district operating budget - ccsd · district operating budget 2017–2018 approved by the board of...

District OperatingBudget2017–2018

Approved by the Board of TrusteesJune 14, 2017

1000 - 5 Avenue SWCalgary, Alberta T2P 4T9www.cssd.ab.ca

Living and Learning in our Catholic Faith

District Operating Budget 2017-2018

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Table of Contents

Section A. Introductory ..................................................................................................................................................... 1

Accountability Statement .......................................................................................................................................... 2

Executive Summary .................................................................................................................................................... 3

Organizational ............................................................................................................................................................ 3

District Priorities and Assumptions ................................................................................................................................ 4

Three-Year Education Plan 2016-2017 – 2018-2019 ............................................................................................... 4

District and Provincial Linkages -Vision Statements and Desired Outcomes & Specific Outcomes .............. 5

Budget Process and Timeline ..................................................................................................................................... 14

Budget Highlights .......................................................................................................................................................... 15

Senior Administration. .................................................................................................................................................. 21

Financial ...................................................................................................................................................................... 22

Budget at a Glance .................................................................................................................................................. 22

Budgeted Revenues .................................................................................................................................................... 23

Budgeted Expenditures ............................................................................................................................................... 24

Savings ............................................................................................................................................................................ 25

Capital Plan ................................................................................................................................................................... 26

Informational .................................................................................................................................................................. 27

Budget Forecast ............................................................................................................................................................ 27

Enrolment Trends and Forecast ................................................................................................................................. 27

Taxation and the Alberta School Foundation Fund .............................................................................................. 28

Personnel Factors .......................................................................................................................................................... 28

Student Teacher Ratio ................................................................................................................................................. 29

Bill 1 – An Act to Reduce School Fees ...................................................................................................................... 29

Board of Trustees. .......................................................................................................................................................... 30

Senior Administration. .................................................................................................................................................. 30

Association of Scholl Business Officials International – Meritorious Budget Award Certification .................. 31


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Section B. Organizational ............................................................................................................................................... 32

District Description/Profile ........................................................................................................................................ 33

District Boundaries Map ........................................................................................................................................... 36

Program and Enrolment Overview .......................................................................................................................... 37

Number of Schools ....................................................................................................................................................... 37

Enrolment ....................................................................................................................................................................... 37

Employees ...................................................................................................................................................................... 37

Programs and Supports ............................................................................................................................................... 37

Governance Structure .............................................................................................................................................. 41

Board of Trustees. ...................................................................................................................................................... 42

Senior Administration. ............................................................................................................................................... 44

Organizational Charts .................................................................................................................................................. 44

Senior Administration.................................................................................................................................................... 45

Instructional Services .................................................................................................................................................... 46

Human Resources ........................................................................................................................................................ 48

Finance & Business ........................................................................................................................................................ 49

Information Technology .............................................................................................................................................. 50

Facilities/Transportation ............................................................................................................................................... 51

District Mission, Value & Vision ......................................................................................................................................... 53

Budget Process ......................................................................................................................................................... 55

ThoughtExchange Process .......................................................................................................................................... 56

Budget Planning Assumptions ................................................................................................................................. 60

Revenue Assumptions .................................................................................................................................................. 60

Expenditure Assumptions ............................................................................................................................................ 62

Savings and Deficit Assumptions ............................................................................................................................... 63

Targeted Revenue Assumptions and Allocations .................................................................................................. 63

Basis of Budget Preparation ..................................................................................................................................... 65


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Administrative Procedure 500 - Annual District Budget ......................................................................................... 66

Important 2017-2018 Budget Dates – Budget Timeline .......................................................................................... 67

Section C. Financial ......................................................................................................................................................... 69

2017-2018 District Revenue – Major Sources of Funding ....................................................................................... 70

Revenue and Expense Comparison ....................................................................................................................... 72

Total District Budgeted Revenues (Overview) ........................................................................................................ 73

Revenue by Source .................................................................................................................................................. 73

2017 – 2018 District Budgeted Revenues (Year to Year Comparison) .................................................................. 74

Revenue Variance Explanations ........................................................................................................................... 74

Instructional Grants ..................................................................................................................................................... 74

Transportation .............................................................................................................................................................. 74

Class Size Initiative ...................................................................................................................................................... 74

Plant Operations and Maintenance (POM) ........................................................................................................ 75

2017-2018 DISTRICT EXPENDITURES ........................................................................................................................... 76

2017-2018 District Budgeted Expenditures (Year to Year Comparison) ............................................................. 76

District Budgeted Expenditures by Function (3 years) ........................................................................................... 77

Total District Budgeted Expenditures by Object (3 years) .................................................................................... 78

Total District Budgeted Schools & Instruction Expenditures .................................................................................. 79

Salary/Benefits & Other by Category ....................................................................................................................... 80

Salary/Benefits & Other By Employee Type ............................................................................................................. 81

Uncontrollable/Mandated Cost Increases and Prioritization of Expenditures ..................................................... 82

Sustaining Uncontrollable Contractual or Mandated Obligations ............................................................... 82

School-Based Staffing ................................................................................................................................................ 82

Prioritization of expenditures .................................................................................................................................... 82

2017-2018 Budgeted Expenditures .......................................................................................................................... 84

Total Budgeted Expenditures ................................................................................................................................... 84

Schools and Instruction .......................................................................................................................................... 84


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Schools and Instruction – 2017-2018 Budget (by Program) .................................................................................. 86

Board, Administration & Instructional Support .................................................................................................... 86

Budget and Variance Explanations ....................................................................................................................... 86

Year to Year Comparison ......................................................................................................................................... 88

Plant Operations and Maintenance ..................................................................................................................... 89

Budget and Variance Explanations ....................................................................................................................... 89

Year to Year Comparison ........................................................................................................................................... 89

Transportation .......................................................................................................................................................... 91

Budget and Variance Explanation ........................................................................................................................... 91

One-Time Savings ..................................................................................................................................................... 92

History of Use of One-Time Savings ........................................................................................................................ 92

One-Time Savings - 2016-2017 Budget and 2016-2017 Projections ............................................................... 94

One-Time Savings Remaining at August 31, 2017 .............................................................................................. 95

One-Time Savings Remaining at August 31, 2018 .............................................................................................. 95

Budget Detail ............................................................................................................................................................ 95

Financial Reporting Profile ..................................................................................................................................... 103

Annual Operations – Revenues/Expenses/Surplus (Deficit) ............................................................................... 104

Accumulated Operating Surplus as Compared to Expenditures ..................................................................... 105

Liquidity Ratio .............................................................................................................................................................. 106

Working Capital Per Student .................................................................................................................................... 107

Capital Assets – Schools and Other Buildings ....................................................................................................... 108

Capital Assets – Equipment and Vehicles ............................................................................................................. 109

Capital Reserves per Student ................................................................................................................................... 110

Accumulated Operating Surplus per Student ...................................................................................................... 111

Accumulated Operating Surplus – Days of Operation ....................................................................................... 112

School Facilities Projects ............................................................................................................................................ 118

New School Construction ......................................................................................................................................... 118

School Preservation .................................................................................................................................................... 118

New Modular Construction and Portable/Modular Relocations* .................................................................... 119

Spaces for Child Care and Community-Based Services in School Facilities................................................... 119


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Deferred Maintenance ............................................................................................................................................. 119

Section D. Informational ............................................................................................................................................... 120

Enrolment Data ....................................................................................................................................................... 121

Actual Enrolments (2009 – 2016) .............................................................................................................................. 122

Projected enrolments................................................................................................................................................. 123

September 30 Student Enrolment Chart ................................................................................................................ 123

Historical Pupil-Teacher Ratio (PTR) ......................................................................................................................... 125

Teacher Education and Experience ..................................................................................................................... 126

Number of Students per Teacher and Support Staff ............................................................................................. 127

District Staffing ......................................................................................................................................................... 128

School Staffing Allocation Formula for Alberta Teachers’ Association (ATA) and UNIFOR (support staff)

........................................................................................................................................................................................ 128

Canadian Union of Public Employees (CUPE) Staffing Formula ........................................................................ 140

Exempt Employees ..................................................................................................................................................... 141

Property Taxes and the Alberta School Foundation Fund ................................................................................... 142

Performance Measures – Alberta Education Accountability Pillar ..................................................................... 144

Report on Student Outcomes and School Climate ............................................................................................. 148

Social-Emotional ......................................................................................................................................................... 148

Physical Health Outcomes ........................................................................................................................................ 159

Academic Outcomes ................................................................................................................................................ 161

Drivers of Student Outcomes .................................................................................................................................... 163

Demographic Factors ................................................................................................................................................ 170

Provincial Economy ................................................................................................................................................ 175

RBC Article re Provincial Economy ........................................................................................................................ 177

Glossary of Terms and Acronyms .......................................................................................................................... 179


Calgary Roman Catholic Separate School District No. 1 Page 1 of 183

Section A. Introductory



Accountability Statement

The Operating Budget for the Board of Trustees of the Calgary Roman Catholic Separate School District No. 1

for the school year commencing September 1, 2017, was prepared under the direction of the Board of Trustees

in accordance with the responsibilities specified in the School Act, the Government Accountability Act, the

district policy on Financial Reporting, Systems and Internal Controls, Generally Accepted Accounting Principles

(GAAP), the Chartered Professional Accountants Canada Handbook, and the provincial government’s

accounting and reporting policies.

Signed: Signed:

Cheryl Low Gary Strother

Board Chair Chief Superintendent

Signed:

John Deausy

Superintendent, Finance and Business

Secretary-Treasurer



Executive Summary

Organizational

Calgary Roman Catholic Separate School District No. 1 is budgeting for $610.7 million in revenue and $615.0 million in

expenditures for the fiscal year September 1, 2017 to August 31, 2018. The result is a $4.3 million operating deficit, which is

balanced once capital transactions, depreciation and transfers from reserves are taken into account. The use of reserves

is exclusively required to accommodate the implementation of Bill 1 – A Bill to Reduce School Fees. The revenue received

as a result of Bill 1 is budgeted to be less than the expenditure required to implement Bill 1. The district is working with the

Ministry of Education to ensure district interests are protected to the greatest extent possible.

With 78.6 per cent of district expenditures being for salary and benefits, and a further significant portion of the budget

being fixed costs (depreciation, insurance, utilities, etc.), there are few budget decisions that do not directly impact

staffing. As a district with a centralized operational structure, decisions are made to maximize the available funding and

to use that funding to the maximum benefit of the students we serve. These include provisioning funds to finish supplying

seven new schools that opened during 2016-2017 and 2017-2018; and transitional costs to ensure buildings are

constructed on time and systems are maintained.

Additional funds for Infrastructure Maintenance and Renewal Funding (IMR) were included in this year’s funding, which

will be used to ensure the district’s existing infrastructure is well maintained. There were also some high priority district

initiatives where additional funds were allocated. The district is budgeting for a 3.06 per cent cost for administration and

strong district growth puts additional pressure on administration functions. For the 2017-2018 budget, the district is adding

administrative support to address pressure points that have arisen with the increased number of schools; planning,

building and supplying further new schools, graphic design support for district branding and document production,

support for expanding information technology and accounting support due to additional reporting requirements from the

government. These budget additions were identified through the “B” budget process as, unlike school staff, there is no

other mechanism to automatically adjust to increased workload.

Public, Separate and Francophone school districts within the Province of Alberta are all publicly funded and are

considered complementary components of the public education system in Alberta. In 2017-2018, our district will serve a

projected 56,082 students within the City of Calgary, the City of Airdrie, the City of Chestermere, the Town of Cochrane,

the Town of Crossfield, the Town of Irricana, the Town of Beiseker and portions of Rocky View County . The district was

formed in 1885 and offers a wide range of quality education programs to meet each of our student’s unique needs. With

the addition of three new schools during 2017-2018, the district will provide service to our community with 112 school

facilities.



District Priorities and Assumptions

The district goals and objectives are identified and expressed in the Combined Annual Education Results Report (current

version for 2015-2016) and the Three-Year Education Plan (current version 2016 to 2019) as approved by the Board of

Trustees. Priorities and assumptions for the budget document are derived from this document and the district’s Mission,

Value and Visions Statements.

Three-Year Education Plan 2016-2017 – 2018-2019

The charts on the following pages outlines the desired outcomes and specific outcomes required by Alberta Education

and detailed in the district’s Three-Year Education Plan. The Three-Year Education Plan is approved by trustees and is

prepared as outlined in the Policy and Requirements for School Board Planning and Results Reporting 2016 document.

This document is aligned with the government’s framework for Education Business Plan 2016- 2019 and with the district

Vision Statements and budget priorities. As well, plans should include outcomes, which address the following district

themes:

2017-2018 Faith Theme: Ask, and it will be given you.

2017-2018 Academic Theme: Champions of Students

• Faith Formation

• Student Excellence

• Student Wellness

• First Nations, Metis and Inuit

• Focus on Year of Mercy

• Staff faith formation

• Student faith formation

• Continued focus on

assessment

• Understanding students as

learners

• Removing student barriers

to success

• Eliminate the

achievement

gap

• Territorial

Acknowledgem

ent

• Educate staff

and students

about history

and successes of

FNMI

• OurSCHOOL data

• Go To Educator

training

• Wrap-around

support for

students

https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Documents/CombinedAnnualEducationResults_2014-2015andThreeYearEducationPlan2015-2018Jan-22-with-cover.pdf




District and Provincial Linkages -Vision Statements and Desired Outcomes & Specific Outcomes

Calgary Catholic District Vision Statements

AERR/Three-Year Education Plan (2016-2019) Desired Outcomes and Specific Outcomes

Faith Our Catholic schools demonstrate their constitutional right to provide and support the development, permeation and modeling of our faith.

LOCAL DESIRED OUTCOME ONE: Catholicity is enhanced and supported within the district.

• LOCAL SPECIFIC OUTCOME 1.1: The school district models the social teachings of the Catholic Church by promoting justice, loving kindness and walking humbly with God (Faith formation, Catholic Community of Caring – Inclusive Communities, Teaching and Learning).

• LOCAL SPECIFIC OUTCOME 1.2: The school district builds resiliency through the ongoing development of the Catholic Community of Caring within the school climate and culture.

Relationships Our Catholic schools promote shared responsibility for stewardship of resources, transparency and the success of the students in our care.

PROVINCIAL DESIRED OUTCOME THREE: Alberta’s education system is governed effectively.

• LOCAL SPECIFIC OUTCOME 3.1: The school district strengthens communication with parents and the parental role in decision-making.

• PROVINCIAL SPECIFIC OUTCOME 3.1: The education system demonstrates collaboration and engagement.

• PROVINCIAL SPECIFIC OUTCOME 3.2: Students and communities have access to safe and healthy learning environments.

Excellence in Teaching and Learning Our Catholic schools develop students who reflect the image of God and are successful contributors to a global society.

PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

• PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes.

• PROVINCIAL SPECIFIC OUTCOME 1.2: Students demonstrate a strong foundation in literacy and numeracy.

PROVINCIAL DESIRED OUTCOME TWO: Alberta has quality teaching and school leadership.

• PROVINCIAL SPECIFIC OUTCOME 2.1: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.

