student success - River East Transcona School Division

ANNUAL REPORT
to the community • 2006–2007
Creating student success

PURPOSE
The River East
Transcona School
Division exists to
educate students
to be inspired,
skilled, responsible
citizens.
VISION
The River East
Transcona School
Division will be
forward-looking,
innovative and
service-oriented,
offering superior,
comprehensive
programming
to meet the
emerging needs
of our students
and community.
MISSION
To fulfill our purpose
and in our
journey toward our
vision, the River
East Transcona
School Division
is committed to
provide:
Relevant, progressive
educational
programming and
supportive services
in a safe, stimulating
learning environment.
greetings
It is a great pleasure to present you with just some of the
new and ongoing initiatives that are a source of pride
for us in River East Transcona School Division.
It is a challenge to portray the scope of evolution that
occurs in our division every year. We have highlighted a
few of the topics that demonstrate how we are working
toward objectives that are ever-present: improving
student success, enhancing teacher and student technology skills, building connections
with our community, and ensuring the safety of all staff and students.
This has been another banner year for River East Transcona School Division
and this report gives you a good sense of the hard work being done by all of our
students and staff. We hope you enjoy reading it.
Dennis Pottage
Superintendent/CEO
River East Transcona School Division
On behalf of the River East Transcona School Division
board of trustees, I am pleased to present our third
annual report to the community. We hope you will find
the information within to be interesting and enlightening.
The face of education is constantly changing to meet
the needs of students. This report touches on just a few
examples of the directions our division is taking to cultivate both the hearts and
minds of the children who represent our future. By highlighting these initiatives,
we hope you will feel informed about the progress our division is making in working
“Toward improved student learning and the development of inspired, skilled,
responsible citizens,” one of our strategic directions.
Robert Fraser
Chair, Board of Trustees 2006-07
River East Transcona School Division
divisional priorities 2007-08
1. Strengthen assessment practices to inform teaching and enhance learning.
2. Create and enhance safe and respectful school cultures.
3. Support teaching and learning by extending purposeful use of
technology.
4. Enrich educational opportunities for students through purposeful connections
between the division and its community.

FinanCial details
River East Transcona School Division is responsible for providing adequate
resources and skilled professional and support staff to educate, guide and serve
the needs of our students so they can learn and progress to the fullest extent
possible.
The following breakdown of budget expenditures provides a detailed look into
how money is distributed to key areas. It illustrates that the focus of our budget
continues to be on preserving essential programming and providing resources
to instructional activities.
In this budget, support activities such as operations and maintenance, division
administration, transportation and payroll tax, represented 20 per cent of the
operating expenditures. This means 80 per cent of the budget was directed to
students.
RETSD 2006-07 Budget
Instructional Programs DOLLARS %
Regular Instruction 84,302,735 59.6
Exceptional 22,556,240 15.9
Instruction & Pupil Support Services 6,342,443 4.5
Total budget for instruction programs 113,201,418 80.0
Support Services DOLLARS %
Division Administration 4,227,338 3.0
Community Education & Services 581,195 0.4
Transportation of Pupils 2,604,300 1.8
Operations & Maintenance 17,135,100 12.1
Payroll Tax & Interest 2,357,000 1.7
Capital Expenditures 1,412,700 1.0
Total budget for support services 28,317,633 20.0
Grand total • all areas 141,519,051 100
BUDGET FACTS
The following is a summary
of income sources for the
2006-07 school year:
Provincial program funding
55.2%
Local special levy
33.7%
Education property tax credit
8.7%
Other provincial sources
1.7%
Non-provincial sources
0.7%
The following is a summary
of expenditures for the
2006-07 school year:
Salaries and benefits
82.6%
Services and utilities
9.3%
Supplies, materials and equip-
ment
5.3%
Interest, payroll tax and
Schools of Choice
1.8%
Capital expenditures
1.0%

