in addition to the  responsibilities set out in SAC agreements and legislation. 

The SAC does not have a role in 

• advising on personnel matters, such as supervision or discipline of staff or the principal. 

• carrying out the responsibilities of staff, each of whom have professional and  legal obligations. 

• carrying out the day-to-day operations of the school.

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Guiding Principles 

SACs should be guided by the following principles: 

• education is a shared responsibility. 

• the best interests of students must be the first consideration when making decisions. 

• stakeholders at the school level have important perspectives that should be  considered when making decisions. 

• school improvement leads to increased student achievement. 

• school policies should account for the unique characteristics of each school  community. 

• education partners need to work together to manage change effectively. 

• involving the school community in school improvement planning enhances learning  for all students. 

Differences Between School Advisory  Councils and Other Parent/Guardian Groups 

SACs are advisory bodies under legislation and provide recommendations to improve  school performance and student success. Home and school associations are volunteer  parent/guardian groups that may be members of the Nova Scotia Federation of Home  and School Associations, which is recognized by education partners in Nova Scotia as  the voice of parents/guardians in schools. 

Other parent/guardian groups, sometimes referred to as parent-teacher organizations  (PTOs) or parent-teacher associations (PTAs), are also volunteer groups associated  with their local school. Some SACs have bylaws that reserve a seat on the council for  a representative from their school’s PTO or PTA. Although the mandates of SACs and  parent groups are different, each serve a valuable role in their school communities. 

School Improvement Planning  

(Student Success Planning) 

The leadership of principals and the support of the school community are important  when developing a school improvement plan, also known as a Student Success Plan.  Principals lead and are accountable for the development and implementation of  the plan. Effective school improvement planning relies on distributed leadership  among teachers, as well as the shared commitment of school support staff, SACs,  parents/guardians, students, and community members.  

School improvement planning begins with a review of data and evidence to help  determine where improvements are needed. This evidence is used to determine student  achievement and well-being goals. 

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Goals need to be specific enough to be measurable and broad enough to include all  students. School improvement planning identifies ways to support the implementation  of the plan and evaluate growth.  

SACs work in collaboration with principals and participate in efforts to improve student  achievement and the well-being of students and communities by: 

• receiving information on the school improvement plan 

• monitoring the progress and improvement of the identified goal areas School Advisory Council Agreements 

SAC Agreements are signed documents that set out the member composition of an  SAC and the responsibilities of its partners. The agreement must be signed by the chair  of the SAC, its RED, and the Minister of Education and Early Childhood Development  (or designate). The content required for SAC Agreements is outlined in the Ministerial  Education Act Regulations. 

Developing an initial SAC Agreement is the responsibility of the first members of an SAC.  The agreement may be reviewed, along with the bylaws, annually or at other intervals  as each SAC determines. Legislation provides that agreements may be amended from  time to time by an SAC’s membership. Any changes require the approval of all partners  (i.e., the SAC, the RED, EECD). If one of the partners wishes to propose a change to an  SAC’s agreement, the RCE staff person responsible for SACs should be contacted as early  in the process as possible. Examples of SAC Agreements are available on the SAC website. 

To be approved by the RED and EECD, SAC Agreements must state • the effective date and review schedule for the agreement 

• the SAC’s decision-making process 

• the structure and composition of the SAC 

• the SAC’s commitments 

• the RCE’s commitments 

• EECD’s commitments 

and 

• conform to the membership guidelines outlined in the Regulations and the ones  described in the School Advisory Council Membership section of this handbook 

• conform with RCE and EECD legislation and policies 

• include the signatures of the parties to the agreement: the SAC chair, the RED,  and the Minister of Education and Early Childhood Development (or designate)

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The criteria above are included as guidance for SACs to use when drafting their first  agreement or revising their current agreement. 

An SAC’s RED will verify that its agreement is accompanied by its bylaws. Bylaws 

SACs also develop their own bylaws upon inception. Bylaws are written rules, definitions,  and procedures that guide the election of members, the conduct of meetings, and the  operations of the council. Bylaws should provide guidance on 

• membership structure 

• determining membership eligibility 

• electing and appointing members 

• setting terms of office for members 

• filling membership vacancies 

• electing executives (e.g., chair, secretary) 

• preparing meeting agendas and summaries 

• running meetings 

• defining quorum 

• appointing subcommittees to perform specific tasks 

• making decisions 

• preparing annual reports 

• communicating with partners 

• determining spending priorities for the funds allocated to support the SAC’s mandate 

• resolving conflicts related to membership structure, member elections, and adhering  to the agreement and bylaws 

• allowing members of the public to participate in meetings 

• adopting and amending bylaws 

When changes are proposed to the bylaws, the RCE staff person responsible for SACs  should be contacted as early in the process as possible. The bylaws may be changed  with approval from the RED. It is important that an SAC’s agreement and bylaws are  aligned with each other. Examples of SAC bylaws are available on the SAC website.

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DECISION-MAKING PROCEDURES EXAMPLE  

Note: This is an example and is not meant to limit SACs in developing their  own procedures. 

All SAC operations and bylaws must comply with current legislation and policies.  These principles and procedures will be used by SACs when making decisions. 

Principles 

• Members of the SAC will employ democratic approaches in their decision-making. 

• All SAC members have both a right and responsibility to participate in  decision-making. 

• All members will support SAC decisions once they have been made. 

• Consultations will be carried out with parents/guardians, school staff, students,  and community members when appropriate. 

Procedures 

• Members of the SAC will gather information and consult with partners when  appropriate. 

• Topics and issues will be discussed in a structured way prior to decision-making. 

• Members of the council will decide on the best method for decision-making  (e.g., consensus, voting). 

• Members of the SAC will attempt to reach consensus on all decisions. If a  consensus cannot be reached, the decision will be tabled until the next meeting. 

• Occasionally members will vote on issues when consensus cannot be reached. 

• When members of the SAC use a voting strategy, two-thirds is required for  a majority. 

Note: Individual SAC bylaws can use different majority structures. 

• If there is not a two-thirds majority, no advice will be given. 

Note: Individual SAC bylaws can use different majority structures. 

• When appropriate, SAC members may consult with other representatives  of the respective partner groups and return for a second discussion and  decision-making session. 