PROVINCIAL DESIRED OUTCOME FOUR: First Nations, Métis and Inuit (FNMI) students are successful.

• PROVINCIAL SPECIFIC OUTCOME 4.1: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.



Faith

“Ask, and it will be given you;” Matthew 7:7



Priorities Identified by the Board of Trustees

Priority Strengths Administrative Issues Key Results Indicators

Faith Formation

• Incorporating annual faith theme in the District Opening Mass, Faith Day and prayer packages for schools

• Providing PD offerings to staff related to faith themes

• Theme included in all school Three-Year Plans, identifying strategies, which focus on Catholic social teachings and works of mercy

• Staff knowledge, skills and understanding to share our faith effectively

• Faith formation of school-based administration

• Time allocated for senior administration to have in-depth conversations with principals about school-based faith formation of staff and students

Staff Faith Formation • District offerings and engagement • Staff survey and reflection • Leadership retreat • Focus on faith formation by distribution of three

religious books: • A Year of Mercy with Pope Francis • Small Things • Dear Pope Francis

Student Faith Formation • OurSCHOOL (Tell Them From Me) additional

question on faith formation • Sacrament Survey • District Satisfaction Survey

Academic Excellence

• Above provincial excellence in some Diploma Exams

• Above provincial achievement in many PATs • Alternative opportunities for students (e.g. dual

credit, fine arts, CTS, work experience)

• Below provincial excellence in some Diploma Exams

• Below provincial achievement in some PATs

Focus on Diploma results in humanities • English Language Arts 30-1 (1.5 below

excellence) • English Language Arts 30-2 (1.9 below

acceptable, 2.8 below excellence) • Replication of techniques used for Chemistry 30

KPI; focus on assessment

First Nations, Métis and Inuit (FNMI) - Eliminating the Gap

• All district FNMI Accountability Pillar results above provincial FNMI results

• Gap between FNMI and Non-FNMI results reduced from previous year in PAT (Acceptable), Diploma (Acceptable and Excellence), High School Completion, Diploma Examination Participation rate (+4 exams)

• OurSCHOOL (Tell Them From Me) showing higher results in participation in clubs, sports and fitness for FNMI than non-FNMI

• District FNMI results below those of non-FNMI student results

• OurSCHOOL (Tell Them From Me) survey results for FNMI show higher levels of anxiety, substance abuse and depression

• Continued work required to support curriculum and culture

• Truth and Reconciliation Commission outlines some of our goals

• Continued increased engagement with First Nation groups

• Accountability Pillar Data results comparing FNMI to non-FNMI students: High School Completion, Drop-out Rate, PAT, Diploma Exams, Rutherford Eligibility, Diploma Examination Participation Rate (+4 exams)

• Results from OurSCHOOL (Tell Them From Me) Survey

• FNMI community and Board of Trustees meetings • FNMI team and Elders feedback to advise future

planning



Priorities Identified by the Board of Trustees (continued)

Priority Strengths Administrative Issues Possible Key Results Indicators

Student Wellness

• Arranging guest speakers to speak to district leaders and at Parent/Trustee Forums on the subject of student wellness

• Training staff in the Go To Educator program to identify and support young people who are at high risk of having a mental disorder

• Providing additional personnel to support students and schools (e.g. in-school social workers in select elementary schools, full-time guidance counsellors in select elementary/junior high schools, increased the number of district mental health workers, etc.)

• High level of anxiety among students with an increase each year

• Highest level of anxiety among girls

• OurSCHOOL (Tell Them From Me) Survey results for student anxiety and depression

• Guest speakers at Parent/Trustee Forums • Feedback from Parent/Trustee Forums to support

future planning in the area of student wellness



Relationships

“If we can develop a truly humble attitude, we can change the world.” - Pope Francis



Excellence in Teaching & Learning

“God is not known through grand ideas and extensive study, but rather through the littleness of a humble and trusting heart.”

– Pope Francis



Student Achievement

Excellence in teaching and learning is a stated district goal and the following charts are excerpts from the Annual

Education Results Report and are indicative of district results.

Performance Measure for Diploma: Acceptable

Results in Percentages (Past five years)

Measure Evaluation (2016)

Improvement Target

Percentages of students who achieved the Acceptable Standard on Diploma Examinations (overall results – all courses combined). (Required Provincial Accountability Measure)

2012 2013 2014 2015 2016 Achievement Improvement Overall 2017

CCSD 84.0 84.0 86.0 86.1 86.5 Intermediate Maintained Acceptable 86.6%

Province 83.7 84.4 85.5 85.2 85.0 Intermediate Maintained Acceptable

Performance Measure for Diploma: Excellence



Improvement Target

Percentages of students who achieved the Standard of Excellence on Diploma Examinations (overall results – all courses combined). (Required Provincial Accountability Measure)


CCSD 19.8 18.1 19.8 21.1 21.2 High Maintained Good 21.3%

Province 19.3 19.6 21.1 21.0 21.0 High Improved Good

*Data provided by Alberta Education: Accountability Pillar Report 2016

Notes: Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). Aggregated Diploma results are a weighted average of per cent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May and June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.



Performance Measure for High School

Completion Rate (3 yr)



Improvement Target

Percentage of students who completed high school within three years of entering Grade 10. (Required Provincial Accountability Measure)


CCSD 80.7 82.3 81.5 83.8 84.5 Very High Improved

Significantly Excellent 84.6%

Province 74.2 74.8 75.3 76.5 76.5 High Improved

Significantly Good

Performance Measure for Drop Out Rate



Improvement Target

Percentage of annual drop out rate of students aged 14 to 18. (Required Provincial Accountability Measure)


CCSD 2.1 1.6 1.6 1.8 1.5 Very High Improved Excellent 1.4%

Province 3.8 3.6 3.3 3.5 3.2 High Improved Significantly

Good

Note: The drop out rate is the inverse to most measures (i.e. lower values are “better”).

Performance Measure for Drop Out Rate



Improvement Target

Percentage of annual drop out rate of students aged 14 to 18. (Required Provincial Accountability Measure)


CCSD 2.1 1.6 1.6 1.8 1.5 Very High Improved Excellent 1.4%

Province 3.8 3.6 3.3 3.5 3.2 High Improved Significantly

Good

Note: The drop out rate is the inverse to most measures (i.e. lower values are “better”).

*Data provided by Alberta Education: Accountability Pillar Report 2016



Performance Measure for Citizenship



Improvement Target

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. (Required Provincial Accountability Measure)


CCSD 83.7 83.7 85.2 84.8 84.8 Very High Maintained Excellent 84.9%

Province 82.5 83.4 83.4 83.5 83.9 Very High Improved Significantly

Excellent

*Survey questions are generated by Alberta Education. Results provided by Alberta Education: Accountability Pillar Report 2016

The Calgary Catholic School District's results are evidence of a top performing school district with a focus on

supporting the success of all our students. All decisions in the district focus on:

• Is this in the best interest of our students?

• How can we support the success of all of our students?

The Board of Trustees intent to respond to these questions is reflected in this year’s Combined Annual Education

Results Report and Three-Year Education Plan and budget decisions.

It is through the dedication and commitment of all our parents, students, staff and stakeholders that the

ongoing success of students in Calgary Catholic becomes a reality.





Budget Process and Timeline

The district’s budget process formally begins in January of each year and involves input from stakeholders

through a number of consultation actions. In preparation of the 2017-2018 budget, presentations were provided

to the District Leadership Council (DLC); trustees (as a regular board agenda item throughout the year); and

input was utililzed from stakeholders through the ThoughtExchange process in 2016 to inform district decisions.

Questions posed during the ThoughtExchange process were as follows:

1.  What are your concerns about our school or district this year?

2.  What are some things you appreciate about our school or district this year?

3.  Is there anything else you would like to add?

The ThoughtExchange process is an email survey with the above questions that was sent to parents, staff and

students. Although a relatively new budget activity, it was well received and participation rates were much

higher than anticipated. Board priorities are established as outcomes from the AERR/Three-Year Education Plan

discussions, which were finalized in the fall of 2016, and informed by the ThoughtExchange process with

additional input from other stakeholders and senior administration.

Once enrolment projections have been finalized and a status quo preliminary budget prepared, revenue

numbers are finalized with the release of the provincial budget. Usually presented in late February or early

March of each year, the provincial budget was delayed until March 16, 2017. Combined with the passing of Bill

1: An Act to Reduce School Fees, a degree of uncertainty was introduced into the process. Teacher and

support staff allocations are done centrally and the timing of staff placements is frequently running parallel to

the budget process. The Board of Trustees must provide approval before staffing changes are implemented.

Contingency teachers are utilized to ensure staffing levels are appropriate for funding levels.



Budget Timeline

Budget Highlights

Balanced budget for 2017-2018. The district is budgeting to bring in $610.7 million in revenue and spend $615.0

million during 2017-2018. The result is a $4.3 million operating deficit, which is balanced once capital

transactions, depreciation and transfers from reserves are taken into account (see chart on next page).

•Budget Process Begins

•Status quo budget sheets provided to Superintendents

January

•Centralized Department budget meetings

•Board Update -continuation of new format for budget and approval of budget assumptions

•"B" budgets submitted

February

•Board Update

•Accounting preparing budget scenarios

•Provincial Budget

•Capital Plan

March

•Board update -Trustee Budget

•DLC update

•Finalize Revenue amounts

April

•Administration review and decisions

•Board update -revenue/expense data provided

•First draft of budget to Board

•Staffing

•Second draft to Board

April/May

•Final budget to Board for approval

•Budget review with Union reps

•Budget Report to Alberta Education

June



Revenues 610.7$

Expenditures 615.0$

Operating Surplus/(Deficit) (4.3)$

Capital Expenditures (1.9)$

Depreciation Transfer 3.6$

Sub Total (2.5)$

Usage of Capital Reserve 0.9$

Usage of Savings * 1.7$

Total Surplus/(Deficit) 0.0$

* - Savings = accumulated surplus + operating reserves

Calgary Catholic School District

2017-2018 Budget

Overview

The district always budgets to ensure there is no

unfunded deficit as required by the Alberta

School Act. The accumulated operating surplus

(AOS) from operations (as compared to

expenditures) has ranged in the past five years

from a low of 1.3% in 2013-2014 to a high of

2.27% in 2012-2013. For the last audited

information (2015-2016), the OAS was 2.16% of

expenditures.

Capital expenditures vary each year according

to the funding provided by the provincial

government through their capital plan. The

district has a small capital reserve ($7.6 million

as per last audited statements) resulting from

the sale of its previous central office. This

equates to $144 per student which is below the

provincial average of $383 per student and the

metro board average per student of $428.



In this year’s Provincial Budget, all provincial grant rates remained the same (0% increase) and Infrastructure

Maintenance and Renewal (IMR) funding increased by $2.2 million. After adding enrolment growth (1.88%),

additional IMR funding and making district priority expenditure decisions, there will not be any other significant

change from Budget 2016-2017. The district continues to benefit from growing enrolment and the addition of

three new schools during 2017-2018 will help to address ongoing enrolment pressure. Help Plan Our Future

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016/2017 Budget

2017/2018 Budget

Revenues

Other revenue

Gains on disposal of capital assets

Fundraising

Rental of facilities

Gifts and donations

Investment income

Other sales and services

Fees

Federal Government and First Nations

Property Taxes

Other - Government of Alberta

Alberta Education



(HPOF) initiatives from past years also continue to add efficiency to district operations. With 78.6 per cent of

district expenditure being for salary and benefits, and a further significant portion of the budget being fixed

costs (depreciation, insurance, utilities, etc.), there are few budget decisions that do not directly impact staffing.

As a district with a centralized operational structure, decisions are made to maximize the available funding and

to use that funding to the maximum benefit of the students we serve.

Capital expenditures for new construction projects are mostly funded by the province with the exception of

administration buildings and other smaller capital expenditures. In every budget there are decisions to be made

in order to address high priority district initiatives. These include funds ($225,000) to finish provisioning the seven

new schools that opened during 2016-2017 and 2017-2018; provisioning costs ($2.7 million) for three more new

schools opening in 2018-2019; and transitional costs to ensure buildings are constructed on time and systems are

maintained. Additional funds ($2.2 million) for IMR were included in this year’s funding, which will be used to

ensure the district’s existing infrastructure is well maintained. The district continues to have a manageable

deferred maintenance total.

Savings. The projected remaining savings as of August 31, 2017 will be $14.9 million. The 2017-2018 budget is

sustainable and proposes the utilization of $1.7 million of savings to balance the budget. This means the district is

budgeting to have $13.2 million or 2.1 per cent of expenditure to provide a financial safety net for future district

operations. The auditor general recommends as a guideline that 2.5 per cent of expenditure to be set aside in

savings. This budget will leave the district just below that recommended level. It is also recognized that using

Change From Prior Year

School-based Teaching staff 59.3 FTE increase

School-based Support staff 36.4 FTE increase

CUPE 32.3 FTE increase

Central Office Staff 10.7 FTE increase

Contracts, Supplies and Services Increase $7.3 million

Funds held in Accumulated Operating Surplus Decrease $1.7 million

The chart below illustrates the area impacted in the 2017-2018 budget based on

enrollments, new school openings, available resources, new ititiatives and costs.

Expenditure Impact



savings to fund operations is not sustainable in the long term particularly considering the additional costs that

accompany growth.

Enrolment. Total head count enrolments are budgeted to be approximately 56,082 or 1,039 students (1.88%)

higher than the September 30, 2016 enrolments of 55,043. The chart following compares the September 30, 2016

district enrolment (2016-2017 school year) to the projected September 30, 2017 enrolment (2017-2018 school

year). September 30th of each year is the formal count for enrolment, which is used to determine grant revenue

from the government. Increased enrolment generally reflects increased revenue.

Kindergartento grade 6

Junior High Senior HighSpecial

EducationTotal

Sep 30, 2016 actual 29,339 11,685 13,188 831 55,043

Sep 30, 2017 budget 30,004 11,880 13,330 868 56,082

-

10,000

20,000

30,000

40,000

50,000

60,000

he

ad c

ou

nt

Enrolment



Provincial Budget. The provincial budget was delayed as the government continued to address a variety of

challenges mostly related to reduced oil revenue compared to prior years (see chart below) and efforts to

stimulate the economy. There are preliminary signs of economic recovery and the government has chosen to

continue providing funding for enrolment growth and held other grants at 2016-2017 levels. Stable funding for

school districts in a challenging financial scenario is excellent news for the families served by the district and

across the province. Funding of enrolment growth is particularly critical for the district.

As Calgary Catholic is a separate school district, it has opted out of the Alberta School Foundation Fund and

collects property tax directly from its 11 collecting authorities. Property tax rates are set by the province and the

district has no control over the rate or the process. The province held or reduced the mill rate for the 24th

consecutive year. Money received for property taxes is deducted dollar for dollar from the grants received from

the province so the process is revenue neutral.