2
STUDENT SUCCESS
developing math skills
Inspired by the success of an initiative at Salisbury Morse Place School, River East Transcona School
Division is now developing a program designed to help students become better mathematicians.
In 2006-07, a two-year pilot of the Early Numeracy Intervention Project (ENIP) was launched in eight
schools in the division. Designed by a team of educators from the division and based on the work of
Wright, Martland and Stafford, the project supports kindergarten and Grade 1 students in developing
early number sense. Seven individuals have been specially-trained to become the project’s facilitators.
For the first five months of the pilot, the facilitators worked on early numeracy with all kindergarten
students. For the remainder of the school year, facilitators worked with those kindergarten students
identified as benefiting from additional support. A number of Grade 1 students also received additional
support through the project.
Facilitators worked with the students on a one-on-one basis, in pairs, or in groups of three in regularly
scheduled 10 to 15-minute sessions. During the sessions, children strengthened their understanding
of the “big ideas” associated with early number sense—for example, counting, recognizing numbers,
understanding that numbers represent quantities and recognizing that there are relationships between
numbers (such as one-more-than, one-less-than, making fives and tens, doubles and near doubles). Understanding
these ideas helps children build strategies that lead to later success in mathematics.
The ENIP was monitored closely during its first year and assessment of both the project and student
learning was ongoing. Initial results show significant growth in the number sense of students involved in
the project at each of the eight schools.
In 2007-08, the project’s structure will be further refined, with emphasis on intensifying the link
between the classroom and the work of the facilitator, and adjusting the assessment tools used in the
project. The long range plan is to gradually introduce the Early Numeracy Intervention Project into all
early years schools in the division.

inCreasing literaCy
Grade 1 children in River East Transcona School Division who are having
difficulty learning how to read and write are getting the extra help they need
through Reading Recovery, a program that yields impressive results.
In 2006-07, a total of 173 Grade 1 students received extra help with reading
and writing through Reading Recovery. As a result of the program, about 75
per cent of those children brought their reading level up to the average in the
classroom, a percentage that exceeds the international success level.
The results have a lasting impact, too. The division tracks the performance of
former Reading Recovery students through to Grade 6 and statistics show the
majority maintain the average reading level for their classroom. Reading Recovery
gives students the strategies they need for continued academic success.
Reading Recovery was founded in 1978 by Dame Marie Clay, a professor at the
University of Auckland, New Zealand. The program has since attained international
recognition as a successful intervention strategy for young readers. It has
been used in River East and Transcona schools for about a decade. The division
currently has 26 Reading Recovery teachers.
Reading Recovery involves daily 30-minute individual lessons, conducted outside
of the classroom, for 12 to 20 weeks. The lessons, tailored to each student’s
unique needs, focus on comprehension in reading and constructing messages
in writing. Students spend time with the Reading Recovery teacher reading
books, writing stories and drawing from their own experience and knowledge to
develop strategies that will help them become better readers and writers.
FAST FACTS
RETSD READING
RECOVERY STATISTICS
Total number of Grade 1
students • 888
Number of Grade 1 students
participating in Reading
Recovery • 173
Participation by gender •
102 boys, 71 girls
Long-term results
The long-term achievement
of former Reading Recovery
students is tracked to Grade
5 in the areas of reading and
writing. The following results
are for students who, over
time, have performed in the
average range or above:
Grades 2–3
Reading 85%
Grades 2–3
Writing 83%
Grades 4–6
Reading/writing 72%
EARLY NUMERACY
INTERVENTION PROJECT
SCHOOLS
Emerson Elementary School
Joseph Teres School
Maple Leaf School
Polson School
Prince Edward School
Princess Margaret School
Radisson School
Salisbury Morse Place School
Wayoata Elementary School