• SACs will record decisions and methods used when making specific decisions. 

• Members of the council will inform partners of decisions through newsletters,  school websites, or other means. 

Note: The decisions of SACs are not binding. SACs are advisory bodies, and their  purpose is to provide advice to principals and RCEs from the point of view of the  school community, on behalf of those affected by school decisions.

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Policy and Consultation 

SACs are encouraged to have a strong voice in policy development. If SACs have  feedback on specific regional or provincial policies, they should submit the feedback,  in writing, to the SAC representative at their RCE. 

On occasion, RCEs or EECD may solicit feedback on regional and provincial policies that  impact student achievement and well-being directly from SACs. Whenever possible,  RCEs and EECD will try to provide enough time to engage all SACs in consultation.  However, there will be occasions when circumstances require consultation to occur  within an abbreviated timeline. Some of the ways SACs may be engaged in policy  consultation include: 

• online surveys 

• requests for volunteers to participate in in-person or online consultation sessions • participation in regional or provincial meetings 

Whenever possible, SACs will be informed on how their feedback has influenced  policy development.

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ESTABLISHING A COUNCIL 

SACs may be established for individual schools, or for two or more schools that choose  to work together. The steps to establish an SAC are outlined below. 

Step 1: Hold an initial meeting. 

The date, time, and location of the initial SAC meeting should be widely advertised  well in advance. It is important to let all parents/guardians, community members, and  school staff know about the intention to establish a council. 

Principals serve as the chair of the initial meeting until a permanent SAC chair is elected  by the membership. The agenda for the meeting should include, but is not limited to 

• the purpose of the meeting 

• the procedure for electing parent/guardian, school staff, and student (if applicable)  members 

• discussion about community representation 

• discussion of communication strategies 

Step 2: Election and appointment of members. 

Once the procedures for the establishment of the SAC are agreed upon, the attendees  should move ahead with the election process for parent/guardian, school staff, and  student members and the appointment process for community members. 

Step 3: Define the operating procedures for the SAC. 

During the first meeting with the elected and appointed representatives, the group  should define its operating procedures including 

• electing an executive, including a chair 

• determining a meeting schedule 

• discussing strategies for communicating with partners 

• establishing a decision-making structure 

Decision-making structures set out which decisions will be under the authority of the  SAC, how decisions will be made, and who will be involved in the decision-making and  consultation processes. They clearly communicate the procedures of the SAC, including  when decisions are made by consensus, consultation, or vote. The preferred model for  important decisions is consensus. 

Step 4: Write the SAC Agreement. 

SACs, REDs, and the Minister of Education and Early Childhood Development must enter  into an agreement setting out the composition and responsibilities of an SAC as outlined in  the Ministerial Education Act Regulations. Each SAC will have an agreement that describes  the specific commitments each of the partners makes to support student achievement.

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Once an SAC is established and the agreement is drafted, it is sent to the RCE staff  person responsible for SACs to ensure that the required information has been included.  Following the agreement’s review by the RCE’s staff person and consultation with the  principal, the unsigned draft is submitted to the appropriate Regional Education Officer  (REO) at EECD. 

The REO will review the draft for completeness and may suggest further edits before  finalizing it. Once the draft agreement is approved by the REO, it is returned to the SAC  chair for their signature. The signed agreement is then sent to the RED for their signature,  and then to the Minister of Education and Early Childhood Development or their designate  to be signed. 

Step 5: Develop bylaws for the SAC. 

SACs also develop their own sets of bylaws upon their creation. Bylaws are written rules,  definitions, and procedures that guide the election and appointment of SAC members,  the conduct of meetings, and the SAC’s operations. Bylaws must not contradict the  Regulations or the SAC’s agreement. SAC bylaws should indicate the council’s process  for the periodic review of the bylaws. When changes to the bylaws are proposed, the  RCE staff person responsible for SACs should be contacted early in the process. All  changes must be approved by the RED. 

How to Be an Effective Council 

Effective SACs act in the best interest of students and 

• are open with their intentions, opinions, and ideas. 

• strive to provide accurate information. 

• uphold a high level of integrity and courtesy at meetings. 

• adhere to democratic principles. 

• declare any possible conflicts of interest. 

• demonstrate trust and respect for members. 

• create a positive atmosphere during meetings, at school, and in the school community.

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MEMBERSHIP 

SACs must have at least five members and must not exceed more than 18. The number  of members a council has should be based on factors such as the culture and the size  of the school. SACs are made up of parents/guardians; school staff, including teachers  and support staff; students from grades 7–12 (elementary students may be included  when appropriate); and community members. 

SAC members may be elected or appointed for terms that do not normally exceed three  years. Most of the members of the council are elected from within their representative  groups, including parents/guardians, school staff, and students. Members from each  group are elected by their peers: parents/guardians elect parents/guardians, school  staff elect school staff, and students elect students. School staff are not eligible to  serve on their school’s SAC as parents/guardians or community members. 

Community members are appointed by SACs and must not be school staff or parents/ guardians of students. When appointing community members to SACs, it is helpful to  choose members who contribute specific expertise, skills, or knowledge that is needed.  No single membership group can make up more than one-third of the SAC membership,  unless the SAC Agreement provides otherwise. 

SAC membership parameters 

• minimum of five members, maximum of 18 

• must include representation from the following membership groups – parents/guardians 

– school staff 

– community members 

• minimum of two students are required on SACs for schools with grades 7–12 

– when SACs represent students from both junior and senior high schools,  draw from both levels if possible 

• the term “school staff” includes teachers and support staff 

• no single group can make up more than one-third of the SAC membership,  unless it is otherwise specified in the agreement 

• principals (or their designates) are non-voting members

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Efforts should be made to ensure council membership reflects the diversity of the  community served by the school. This includes, but is not limited to 

• African Nova Scotians 

• Indigenous peoples 

• other racially visible persons 

• persons with disabilities 

SACs may choose to designate seats in one or more of their membership groups to  represent their community’s diversity through their agreement and bylaws. When a  home and school association or parent-teacher group also exists in a school, SACs may  choose to designate a seat for a member from this organization through its agreement  and bylaws. 