Employee Contracts. All employee groups’ contracts expired on August 31, 2016 and this provides an element

of uncertainty to budget planning. The province has legislated a new bargaining model for teacher bargaining

to provide provincial bargaining on central issues and allow for local negotiation on local issues. The Teachers’

Employer Bargaining Association (TEBA) determined which bargaining issues were central issues and which were

local issues. TEBA negotiations with the Alberta Teachers’ Association (ATA) resulted in a contract settlement

which was ratified by the ATA membership on May 15, 2017 and subsequently approved by the school board

on May 24, 2017. Negotiations will continue at a local level to finalize issues not covered by the TEBA Central

WTI Spot Price FOB (USD per Barrel

1986 to 2017



process. It is hoped that any negotiated settlements will be funded by the province, particularly since the

agreement includes a “me too” clause that relates to other provincial bargaining units such as the Alberta

Union of Public Employees (AUPE) and the United Nurses of Alberta. Local negotiations will continue to address

the contracts for Canadian Union of Public Employees (CUPE) and UNIFOR employees. Exempt employees are

subject to administrative process, and salary adjustments for the group, are made with relation to the

negotiated increases for the unionized employee groups. Confidential estimates will be used for budget

purposes.

Help Plan our Future. Beginning in 2010, accommodation and planning matters were the focus of this initiative

to ensure district resources were appropriately utilized. Closure of two schools and four programs in prior years as

well as a phased closure of three other programs and implementation of the high school flexibility program has

allowed the district to find further efficiencies in operations and opened the door for new construction.

The district utilization rate for 2016-2017 is preliminarily calculated at 88 per cent. Many schools are over 100 per cent,

with some schools as high as 130 per cent and others are in the 50 per cent range. New facilities scheduled to open

will help to ease the congestion in some schools.

Board of Trustees. For the current year (2016-2017), the trustees (and Wards represented) are as follows:

Mrs. Cheryl Low, Chair (Wards 9, 10 and Chestermere)

Mrs. Margaret Belcourt, Vice-Chair (Wards 4 and 7)

Mrs. Mary Martin (Wards 13 and 14)

Mr. Serafino Scarpino (Wards 1, 2 and Cochrane)

Mr. Peter Teppler (Wards 6 and 8)

Mrs. Cathie Williams (Wards 11 and 12)

Mrs. Linda Wellman (Wards 3, 5 and Airdrie)

Senior Administration. Senior administration for the district was re-organized for the 2016-2017 school year, reducing

the number of superintendents by one position and adding four area directors to improve efficiency and service to

schools. The positions and individuals are now as follows:

• Gary Strother, Chief Superintendent

• John Deausy, Superintendent, Finance and Business Services / Secretary-Treasurer

• Andrea Holowka, Superintendent, Instructional Services

• Mark Rawlek, Superintendent, Support Services

• Richard Svoboda, Superintendent, Human Resources

• Michael Ross, Superintendent, Area A

• Luba Diduch, Superintendent, Area B

• Judy McKay, Superintendent, Area C



Financial

Budget at a Glance

Total Revenues

Total revenues are increasing by $23.1 million or 3.9 per cent to

$610.7 million in the 2017-2018 budget as compared to the 2016-

2017 budget of $587.6 million. Revenue increase is primarily due to

enrolment growth and additional Infrastructure Maintenance and

Renewal funding. Property taxes are included in revenues*.

*Property taxes are estimates based on assessed values between multiple

collecting authorities and in accordance with the provincially set mill

rate. Any funds collected through property tax levies are deducted from

provincial grants on a dollar for dollar basis.

Total Expenditures

Total expenditures are increasing by $24.0 million to $615.0

mllion in the 2017-2018 Budget (from the 2016-2017 Budget of

$591.0 million). Increased expenditures are primarily due to

salary and benefit costs reflecting increased staffing for

higher enrolment, higher benefit rates, and an increase in

Infrastructure Maintenance Renewal expense. There are also

funds added for provisioning three new schools opening in

September 2018. Expenditures are carefully evaluated to

maximize resources available to the classroom.

520

540

560

580

600

620

2014-2

015

Actu

als

2015-2

016

Actu

als

2016-2

017

Budget

2017-2

018

Budget

$ Millions

Expenditure Changes

540

550

560

570

580

590

600

610

620

2014-2

015

Actu

als

2015-2

016

Actu

als

2016-2

017

Budget

2017-2

018

Budget

$ Millions

Revenue Changes



1. Student Fees includes noon hour supervision, transportation, course enhancement fees, field trips and

extracurricular activities, etc.

2. Other revenue consists of Federal government grants, lease and rental revenue, interest income, fundraising,

etc.

Budgeted Revenues

2017-2018 Budget

$ %

Provincial and

related parties 486,490,845 79.7%

Local Property Taxes 97,895,354 16.0%

Student fees1 11,422,191 1.9%

Other Revenue2 14,902,072 2.4%

TOTAL REVENUE 610,710,462 100.0%

Provincial and

related parties79.7%

Local

Property Taxes16.0%

Student fees

1.9%

Other

Revenue2.4%

Revenue 2016-2017 Budget



1.) Schools and Instruction includes the majority of the government contribution to the Teachers’ Retirement Fund, the

remainder would be allocated to certificated staff found in Instructional Support and Board & Administration.

2.) Board and Administration includes some Central Office positions who provide support (in whole or in part) to schools

(e.g., school accounting officers, school computer technicians, etc.) as well as Central Office administration staff

and the Board. Also included are items such as sabbatical leaves for teachers (primarily school-based) as required

by the Alberta Teachers’ Association (ATA) Collective Agreement. This breakdown of expenditures by function is not

the same as the government definition of administration. Actual administration costs are only calculated at year-

end to ensure the allocations necessary to meet the government definition are completed. For 2017-2018,

administration costs are budgeted to be 3.06 per cent, well below the mandated 3.6 per cent.

3.) Instructional Support includes Central Office positions assigned to provide instructional support to schools

(Instructional Services department).

Budgeted Expenditures

2017-2018 Budget

$ %

Schools & Instruction 1 456,865,257 74.3%

Board, Administration 2 &

Instructional Support 3

53,960,688 8.8%

Plant Operations &

Maintenance

84,045,994 13.6%

Transportation 20,122,401 3.3%

TOTAL EXPENDITURES 614,994,340 100.0%

Schools & Instruction

74.3%

Board, Administration & Instructional

Support8.8%

Plant Operations &

Mntce13.6%

Transportation3.3%

Expense by Function 2017-2018 Budget



Most Expenditures are School-Based. Most expenditures are school-based (74.3 per cent), with 91.1 per cent of

budgeted school-based expenditures being for salaries and benefits. The remainder of the district’s expenditures are

in areas such as: Plant Operations and Maintenance (which includes caretaking, utilities, etc.); Board, Administration &

Instructional Support; Depreciation (primarily schools), etc. The district’s expenditures on administration, as defined by

Alberta Education, are capped at 3.6 per cent of expenditures.

Savings

The district continuously monitors savings and regards them as a safety net for unexpected in-year expenditures and

to smooth out year-to-year funding variations from the primary source of funding - the provincial government. A

primary source of revenue for the provincial government has been oil and gas royalties; there has been significant

variation in available revenue in past years due to fluctuations in those royalties. The district’s intent is also to ensure

that, wherever possible, funds received in a budget year are expended for the students being educated in that year.

Judicious use of savings to fund one-time expenditures such as evergreening projects or maintenance projects is also

accepted as part of district planning. The Alberta Auditor General has recommended that savings should be

maintained around 2.5 per cent of expenditures and the district has an additional, informal target to ensure savings

remain in a range of one per cent to 4 per cent of expenditure, recognizing that budgeting cannot predict

unforeseen circumstances. This targets a 1.5% variation from the Auditor General’s recommendation. Finding the

appropriate balance between the financial well-being of the district and meeting the needs of district students is a

critical element in the budget process.

Ultimately, the amount of district savings is dependent on future funding from the Alberta Government and the

expenditure choices made by the district. Total savings as of August 31, 2017 are projected to be $14.3 million or 1.9

per cent of expenditures.



Capital Plan

Calgary Catholic School District prepares a capital plan annually for submission to Alberta Education and Alberta

Infrastructure. The plan covers the next three year period and prioritizes district capital needs. Capital projects, with

the exception of administration buildings, are reviewed and funded by Alberta Education in accordance with

government priorities and subject to available resources. The graphic below shows the Capital Plan process used by

the district. Actual capital projects expenditure for the last audited statements (2015-2016) was $93 million. As of

quarter two in 2016-2017, $286 million in projects were underway. This does not include assets purchased from

operations. Further information on the Capital Plan and approved projects can be found in Section C. Financial.

Capital Planning Process

Alberta Education announces approved projects

Recommendations are prepared

identifying needs for new buildings

and modernization projects

Board of Trustees reviews,

adjusts and approves

Capital Plan

Formal Capital Plan is submitted to

the Government

for review and approval

Planning department and

Senior Administration

review demographic

data and perform a needs

assessment



Informational

Budget Forecast

There are many elements of school district budgets in Alberta that are uncertain for the next few years.

Much of the uncertainty is tied to the provincial economy as this can directly impact district enrolment and

subsequently revenues. Accordingly, the district has been conservative in its enrolment projections and the

government has indicated it will support stable and predictable funding for education, including enrolment

growth. However, with over 95 per cent of the district’s budget coming from the province and the provincial

finances facing ongoing pressure, there are concerns. The concern about provincial finances was evident

in the ThoughtExchange feedback received by the district from its stakeholders in 2016.

Salary negotiations for all district employees have not been determined and benefit costs continue to

increase. These expenditures make up a large part of the district budget. With the opening of 5 new

schools, one modernization and the addition of modular classrooms over the next three years, there are also

additional costs to consider that are not funded by the province. Future budgets will need to prioritize

expenditures and closely monitor operations to ensure the maximum benefit for the classroom.

Enrolment Trends and Forecast

Calgary Catholic is a growing school district as indicated in the following projected enrolments. This trend

has continued for a number of years and these projections have become more conservative than in past

years given the current economic climate. Enrolment growth is a factor of live population growth and net

migration. Migration rates are anticipated to be at lower rates than in the immediate past, primarily due to

the economic forecast for Alberta. While slower than in the past few years, there is still a healthy level of

enrolment growth that bodes well for the district.



Taxation and the Alberta School Foundation Fund

The district is budgeting to receive 16.1 per cent of its revenues or $97.9 million dollars for 2017-2018 from

property taxes. By nature of the complex process involved, this is an estimate of the amount to be received.

The estimate is based on prior year actuals, growth in city assessment and best data available. Every year

the province calculates, based on assessment value, the amount each municipality must contribute towards

the public education system (of which separate school districts are a fully-funded component).

Municipalities collect the education property tax and then either send it to the province for the Alberta

School Foundation Fund (ASFF) or, in the case of opted out separate school districts, remit it directly to the

school district.

There is a uniform provincial mill rate used to determine the amount of the provincial education tax

component of the property tax bill provided to taxpayers. Municipalities also establish mill rates in support of

their operations and this is included in the overall tax bill provided to taxpayers. The provincial rate is

established by the Treasury Board and the Department of Finance. Taxes are calculated and collected on a

calendar year basis. School district budgets are based on the school year – September 1 to August 31.

Personnel Factors

Salary increases and the annual cost of movement on salary grids is somewhat offset by retiring/exiting

employees as they normally enter the district with less experience and are therefore at less cost. The district

currently has teachers with more years of education (5.27 years) on average than the provincial average

2017 2018 2019 2020 2021

Kindergarten 4127 4290 4400 4500 4650

Total Grades 1-6 25877 26233 26492 26638 26916

Total Grades 7-9 11880 12323 13000 13835 14433

Total Grades 10-12 13330 13991 14341 14388 15161

Total Special Education 868 900 930 960 990

Total Head Count (HC) 56082 57737 59163 60321 62150

Total FTE's 54019 55592 56963 58071 59825

September 30

(May 10, 2017)

Calgary Catholic School DistrictProjected Enrolments



(4.99 years) and the average of two of the other Metro school boards (5.03 years – no data for Edmonton

Public School District). Teachers also have more years of teaching experience (8.35 years) than the

provincial average (7.97 years) and the average of two of the other three Metro school boards (8.15 years).

Student Teacher Ratio

The district has a five-year average (2012-2016) student/teacher ratio of 17.41 to 1; however, it has been

gradually increasing over that period. The ratio for the 2017-2018 budget is 17.93 to 1, which is slightly higher

than the 17.74 to 1 ratio for 2016-2017. The ratio is still favourable when compared with district ratios prior to

additional class size funding provided by the government in 2004 and later. These funds have diminished

over time and adversely affect the ratio.

Bill 1 – An Act to Reduce School Fees

The Government of Alberta introduced Bill 1 – An Act to Reduce School Fees to eliminate specific school

fees (not all fees), starting in the 2017-2018 school year. Fees included in Bill 1 are for instructional supplies or

materials (textbooks, workbooks, photocopying, paper, etc.) and for transportation fees. Transportation fees

cannot be charged to students living more than 2.4 kilometres from their designated school, or if the student

has a disability that precludes use of regular transportation, or students directed to a different school by the

school board as a result of overcapacity neighbourhood school or for noon-hour transportation for children

attending kindergarten.

The government is providing funding to cover the estimated cost of this measure, based on prior year fees

analysis. This does not accurately measure the actual costs in this budet and discussions are ongoing with

Alberta Education in this regard. Much of the detail for this change is included in the Regulations related to

Bill 1 and were only being finalized as this budget is in the final approval process. Consequently, the district

made assumptions regarding the impact of this Act and determined to cover any shortfall of funds by

utilizing district savings.

It is expected that further fee reductions will be introduced in future provincial budgets.



Board of Trustees. Trustees are elected for a four-year term, which currently runs from October 2013 to October 2017.

Trustees represent electoral wards with boundaries that roughly include similar populations and school presence. The

City of Calgary has 14 wards and these boundaries are incorporated into district electoral boundaries. Electors outside

of the City of Calgary include the cities of Airdrie, Cochrane and Chestermere as well as smaller corporate entities

within the boundaries of Rocky View County. These populations are included when identifying trustee ward

boundaries. Trustees select a chair and vice-chair at an annual organizational meeting in June (except in election

years when it is held in October – after the election).

For the current year (2016-2017), the trustees (and Wards represented) are as follows:








Senior Administration. Senior administration for the district was re-organized in 2016-2017, reducing the number of

superintendents by one position and adding four area directors to improve efficiency and service to schools. The

positions and individuals are now as follows:









Association of School Business Officials International (ASBO) Meritorious Budget Award (MBA)

The district submitted its 2016-2017 budget to the Association of School Business Officials International and was

successful in achieving the Meritorious Budget Award. Few school districts in Canada have attained the MBA and this

is one more indicator of a high level of financial management for the district. The award certificate is provided on the

following page.



Association of Scholl Business Officials International – Meritorious Budget Award Certification

This Meritorious Budget Award is presented to

CALGARY ROMAN CATHOLIC

SEPARATE SCHOOL DISTRICT NO. 1

for excellence in the preparation and issuance of its budget

for the Fiscal Year 2016-2017.

The budget adheres to the principles and standards

of ASBO International’s Meritorious Budget Award criteria.