strength in numbers
Each year, River East Transcona School Division participates in a province-wide assessment of student
learning. Provincial assessments are completed in three areas:
• Grade 3 classroom-based assessment of reading and numeracy, and Grade 4 assessment of French Immersion
lecture
• Middle years classroom-based assessment of key competencies in mathematics, reading comprehension
and expository writing
• Grade 12 curriculum-based standards test in language arts and mathematics.
The newest of these provincial assessments, the Grade 7 and 8 middle years assessment, was introduced
in January 2007. For additional information about the provincial assessment program, contact your
child’s teacher.
Grade 3 division results • 2006
Mathematics
ME NSH NOH
Eng. % F I % Eng. % F I % Eng. % F I %
Sorts objects 73.1 73.3 22.7 15.9 4.3 10.2
Measurement 67.5 77.8 28.2 19.3 4.3 2.8
Addition facts 49.4 61.9 31.5 29.5 19.1 8.5
Subtraction facts 26.2 30.7 36.0 40.3 37.8 29.0
Extends and describes patterns 55.9 77.8 35.7 19.9 8.4 1.7
Problem-solving 50.3 54.0 38.2 34.7 11.5 11.9
Compares numbers 70.5 77.3 21.2 19.3 8.4 3.4
Place Value 64.4 71.6 24.4 25.0 11.3 3.4
Graphing 76.0 73.9 21.3 21.0 2.7 5.1
Reading
Reflection 72.1 80.8 21.4 15.8 6.5 3.4
Oral reading 71.3 79.7 15.3 13.0 13.5 7.3
Comprehension 68.0 79.1 22.9 14.1 9.1 6.8
Grade Lecture • Reading in French
Reflection n/a 51.8 n/a 39.5 n/a 9.3
Oral reading n/a 52.3 n/a 31.4 n/a 16.3
Comprehension n/a 62.8 n/a 27.9 n/a 9.3
ME • meets expectations NSH • needs some help NOH • needs ongoing help FI • French Immersion

Middle years provincial assessment results • 2006
Grade 7 number sense and number skills
Grade 12 provincial standards test results
January 2006 June 2006 January 2007 June 2007
DA% PA% DA% PA% DA% PA% DA% PA%
English language arts 67.2 66.9 58.5 63.9 63.4 63.7 60.9 64.2
French language arts 70.9 65.7 65.5 68.1 62.3 66.5 not available
Mathematics • applied 46.1 54.3 57.8 61.7 63.8 64.8 58.2 64.2
Mathematics • consumer 64.1 65.0 63.6 62.9 59.8 63.0 62.3 62.1
Mathematics • pre-calculus 55.9 63.2 62.3 67.3 53.7 62.3 66.6 67.9
DA • average division mark PA • average provincial mark
ME APP NM OR
Eng. % F I % Eng. % F I % Eng. % F I % Eng. % F I %
Orders fractions 55.8 61.9 29.9 32.0 11.8 6.1 2.6 0
Orders decimal numbers 66.7 78.2 24.5 15.2 6.1 6.6 2.6 0
Number representation 57.1 68.0 29.9 28.4 10.4 3.6 2.6 0
Uses number patterns 41.7 31.5 42.7 57.9 13.1 10.7 2.5 0
Uses a variety of strategies 48.1 56.9 35.5 41.5 13.8 2.0 2.7 0
Grade 8 expository writing
Generates, selects & organizes ideas 54.5 77.4 13.6 19.5 8.8 3.2 5.0 0
Chooses language to make impact 43.5 74.7 41.5 17.4 10.1 7.9 4.9 0
Uses conventions & resources 49.2 71.6 34.4 24.7 11.5 3.7 4.8 0
Grade 8 compréhension en lecture
Understands key ideas & messages n/a 62.2 n/a 35.6 n/a 2.1 n/a 0
Interprets a variety of texts n/a 63.3 n/a 33.5 n/a 3.2 n/a 0
Responds critically to texts n/a 53.2 n/a 41.5 n/a 5.3 n/a 0
ME • meeting mid-Grade 7 level performance APP • approaching mid-Grade 7 level performance
NM • not meeting mid-Grade 7 level performance OR • out of range