The membership composition of SACs can look very different. Here are two examples: Elementary SAC with seven members 

• principal 

• two parents/guardians 

• two school staff members (one teacher and one support staff member) • two community members 

Junior and senior high SAC with 11 members 

• principal 

• three parents/guardians 

• three school staff members (two teachers, one support staff member) • two students 

• two community members 

School principals are non-voting members and cannot serve as chair. When principals are  unable to attend meetings, vice principals or a designate of the school administration is  required to serve in place of the principal as a non-voting member. 

A membership vacancy on the SAC does not impede the function of the council;  however, vacancies should be filled as soon as possible as per the process outlined in  the SAC’s bylaws.

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Election Guidelines 

These points are intended to assist in the process of electing SAC members: 

• elections will be conducted as described in an SAC’s bylaws (e.g., secret ballot,  appointment). 

• school staff must be elected by school staff. 

• student representatives must be elected by the student body. 

• parent/guardian representatives must be elected by parents/guardians with children  enrolled in the school. 

• community representatives are appointed by the council. 

• when a position on an SAC becomes vacant (e.g., if a member resigns early), the  vacancy must be filled from the relevant membership group. 

– vacancies of less than six months may be filled by SAC appointment. 

– vacancies of longer than six months will be filled according to the bylaws  governing elections or appointments of the appropriate membership groups to  fill the remainder of the term. 

• upon formation of the council, it is recommended that elected and appointed  members have staggered terms so that a minimum of 50 per cent of the  representatives are retained from one year to the next to provide continuity.  The term for any position must be no longer than three years. 

• SAC chairs are elected annually by SAC members. Ideally, chairs should not be  school staff members. Principals are not eligible to be the chair. 

• community members of the council must not also be a parent/guardian with a child  in the school. 

• school staff cannot serve in parent/guardian or community member roles on an  SAC at a school where they work. 

• SAC members who are absent for three consecutive meetings may be removed  from the council as stated in the bylaws. 

• principals, or their designates, are non-voting members. 

Defined Roles of Members 

SACs include designated leadership and support roles that contribute to their effective  operations. 

Chair 

The chair of an SAC represents the council and ensures open lines of communication  within their SAC and with their RED, school(s), parents/guardians, and communities.  The chair collaborates with the principal in an advisory role and together they establish  the agendas for meetings.

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SAC chairs should have a good understanding of the role and responsibilities of SACs,  their SAC’s bylaws and agreement, how to conduct effective meetings, as well as how  to develop a well-functioning SAC. 

The chair organizes, calls to order, and facilitates each meeting. They also ensure the  agenda is followed, the bylaws are respected, and that all members are encouraged to  contribute their own perspectives, interests, and concerns to the discussion. The chair  helps the SAC reach consensus and resolve conflicts, and assists the principal in  communicating to partner groups regarding the annual report. 

Vice chair 

It is optional for SACs to have a vice chair. Vice chairs act as chair when the chair is absent. Secretary 

SAC secretaries are responsible for recording and distributing the meeting summaries.  They ensure the summaries are available to the public (e.g., on the school website). 

Principal 

Principals are non-voting members of SACs and are expected to attend all SAC meetings.  Principals attend regional and provincial SAC events when possible. 

SACs are advisory bodies to schools and principals; therefore, principals cannot serve  as chair, nor do they count towards meeting quorum. Principals collaborate with the  SAC chair to prepare meeting agendas and are a valuable resource for SAC members  because they can guide them to appropriate information. SACs provide advice to support  the decision-making role of principals. 

Other roles of principals may include: 

• providing support for the effective functioning of the SAC. 

• ensuring the school improvement plan is a standing item on the meeting agenda. 

• supporting the SAC’s preparation of its annual report in the required template and  ensuring the report contains the information determined by the Minister. 

• collaborating with the chair when communicating about the annual report. • supporting reviews of the SAC Agreement and bylaws. 

• consulting with SACs on educational issues. 

• supporting professional development opportunities organized for SACs by the  Minister, RCEs, or other education partners. 

• communicating with the RCE and EECD on behalf of the SAC. 

• other roles as required. 

All members 

School staff, parents/guardians, students, and community members work as a team to • provide advice to principals on school programs and policies.

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• communicate with the groups they represent to articulate the diverse views that  exist within their school communities. 

• represent the best interests of students. 

• participate in the writing and review of the SAC Agreement, bylaws, and annual report. 

• work in collaboration with principals and participate in efforts to improve student  achievement and student and community well-being by receiving information on  the school improvement plan and monitoring progress and improvements under  the plan. 

• ensure that the SAC Agreement and bylaws are followed. 

Roles of Supporting Partners 

Regional Executive Directors of Education 

REDs provide ongoing support to SACs by 

• supporting their ongoing work. 

• reviewing and approving individual SAC Agreements and bylaws. • recommending SAC Agreements for approval to EECD. 

• consulting with SACs on educational issues, as set out in the Education Act and the  Ministerial Education Act Regulations. 

• organizing and supporting professional development opportunities for council  members. 

• monitoring and supporting SAC performance. 

• advising on or resolving conflicts related to SACs. 

• ensuring that SACs adhere to their agreements and bylaws. 

• receiving the SAC annual reports. 

• requesting advice from SACs on policies and other matters, in accordance with the  Education Act and Ministerial Education Act Regulations. 

Nova Scotia Department of Education and Early Childhood Development EECD supports SACs by 

• developing resources to assist them in fulfilling their duties and responsibilities. • providing a provincial model and framework for school improvement. • providing funds to support the mandate of the SACs. 

• organizing and supporting professional development opportunities for members. • providing mediation when there is unresolved conflict between an SAC and the RCE. • approving SAC Agreements.

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MEETING GUIDELINES 

These guidelines are intended to ensure conduct at SAC meetings is respectful and  equitable, and that each member’s contributions are valued. All meetings are open to  members of the public. The SAC’s bylaws should provide guidelines for public participation.  The chair facilitates the meeting and ensures it remains focused on the agenda.  

Before the meeting 

1. The chair organizes the agenda in collaboration with the principal and provides  council members with copies of the agenda for the meeting. 