Anthony N. Dragona, Ed.D., RSBA John D. Musso, CAE, RSBA

President Executive Director



Section B. Organizational



District Description/Profile

Calgary Catholic School District is a separate school system (as defined by the Alberta School Act) that is fully

funded by the provincial government and through residential property taxes. The district serves Catholic

students living within the City of Calgary, the City of Airdrie, the City of Chestermere, the Town of Cochrane, the

Town of Crossfield, the Town of Irricana, the Town of Beiseker, and portions of Rocky View County (see map on

following pages). With 112 schools and projected student enrolment of just over 56,000 students from

kindergarten to Grade 12 as of September 2017, Calgary Catholic is the largest Catholic school district in

Alberta. Calgary Catholic is also one of the most successful districts provincially and nationally. Our

achievement results have consistently earned numerous and high accolades from our business and university

partners. The district was recognized with a number of notable communication awards this year, including:

National School Public Relations Association (NSPRA) Award of Excellence for Distinguished Achievement for

the district Annual Report; NSPRA Honourable Mentrion for Distringuished Achievement for both the St. Anne

Academic Centre Program Offerings publication and the Provincial Achievement Test and Diploma Exam

Results infographic; MarCom Gold Awards for both the Annual Report and Footprints to Your Future

publications, as well as the MarCom Platinum Award for the district social media engagement strategy.

Calgary Catholic was also recognized as one of Alberta’s Top 70 Employers in 2017 and had the distinct honour

of having three district principals acknowledged by Canada’s Outstanding Principals program nationally. The

district was also awarded the Meritorious Budget Award by the Association of School Business Officials

International.

Calgary Catholic schools follow the legally mandated provincial program of studies. The district educates and

empowers students from kindergarten to Grade 12 through its mission of “Living and Learning in our Catholic

Faith,” and through the delivery of successful, high quality instructional programs to its diverse urban and rural

student population. In meeting the needs of students and delivering the wide range of program options, the

district is guided by the question: “How can we ensure success for all students?” The responses to this question

results in the implementation of a model of continuous improvement, innovative problem solving and proactive

development of instructional programs designed to address emergent and ongoing student needs. For

example, the district English language learner (ELL) population is currently 28 per cent of the overall enrolment.

ELL supports are addressed through various programs.

The district also offers a number of additional programs to meet the needs of all students. The programs and

supports are listed (on the pages following the district maps) are designed to address the emergent and

ongoing needs in the district and are consistent with the district’s mission, value and vision statements.



The City of Calgary is Canada’s fourth largest city with a population of 1,235,171 (2016 census), which is a

growth of 0.36 per cent over the 2015 census information (see map on following page for areas of growth). This

increase is much lower than last year’s growth levels (2.99%) and reflects the overall economic conditions in the

city. This level of population growth is similar to what was experienced in 2010. The natural increase (excess

births over deaths) year over year was 10,783 which was similar to the 2014-2015 period. Net migration was a

negative 6,527 people – a significant difference from the positive net migration of 24,909 people in 2015. The

city census provides information used for district planning and where the community growth is appearing. The

map on the following page outlines the degree of growth within the city boundaries.

The city continues to be a vibrant, growing community with many economic opportunities, albeit somewhat

reduced in the current economy. Provincially, the boom and bust in commodity prices over the past number of

years have presented severe challenges for the province of Alberta given that a large portion of provincial

revenue comes from oil and gas royalties. This fluctuation in provincial revenue has been both beneficial and

detrimental to the budget planning process over the years and has had significant impact on the current

provincial budget as a result of the precipitous drop in oil prices during the past three years. These fluctuations

have not yet been reflected in the support provided by the government to school jurisdictions in Alberta as the

government has chosen to use deficit financing until the provincial economy improves.

Catholic education in Calgary began in 1885 when four sisters of the Faithful Companions of Jesus established

what would eventually become known as St. Mary’s School. Calgary Catholic celebrated 132 years of

excellence in Catholic education in 2017. of Calgary Census Growth Map



District Boundaries Map

The Tsuu T’ina First Nation is not

located within the district, although

some students attend district schools.

The district boundaries go

beyond the City of

Calgary and include the

Cities of Airdrie,

Chestermere and the

Towns of Irricana, Beiseker,

Crossfield and Cochrane

as well as rural

components within the

Rocky View County.

Separate School Districts

are formed by (Catholic)

residents within

predetermined districts.

This accounts for the

irregularities in the district

boundaries.



Program and Enrolment Overview

Number of Schools (2016-2017)

Elementary 52

Elementary/Junior High 38

Junior High 5

Junior/Senior High 3

Senior High 9

Special Education 2

Total 109

Enrolment (Kindergarten to Grade 12)

September 30, 2016 55,043

Employees (Full and Part Time)

(Note: Includes Staff on Leave)

Instructional Staff 3,350

Support Staff 1,335

Caretaking Staff 318

Exempt Staff 164

Senior Officers 8

Trustees 7

Total (September 2016) 5,183

Programs and Supports

Curriculum

• Advanced English Critical Reading and Writing

• Combined Extended French/International Baccalaureate program (grades 10-12)

• Diploma preparation courses

• Early French Immersion (kindergarten-Grade 9)

• ESL High School courses (Level 2,3 and 4)

• ESL Locally Developed courses

• Knowledge & Employability (K & E) courses (senior high)

• U-Learn Online School program (hosted by St. Anne Academic Centre and available at all district senior high

schools)

Program Options

• Advanced Placement program (AP)

• Advanced Acting

• Continuous Progress (independent learning) @ Bishop Carroll High School

• Career and Technology Foundations (CTF) grades 5-9, Career and Technology Studies (CTS) grades 10-12

• Extended French (grades 10-12)

• Fine Arts schools (grades 4-6 and grades 7-9)



• Hockey Canada Skills Academy (grades 7-12)

• International Baccalaureate (IB) programming

• Italian Language and Culture (kindergarten-Grade 9)

• Late French Immersion (grades 7-9)

• Marching Band program (Bishop Grandin High School)

• Returning Grade 12 school (St. Anne Academic Centre)

• Senior High Summer School

• Single Gender (Sacred Heart School)

• Spanish Bilingual program (kindergarten-Grade 12)

• Sports Performance (senior high)

• Workplace School

• Year-round schools (elementary and junior high)

Program Supports

• Alternative Outreach Youth program (Sanctuary)

• Blind and visually impaired supports

• Bridge program (senior high students with no or interrupted formal schooling)

• Congregated program for gifted students

• Connections (St. Monica School)

• Deaf and hearing impaired supports

• Diverse learning teachers

• Diverse learning coordinating teachers

• Educational support programs (grades 1-12)

• English Language Learning Summer Literacy programs (high school)

• English Language Learning support

• First Nations, Métis and Inuit programming for Aboriginal students

• Fresh Start Outreach Program – Junior High (Bishop Kidd School)

• Fresh Start Outreach Program (St. Anne Academic Centre)

• Gifted programming support

• Guidance and counseling support

• High school literacy classes

• Kara program (pregnant and parenting students)

• Learning disabilities satellite programs (St. Jean Brebeuf, St. Bonaventure and Father Scollen Schools)

• Multi-Agency School Support Team (MASST) – early intervention collaboration with Calgary Police Service

• New Beginnings program (high school learners at risk)



• Next Steps program (St. Monica School)

• Observation program (grades 1-6)

• Our Lady of Lourdes School (congregated setting for students with emotional/behavioural disabilities)

• PARK – Program for At Risk Kids (Bishop McNally and St. Mary’s High Schools)

• Pre-School English Language Learning program

• Program Unit Funding (PUF) and mild/moderate supports in kindergarten

• RCSD – Regional Collaborative Service Delivery

• St. Anthony School (congregated setting for students with learning disabilities)

• Specialized programming classes (grades 1-12)

• Starting Points – Elementary Behaviour program

• Start Smart Stay Safe

• Transition programs – Mental Health (grades 4-12)

Off-Campus Education

• Campus Calgary/Open Mind School

• CTS Centres of Excellence (in Auto service Technician, Welding, Carpentry, Culinary, Hair Stylist, Costume

Design and Information Technology)

• Discovery program (summer job shadowing placement)

• Health Care Aide

• Health internships (paid summer placements)

• Off-Campus Work Experience program

• Pre-Employment Carpenter

• Registered Apprenticeship Program (RAP)

• Veterninary Tech Assistant



Components and Requirements

Alberta Education outlines the requirements for school board planning and results reporting in the Policy and

Requirements for School Board Planning and Results Reporting April 2016 document. The required components include:

• An Accountability Statement

• Accountability Pillar Overall Summary chart

• FNMI Accountability Overall Summary chart

• Performance measure results

• Provincial outcomes, performance measures, targets (*see definition below) and strategies

o Include for each outcome:

▪ The measures used to assess progress and achievement of outcome

▪ Results and evaluations for the measures

▪ Targets for measures with an overall evaluation of “Issue” or “Concern” – Calgary Catholic sets a

target to close the gap if below the provincial standard

▪ At least one strategy to address the outcome

• Summary of financial results

• Capital and facilities projects

• Parent involvement strategies

• Timelines and Communication

o Plan must be posted on the jurisdiction website by November 30, 2016

o Web link to the jurisdiction’s average class size report

• Whistleblower protection

o Section 32 of the Public Interest Disclosure Act (2013) requires that school authorities include their annual

report of disclosures; Calgary Catholic had no disclosures during the 2015-2016 school year

• Produce a summary of their AERR

• Each jurisdiction is responsible to ensure:

o Each school prepares its report and updates its plan annually

o Each school involves the school council in preparing the report and updating the plan

o Each school posts its report and plan on the school’s or jurisdiction’s website

*The only targets Alberta Education requires are in the areas where there is an overall measure of “Issue” or “Concern” in the

Accountability Pillar Overall Summary. However, the district is always striving to continuously improve by meeting or exceeding our own

results. For this reason, Calgary Catholic School District creates our own targets in specific areas to always meet provincial standards and

where we are already above provincial standards to improve by at least 0.1 per cent each year.

https://education.alberta.ca/media/3115398/policy-and-requirements-for-school-board-planning-and-results-reporting-may-2016.pdf

https://education.alberta.ca/media/3115398/policy-and-requirements-for-school-board-planning-and-results-reporting-may-2016.pdf

https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Pages/default.aspx

https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Documents/AERR2015-2016.pdf



Governance Structure

Consisting of seven members, the Board of Trustees is elected by Catholic school ratepayers once every four years.

The next election is in October 2017. The Board has been granted the legal and moral responsibility and authority to

govern the Calgary Catholic School District and acts on behalf of the ratepayers to ensure that the school district

achieves its goals while ensuring the use of acceptable practices. The Board governs using the GTEC (Governing

Through Engagement and Collaboration) model of governance, which was formally adopted by the Board on April

13, 2016. The Board spent many months developing the structure of the new model for the Calgary Catholic School

District. The goal in changing models is to move to an even more responsive governance model to support students

and families.

The Board has developed a Board Policy Handbook to highlight and support the important governance function of

the Board, the role of the chief superintendent and the delegation of authority from the Board to the chief

superintendent. The Board Policy Handbook is supplemented by an Administrative Procedures (AP’s) Manual to direct

the district in its operations.

Board of Trustees

Leadership by Governance



Board of Trustees. Trustees are elected for a four-year term that currently runs from October 2013 to October 2017.

Trustees represent electoral wards with boundaries that roughly include similar populations and school presence. The

City of Calgary has 14 wards and these boundaries are incorporated into district electoral boundaries. Electors outside

of the City of Calgary include the cities of Airdrie, Cochrane and Chestermere as well as smaller corporate entities

within the boundaries of Rocky View County These populations are included when identifying trustee ward

boundaries. Trustees select a chair and vice-chair at an annual organizational meeting in June (except in election

years when it is held in October – after the election).

For the current year (2016-2017), the trustees (and Wards represented) are as follows:










Serafino Scarpino, Margaret Belcourt, Linda Wellman, Cheryl Low, Peter Teppler, Mary Martin and Cathie Williams



Senior Administration. Senior administration for the district has been re-organized for 2016-2017, reducing the number

of superintendents by one position and adding area directors to improve efficiency and service to schools. The

positions and individuals are now as follows:









Judy McKay, Richard Svoboda, Andrea Holowka, Gary Strother, Michael Ross, Luba Diduch, John Deausy, Mark Rawlek

Organizational Charts



Instructional Services

s



Human Resources



Finance & Business



Information Technology



Facilities/Transportation



ilities

District Mission, Value & Vision

Mission: Living and Learning in our Catholic Faith.

Value Statement: All members of our community are sacred and must be treated with dignity and respect.

We value excellence in Catholic education, guided by shared responsibility and the moral authority of the

Church.

Vision Statements:

Faith Our Catholic schools demonstrate their constitutional right to provide and support the development,

permeation, and modeling of our faith.

Relationships Our Catholic schools promote shared responsibility for stewardship of resources, transparency,

and the success of the students in our care.

Excellence in Teaching and Learning Our Catholic schools develop students who reflect the image of God and are successful contributors to a global

society.



Success for All Students’

(Academic Theme 2017-2018)



Budget Process

Calgary Catholic School District is a people-focused organization and employs over 5,000 staff members.

Approximately 78.6 cents of every dollar spent goes to salary and benefits. A further significant portion of the

budget goes to fixed costs like maintenance, supplies, insurance and utilities.

The district budget process is continuous throughout the year with budget updates being a regular item at most

Calgary Catholic Board meetings. Planning for the budget year (September 1 to August 31 of each year)

begins early in the calendar year. The process involves gathering essential financial information, consulting with

stakeholders through a variety of processes, making appropriate decisions on new and existing expenditures

and ensuring staffing decisions are made as expeditiously as possible.

The financial planning process commences prior to all funding being determined and is dependent upon the

accuracy of projections such as student enrolment, grant qualifications, staffing requirements, etc. As school

staffing decisions generally need to be made no later than May, certain assumptions must often be made. It is

sometimes difficult to ascertain appropriate staffing levels and allocate resources to the areas that require

them when budget reallocations or reductions are necessitated to finalize budget decisions. As much

information as possible is gathered ahead of time to best inform decision-making but some budgetary

decisions regularly need to occur just prior to the finalization of the complete budget. This includes significant

decisions on such matters as new expenditure initiatives (“B” Budgets), new revenues (e.g., grant increases),

and budget reallocations and reductions (particularly those affecting school-based personnel). Through its

staffing process, the district endeavours to address class size and composition on a class-by-class basis. Keeping

a number of contingency teachers for assignment to schools on an as needed basis is one technique utilized to

ensure budgeted expenditures are controlled.

Calgary Catholic also utilizes software called ThoughtExchange to engage parents, staff and students on a

large scale, so they are able to provide input on budget priorities. This input is used, as much as possible, to

inform budget decisions. Stakeholders are encouraged to participate in the process (see graphics on following

pages).



ThoughtExchange Process

Participation in the process is open to all district stakeholders – parents, staff, students and community members at

large. Information was provided to stakeholders and those who responded were prompted to answer three

questions. Subsequently, the responses were shared with all participants and they were requested to rank the

thoughts (using a star system) according to their preferred choices. The results inform the budget process and are

shared with all participants.



ThoughtExchange Questions

Overview - Questions

1.  What are your concerns about our school or district this year?

2.  What are some things you appreciate about

our school or district this year?