6
appropriate eduCation
River East Transcona School Division (RETSD) is committed to maximizing the potential for all students
to participate in the academic and social life of their school and community.
Through the supports provided by its Student Services Unit and Child Guidance Clinic—comprised
of consultants, teachers, clinicians and other specialists—the division is well on its way to making this
vision a reality. To enhance what is already in place, the unit launched a three-year plan in 2006-07 to
develop and implement a service delivery model that further supports the creation of an inclusive culture
in RETSD. The driving force comes from the 2004 RETSD Student Services Review and the Appropriate
Educational Programming legislation (Bill 13) that came into effect in the province in 2005.
The Student Services Unit has identified the supports and services already in place for students and their
families and created the Continuum of Supports, showing the extent of assistance available—beginning in
the classroom and extending to the division and community.
An audit of division policies and practices is being conducted to ensure they support the Appropriate
Educational Programming legislation. As well, in early 2007, a long-term plan to promote physical accessibility
for students and their families was developed, and a community forum was held to strengthen
partnerships with community agencies that work closely with Student Services Unit staff.
Meanwhile, a review has begun of the specialized software and technology options available to enrich
learning for children with special needs, and the process for individual educational planning was examined
with an aim to advance the process.
Guidelines soon will be developed to enhance the transition of students between schools, as well as
between their school and the community. The division has supported the training of a multi-disciplinary
team to provide professional development and support for students with Autism Spectrum Disorder.

superior skills
Due to lower birth rates and an aging population, a skills shortage is on the
rise, resulting in a high demand for trades people. By 2020, it is estimated
Canada will be short one million workers. 1 In the manufacturing sector
alone, 400,000 workers will be required in the next 15 years due to retirement.
2 By 2007, more than one-third of jobs created in Canada will require
trade certification or a college diploma. 3
Skyrocketing demand and above-average earning potential combine to make
trades a more than viable option for some River East Transcona students.
To meet this demand, the division offers opportunities for training in everything
from advertising art and aerospace to welding and woodworking.
The Skills Canada competition showcases the talent of many secondary and
post-secondary students enrolled in vocational education programs. The
students first compete on a provincial level, with gold medal winners moving
on to the national competition. In 2007, the following River East Transcona
School Division students gleaned nine gold medals at the Skills Manitoba
competition and, of those gold medal winners, two received silver (S) and
three received bronze (B) at the nationals in Saskatchewan.
1 Conference Board of Canada, Canadian Outlook: Long-Term Forecast, 2000
2 Canadian Manufacturers and Exporters, Ensuring the Future of Canadian Manufacturing, February 2005
3 Job Futures 2000, www.jobfutures.ca
skills manitoba gold medalists
Kildonan East Collegiate
Anthony Majure • 2-D Characteracter Computer Animation (S)
Jonnathan Smadello • 2-D Characteracter Computer Animation (S)
Tyler Filz • Baking
Nick Kruse • Culinary Arts
Nicole Neufeld • IT Software Applications
Miles Macdonell Collegiate
Joel Lamb • IT and Network Support (B)
Rychee Sam • Aesthetics (Nail Technician)
Murdoch Mackay Collegiate
Kyle Kolke • Precision Machining (B)
Samantha Wichenko • Women’s Apparel Design (B)
FAST FACTS
SKILLS MANITOBA
SILVER MEDALISTS
Kildonan East Collegiate
Jason Anderlic • 3-D Character
Computer Animation
Joshua Jacobson • 3-D Charac-
ter Computer Animation
Scott White •
Website Development
Miles Macdonell Collegiate
Scott Lao • Photography
Manpreet Saini • Aesthetics
Nick Luchak • 2-D Character
Computer Animation
Corey Doncette • 2-D Charac-
ter Computer Animation
Murdoch MacKay Collegiate
Sabrina Fehr •
Women’s Apparel Design
Tyler Chubb •
Precision Machining
Matthew Sanscartier •
Prepared speech
SKILLS MANITOBA
BRONZE MEDALISTS
Kildonan East Collegiate
Kurt Neumann •
Electrical Wiring
Miles Macdonell Collegiate
Kayla Warman • Aesthetics
Murdoch MacKay Collegiate
Keeley Braunstein-Black •
Women’s Apparel Design
River East Collegiate
Spencer Loewen • 3-D Charac-
ter Computer Animation
Blair Thiessen • 3-D Character
Computer Animation