2. The chair communicates the meeting time and location to all SAC members. At the meeting 

1. The chair calls the meeting to order. 

2. The chair recognizes members before they speak. 

3. All members should be provided a fair opportunity to express their opinions on the  agenda items. 

4. Each member should be permitted to speak once before anyone speaks for a  second time. 

5. If time does not permit full discussion on an item, it may be tabled for a future meeting. 6. Every member is equal and is treated fairly.  

7. The chair ensures all members, including students, have opportunities to speak. Meeting Overview 

Scheduling 

The time and date of all SAC meetings, including the annual general meeting (if an SAC  chooses to hold one), should be decided at the first meeting of the school year. 

Agenda 

The preparation of meeting agendas is the responsibility of the chair, in consultation  with the principal. The agenda states the order of business and topics for discussion.  See below for an example. 

Meeting summaries 

Meeting summaries are written records of meetings. SAC meeting summaries are  compiled by the secretary and should be brief highlights of key decisions and actions,  not a verbatim transcript. Summaries should be available to all SAC members before  the next regular meeting, where they can be approved or revised. After they’re approved,  the summaries should be posted in a place accessible to all members of the school  community, such as the school website. See below for an example. 

Note: The meeting schedule, agendas, and summaries must be made available to the public.

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Records created by SACs during the course of their work may be subject to the Nova Scotia  Freedom of Information and Protection of Privacy (FOIPOP) Act. More information on  the Act can be obtained from the RCE’s Information Access and Privacy manager. 

MEETING AGENDA EXAMPLE 

Hilltop Consolidated School Advisory Council 

MEETING AGENDA 

Date, time 

1. Call to order 

2. Approval of agenda 

3. Approval of previous meeting’s summary 

4. Business arising from the meeting summary 

5. School improvement plan update (standing item) 

6. New business (current items) 

a. Provincial assessment results  

b. School fees 

3. Special reports and/or presentations 

a. SchoolsPlus services 

b. Reading Recovery 

8. Public input 

9. Next meeting: date, time 

10. Adjournment

18 | Nova Scotia School Advisory Council Handbook 

MEETING SUMMARY EXAMPLE 

Hilltop Consolidated School Advisory Council 

MEETING SUMMARY 

Date, time 

1. Attendance (names and positions held) 

2. Call to order: Chair; Call to order time: 

3. Approval of agenda: (names and position held) 

4. Approval of previous meeting’s summary: (names and position held) 5. Business arising from the meeting summary 

a. Seven members of the SAC attended an SAC workshop sponsored by the  RCE. Sessions included “How to Run a Meeting” and “Sharing Ideas”. 

b. The principal updated the SAC on the status of the provincial policy on  school fees for extracurricular activities, on which the SAC had given input in  the spring of the last school year. The updated draft policy will be circulated  to SACs for final input within two to three months. 

6. School improvement plan update 

a. Provincial assessment results: The SAC reviewed data from the RW3, M4,  and RWM6 Nova Scotia assessment results (without student names). The  data supports our school’s goals in our school improvement plan (Student  Success Plan). 

b. The principal reported on the development of the school website, which is  part of our communication goal. The SAC reviewed the website and  expressed support for the work that has been completed. 

7. New business 

a. There was a presentation on the provincial School Code of Conduct and the  provincial Homework Policy. 

b. The SAC gave support to the school’s policy on students’ use of electronic  devices during class time. 

c. Representatives from the SAC agreed to attend the ribbon cutting ceremony  for the new addition to the playground. 

8. Next meeting: date, time 

9. Adjournment: time

Nova Scotia School Advisory Council Handbook | 19 

Quorum 

Council quorum is usually a simple majority of its members with at least one member  from each representative group, unless otherwise stated in the bylaws. The principal  (or their designate) is not counted when determining quorum. 

Decision-making 

SACs determine their own processes for making decisions and define those processes  in their bylaws. Some decisions, such as approving the meeting summaries, may be  made by a simple vote. Other decisions may be made more appropriately by consensus.  As advisory bodies, SACs are encouraged to seek consensus in most decisions. 

Conflict resolution 

Disputes within SACs that cannot be resolved internally may be referred to the RCE  staff person responsible for SACs. 

Communication 

Communication is very important to effective SAC operations. This includes  communication between SACs and the school community, their RCE, and EECD.  Communication can be meeting summaries, synopses of activities in the school  newsletter, updates through the local media, public service announcements about  upcoming meetings, or through other community communication hubs. 

While all SAC meetings are open to the public, principals are the spokespeople for the  SACs when communicating with the RCEs, EECD, or the media. Each RCE has a staff  person who is responsible for supporting SACs. 

SACs can communicate with their school communities in a variety of ways, such as 

• posting agendas and meeting summaries on a school bulletin board or the school  website. 

• creating a web page linked to the school website. 

• including information in the school newsletter. 

• setting up an information table during parent-teacher meetings. • advertising special SAC functions on the school letter board sign. • publicizing the annual report. 

• hosting school and community engagement sessions. 

SACs, when appropriate, should coordinate with other groups in the school, for example,  with home and school associations, PTOs or PTAs, or local volunteer organizations.

20 | Nova Scotia School Advisory Council Handbook 

Flow of Information Between SACs and Stakeholders

SAC 

School 

Community 

EECD 

Principal Regional 

Centre for 

Education 

Nova Scotia School Advisory Council Handbook | 21 

SPENDING GUIDELINES 

This information is intended to assist SACs in their budgeting of provincial funding  provided to support their mandates. 

Calculation of Funding 

• An annual funding allocation of $5,000, plus one dollar per student, will be provided  to each school with an SAC. If an SAC represents multiple schools, each school will  receive its own budget of $5,000 plus one dollar per student. The SAC will decide  how this funding will be spent for each school. 

• The regional centres for education will each maintain a registry of the SACs for  schools within their jurisdiction. The registries will be used by EECD and regional  centres for education, to guide funding distribution. 

Funding Parameters 

• Annual funding will be provided to SACs for use during the current school year.  Funds are not intended to carry-over for use in subsequent years. 

• Funding will be managed according to existing regional centre for education policies.  SACs will not establish a bank account to hold these funds. Principals will manage this  funding the same as they do their other school funds (e.g., student support grants). 

• SAC funding decisions should be made during meetings. 