3.  Is there anything else you would like to add?

There were 10,267 participants in the process generating 18,106 “thoughts” and 600,288 “stars.” The demographic

breakdown of participants is shown on the following page.



ThoughtExchange Respondent Demographic

Overview - Demographic

76% 7,770 20% 2,069

Parent/Guardians Staff Members

4% 363 <1% 30

Students Community Members

<1% 35

Others

Participation rates were remarkable and the data provided was used to inform budget decisions. Gathering

answers and prioritizing (using stars), resulted in some common themes as shown on the next page.



The stakeholder input results from ThoughtExchange were compiled and analyzed. The common themes generated by

the first two questions were as follows:

What are some things you appreciate about our school or district this year?

• Teachers and Staff

• School Environment

• Parent-School Communication

• Extracurricular

• Leadership and Administration

What are your concerns about our school or district this year?

• Class Size

• Funding

• Support Diverse Learning Needs

• Student Support and Engagement

• Quality of Education

When incorporated with the associated comments generated by the third question, it is noted that the concerns over

funding and quality of education are more of a future concern as participants were concerned over the funding levels

for school districts provided by the provincial government and the financial impact on the economy from low oil prices.

Trustees also play an important role and in addition to budget oversight, meet with parents, school council chairs and

school principals to gain additional input. Principals, directors, supervisors and other district budget managers are kept

informed throughout the budget process through their regular District Leadership Council meetings. Employee groups are

also kept apprised of significant budgetary issues impacting their members during the process. Student input is also

obtained through the ThoughtExchange process.

The district budget is prepared by administration in accordance with board policies. Linkage with district Vision

Statements and provincial goals/objectives are considered. The budget must also support the district three-year plan.

Budget meetings are held with each district department in late January or early February to review department

expenditures and identify opportunities for efficiency. There is also a “B” budget process to identify any new or mandated

expenditure that may need to be included in budget planning. All proposals brought forward through this avenue are

reviewed by administration and prioritized. If required by legislation or if a priority is deemed to be in the interest of the

district, these proposed expenditures may be added to budgeted expenditure. An example for this year was inclusion of

additional administrative and technical supports needed to address increased reporting and administrative load for a

growing district.



The Board of Trustees is involved at every stage of the process and ultimately approves the budget for submission to the

Minister of Education. The legislated date for submission is May 31 of each year; however, the government has extended

that deadline on occasion to June 30. It is largely dependent upon the release of the Government budget (usually in

February or March) but this has fluctuated in the past few years as the government changed in the last election and

variations in the price of oil and gas. Oil and gas revenues are central to the provincial budget. The provincial budget for

2017-2108 was introduced on March 16, 2017. Due to the late introduction of the provincial budget, the Government has

extended the Budget deadline to June 30 in 2017.

The district always works to present a budget that is balanced and that provides for continued excellence in teaching

and learning.

Budget Planning Assumptions The 2017-2018 District Operating Budget document is a financial plan for the district for the fiscal year that runs from

September 1, 2017 through to August 31, 2018. In putting this plan together, certain background information,

assumptions and estimates affecting both revenue and expenditures must be used in order to best predict the future

financial operations of the district.

Once revenues and expenditures are estimated for the year, then it must be determined whether existing operations

can be sustained, whether funding exists for additional priorities, or whether budget reallocations or budget reductions

(or additional revenues) are needed to balance the budget. As the district is a service entity, employee contracts are

a key component of budget planning. Teacher salaries and benefits make up 61.7 per cent of the district’s budget

and other employee groups generally negotiate comparable settlements so not having known salary/benefit rates

adds significant risk to district financial planning. For 2017-2018, there is an ATA settlement on provincial matters but

local negotiations may impact other factors with a cost to the board. Other employee groups will also need to be

addressed. As is normal for budget building, developing certain assumptions and projections early in the process are

necessary to allow for consistency in practice.

The most significant of the 2017-2018 District Operating Budget planning assumptions follow:

Revenue Assumptions

Student Enrolments

The district’s funding from Alberta Education is based, for the most part, on total student enrolments in the

district. The student enrolment projected for September 2017 is 54,019 full-time equivalents (FTEs), or 56,082

total students (kindergarten students are 0.5 FTEs). This is a projected 1.88 per cent growth in enrolment.

Actual enrolments may vary after finalization of this budget; however, these projections are based on the

best available information and allow for consistency in process. (See Enrolment in the Informational Section)



Funding Factors

The district’s budget is based on the 2017 Alberta Budget that was introduced on March 16, 2017. Grant

rates will remain the same as 2016-2017 with funding committed to address enrolment growth. There is

minimal change in grant structure and/or funding formulae. Funds received from Alberta Education that are

targeted and/or restricted will be used for the specified purpose. Infrastructure Maintenance Renewal (IMR)

funds are budgeted to increase from budget to budget to just under $16.2 million dollars. This is an increase

of $2.2 million compared to the 2016-2017 budget. IMR funds must be expended on maintenance projects.

The funding factors utilized by Alberta Education are complex. Projecting the district’s 2017-2018 revenue

from Alberta Education requires accurate student enrolment numbers, and require projections of such

things as the number of Credit Equivalent Units (CEU’s) that grades 10, 11, and 12 students will earn (the

government amended the cap on allowable number of CEU’s earned from 60 to 45 for 2017-2018); the

number of kindergarten students with diverse needs; the number of English language learners (ELL) students;

and identification of First Nations, Métis and Inuit (FNMI) students. The potential for variations due to the

variety and complexity of required projections is significant. There is also some uncertainty around the

amount of grants that will be received to replace fees, particularly for transportation fees.

High School Credit Enrolment Units (CEU’s)

The per CEU funding for high school (grades 10, 11 and 12 students) is $190.85 plus class size increments for

CTS courses (plus $12.83 for Tier 2 and $36.18 for Tier 3 CEU’s) in 2017-2018. For the purposes of the 2017-2018

Budget, a revenue projection based on historical data is utilized for the CEU’s to be earned for the school

year by district high school students. High school flexibility projects have resulted in high schools being

funded on a historical CEU average. The district is in the process of applying for all high schools to be funded

this way.

In order to receive the same funding per full-time equivalent

Grade 1-9 student, high school students need to complete

35.0 CEU’s. For 2017-2018, the allowable number of CEU’s

claimed has been reduced from 60 to 45. This will result in a

small decrease in revenue.

Fee Revenue

Bill 1 – An Act to Reduce School Fees will provide additional

Government funding of $3.7 million and reduce fee revenue

from students.



Expenditure Assumptions

Salaries and Benefits

All staff contracts expired at the end of the 2015-2016 fiscal year. The provincial bargaining through TEBA

Central concluded in April 2017 (and ratified in May) with an agreement on provincial matters related to

the Alberta Teachers’ Association (ATA); however, local matters still need to be negotiated for the ATA

contract to be finalized. As these costs are unknown at the time of this budget, an internal estimate of staff

salary and benefit expenditures will be projected for the 2017-2018 budget. Salary expenditures are subject

to negotiated contracts with employee groups and benefit rates are negotiated with benefit providers.

Staffing will be governed by the district staffing formulae and will be adjusted in accordance with salary

settlements and available resources. Negotiations with the Canadian Union of Public Employees (CUPE),

and the UNIFOR employees have commenced in accordance with existing contract requirements.

The district will comply with all requirements of the collective agreements including any change in salaries,

employee grid movement and changes to benefits. These are initially not budgeted to exceed grant

revenue but it is hoped that government grants will fund any settlements. Given that salaries and benefits

constitute 78.6 per cent of district expenditures with teachers being 61.7 per cent, the impact of any

change in salary rates is the single largest expenditure variable in the budget.

Provisioning Cost for New Schools

Provisioning costs for new schools are not funded by the government and are generally funded in the year

prior to scheduled opening with some costs carrying forward into the following year. For the 2017-2018

budget, there are three schools scheduled to open in September 2017 – Apostles of Jesus, Guardian Angels,

and Holy Child. There are also three schools anticipated to be opened in September 2018 (in the

communities of Sherwood, Mahogany and Legacy). With the unusual number of schools opening in this

budget cycle, this is a significant cost to the district and provides challenges as to the source of funds.

Prioritization of Expenditures

Expenditures for high priority items identified during the budget process are included in the budget for 2017-

2018. Prioritization of expenditures is always necessary to provide the best balance between fiscal

responsibility and what is best for children’s education. The budget process is structured to re-evaluate

expenditure decisions annually on an as needed basis. Expenditures will support the district’s Three-Year

Plan and financial accountability will be a shared responsibility.



Savings and Deficit Assumptions

Deficit Not Allowed

The School Act prohibits an unfunded deficit. Expenditures have been adjusted, capital transfers have been

determined, and the 2017-2018 budget year will be balanced using $1.7 million of savings.

Safety Net Recommended

Keeping some funds in savings as a safety net is always desirable; however, it must be balanced with ensuring

expenditures are what is best for the students. To illustrate the impact of a 1 per cent budget variation, if the

approximately $615 million expenditure budget is 99 per cent accurate on revenues, and 99 per cent accurate on

expenditures, then the district could still incur an $12.4 million deficit ($6.2 million difference in both revenues and

expenditures). The provincial auditor general recommends that 2.5 per cent of expenditures be set aside in savings

as a safety valve (combined operating reserves and unrestricted surplus).

Maintaining Operations with Savings

Use of funds in savings accounts (operating reserves and unrestricted surplus) is necessary for the 2017-2018 budget

due to the uncertainty around fees. Use of $1.7 million is anticipated. District savings are slightly below the

provincial auditor general’s recommendations. It is essential to note that funding operations from savings is a short-

term solution and is not sustainable.

Targeted Revenue Assumptions and Allocations

Supporting Inclusive Education

Inclusive Education funding is increasingly important as the percentage of students having unique needs continues

to grow. Revenue for English language learners (ELL) was reduced in the 2013-2014 provincial budget, and

additional changes have been made to the funding eligibility in prior years that negatively impacted revenue for

Inclusive Education. For 2017-2018, these rates remained static. This is one of the most vulnerable groups within the

district and it is not an area where cuts in funding are what is best for children. The district is accountable for

providing appropriate supports for these students in the overall context of planning and delivery of instruction. The

Board of Trustees has demonstrated support for Inclusive Education by providing diverse learning teachers (DLTs) as

needed through the district. The school information technology budget continues to provide for the assistive

technology needs of diverse needs students.

Administration Envelope

There are no longer any maximum expenditure limits (envelopes) for the various allocations for expenditures,

except for administration which is capped at 3.6 per cent of expenditures. Outside of the Ministry of Education, no

other government department or agency has an expenditure limit on administrative expenditures.



With regard to the administration envelope, the district is restricted as to what it is allowed to spend to a maximum

of 3.6 per cent of expenditures. As has been the case in the district since the implementation of the 1995-1996

Funding Framework, expenditures in the administration envelope will be within the allowable 3.6 per cent cap

restrictions in 2017-2018 as it is budgeted at 3.06 per cent.

The district is a centrally-run organization. Certain tasks (e.g., Human Resources, Purchasing, Accounting, Payroll,

Maintenance) are done centrally by professional staff rather than being downloaded to the school level. The focus

of the schools is on teaching and learning and that focus is demonstrated by the district’s outstanding

Accountability Pillar results. Attempting to reduce administration costs by asking school-based staff to take on

these responsibilities is contrary to district philosophy and would have a negative impact on school operations. The

role of a school-based administrator has expanded greatly in our modern society and the more that is added to

their responsibilities, the more difficult it is to achieve key responsibilities to the children of our district.

Administration costs in the district have been less than the 3.6 per cent cap since the implementation of this

government requirement. For the past three years, the administration costs (as reported in the annual Audited

Financial Statements) have been as follows:

• 2017-2018 (projected) 3.06%

• 2016-2017 (budget) 3.03%

• 2015-2016 3.18%

• 2014-2015 2.85%

• 2013-2014 3.11%

• 2012-2013 3.21%

The district is budgeting for a 3.06 per cent cost for administration in 2017-2018. Strong district growth puts

additional pressure on administration functions and for the 2017-2018 budget, the district has added administrative

supports to assist with managing an increasing number of schools, new reporting requirements for operations and

controls required by Alberta Education, support staff well-being and provide flexibility to support enrolment growth

in the schools. It is important to note that as the school district grows, the staffing allocation formula adjusts staffing

at a school level. There is no similar mechanism for centralized staff and decisions are made annually to

centralized staffing on the basis of merit and district needs. In some years there are no additions. The administration

costs noted above are indicators that district centralized expenditures are within reasonable limits.




Basis of Budget Preparation

The 2017-2018 Budget for the Calgary Catholic School District is prepared in accordance with Canadian Public Sector

Accounting Standards (PSAS) and accounting policies consistent with those prescribed by Alberta Education for

Alberta school jurisdictions.

The basis of accounting refers to the timing of the recognition of revenue sources and expenditures in the district’s

budget and financial statements.

The district follows the modified accrual basis of accounting. Grant revenues are recognized in the year to which they

relate. Fees for services related to courses and programs are recognized as revenue when such courses or programs

are delivered. Capital allocations from the province or other agencies are recorded as deferred capital contributions

until spent. Unrestricted contributions are deferred and recognized in the period in which they are received and

receivable. Externally restricted contributions are deferred and recognized in the period in which the contribution will

be complied with. Expenditures are recorded within the period that they are incurred.

A precise determination of many revenue and expenditure items is dependent on future events. As a result, the

preparation of the budget for the 2017-2018 fiscal year involved the use of estimates and approximations, which have

been made using careful judgement. Actual results could differ from those estimates and approximations.



Administrative Procedure 500 - Annual District Budget

Background.

The annual budget is the financial component of the district’s operating plan. The budget is not the plan itself but a

mechanism to achieve the goals and objectives of the plan. Each school year the chief superintendent, with the

assistance of the secretary-treasurer, shall prepare for Board consideration and adoption a detailed estimate of the

revenues and expenditures required to operate the programs of the district.

Procedures.

1. Budget planning is the responsibility of the secretary-treasurer and will be undertaken to conform to the

budget timelines established by the Board.

2. The secretary-treasurer will prepare a draft budget based on the priorities set out in the Three-Year Education

Plan and the budget assumptions established annually by the Board.

3. The secretary-treasurer will present the draft budget to principals and district office personnel and all

educational partners in a consultative process.

4. The chief superintendent will present the draft budget to the Board.

5. On or before May 31 in each year, the Board shall approve a budget for the next school year.

6. The annual budget shall identify any new programs to be implemented, as well as programs that are being

discontinued.

7. Following Board review and adoption, a final budget in the form prescribed by the Minister will be submitted

to Alberta Education.

8. Under the general supervision of the chief superintendent, the secretary-treasurer shall administer the budget

of the district.

9. Subsequent to the receipt of the September 30 enrolment count, a revised budget is prepared and

presented to the Board for approval.

10. The secretary-treasurer is accountable to the chief superintendent for the effective control of expenditures

within the budgetary limits established for departments and for schools.

Approval Date: April 12, 2016



Important 2017-2018 Budget Dates – Budget Timeline

January 19, 2017 Budget memo to superintendents regarding the budget process and upcoming meetings to

discuss “A” Base budgets for each of their departments. Direction is to prepare for a status quo

budget and fund any new initiatives with existing dollars.