8
CARING SCHOOLS
maximizing student potential
River East Transcona’s spirit of innovation continues to grow, with the division’s programming being
continuously fine-tuned to meet the needs of individual students.
In 2006, staff from Munroe Junior High School unveiled a new divisional project they spearheaded in
collaboration with the superintendent’s department and board of trustees.
All Students Achieving Potential (ASAP) involves the collaboration of classroom and resource teachers
with educational interns and teaching partners to deliver instruction that maximizes the potential for
addressing the needs of all students, ranging from at-risk to gifted. A social worker and school counsellor
provide whole-class social skills training and enhanced partnerships with families. The school counsellor
plays a central role in implementing Munroe’s “restorative discipline” model through mediation and
conflict resolution. Paraprofessionals, parents and guardians are also part of the team.
The ASAP model adapts the curriculum and environment in response to the learning diversity, interests
and strengths of students and is delivered to individuals or in flexible groupings. Students are integrated
in the differentiated classroom, and are supported by the teams of classroom teachers, educational interns
or teaching partners. Labels are avoided and all students are seen as having unique gifts and talents.
Such differentiated teaching also recognizes the development of appropriate social skills as a measure of
improved academic performance and behaviour. By addressing the causes of behaviour, ASAP has made
a very positive difference in the climate of the school, in a surprisingly short time.
Preliminary results show ASAP has helped at-risk students move up two to three grade levels in English
Language Arts and Math. The suspension rate is down significantly and referrals to the office and Child
Guidance Clinic psychologist have also decreased dramatically.
ASAP is implemented using existing grant dollars with no additional funding required.

making a diFFerenCe worldwide
A key belief within River East Transcona School Division (RETSD) is
that, working together, staff can make a significant difference in the lives of
their students.
Taking that one step further, RETSD schools are making great efforts to
accomplish this by teaching students themselves how to make significant
differences in other’s lives, both locally and globally.
This is evident in three schools in the division—Collège Pierre-Elliott-
Trudeau (CPET), John Pritchard School and River East Collegiate—who
are participants in the Associated Schools Project Network (ASPnet), created
by the United Nations Educational, Scientific and Cultural Organization
(UNESCO). ASPnet is comprised of about 7,800 educational institutions
in 175 countries, invited by UNESCO to focus on four main themes
of study: world concerns and the United Nations system, human rights and
democracy, intercultural learning, and environmental issues.
Making strides on a local level, John Pritchard students took part in an
interfaith awareness program with students from two other ASPnet schools
—Al-Hijra Islamic School and St. Emile Catholic School—exploring their
similarities and differences, and touring a mosque, church and Buddhist
temple. CPET students organized fundraising campaigns for The Rainbow
Society, The Christmas Cheer Board and the Canadian Foundation for
AIDS Research. River East students raised funds for Habitat for Humanity,
and 30 students will participate in building homes in Winnipeg.
On a global level, River East Collegiate students raised $14,000 to have
a school built in Sierra Leone, Africa, and continue to support the school
yearly, to pay for teachers and supplies. As well, John Pritchard’s Brick by
Brick Committee has been raising funds to build a school in Kenya, Africa.
CPET students raised funds to support the Stansberry Children’s Home
and Guarderia Moises in Santa Cruz, Bolivia, where, for the third time,
they sent a group of students and teachers to volunteer their time and learn
about the challenges faced by a developing country.
Rather than feeling powerless in the face of
adversity, today’s students see themselves
as empowered—an integral part of
larger solutions. Clearly, they are
increasingly aware of both local
and world issues and, with the
encouragement of RETSD
educators, more committed
than ever, to making a
difference.
Photo courtesy of NASA
FAST FACTS
RETSD principal
introduces ASPnet
to Canada
gareth neufeld, prin-
cipal of munroe Junior
high school, is a national
spokesperson for aspnet,
as designated by the
Canadian Commission for
unesCo.
neufeld has championed
Canadian involvement
and been instrumental
in establishing aspnet in
Canada by:
• organizing and participating
in numerous international
cooperative efforts;
arranging exchange
programs, leading seminars
abroad, developing
websites.
• Collaborating with the
secretary-general of the
Canadian Commission for
unesCo, to determine
the process for initiating
aspnet locally.
• working with a local mla
and the minister of education
to promote the
Canada-wide expansion
of aspnet.
• serving as an advisor to
the Canadian network of
aspnet schools.