• While an SAC may serve more than one school (i.e., a joint or regional SAC), funding  must be spent at the school it was allocated to. 

Reporting 

• Any funds used by SACs must be accounted for and reported on  (See www.ednet.ns.ca/SAC for a School Advisory Council Annual Report Template).  If further guidance on financial reporting is needed SAC members should approach  the school principal, who may then refer them to the SAC representative at their  regional centre for education. 

• All expenditures must fit into one of the three spending categories below: 

a. supporting the school improvement plan (e.g., providing resources to support  math and literacy instruction). 

b. supporting policy development and implementation (e.g., supporting and promoting  new policies). 

c. covering SAC operational expenses. Up to 20 per cent of provincial SAC funding  may be used as SAC operational expenses, if necessary, to encourage and support  member participation. 

A copy of the annual report should be submitted to the RCE before the end of the  school year. The report should also be made available to the public.

22 | Nova Scotia School Advisory Council Handbook 

CONCLUSION 

Serving on an SAC is a chance to help make our schools better and have a voice in  decisions that affect students and school communities. This handbook is intended  to support SAC members, both new and experienced, by establishing a clear common  vision of their roles and responsibilities.

Nova Scotia School Advisory Council Handbook | 23 

RESOURCES 

Nova Scotia Department of Education and Early Childhood Development. 2018.  Education Act. Halifax, Nova Scotia: Province of Nova Scotia.  

www.nslegislature.ca/sites/default/files/legc/statutes/education.pdf. 

Nova Scotia Department of Education and Early Childhood Development. 2018.  Ministerial Education Act Regulations. Halifax, Nova Scotia: Province of Nova Scotia.  www.novascotia.ca/just/regulations/regs/edmin.htm. 

Nova Scotia Department of Education and Early Childhood Development. 2019.  “School Advisory Councils.” Halifax, NS: Province of Nova Scotia. www.ednet.ns.ca/SAC.

24 | Nova Scotia School Advisory Council Handbook 

NOTES

NOTES

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, May 14th, 2025

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Call to Order - 4:04 pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC. She expressed her appreciation for the members and their dedication to the success of the school and all students. Janet Briggs confirmed that this was her last SAC meeting as she is retiring.

• Janet Briggs explained the Safe School Strategy is focused on a comprehensive approach to school safety which includes building a culture of well-being, enforcing effective physical security measures, and nurturing strong relationships throughout the school community. All members of the School Advisory Council participated in listing his/her top 3 values in creating an inclusive safe environment. These values will guide the development of our school’s mission statement.

Agenda:

SAC Funding (Gift Cards and Literacy/Math Interventions)

Janet Briggs thanked the SAC members for the continued dedication in approving financial support for school initiatives The funds this year were allocated for the primary fair through the purchase of gift cards.  Additionally, the money was directed towards literacy and math interventions, ensuring that students receive the extra support they need to succeed. The funds were used to cover the cost of substitute teachers who were brought in to facilitate small group sessions for Grade 3 students in need of targeted intervention. This strategic use of funds ensures that both the primary fair and academic support initiatives are effectively supported, benefiting students across various needs. 

Small Group Intervention

The small group intervention sessions focused on strengthening literacy and math skills, providing personalized attention to students who require additional help. Literacy sessions were conducted during the winter months, while math sessions took place throughout the spring.

Activities at Ferrisview - Several activities are offered free of charge to our students.

• Chinese Culture Dancers - All students participated in a dance session. This took place on February 28th during the school assembly as well as during music classes on that day.

• Reggae Roots and The “I Am” Experience - Grades 3-5 students participated in a presentation and concert highlighting the talents of Jah’ Mila and Keonte Beals. This cultural event was kindly hosted by the North Sydney Firefighters Club. 

• Field Trips -  All students will participate in an end of year field trip. Each teacher organizes a field trip that is appropriate for his/her grade level outcomes as well as student interests. These trips are funded from the Healthy Living Budget Grant. 

Grading Day - All students will receive a Ferrisview t-shirt for grading. This is funded by the Student Support Grant.

New Principal -  The new principal will be announced by the end of May

School Success Plan (SSP) Update:

As previously discussed, writing skills remain an area of concern throughout the region. Ferrisview staff and students will continue to focus on strategies to improve writing for a variety of purposes by developing clear ideas as well as using correct spelling and grammar to produce quality examples of student writing. Writing skills will continue to be strongly supported to help students become fluent and confident writers.

Concerns or Questions:

 None at this time

Best Wishes:

Dear Janet,

As you prepare to retire, we want to take a moment to express our deepest gratitude for your unwavering dedication and incredible leadership over the past five years at Ferrisview Elementary. Your commitment to the students, staff, and the entire school community has been nothing short of inspiring. You have always gone above and beyond to create a welcoming and nurturing environment where every child feels valued, supported, and encouraged to grow.

Your fairness and kindness were the cornerstone of your leadership. Whether navigating challenging moments or celebrating successes, you led with a steady hand and a compassionate heart. You made difficult decisions with the best interests of everyone in mind, and your thoughtful approach never went unnoticed.

You have shaped Ferrisview into a place where students and staff alike feel supported and inspired to do their best. Your legacy will continue to live on in the positive, caring community you have built. We are so grateful for everything you have given and for the mark you have made on all of us. You will be missed more than words can express, but we wish you all the joy and relaxation in this next chapter of your life.

Thank you, Janet, for being such a remarkable leader, mentor, and friend. Enjoy your well-deserved retirement!

With heartfelt appreciation,
The Ferrisview School Advisory Council

Meeting Adjourned:

4:29 pm

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, November 13th, 2024

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Janet Wilkie (Teacher Assistant/Community Member)

Call to Order - 3:58 pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC.

• Janet Briggs reviewed the list of Agenda items and turned the floor over to Kirt Winter to communicate the information he attained at the SAC Conference on September 27th, 2024.

Agenda:

• SAC Conference  update - Janet Briggs and Kirt Winter attended as representatives of Ferrisview Elementary

Kirt attended sessions pertaining to funding and grants available to the school to assist in the purchase of accessible play equipment and play areas. 

Several of the grants and funding deadlines have closed for this current school year.

Some deadlines are fast approaching and highly competitive. Applications will be made to those programs still available for this year.