January 18, 2017 Board Meeting – Budget Update (Schedule).

January 24, 2017 “A” Budget (Status Quo) Sheets distributed to superintendents (Also “B” Budget template

provided).

January 30 to Department budget meetings with finance and accounting representatives (and department

February 10, 2017 budget managers as requested by superintendents).

February 1, 2017 Board Meeting – Budget Update (Review of Budget Assumptions).

February 9, 2017 Legislated date for Provincial Budget (Actual date was March 16, 2017).

February 15, 2017 Board Meeting – Budget Update (Preliminary schedule and timeline for Trustee Budget

presentation).

February 21, 2017 Admin Council opening discussion on 2017-2018 budget.

February 24, 2017 “B” Budgets (Additional Priorities) to be submitted to director, Finance & Business Services.

March 3 2017 Finalization of “A” Base Budgets by Accounting by this date.

March 1, 2017 Board Meeting – Budget Update (Draft Capital Plan).

March 7, 2017 District Leadership Council – Budget Update.

March 15, 2017 Board Meeting – Budget Update (Capital Plan, Supplementary Requisition, and Bill 1 update).

March 16, 2017 2017-2018 Provincial Budget – Grant rates updated in provincial Funding Manual.

March 17, 2017 Post budget conference call with Minister of Education.



April 3, 2017 Budget discussion at Administration Council

April 11, 2017 Budget discussion at Administration Council.

April 11, 2017 Revenue budget finalized.

April 12, 2017 Board Meeting – Budget Update (Provincial Budget March 16th update).

April 18, 2017 Budget recommendations finalized at Administration Council.

April 25, 2017 District Leadership Council.

April 26, 2017 Board Meeting – Budget Update.

May 10, 2017 Board Meeting – Budget Update (Review of both First Draft of Budget and Board of Trustee

Budget).

May 31, 2017 Board Meeting – Budget Update (Review of Second Draft of Budget).

June 14, 2017 Board Meeting – Proposed final approval of District Budget.

June 14, 2017 Proposed Budget Update with Union Representatives (Final date to be determined).

June 30, 2017 Budget report submission due date.



Section C. Financial



2017-2018 District Revenue – Major Sources of Funding

The district receives 79.7 per cent of its revenue from the provincial government and related parties (95.7 per cent with

property tax included). The balance of revenue is received from local property taxes (16.0 per cent), student fees (1.9 per

cent) and other (2.4 per cent).

• Provincial funding:

The district is budgeting to receive 79.6 per cent or $484.8 million from provincial and related parties. Provincial

funding is allocated to school districts following the principles established under the Renewed Funding

Framework. There are three main categories – base funding, differential cost funding and provincial priority

targeted funding.

Base funding is provided on a per student basis for instruction of students enrolled in kindergarten to Grade

12. There is a class size provision at varying rates for kindergarten to Grade three and for some aspects of

grades 10 to 12.

Differential cost funding is provided to districts to address the variable costs associated with educating

students with diverse needs. Examples include inclusive education, English language learners (ELL), First

Nations, Metis and Inuit (FNMI) students, and low socio-economic status.

Priority targeted funding is directed funding for specific purposes and must be spent for the designated

program. Examples of this funding include Program Unit Funding (PUF), and Supernet (high speed

networking connection). The great majority of district revenues are flexible and can be expended as the

district determines.

Part of provincial funding is provided by formula (square footage and enrolment) for facility maintenance and

caretaking services. Although the district has negligible debenture debt, it is fully supported by the provincial

government. Similarly, the province funds the employer contributions to the Alberta Teacher Retirement Fund.

• Property taxes:

The district is budgeting to receive 16.0 per cent of its revenues or $97.9 million dollars for 2017-2018 from

property taxes. By nature of the complex process involved, this is an estimate of the amount to be received.

The estimate is based on prior year actuals, growth in city assessment and best data available. Every year the

province calculates, based on assessment value, the amount each municipality must contribute towards the

public education system (of which separate school districts are a fully-funded component). Municipalities

collect the education property tax and then either send it to the province for the Alberta School Foundation

Fund (ASFF) or, in the case of opted out separate school districts, remit it directly to the school district1.

There is a uniform provincial mill rate used to determine the amount of the provincial education tax

component of the property tax bill provided to taxpayers. Municipalities also establish mill rates in support of

their operations and this is included in the overall tax bill provided to taxpayers. The provincial rate is



established by the Treasury Board and the Department of Finance. Taxes are calculated and collected on a

calendar year basis. School district budgets are based on the school year – September 1 to August 31.

For 2017, the provincial uniform education property tax rates have been maintainted at 2016 levels - 2.48

mills for residential and farmland property, and 3.64 mills for non-residential property. The tax rate is still at

zero mills for properties assessed as machinery and equipment.

This marks the 24rd year that the education property tax mill rate was lowered or frozen. Since taking control

over education property taxes, the province has cut residential education property tax rates by over 67 per

cent. The education property tax provides a portion of funds supporting all public, separate and

francophone school districts. Lowering the mill rate does not necessarily lower education taxes for

taxpayers. There is a very complex equalization of assessment process involved at the provincial level that is

intended to make tax paid comparable to the property valuations across the province. In Calgary, the

formula resulted in a higher actual tax bills for property owners. The district has no control over setting the

mill rate or collecting the tax.

1All separate school boards in the province have "opted out" of the Alberta School Foundation Fund

(ASFF). This means they collect education property tax money directly from the municipalities. The

total property tax amount used to determine the per-student rate includes both revenues. Any

difference between what an opted-out board collects and what they are entitled to receive is

adjusted, so there is no financial gain to a school jurisdiction that opts out of the ASFF. Boards opt out

to protect constitutional rights and to support representation by taxation.

• Student fees:

Calgary Catholic receives only 1.9 per cent or $11.4 million of revenue from student fees. There are various

categories of student fees to cover (in descending order) such things as activity fees (includes field trips),

lunch supervision, course enhancement fees, non-curricular travel (teams, etc.) and transportation fees for

students not covered by Bill 1. The government has passed Bill 1 to reduce school fees but there is still a large

degree of uncertainty surrounding definitions and application which will be worked out as the year unfolds.

• Other revenue:

Other revenues represents 2.4 per cent of revenues and consist of funding from the Federal Government

(French language and First Nation students), lease and rental revenue, interest revenue, donations, sales

and services and fundraising revenues. This covers any miscellaneous revenue received by the district that

does not fit into the previous categories.



Projections are based on continued enrolment growth (as below), continued provincial funding at current levels, proportional

increases in staffing and support, a consistent level of Accumulated Surplus from Operations and additional provisioning costs for

new schools in 2017-2018 and 2018-2019.

Actual Actual Actual Budget Budget Projected Projected Projected

2014 2015 2016 2017 2018 2019 2020 2021

REVENUE

Provincial and Related Parties 425,798,681 449,788,879 460,386,643 469,731,122 486,490,845 497,824,579 508,707,096 517,973,704

Local Property Taxes 82,263,338 85,344,095 92,966,500 89,160,710 97,895,354 100,522,271 102,719,702 104,590,844

Student Fees 13,812,804 11,599,148 11,634,559 13,614,997 11,422,191 11,481,243 11,764,830 11,995,421

Other Revenue 14,485,738 18,066,733 16,996,607 15,112,070 14,902,072 15,619,586 16,005,389 16,319,095

Total Revenues 536,360,561 564,798,855 581,984,309 587,618,899 610,710,462 625,447,678 639,197,018 650,879,064

EXPENSES

Schools & Instruction 413,873,260 423,187,108 442,541,567 445,959,026 456,865,257 469,371,235 481,659,719 491,401,759

Board, Administration & Instructional Support 46,207,029 46,817,947 49,878,118 51,788,758 53,960,688 54,260,688 54,560,688 54,860,688

Plant Operations & Mntce 67,814,692 74,505,339 73,745,776 76,858,185 84,045,994 84,634,594 85,223,194 85,615,594

Transportation 14,559,837 15,906,254 16,404,177 16,413,217 20,122,401 20,716,012 21,227,697 21,643,760

Total Expenses 542,454,818 560,416,648 582,569,638 591,019,186 614,994,340 628,982,529 642,671,298 653,521,801

SURPLUS (DEFICIT) OF REVENUE OVER EXPENSES (6,094,257) 4,382,207 (585,329) (3,400,287) (4,283,878) (3,534,851) (3,474,280) (2,642,737)

Accumulated Surplus from Operations (Deficit), Beg of period - 9,068,250 13,979,031 14,502,280 14,322,280 14,322,280 14,322,280 14,322,280

Surplus (Deficit) of Revenues over Expenses (6,094,257) 4,382,207 (585,329) (3,400,287) (4,283,878) (3,534,851) (3,474,280) (2,642,737)

Transfer from (to) Capital 15,162,507 528,574 1,108,578 3,220,287 4,283,878 3,534,851 3,474,280 2,642,737

Accumulated Surplus from Operations (Deficit), End of period 9,068,250 13,979,031 14,502,280 14,322,280 14,322,280 14,322,280 14,322,280 14,322,280


Statement of Revenues and Expenses

Comparative Summary

(three years actual, two years budgeted and three years projected)

(in dollars)

for the Year Ended August 31

Projected Head Count Increases (District Operating Budget 2016-2017)

% Increase/(Decrease) [HC] in 2017/2018 1.66%



Revenue and Expense Comparison



Total District Budgeted Revenues (Overview)

Revenue by Source

$ % $ % $ %

Provincial and related parties 460,176,350 79.0% 469,731,122 79.9% 486,490,845 79.7%

Local Property Taxes 92,966,500 16.0% 89,160,710 15.2% 97,895,354 16.0%

Student fees 11,634,559 2.0% 13,614,997 2.3% 11,422,191 1.9%

Other Revenue 17,206,900 3.0% 15,112,070 2.6% 14,902,072 2.4%

581,984,309 100.0% 587,618,899 100.0% 610,710,462 100.0%

2015-2016 Actuals 2016-2017 Budget 2017-2018 Budget

Total Budgeted Revenues

When combined, provincial grants and property taxes

contribute 95.7% of district revenue. As the district has opted to

receive local property tax revenue directly from the collecting

authorities, the government grants are reduced dollar for dollar

in order to maintain equity between school districts. Also

included in provincial revenue totals are government

contributions to the Teachers’ Retirement Fund. Other revenue

and student fees contribute 4.3% of district revenue.

Provincial and

related parties79.7%

Local

Property Taxes16.0%

Student fees

1.9%

Other

Revenue2.4%

Revenue 2016-2017 Budget



2017 – 2018 District Budgeted Revenues (Year to Year Comparison)

REVENUE VARIANCE EXPLANATIONS Total revenues budgeted to be received in 2017-2018 are $610.7 million. This is an increase of $23.1 million or

3.9 per cent over 2016-2017 budgeted revenues of $587.6 million, primarily due to increased enrolment and

higher Infrastructure Maintenance Renewal funding. Total revenues include funding from Alberta Education,

property taxes, school fees and other sources.

Instructional Grants

The 2017-2018 basic instruction grant rates remained at 2016-2017 levels.

Transportation

Transportation grant revenue is budgeted to increase by $0.1 million for 2017-2018 due primarily to

increased enrolment. Transportation grant revenue is budgeted at $13.7 million in 2017-2018 compared to

$13.6 million in 2016-2017.

Class Size Initiative

Class size funding is now included in the basic instruction grants.

2016-2017 2017-2018

Budget Budget Variance % Change

Alberta Education 469,440,636 486,064,141 16,623,505 3.5%

Other - Government of Alberta 290,486 426,704 136,218 46.9%

Federal Government and First Nations 1,273,075 1,375,106 102,031 8.0%

Property Taxes 89,160,710 97,895,354 8,734,644 9.8%

Fees 13,614,997 11,422,191 (2,192,806) (16.1%)

Other Sales and Services 5,150,813 5,159,239 8,426 0.2%

Investment income 983,084 1,001,319 18,235 1.9%

Gifts and donations 2,573,026 2,436,490 (136,536) (5.3%)

Rental of Facilities 2,169,912 2,088,705 (81,207) (3.7%)

Fundraising 2,930,274 2,812,009 (118,265) (4.0%)

Gains on disposal of capital assets 25,000 25,000 - 0.0%

Other revenue 6,886 4,204 (2,682) (38.9%)

587,618,899 610,710,462 23,091,563 3.9%



Plant Operations and Maintenance (POM)

POM revenues are increasing by $3.5 million to $57.7 million. Sufficient funding was not provided to address

the district’s deferred maintenance backlog. The most recent available district deferred maintenance

total, according to Alberta Infrastructure, is approximately $183.6 million. IMR funding will need to be

sustained at current or higher levels to prevent the total deferred maintenance from escalating to

unmanageable numbers. Support Services actively monitors deferred maintenance and works closely with

Alberta Infrastructure to ensure maximum value for funding received. District buildings are among the best

maintained facilities in the province.

It should be noted that Alberta Infrastructure shows the projected deferred maintenance for 2020 as

$262.2 million with the bulk of that sum ($218.5 million) currently shown as supported. The reason for this is

that the five year projection provided by Alberta Infrastructure includes all deferred maintenance for the

life of the buildings. For example, a roof may have a 25-year life span when first installed but that number

can be impacted by weather, appropriate maintenance of roof drains, etc. The work needing to be done

in the next four years is prioritized, priced and assigned to the appropriate year. All remaining lifespan

replacements are estimated and included in the fifth year projection. Consequently, the five year

projection totals are less accurate than the current year projection as it is impossible to accurately predict

all future influences.

As the district grows (more schools) and existing schools age (see chart below for age distribution of

schools), it becomes more difficult to maintain and refurbish school buildings. Administrative buildings are

not supported by POM funding and necessary repairs and upkeep must come from operations .

Note: The district will have 112 operational facilities for the 2017-2018 school year. The numbers on the chart above

add up to 117 facilities but this does not account for facilities that were disposed of or remain leased or vacant.

1 1

20

18

16

13

1817

13

0

5

10

15

20

25

1910's to1930's

1940's 1950's 1960's 1970's 1980's 1990's 2000's 2010's

Decades

Age Distribution of Facilities

The district is very fortunate that only

around 35 per cent of its facilities are

over 50 years in age. As facilities pass

that age, maintenance costs will likely

increase without diligent attention to

maintenance and renewal of

buildings and capital equipment



2017-2018 DISTRICT EXPENDITURES

2017-2018 District Budgeted Expenditures (Year to Year Comparison)

Expenditure Variance Explanations

Total expenditures budgeted for 2017-2018 are $615.0 million. This is an increase of $24.0 million or 4.1 per cent

over 2016-2017 budgeted expenditures of $591.0 million, primarily due to more staff to address increased

enrolment, new schools and higher Infrastructure Maintenance Renewal expenditure.

Salary and Benefits

Salaries and benefits are up by $14.8 million combined due to more staff to address the increased enrolment,

new schools and increased centralized supports as well as increased benefit rates.

Services, Contracts and Supplies

Services, contracts and supplies have increased year over year primarily due to the anticipated increased cost

of the bus pass rebate.