10
TECHNOLOGY
literaCy with iCt
River East Transcona School Division (RETSD) is meeting the challenge of integrating technology into
the curriculum in meaningful ways, making it a valid tool for enhancing learning in the classroom.
In 2006-07, the division launched a three-year phase-in plan to introduce Literacy with ICT Across the
Curriculum, a resource for developing computer literacy as mandated by Manitoba Education, Citizenship
and Youth. By 2009, K-8 teachers and students in Manitoba are expected to be skilled at choosing
and using information and communication technology (ICT) responsibly and ethically, to support critical
and creative thinking about information and communication.
ICT takes many forms: computers, laptops, digital and video cameras, digital microscopes, scanners,
digital audio devices, global positioning systems, electronic whiteboards, the Internet, and so on. In the
classroom, opportunities for integrating this kind of technology into the curriculum are numerous. From
the most basic application—using computers for creative writing—to the more complex tasks of making
movies, creating PowerPoint presentations, viewing simulations, or doing mapping or graphing, ICT is a
way of supporting students’ critical and creative thinking.
While many teachers in RETSD are already highly skilled at incorporating ICT into their lesson plans,
some are still learning. To teach the teachers about ICT and its use in the classroom, division consultants
offer professional development sessions to selected K-8 teachers. Those teachers then teach colleagues in
their own schools. The goal is for at least 100 teachers a year to receive professional development so that
by 2009, ICT literacy will have been passed on to all K-8 teachers in the division.
In turn, teachers are expected to share their skills with students so they can use ICT to enhance their
learning. Students progress through a developmental continuum designed to demonstrate not only their
literacy with ICT, but their understanding of the ethical and responsible use of technology.
By becoming accomplished at using ICT, students will eventually enter the workforce equipped with essential
skills identified by the Conference Board of Canada: managing data using appropriate technology,
managing information from electronic sources, and communicating ideas using a range of technologies.

tools For teaChers
Taking attendance, and accessing class lists, student marks and contact
information is gradually becoming a paperless task for teachers in River East
Transcona School Division. Thanks to software called Teacher Connect,
some teachers in the division are now using computers in their classroom
to take attendance and access specific information about their students.
The software consolidates relevant information from multiple sources and
provides a quick and convenient way to access and transfer it.
Prior to its introduction, teachers had to record student attendance on a
form and hand-deliver it to the school office, where clerical staff entered
the information into the computer. Teacher Connect eliminates this step.
Likewise, teachers no longer have to go to the office to retrieve information
about their students; contact information is readily available and, if possible,
parents can be e-mailed immediately.
In 2006-07, teachers in Donwood Elementary School, John Henderson
Junior High School and Transcona Collegiate piloted Teacher Connect.
The three schools are part of another River East Transcona initiative called
Teaching for Today’s Technology (Triple T), which is gradually equipping
all teachers in the division with a computer in their work area. Feedback
from users of Teacher Connect in the pilot schools is very positive. They see
it as a powerful tool for improving communication between the teacher, the
school office, and parents.
In 2007-08, nine more schools that are part of Triple T will begin to use
Teacher Connect. By September 2010, all teachers will have new computers
in their work areas, enabling them to take advantage of this software.
FAST FACTS
RETSD
RETSD
2007 SCHOOL BOARD
MEDAL WINNERS
GOLD
Samantha Chrol • REC
SILVER
Daniel Kelsey • MMC
Daniel Okrusko • KEC
Clayton Orne-Zaluski • TCI
Christopher Stammers • MMCI
Michael Wiebe • CPET
2007 TEACHING AWARDS
PRIME MINISTER’S AWARD
FOR TEACHING EXCELLENCE
Kim Campbell • Certificate of
Excellence
MANITOBA’S CELEBRATION
OF EXCELLENCE IN
TEACHING
Michelle Lee • Minister’s
Award for Middle Years
GRADUATION 2007
Regular 971
Vocational 77
Dual diploma 75
French immersion 125
Mature student 83
Special 17
Total 1348