• School Success Plan (SSP) Update:

• Janet Briggs reviewed the Grade 3 assessment results.

• Writing skills remain an area of concern throughout the region. Ferrisview staff and students will continue to focus on strategies to improve writing for a variety of purposes by developing clear ideas as well as using correct spelling and grammar to produce quality examples of student writing.

• P-2  - New literacy program currently in place

• Grades 3-5  - New literacy program (Self-Regulated Strategy Development - SRSD) focussing on the writing process is due to roll out in the Fall of 2025

• SAC Interventions 2023/24 Update -  Three intervention opportunities were available to the grade 3 students requiring additional support. 

• Fall 2023 Writing Intervention  - 6 students were supported with daily small group   instruction. This took place over a six week period. 

• Spring 2024 Writing Intervention - 2 students were supported 3 times throughout the 8 day cycle.

• Spring 2024 Math Intervention - 7 students were supported for 30 minute sessions occurring 5 times throughout the 8 day cycle over a period of 6 weeks.

• After an examination of the Grade 3 Provincial Assessment results for the students serviced, it is evident the interventions were successful.

• Request for Additional Support - Janet Briggs proposed a similar program of interventions for the current school year. The SAC members agreed.

• Schoolwide Activities -  Due to the changes in regulations regarding parents requiring helmets during skating, it was proposed the students from P - 2 attend bowling sessions instead. This alleviates cost for families and promotes inclusivity.

Grades 3 - 5 will participate in skating. Most students at this age are skilled enough to skate independently. Parents are still welcome to attend and support their children. 

Additions to Agenda:

• Highland Arts Theater-  An inquiry has been made to the HAT to provide a live theater experience to the students. Janet Briggs fully supports an opportunity for students to participate. Monique Buffett is awaiting a call back with possible opportunities. 

• Regional SAC Meeting - date to be determined

Concerns or Questions:

 None at this time

Future Meeting Dates:

February 12th, 2025 - Ferrisview

May 14th, 2025 - Ferrisview

Meeting Adjourned:

•   4:44 pm

School Advisory Council Annual Report 2023-2024

SAC Members :

Chair

Kirt Winter

Parent

Heidi Higgins

Parent

Melissa Deane

Parent

Teacher

Monique Buffett

Teacher

Teacher

Support Staff

Janet Wilkie

Support Staff

Student

Student

Community member

Community member

Principal

Janet Briggs

List of work undertaken to improve student achievement and school performance: 

The SAC supported small group interventions to support writing and math.

Significant milestones or successes

Anecdotal notes show improvement in both writing and math

Fment

Revenue

Expenses to support School Improvement Plan (SSP)

ITEM

AMOUNT

Small group writing intervention

$420.00

Small group math and writing intervention

$1,102.50

$

$

$

$

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, September 18th, 2024

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Melissa Deane (Parent/Community Member)

Janet Wilkie (Teacher Assistant/Community Member)

Call to Order - 4:06pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC.

• Enrollment Update

School Success Plan (SSP) Update:

• Janet Briggs is waiting to receive the Grade 3 assessment results.

• Writing skills remain an area of concern across the province. Ferrisview staff and students will continue to focus on strategies to improve writing for a variety of purposes by developing clear idea as well as using correct spelling and grammar to produce quality examples of student writing.

Agenda:

• Enrollment update - Total enrollment stands at 310 students (slightly down from last year)

All classes are at soft or hard cap with the exception of one Primary class that is below cap by one student and one Grade One class that is over cap by one student.

With the recommendation of the grade one teacher impacted, the committee chose to keep the class composition as is. 

• SAC Conference - This will take place in Halifax on September 27th, 2024

Janet Briggs and Kirt Winter will attend as representatives of Ferrisview Elementary. Becky Druhan, the Minister of Education will be the keynote speaker.

• Scheduling Changes -   The lunch break has increased by ten minutes resulting in a change of ten minutes to the end of the day dismissal. Students from Grades 1-5 play outside first and then transition to the cafeteria for their lunch. Parent feedback has been positive, relaying that the children are eating more and feeling less pressure to hurry to get out to play. The routine is subject to change slightly to accommodate winter apparel. 

• Provincial Results - Schools are awaiting the results of the grade three assessments.

Additions to Agenda:

• New Lunch Program - New program was discussed.

• Regional SAC Meeting - Held at Memorial High School on October 3rd, 2024

Concerns or Questions:

 None at this time

Future Meeting Dates:

October 3rd, 2024 - MHS Community Meeting

November 13th, 2024 - Ferrisview

February 12th, 2025 - Ferrisview

May 14th, 2025 - Ferrisview

Meeting Adjourned:

•   4:43 pm

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, May 8th, 2024

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Melissa Deane (Parent/Community Member)

Heidi Higgins  (Parent/Community Member)

Janet Wilkie (Teacher Assistant/Community Member)

Call to Order - 4:02pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC.

• Math Support Update

School Success Plan (SSP) Update:

• Mathematics Small Group Support/Intervention Program - In February a recommendation to provide small group support for students was put forth. This would require employing a teacher for a percentage of each week to provide these supports. The percentage will be determined by current scheduling of students. All SAC members were in favor. 

• Follow-Up - A six week Mathematics Intervention Program was offered to a select group of students requiring a boost in some areas of the curriculum. The program consisted of two groups of students who met with the Intervention Teacher for 30-45 minutes, five days out of the eight day cycle. Areas of concern were determined by looking at student performance in the diagnostic and cumulative assessments throughout the year. Homeroom teachers as well as the Math Coach provided feedback as to where to begin with the students chosen. Students participated in hands-on and written activities throughout each session. They practiced using manipulatives such as base ten blocks, money, ten frames, 3-D shapes and counters. The questions came from diagnostics, cumulative assessments as well as documents provided to math intervention teachers and coaches by the Center of Education. Timeframe for the Intervention was March 18th - April 26th, 2024. 

Agenda:

1. Grade Three Assessments

• Dates -  Assessments will be written on May 14th, 15th, 16th and 17th with the Literacy assessment completed first.

• Snacks - Debbie Madore, the Dietician with the CBVRCE is providing healthy snacks consisting of milk, apples, crackers and cheese to all students writing the assessments.