Amortization of Capital Assets

Amortization has increased as there are new schools added to the capital assets account as well as a change

to depreciation as required by Alberta Education.

Variance Variance

$ $ $ %

Certificated Salaries & Benefits 369,805,126 379,175,960 9,370,834 2.5%

Non-certificated Salaries & Benefits 98,657,991 104,077,532 5,419,541 5.5%

Services, Contracts and Supplies 99,779,715 107,048,559 7,268,844 7.3%

Amortization of Capital Assets 22,468,811 24,358,337 1,889,526 8.4%

Interest and Charges 305,843 332,252 26,409 8.6%

Other Expenses 1,700 1,700 - 0.0%

591,019,186 614,994,340 23,975,154 4.1%

2016-2017 Budget 2017-2018 Budget



Schools & Instruction

74.2%

Board, Administration & Instructional

Support8.8%

Plant Operations &

Mntce13.7%

Transportation3.3%

Expense by Function 2017-2018 Budget

District Budgeted Expenditures by Function (3 years)

$ % $ % $ %

Schools & Instruction 442,541,567 76.0% 445,959,026 75.4% 456,865,257 74.2%Board, Administration &

Instructional Support 49,878,118 8.6% 51,788,758 . 53,960,688 8.8%

Plant Operations & Mntce 73,745,776 12.6% 76,858,185 13.0% 84,045,994 13.7%

Transportation 16,404,177 2.8% 16,413,217 2.8% 20,122,401 3.3%

582,569,638 100.0% 591,019,186 91.1% 614,994,340 100.0%


Total Expenditures

Total expenditures are increasing by $23.0 million to $615.0

million in the 2017-2018 budget as compared to $591.0 million

in the 2016-2017 budget. This is primarily due to increased staff

to address enrolment growth, new schools, additional IMR

expenditures and the anticipated additional cost of bus pass

rebates. With three new schools opening, additional costs are

reflected in the Plant Operations and Maintenance

Department while Board, Administration & Instructional

Support remained static as a percentage of expenditure.



Total District Budgeted Expenditures by Object (3 years)

$ % $ % $ %

Certificated Salaries & Benefits 370,173,139 63.5% 369,805,126 62.6% 379,175,960 61.7%

Non-certificated Salaries & Benefits 96,223,071 16.5% 98,657,991 16.7% 104,077,532 16.9%

Services, Contracts and Supplies 94,327,425 16.2% 99,779,715 16.9% 107,048,559 17.4%

Amortization of Capital Assets 20,862,306 3.6% 22,468,811 3.8% 24,358,337 4.0%

Interest and Charges 431,107 0.1% 305,843 0.0% 332,252 0.0%

Other Expenses 552,590 0.1% 1,700 0.0% 1,700 0.0%

582,569,638 100.0% 591,019,186 100.0% 614,994,340 100.0%


Total District Budgeted Expenditures by Object

In 2017-2018, 78.6 per cent of district expenditures are for salaries

and benefits. This is slightly less than the 2016-2017 budget on a

percentage basis but similar when the large increase in Services,

Contracts and Supplies are factored in. There are more staff due

to enrolment growth, new schools and there has been no

contract settlement with any staff group. Services, Contracts and

Supplies have increased in monetary terms due to the anticipated

cost of the bus pass rebate. Amortization and interest increased

marginally and other expenses remained static as a percentage

of expenditure year over year.

Certificated Salaries & Benefits61.7%

Non-certificated Salaries & Benefits16.9%

Services, Contracts and

Supplies17.4%

Amortization of Capital Assets4.0%

Interest and Charges

0.0%

Other Expenses

0.0%

Expense by Object 2017-2018 Budget



Total District Budgeted Schools & Instruction Expenditures

$ % $ % $ %

Certificated Salaries 289,159,624 65.3% 288,409,753 64.7% 296,338,660 64.9%

Non-certificated Salaries 36,483,806 8.3% 36,694,263 8.2% 38,728,072 8.5%

Employee Benefits 77,410,620 17.5% 79,327,608 17.8% 80,958,378 17.7%

Services & Supplies 37,624,925 8.5% 39,359,184 8.8% 39,233,307 8.6%

Depreciation 1,862,592 0.4% 2,168,218 0.5% 1,606,840 0.3%

442,541,567 100.0% 445,959,026 100.0% 456,865,257 100.0%


Total District Budgeted Schools & Instruction Expenditures

The percentage of district expenditure for salaries and benefits in

schools and instruction increased to 91.1 per cent for 2017-2018;

however, there were differences in the components of this total.

Salaries (in both categories) increased both as to dollar value and

percentage (more employees) and represents a higher percentage of

the total expenditures as there was a dcrease in overall benefit costs.

School districts are very labour intensive entities. Certificated salaries

refers to teacher salaries, while non-certificated salaries represent

support staff such as classroom assistants and school secretaries.

Benefits totals include all school based staff.

Certificated Salaries64.9%

Non-certificated

Salaries8.5%

Employee Benefits17.7%

Services & Supplies

8.6%

Depreciation0.3%

Schools and Instruction Expenditures2017-2018 Budget



Salary/Benefits & Other by Category

The change in salary/benefit costs from 2016-2017 to 2017-2018 is explained as follows:

• Schools and Instruction is up $11.6 million or 2.9% due to more teachers and school staff (higher enrolment,

more schools) and also higher benefit costs.

• Board, Administration & Instructional category increase by $1.4 million or 3.5% and included changes to the

centralized supports for schools.

• Plant Operations & Maintenance increased by $1.8 million or 7.1% due to more schools resulting in more

caretaking staff and an increased relief pool for cleaners.

• Transportation costs increased by 10.7% or just over $54 thousand dollars – primarily due to an increase in staff.

Description Salary/Benefits Other Total Salary/Benefits Other Total $ %

Schools & Instruction 404,431,624 41,527,402 445,959,026 416,025,110 40,840,147 456,865,257 11,593,486 2.9%

Board, Administration & Instructional Support 38,506,914 13,281,844 51,788,758 39,864,797 14,095,891 53,960,688 1,357,883 3.5%

Plant Operations & Maintenance 25,013,179 51,845,006 76,858,185 26,797,445 57,248,549 84,045,994 1,784,266 7.1%

Transportation 511,400 15,901,817 16,413,217 566,140 19,556,261 20,122,401 54,740 10.7%

Total 468,463,117 122,556,069 591,019,186 483,253,492 131,740,848 614,994,340 14,790,375 3.2%

* Includes Central Office positions assigned to provide school-based services (e.g., School Computer Technicians, School Accounting Officers, etc.) as well as Sabbaticals for District-wide teachers

Salary/Benefits & Other by Category

2016-2017 Budget 2017-2018 Budget Salary/Benefits Change

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Salary/Benefits & Other By Employee Type

pe

2016-2017 Budget 2017-2018 Budget 2016-2017 Budget 2017-2018 Budget

Salary/Benefits Salary/Benefits Percentage of Percentage of

Salaries/Benefits By Employee Type Total Total

$ % % %

Salary - Administration (Certificated) 1 2,749,153 2,847,343 $98,190 3.6% 0.6% 0.6%

Salary - Supervisors, Consultants & District 7,356,761 7,882,638 525,877 7.1% 1.6% 1.6%

level Coordinating Teachers

Salary - Teachers (Certificated) 1 280,547,566 288,443,408 7,895,842 2.8% 60.0% 59.8%

Salary - Guest Teachers 8,109,153 8,142,218 33,065 0.4% 1.7% 1.7%

Honoraria 18,130 18,130 0 0.0% 0.0% 0.0%

Salary - Uncertificated/Clerical/Aides 59,503,906 62,228,618 2,724,712 4.6% 12.7% 12.9%

Trustees Honoraria (Taxable) 164,794 164,796 2 0.0% 0.0% 0.0%

Wages - Caretaking & Maintenance 17,337,108 18,497,425 1,160,317 6.7% 3.7% 3.8%

Employee Benefits 91,978,167 94,395,244 2,417,077 2.6% 19.6% 19.5%

Sabbatical Leaves 2 698,379 633,672 (64,707) (9.3%) 0.1% 0.1%

TOTAL 468,463,117 483,253,492 $14,790,375 3.2% 100.0% 100.0%

1

2 Sabbatical Leaves are for District-wide teachers (including school-based) as required by the ATA Collective Agreement.

Change

2016-2017 to 2017-2018

Certificated means the employees have a valid Alberta Teacher Certificate and are required to have one to perform their job function.



Uncontrollable/Mandated Cost Increases and Prioritization of Expenditures

Sustaining Uncontrollable Contractual or Mandated Obligations When building the district’s budget, continuing or enhancing operations from year-to-year means having to

accommodate certain uncontrollable or mandated cost increases. This can include such items as contracted

cost increases (like collective agreements or other types of business services contracts such as telephones,

utilities, software licenses, transportation services, property maintenance services such as snow removal, etc.).

Mandated cost increases that might exceed grant increases include such costs as: new curriculum

implementation; insurance costs; new and continuing legislated responsibilities (e.g., occupational health and

safety); and statutory benefit costs (e.g., Workers’ Compensation, Local Authorities Pension Plan, EI and CPP).

School-Based Staffing Annual adjustments to staffing allocations are necessary due to changing demands (growth, funding

reductions, complexity, mandate changes, etc.). School teaching and support staff levels are automatically

adjusted during the budget process to ensure efficient operations from year-to-year. School-based staffing is

based on factors such as student enrolment by grade level in a school, classroom complexity and best use of

resources. If budget reductions are required during a year or if there are additions available, changes to the

staffing allocation formula occur as part of the district’s budget planning process. For 2017-2018, the district is

changing the staffing ratio from 28:1 to 26:1 for Kindergarten to Grade 9. A realignment of staff (5.0 FTE

additional teachers for congregated settings, 7.0 FTE additional education assistants, 1.0 FTE FNMI teacher, 1.0

FTE family support worker, and 1 FTE ELL family support liaison worker) is intendend to assist schools in addressing

the needs of complex students.

Prioritization of expenditures Identifying budget priorities is a necessary part of developing a dynamic, collaborative, responsive budget. The

district relies on input from stakeholders to help identify areas where additional resources should be devoted.

There are rarely sufficient funds to address all identified needs, and for 2017-2018, decisions were made to

achieve a balanced budget. The district anticipated the 2016-2017 operating budget would be balanced

and at the end of the the second quarter, the projection for 2016-2017 indicates savings will be as budgeted at

year end. Through the combination of funded enrolment growth, Help Plan Our Future outcomes, prioritization

and control of expenditures, and efficiencies due to a centralized model, a sustainable amount of savings

have been utilized over the past few years to balance the budget. The 2017-2018 will be balanced using $1.7

million from savings.



Superintendent Description

Ongoing or

One-Time

2017-18

Cost Total Explanation

Area Sups Area Office Admin Support On going 85,000 85,000

Area Sups St Martin PE Transportation On going 55,000 55,000

Area Sups School Council Parent & Trustee meetings and ASCA On going 20,000 20,000

Chief Sup Document Services - Graphic Designer On going 78,000 78,000

John Deausy Capital Accountant On going 107,500 107,500

John Deausy IT Analyst On going 192,787 96,394

John Deausy IT - Development and Test Environment On going 75,000 75,000

John Deausy Procurement Specialist* On going 103,540 103,540

Richard Svoboda Leaves Coordinator (+.7 FTE) On going 70,615 70,615

Richard Svoboda Applicant Tracking Improvement Project* One Time 500,000 500,000 $500K Capital

Richard Svoboda HR Supervisor - Benefits* On going 115,147 115,147

Mark Rawlek Planning Officers (2 FTE)* On going 198,000 198,000

Mark Rawlek POMN Increase for Additional Buildings On going 355,644 208,850

Mark Rawlek Additional Sub Pool for Caretaking* On going 300,000 300,000

Andrea Holowka Religious Education Personnel On going 180,000 180,000 From IS Reallocation

Andrea Holowka Special Education Program increases (5 classes and support) On going 992,000 992,000 From IS Reallocation

Andrea Holowka Fine Arts Consultant On going 123,207 123,207

Andrea Holowka FNMI Teacher On going 100,000 100,000

Andrea Holowka Behaviour Consultant On going 123,207 123,207

Andrea Holowka ELL FamilySupport Liaison Worker On going 92,000 92,000

Andrea Holowka FNMI Family Liaison Worker increast to 12 months On going 18,000 18,000

Andrea Holowka Special Ed Transportation Clerk On going 50,000 50,000

Andrea Holowka Family Support Worker On going 86,500 86,500

Total Approved 'B' Budgets 3,777,959

IS EA cash in 719,707

IS reallocation of Budgets 158,252 (877,959)

Capital Reserve (500,000)

Elimination of Textbook Rental Clerk Position (400,000)

Reduction of Contingency Teacher Positions (20 FTE's) (2,000,000)

Total -

* repeats from prior year

B Budget Summary 2017-18



2017-2018 Budgeted Expenditures

Total Budgeted Expenditures

Total budgeted expenditures for 2017-2018 are $615.0 million. This is an increase of $24.0 million or 4.1 per

cent over 2016-2017 budgeted expenditures of $591.0 million. (See Budget Detail) This is primarily due to:

❖ enrolment growth resulting in more staff, increased benefit rates, more schools, increased

expenditures on IMR and increased cost of bus pass rebates.

Schools and Instruction

Schools and instruction expenditures are budgeted to be $10.9 million or 2.5 per cent higher than 2016-

2017, which is primarily comprised of:

❖ $10.0 million increase in salaries due to increased number of teachers and uncertificated school-

based staff due to enrolment increases and staffing three new schools; and,

❖ $1.6 million increase in benefits due to increased staff and increased benefit rates.Year

Comparison and Variance Explanation

Elementary Junior High Senior High

Special

Programs Total

Certificated Salaries 122,807,217 78,408,252 65,485,114 29,638,077 296,338,660

Certificated Benefits 27,966,727 18,360,044 15,168,476 7,084,890 68,580,137

Uncertificated Salaries 5,758,578 6,429,145 7,614,832 18,925,517 38,728,072

Uncertificated Benefits 1,728,802 1,800,300 2,560,158 6,288,981 12,378,241

Contracts, Supplies & Services 14,435,897 10,235,694 7,981,745 6,579,971 39,233,307

Depreciation 864,276 354,764 387,800 1,606,840

173,561,497 115,588,199 99,198,125 68,517,436 456,865,257

Elementary Junior High Senior High

Special

Programs Total






Depreciation 1,169,940 477,214 521,064 - 2,168,218

168,690,344 111,249,801 98,603,204 67,415,677 445,959,026

Schools and Instruction - Year to Year Comparison

2016/2017 Budget

2017/2018 Budget



The Instructional budget is

expended between the

Elementary schools (grades K-6),

Junior High (grades 7-9), Senior

High (grades 10-12) and a Special

Programs component that covers

all grade levels.

Alternately, the Instructional

budget can be viewed by object

(second chart) as follows:

-Certificated Salaries (teachers)

higher at Elementary as there are

more schools and more teachers

-Certificated Benefits (teachers)

-Uncertificated Salaries (other staff)

higher expenditure in Special

Programs as this includes

educational assistants

-Uncertificated Benefits (other staff)

higher in Special Programs due to

more staff

-Contracts, Supplies & Services

(purchased items) higher at

Elementary as there are more

schools.