12
CONNECTIONS
partnering with the Community
River East Transcona School Division (RETSD) considers itself not just to exist within the community,
but to be an integral part of it. As such, it continuously works with businesses and members of both
the local and larger Winnipeg community to make improvements, work towards common goals, forge
relationships and prepare its students to enter this world upon finishing their studies.
One such example is the partnership between Manitoba Hydro’s Southern Aboriginal Pre-placement
Program and the Adult Education Program in RETSD.
After a selection process, those chosen for the program become employees of Manitoba Hydro. Adult
Education assists these employees, or students, in upgrading their physics and/or applied math skills
in order to meet Hydro’s requirements. RETSD’s Adult Education was chosen because it could offer a
dedicated program, led by two teachers who could focus on the needs of both Hydro and the individual
students and deliver the curriculum in an eight-week period. Following their studies, and upon completion
of the Hydro program, the students begin their trades training apprenticeships with Hydro.
Students work together for several weeks before starting their studies, so they learn to co-operate, build
bonds and hone their interpersonal skills. All involved have proven to be highly motivated, positive and
determined students, and in the three-year partnership with Hydro, the success rate has been an impressive
100 per cent.
As well as giving Adult Education instructors the opportunity collaborate with the community to create
successes, this has allowed them to see how they can further match the outcomes of their programs to
the skills required in trades.

enhanCed CommuniCation
One way River East Transcona School Division (RETSD) and its schools
connect with students, parents, guardians and the wider community is
through their respective websites. Websites are a quick and convenient way
to share both fixed and time-sensitive information with a target audience.
In 2006-07, the division began laying the groundwork for a redesign of
its schools’ websites. A new template has been created that is streamlined,
professional-looking and informative. It includes space on the homepage
for news and announcements, and links to relevant information concerning
projects, programs, resources and policies, as well parent association news.
Access to newsletters and library information is also available.
An exciting feature of the new school website is a link to teacher websites,
where students will be able to gain immediate access to their teacher’s latest
announcements, calendar information, documents and links. This will
greatly enhance communication between teacher and student.
For the public, the website is a user-friendly tool for finding pertinent
school-related information. Because all RETSD schools will ultimately have
the same website layout, visitors will become familiar with navigation and
know how to find what they are looking for quickly and easily. At the school
level, staff assigned to maintain the site will also find it easy to use and their
web skills will be transferable if they move to a different school.
In 2007-08, three schools will pilot the new website. The long-term goal is
to equip all 42 RETSD schools with the new website, making it easier for
schools to connect with the communities they serve.
FAST FACTS
RETSD WEBSITE STATS
SEPTEMBER 06–JUNE 07
Total visits: 203, 423
Daily average: 742
Most visits in one day: 1526
Top 10 countries that visited:
Country Visits
Germany 353
Mexico 313
Hungary 267
Australia 253
USA 228
India 155
UK 150
Japan 112
Brazil 111
Thailand 69
Top operating system/
browser combination:
Windows XP/MSIE 6.0
Top 3 document downloads:
Division calendar
Division map
Information Literacy Skills
Top 3 visited pages:
Employment
Schools
Documents & forms
Time spent at website:
time visits
0-10 sec 125,258
11-30 sec 20, 599
31-60 sec 12, 122
1-3 min 16, 706
3-10 min 13, 745
10-30 min 10, 529
30+ min 4, 464
Top 3 visiting domains:
mts.net
shawcable,net
yahoo.com
Top referring website:
google.ca