2. Additions to Agenda 

• Early Literacy Teacher - our students have outperformed the need for additional support from the Early Literacy teacher. They have made gains in reading making this support unnecessary at this time. To support our new readers, Ms. Briggs has requested an Intervention Teacher to work with the Primaries struggling with UFLI and letter recognition. This will be a short, intensive program.

• Grade Three Students - Grade three students have been communicating with seniors at the local guest home. The school is planning a trip for the students to meet their penpals. An outdoor visit was discussed to protect the vulnerable patients.

• Enrollment -  With the ongoing fluctuation in enrollment, decisions regarding soft/hard caps may need to be addressed in the Fall of 2024.

• New Reading Recovery Program - The reading recovery program has been reformatted. One Reading Recovery Teacher will be working with small groups in the classroom.

• Outdoor Activity Day - All students will participate in an activity day on June 21st, 2024. This activity will take place on school grounds.

• Breakfast Program Volunteers - with the new school year approaching and some volunteers stepping down for a much needed break after years of service, we are in need of volunteers. 

• Retirements - Ms. Anita MacNeil (Primary Teacher), Ms. Donna Clarke (Grade One Teacher) and Ruth Hiscock (Lunch, Bus and Grounds Supervisor) are retiring in June 2024.

• Field Trips - All grades will be participating in a field trip. Location is at the teachers discretion keeping their students needs and abilities in mind.  

• T-Shirts and Grade 5 Fun Afternoon - T-Shirts will be provided to the Grade 5 Grads. A fun afternoon will be planned on site for students to play and engage with the other grads. 

3. Concerns or Questions - none at this time

Meeting Adjourned:

•   4:47 pm

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, February 21st, 2024

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Melissa Deane (Parent/Community Member)

Heidi Higgins (regrets)

Janet Wilkie (regrets)

Call to Order - 4:03pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC.

• Literacy Support Update

• SAC expenditures/financial report

School Success Plan (SSP) Update:

• Literacy - As of September, staff identified writing skills as the area of concern.

P - 3 teachers received Responsive Literacy resources early in September

Grades 4 - 5 teachers received English Language Arts Outcomes and a Writing Continuum Checklist

Janet Briggs suggested the use of resources to employ a teacher for 25% of the day to provide small group instruction in writing, targeting our grade 3 demographic. Grade 3 teachers will determine the target groups as well as the writing goals. All members were in agreement to use funds for this purpose.

A teacher has been employed for 25% of each day to provide a boost program for students who require some support to meet grade level expectations. 

This teacher has identified the following skills as areas of concern;

1. Writing Stamina

2. Conventions

3. Transition Words and phrases

• Strategies

1. Throughout the sessions, students focused on pre-writing activities to improve and increase details

2. Students produced formal pieces of writing 

3. Students used writing Rubrics and Checklists

• Update: The literacy support was successful and students have developed skills to increase writing stamina, conventions and transitions. Students are working with the CBVRCE School Wide Writing Plan/Writing Continuum as well as the Provincial Assessment Writing Rubric. These tools provide guidelines to promote student awareness and independence throughout the writing process.

• Follow-up: Due to the success of this support, a second session with a new group of students has been recommended. The School Advisory Council agreed to and supported this recommendation.

Agenda:

1. Standing Agenda Items

• Mathematics Small Group Support/Intervention Program - A  recommendation to provide small group support for students was put forth. This would require employing a teacher for a percentage of each week to provide these supports. The percentage will be determined by current scheduling of students. All SAC members were in favor.

• SAC Expenditures/Financial report - Funds have been used to support the writing intervention program as well as to cover costs of the holiday lunch which was offered to the entire student body. SAC has approved the release of funds to begin sessions of Literacy and Mathematics Intervention. 

• Student Support Grant - Funds are used to cover costs of field trips, school sports and skating trips. 

• Parent Feedback - A few parents expressed concerns regarding students eating in winter outwear during lunchtime. This concern was addressed with the parents of the SAC and they did not consider this an issue. The SAC parents voiced their approval of the practice to ensure students receive the maximum outdoor playtime possible. 

2. Additions to Agenda 

• Outdoor Classroom Repair -  the outdoor classroom sustained some damage due to snow removal. Janet Briggs will submit a report to SAP to request the repairs.

• Skating -  It was suggested that the school reach out to the local highschool hockey teams to help support and instruct students during the skating sessions. This would benefit both student bodies and promote community involvement. Janet Briggs will contact the Principal of Memorial High School with this suggestion for the 2024/25 school year. 

3. Concerns or Questions - none at this time

4. Future Meeting Date - May 8th, 2024 - Ferrisview Elementary

Meeting Adjourned:

•   4:43 pm

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Wednesday, November  8th, 2023

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Kirt Winter - Chair (Parent/Community Member)

Melissa Deane (Parent/Community Member)

Call to Order - 4:01pm

Principal’s Report - General Update:

• Welcome and thank you to all attending members of the SAC.

• Provincial Assessment results have been received and analyzed.

School Success Plan (SSP) Update:

• Literacy - As of September, staff identified writing skills as the area of concern.

P - 3 teachers received Responsive Literacy resources early in September

Grades 4 - 5 teachers received English Language Arts Outcomes and a Writing Continuum Checklist

Janet Briggs suggested the use of resources to employ a teacher for 25% of the day to provide small group instruction in writing, targeting our grade 3 demographic. Grade 3 teachers will determine the target groups as well as the writing goals. All members were in agreement to use funds for this purpose.

• Update - A teacher has been employed for 25% of each day to provide a boost program for students who require some support to meet grade level expectations. 

This teacher has identified the following skills as areas of concern;

1. Writing Stamina

2. Conventions

3. Transition Words and phrases

• Strategies

1. Throughout the sessions, students will focus on pre-writing activities to improve and increase details

2. Students will produce formal pieces of writing 

3. Students will use writing Rubrics and Checklists

Review of Provincial Assessment Results:

Literacy - Reading and Writing results indicate an increase in both areas. Writing remains an area of focus for the current group of grade fours. 

Mathematics - Math assessment results indicate a significant increase in overall achievement. 

Reflection: During the November staff meeting, teachers were asked to reflect on practices that helped promote achievement and student scores. The following strategies and resources were all considered essential to the students’ growth and success:

• Small group instruction

• Google Literacy and Math Classrooms

• Boost groups with students close to grade level expectations

• Structured, designated times for instruction 

• Referring students to program planning

• Integrating technology to increase student engagement

• Using curriculum documents such as Year at a Glance for Math and Responsive Literacy for ELA, diagnostic math assessments, pre and post testing

Agenda:

1. Additions to Agenda - none added

2. Standing Agenda Items

• SAC Survey -  Completed as a Group with SAC members 

PD requested as a result of the current school demographic - Cultural Awareness Professional Development for staff to help transition newcomers successfully.

• Community SAC Meeting  Reminder - Community members as well as all SACs within our Family of schools will have an opportunity to meet to discuss and to provide feedback/input into current matters. 

Location: Memorial High School

Date: December 5, 2023

Time: 6:30 - 8:00 pm

• Activities:

Remembrance Day Ceremony - November 9th, 2023

Soccer - two teams participated in soccer this year. Students learned the value in teamwork and good sportsmanship. 

Basketball - there will be two teams again this year. Both coaches are returning to support our teams.

Youth in Motion - Grade four students will have the opportunity to participate in this free event.

Swim to Survive - Grade three students will have several swimming sessions at the local pool. The students will participate in life saving skills around water.

Skating - All students from Primary to Five will take part in three skating sessions scheduled between January and February.

Holiday Concert - The two dates are set for December 7th (3PJ - 5) and December 12th (Primary - 2/3LR)

• Concerns or Questions - none at this time

• Future Meeting Dates:

December 5th, 2023 - MHS Community Meeting

February 21st, 2024 - Ferrisview

May 8th, 2024 - Ferrisview

New Business:

• To promote writing skills and community involvement, grade three students will be writing letters to the guest home during the holiday season.

Meeting Adjourned:

•   4:44 pm

Ferrisview Elementary School Advisory Council (SAC)

Meeting Minutes

Thursday, September 27th, 2023

4:00 pm 

Attendance: 

Janet Briggs (Principal)

Monique Buffett (Teacher)

Janet Wilkie (Teacher Assistant/Community Member)

Heidi Higgins (Parent/Community Member)

Kirt Winter - Chair (Parent/Community Member)

Melissa Deane (Parent/Community Member)

Call to Order - 4:02pm

Principal’s Report - General Update:

• Welcome and thank you to all returning members of the SAC.

• All members in attendance

School Success Plan (SSP):

• Review of the school improvement goals:

  • Well-being - Students are being encouraged to self-regulate as well as to resolve small issues and conflicts independently.  A visual of “The Problem Solving Wheel” is present in all areas for students to reference and to decide on an alternative resolution or plan of action. The wheel provides several options for students to resolve problems independently.

Guidance Counselor will provide Tier One support by working in classrooms to teach Zones of Regulation. This program helps students identify how they are feeling as well as develop skills to regulate their emotions. 

• Literacy - Staff identified writing skills as the area of concern.

 P - 3 teachers received Responsive Literacy resources early in September

Grades 4 - 5 teachers received English Language Arts Outcomes

Janet Briggs suggested the use of resources to employ a teacher for 25% of the day to provide small group instruction in writing, targeting our grade 3 demographic. Grade 3 teachers will determine the target groups as well as the writing goals. All members were in agreement to use funds for this purpose.

• Mathematics - Mary Lou Andrea is meeting with schools and staff to promote a Physically Active Framework/ASK  for math instruction. The goal is to provide students with opportunities to move while learning.

Agenda:

1. Additions to Agenda - none added

2. Standing Agenda Items

• Community SAC Meeting - Community members as well as all SACs within our Family of schools will have an opportunity to meet to discuss and to provide feedback/input into current matters. 

Location: Memorial High School

Date: December 5, 2023

Time: 6:30 - 8:00 pm

.

• School Pictures - The Photographer will be at Ferrisview on Friday, November 3rd, 2023. All dates and important information will be provided through electronic newsletters and made available on the Ferrisview website.

• Orange Shirt Day - Orange t-shirts have been purchased for all students at Ferrisview and will be distributed Friday, September 29th. During our assembly, students will acknowledge Mi’kma’ki, the traditional territory of the Mi’kmaq people.

Teacher directed instruction about Truth and Reconciliation is taking place in the classrooms.

An alert will be sent out to remind parents that t-shirts are available at the school for this day

•  Concerns or Questions - none at this time

• Future Meeting Dates:

November 8th, 2023 - Ferrisview

December 5th, 2023 - MHS Community Meeting

February 21st, 2024 - Ferrisview

May 8th, 2024 - Ferrisview

New Business:

• Janet Briggs is waiting to receive the Grade 3 assessment results.

Meeting Adjourned:

•   4:33 pm

2023-2024 SAC Ferrisview

Chair - Kirt Winter (Parent)

Heidi Higgins - (Parent)

Melissa Deane (Parent)

Janet Briggs (Administrator)

Monique Buffett (Teacher)

Janet Wilkie (Teacher Assistant)

Meeting Minutes - School Advisory Council

Wednesday, November 23rd, 2022

In attendance (virtual):

Janet Briggs

Neeta Kumar-Britten

Lyndsey Perry

Monique Buffett

Heidi Higgins

Kirt Winter

Melissa Deane

Technical Difficulties:

Holly MacMillan

Diana Scott

Agenda 

Introductions

Photographer

Concert and Volunteers

Breakfast Volunteers

NS Assessment Results

SAC Funded Intervention - Spring 2022

SSP Goals

Attendance

Future Meeting Dates

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Photographer  - Staying with Life Touch

Concert and Volunteers

Dates set for December 14. 15, volunteers to be set in place

Breakfast Volunteers - Putting out the call

NS Assessment Results - String Math - majority of students at or above grade level

Reading - majority of students at grade level

Writing - challenges in this area

SAC-Funded Interventions  - Approved by SAC for Writing and Math Work in early 2023;  Targeted interventions in math and writing.

SSP Goals - Wellness, Math, ELA

Attendance - We monitor daily attendance for the school population.  Data is kept.

Future Meeting Dates:

Jan 18, 2023 4PM

May 17, 2023 4PM