1
RETSD TRENDS
student statistiCs
Division enrolment
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Enrolments by grade distribution
2003-0 200 -05 2005-06 2006-07
Kindergarten 1,097 1,124 1,067 1,063
Grades 1–5 6,361 6,133 5,929 5,778
Grades 6–8 4,379 4,250 4,160 4,096
Grades 9–12 6,314 6,375 6,387 6,226
Special • Ungraded 153 147 154 173
Enrolments by language program
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2003-0 200 -05 2005-06 2006-07
English 15,392 15,106 14,693 14,331
French Immersion 2,268 2,328 2,416 2,448
German Bilingual 502 494 499 458
Ukrainian 142 101 89 99
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staFF statistiCs
Staff statistics • 2006-07
School-based staff (full-time equivalents*)
% Male % Female
Principal 52 48
Vice-principal 51 49
Consultant 35 65
Teacher 32 68
2003-0 200 -05 2005-06 2006-07
Administrators 69.5 69.5 68.75 68.96
Clerks 83.5 84.1 84.1 86.7
Custodial services 139.75 129.75 124 137.4
Library support 23.5 23.5 24.8 23.9
Paraprofessionals 278.4 271.2 282.8 313.0
Teachers 1,076.7 1,067.5 1,068.7 1069.5
* The sum of full and part-time staff, with part-time staff counted as the
actual proportion of employment time (e.g. a staff person employed halftime
has a full-time equivalent of 0.5)
Employee transitions
2003-0 200 -05 2005-06 2006-07
New employees (teaching) 71 93 91 92
New employees (non-teaching) 98 84 122 113
25 years of service 40 33 46 30
Retirements/resignations 141 154 127 118

16
YOUR TRUSTEES
Trustee Ward 1
Colleen Carswell
222-1486
Trustee Ward 3
Robert Fraser (Board Chair)
667-9348
Trustee Ward 5
Peter Kotyk
668-4181
Trustee Ward 1
George Marshall
221-8464
Trustee Ward 4
Rod Giesbrecht
661-5984
Trustee Ward 5
Brian Olynik
661-6440
Trustee Ward 2
John Toews
663-0475
Trustee Ward 4
Eva Prysizney
668-3501
Trustee Ward 6
Greg Proch
663-1925

ContaCt us
Administration Offices
589 Roch St.
Winnipeg, MB R2K 2P7
Tel: 204.667.7130
Fax: 204.661.5618
Child Guidance Clinic
491 Munroe Ave.
Winnipeg, MB R2K 1H5
Tel: 204.669.5643
Fax: 204.663.9230
Educational Resource Centre
95 Bournais Dr.
Winnipeg, MB R2C 3Z2
Tel: 204.669.9412
Fax: 204.669.9428
Maintenance
1455 Molson St.
Winnipeg, MB R2G 3S6
Tel: 204.669.5660
Fax: 204.668.9548
McLeod Education Centre
530 McLeod Ave.
Winnipeg, MB R2K 0B5
Tel: 204.667.6193
Fax: 204.668.9309
Student Services Unit
95 Bournais Dr.
Winnipeg, MB R2C 3Z4
Tel: 204.222.9577
Fax: 204.224.2783
Transcona Community
Learning Centre
130 Regent Ave. E.
Winnipeg, MB R2C 0C1
Tel: 204.958.9297
Fax: 204.958.9299
Transportation
2057 Camsell Ave.
Winnipeg, MB R2E 1G2
Tel: 204.669.0202
Fax: 204.663.7731
FAST FACTS
Schools
General information
42 schools
24 early years/elementary
12 middle years/junior high
6 collegiates
2 adult learning centres
1 continuing education
centre
School enrolment size
Students Schools
< = 100 1
100–200 8
200-300 7
300-400 9
400-500 8
500-600 3
600-700 1
700-800 1
800-900 1
900+ 3
Students by gender
Females 49%
Males 51%
Schools of choice students
Incoming 616
Outgoing 341
Continuing Education
Number of courses offered
Fall 2006 174
Winter 2007 135
Spring 2007 133
Enrolment
Fall 2006 1649
Winter2007 1567
Spring 2007 1511
Transportation
Bus fleet 63
Students bused 3,300
Annual km 1.1 million
Accident-free km 17.5 million

5 8 9 ro C h s t r e e t, w i n n i p e g , m a n i to b a r 2 k 2 p 7 p 2 0 4 . 6 6 7.7 1 3 0 F 2 0 4 . 6 6 1 . 5 6 1 8 www.retsd.mb.ca
For questions and comments, please contact the RETSD senior communications coordinator.