-Depreciation

Elementary

38.0%

Junior High

25.3%

Senior High

21.7%

Special

Programs

15.0%

Schools and Instruction 2017-2018 Budget

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

CertificatedSalaries Certificated

Benefits UncertificatedSalaries Uncertificated

Benefits Contracts,Supplies &

Services

Depreciation

Schools and Instruction 2017-2018 Budget

Elementary

Junior High

Senior High

Special Programs



Schools and Instruction – 2017-2018 Budget (by Program)

BOARD, ADMINISTRATION & INSTRUCTIONAL SUPPORT Board and administration expenditures are budgeted to be $2.2 million or 4.2 per cent higher in 2017-2018 than

what they were in 2016-2017 due to:

❖ $1.4 million increase in salary and benefit costs due to an increase in centralized supports; and,

❖ $0.7 million increase in non-salary costs due to converting internal delivery services to contracted

delivery and increase in the allocation of Professional Improvement Fund (PIF) funds to non-salary

budgets compared to sabbatical costs.

Budget and Variance Explanations

Elementary Junior High Senior High Special Programs Total






Depreciation 864,276 354,764 387,800 1,606,840

173,561,497 115,588,199 99,198,125 68,517,436 456,865,257

Elementary Junior High Senior High Special Programs Total

Certificated Salaries 41.44% 26.46% 22.10% 10.00% 100.00%

Certificated Benefits 40.78% 26.77% 22.12% 10.33% 100.00%

Uncertificated Salaries 14.87% 16.60% 19.66% 48.87% 100.00%

Uncertificated Benefits 13.97% 14.54% 20.68% 50.81% 100.00%

Contracts, Supplies & Services 36.80% 26.09% 20.34% 16.77% 100.00%

Depreciation 53.79% 22.08% 24.13% 0.00% 100.00%

37.99% 25.30% 21.71% 15.00% 100.00%



Certificated Salaries 10,995,077 20.4%

Certificated Benefits 3,262,086 6.1%

Uncertificated Salaries 20,626,494 38.2%

Uncertificated Benefits 4,981,140 9.2%

Insurance 1,818,209 3.4%

Supplies and Other 10,967,127 20.3%

Depreciation 1,310,555 2.4%

53,960,688 100.0%

Board, Administration & Instructional Services

2017-2018 Budget

Certificated Salaries20.4%

Certificated Benefits6.1%

Uncertificated Salaries38.2%

Uncertificated Benefits

9.2%

Insurance3.4%

Supplies and Other20.3%

Depreciation2.4%

Board, Adminstration & Instructional Services 2017- 2018 Budget

Alberta Education has a specific definition of

administration for the purposes of the 3.6 per cent cap. The

above itemization is based instead on the district’s

organization structure. Some expenditures that are

considered to be Instructional are part of the Central

Office departments’ budgets described in the preceding

(e.g. sabbaticals for school-based teachers; School

Accounting Officers; School Computer Technicians, etc.).

The district strongly believes that centralizing some aspects

of administration is cost effective and provides benefit to

overall operations.



YEAR TO YEAR COMPARISON

Board of

Trustees

Chief

Superintendent

Finance &

Business

Educational

Services

Instructional

Services

Human

Resources

Support

Services

Depreciation

and Service

Charges Total

Certificated Salaries 415,903 129,535 1,239,208 8,264,803 755,596 190,032 10,995,077

Certificated Benefits 107,476 29,111 300,934 1,908,621 852,302 63,642 3,262,086

Uncertificated Salaries 239,601 1,493,168 10,167,611 273,367 4,203,872 3,548,583 700,292 20,626,494

Uncertificated Benefits 143,597 364,188 2,318,269 69,918 1,036,176 889,884 159,108 4,981,140

Insurance 1,818,209 1,818,209

Contracts Services and Supplies 781,896 830,959 6,235,468 189,836 550,238 1,723,476 309,254 346,000 10,967,127

Depreciation 1,310,555 1,310,555

1,165,094 3,211,694 20,698,203 2,073,263 15,963,710 7,769,841 1,422,328 1,656,555 53,960,688

Board of

Trustees

Chief

Superintendent

Finance &

Business

Educational

Services

Instructional

Services

Human

Resources

Support

Services

Depreciation

and Service

Charges Total

Certificated Salaries 412,838 129,535 1,176,487 7,723,499 744,710 183,941 10,371,010

Certificated Benefits 114,427 29,591 284,149 1,814,675 924,071 61,727 3,228,640

Uncertificated Salaries 239,599 1,308,839 10,326,099 196,083 4,323,350 3,191,118 597,966 20,183,054

Uncertificated Benefits 140,013 312,946 2,277,152 47,615 1,048,710 776,962 120,812 4,724,210

Insurance 1,833,976 1,833,976

Contracts Services and Supplies 781,896 830,959 5,855,528 169,836 550,238 1,561,119 212,254 307,000 10,268,830

Depreciation 1,179,038 1,179,038

1,161,508 2,980,009 20,451,881 1,874,170 15,460,472 7,197,980 1,176,700 1,486,038 51,788,758

Board, Administration & Instructional Services

2016/2017 Budget

2017/2018 Budget



PLANT OPERATIONS AND MAINTENANCE

Plant Operations and Maintenance (POM) 2017-2018 expenditures are budgeted to be $7.2 million or 9.4

per cent higher than 2016-2017, primarily as a result of:

❖ $2.9 million increase in contractual services due to an increase in the IMR funding available and

additional budget for the increase in schools;

❖ $1.8 million increase in salaries and benefits due to opening three new schools, increase to relief

cleaner pool, and increased benefit rates; and,

❖ $2.3 million increase in depreciation due to capitalizing new schools as they came into

productive use. The 2016-2017 budget did not anticipate this change.

Budget and Variance Explanations

Year to Year Comparison

Uncertificated Salaries 25.1%

Uncertificated Benefits 6.8%

Consulting and Contracted Services

29.9%

Utilities & Telecommunications

10.1%

Supplies and Other2.6%

Supported Debt Interest 0.0%

Depreciation 25.5%

Plant Operations and Maintenance 2017-2018 Budget

Uncertificated Salaries 21,080,786 25.1%

Uncertificated Benefits 5,716,659 6.8%

Consulting and Contracted Services 25,128,244 29.9%

Utilities & Telecommunications 8,500,000 10.1%

Supplies and Other 2,187,845 2.6%

Supported Debt Interest 3,252 0.0%

Depreciation 21,429,208 25.5%

84,045,994 100.0%

Plant Operations and Maintenance 2017-2018 Budget



Operations &

Custodial

Services

Maintenance

Services

IMR & Portable

Relocation

Depreciation &

Supported Debt

Interest Total

Uncertificated Salaries 18,073,445 3,007,341 21,080,786

Uncertificated Benefits 5,037,216 679,443 5,716,659

Consulting and Contracted Services 340,000 8,341,251 16,446,993 25,128,244

Utilities & Telecommunications 8,500,000 8,500,000

Supplies and Other 1,458,352 729,493 2,187,845

Supported Debt Interest 3,252 3,252

Depreciation 21,429,208 21,429,208

33,409,013 12,757,528 16,446,993 21,432,460 84,045,994

Operations &

Custodial

Services

Maintenance

Services

IMR & Portable

Relocation

Depreciation &

Supported Debt

Interest Total

Uncertificated Salaries 16,778,168 2,936,406 19,714,574

Uncertificated Benefits 4,640,582 658,023 5,298,605

Consulting and Contracted Services 355,000 7,845,607 13,986,000 22,186,607

Utilities & Telecommunications 8,495,750 8,495,750

Supplies and Other 1,106,888 929,493 2,036,381

Supported Debt Interest 15,843 15,843

Depreciation 19,110,425 19,110,425

31,376,388 12,369,529 13,986,000 19,126,268 76,858,185

Plant Operations and Maintenance

2016/2017 Budget

2017/2018 Budget



TRANSPORTATION Budget and V ariance Explanation

Transportation expenditures for 2017-2018 are budgeted to be $3.7 million or 22.6% per cent higher than

2016-2017, primarily as a result of the increased cost of bus pass rebates due to Bill 1- An Act to Reduce

School Fees.

Uncertificated Salaries

2.3%

Uncertificated Benefits

0.5%

Charter Bus Expense

66.1%

Bus Pass Expense

30.8%

Supplies and Other

0.2%

Depreciation0.1%

Transportation 2017-2018 Budget The district transports approximately 7,000 students

daily in regular programs and an additional 720

diverse learners daily. There are about 150 buses

doing 217 routes (some routes are doubled or

shared) for regular programs and about 80 routes for

diverse learners. Additionally, there are about 150

diverse learning students who are transported by

cab. During the school day, there are over 3,100

shuttle runs between schools to accommodate

Career Technology Studies programming.

For routes outside of Calgary, Rocky View School

Division (RVSD) runs about 30 dedicated routes and

25 shared routes for approximately 2,100 district

children. Sharing these routes with RVSD increases

efficiency by reducing duplication (i.e. two buses

covering the same route – each not full).

2017/2018

Budget

2016/2017

Budget

Uncertificated Salaries 455,487 2.3% 413,917 2.5%

Uncertificated Benefits 110,653 0.5% 97,483 0.6%

Charter Bus Expense 13,311,349 66.1% 14,657,647 89.3%

Bus Pass Expense 6,199,638 30.8% 1,200,000 7.3%

Supplies and Other 33,540 0.2% 33,040 0.2%

Depreciation 11,734 0.1% 11,130 0.1%

20,122,401 100.0% 16,413,217 100.0%

Transportation 2017-2018 Budget with Year to Year Comparison



One-Time Savings

HISTORY OF USE OF ONE-TIME SAVINGS

The district has historically been able to benefit from having savings available to subsidize or enhance instruction. The

district has had one-time funds, “savings,” due to under-expenditures in previous years’ budgets or due to timing

differences resulting from revenues being received in one year and expenditures being made the following:

Calgary Catholic School DistrictUSAGE OF ONE-TIME FUNDS

($ million)May 10, 2017

Year

2007-2008 0.06 8.03 15.79 23.82 6.2% (9.18)

2008-2009 0.52 4.19 17.54 21.73 5.4% 2.09

2009-2010 0.84 4.74 14.47 19.21 4.4% 2.52

2010-2011 14.08 3.56 9.45 13.01 2.7% 6.20

2011-2012 11.89 4.47 6.76 11.23 2.2% 1.78

2012-2013 9.85 7.02 6.42 13.44 2.6% (2.21)

2013-2014 8.19 6.02 3.05 9.07 1.7% 4.37

2014-2015 7.45 5.70 8.28 13.98 2.5% (4.91)

2015-2016 7.60 4.10 10.75 14.85 2.6% (0.87)

2016-2017 forecast Feb 28, 2017 6.62 4.10 10.79 14.89 2.5% (0.04)

2017-2018 budget 5.75 4.10 9.12 13.22 2.2% 1.67

Note 1 : Significant increase in Capital Reserves from sale proceeds of the old Education Centre in June 2011. Capital reserves are

restricted and can only be used for capital expenditures.

* Reserves (versus Operating Reserves, or Capital Reserves) is the term used on the Statement of Financial Position in the Audited

Financial Statements

Unrestricted

Operating

Surplus

Net Savings

Utilized

Capital

Reserves *

(Note 1 )

Operating

Reserves *Savings

Savings as %

of Revenue



8.03

4.19 4.74 3.56 4.47

7.02 6.02 5.70

4.10 4.10 4.10

15.79

17.54 14.47

9.45 6.76

6.42

3.05

8.28 10.75 10.79 9.12

23.82

21.73

19.21

13.01

11.23

13.44

9.07

13.98 14.85 14.89

13.22

0.00

2.50

5.00

7.50

10.00

12.50

15.00

17.50

20.00

22.50

25.00

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017forecast Feb

28, 2017

2017-2018budget

$ M

illio

ns

Calgary Catholic School DistrictChronology of Savings at Year End (Aug 31)

(May 10,2017)

Operating Reserves * Unrestricted Operating Surplus



Chronology of Savings

ONE-TIME SAVINGS - 2016-2017 BUDGET AND 2016-2017 PROJECTIONS

In the 2016-2017 budget developed last year, the district anticipated a balanced operating budget. As of February

28, 2017 (end of quarter 2) and as a starting point for the 2017-2018 budget, a balanced budget is still forecasted for

year-end (August 31, 2017).

2015-2016 2016-2017 2016-2017 2017-2018

Actual Projection Budget Budget

$ $ $ $

Revenues 581,984,309 594,783,888 587,618,899 610,710,462

Expenditures 582,569,638 598,175,674 591,019,186 614,994,340

Operating Surplus (Deficit) (585,329) (3,391,786) (3,400,287) (4,283,878)

Utilization of Reserves and Unrestricted Surplus

Capital Reserves 148,120 (980,278) (822,979) (871,000)

Operating Reserves (1,595,183) - (180,000) -

Unrestricted Surplus 2,468,629 41,908 - (1,676,644)

Balance of Reserves and Unrestricted Surplus

Capital Reserves 7,598,054 6,617,776 6,626,955 5,746,776

Operating Reserves 4,101,120 4,101,120 5,516,303 4,101,120

Unrestricted Surplus 10,751,357 10,793,265 8,805,977 9,116,621

Total 22,450,531 21,512,161 20,949,235 18,964,517

2017 - 2018 DISTRICT OPERATING BUDGETStatement of Revenues and Expenditures and

Utilization of One-Time Funds



ONE-TIME SAVINGS REMAINING AT AUGUST 31, 2017

Based on the forecast for 2016-2017, described in the preceding, it is projected that the district will still have $14.9

million available in total savings as at August 31, 2017. This $14.9 million is expected to be made up of operating

reserves and unrestricted surplus and does not include capital reserves of $6.6 million. Total one-time savings

projected to be remaining at August 31, 2017, excluding capital reserves, represents 2.5 per cent of forecasted

district revenues in 2016-2017 or 6.2 days of operation.

ONE-TIME SAVINGS REMAINING AT AUGUST 31, 2018

The 2017-2018 budget anticipates the use of $1.7 million of savings to balance the budget; therefore, at August 31,

2018, savings will are projected to be $13.2 million or 2.1 per cent of expenditure. This is comprised of operating

reserves and unrestricted surplus and does not include capital reserves. The provincial auditor general recommends

that 2.5 per cent of expenditure be kept in savings. The budgeted amounts in one-time savings means the district will be

somewhat under the recommended target in 2017-2018.

Budget Detail

The district operates with a centralized service model to allow for school administration to focus on teaching and learning.

While not using a revenue allocation system, expenditures are budgeted and controlled centrally. School administrators do

not select staff based on available dollars but on the quality of the individual. Human Resources provides support to the

district in hiring and employee relations as well as benefits administration and payroll. Support Services ensures that facilities

are maintained, cleaned and constructed efficiently and in a cost effective manner. Support Services also provides

centralized planning and transportation for children. Transportation is administered centrally with a portion contracted out to

Rocky View School Division No. 44 for routes outside the City of Calgary. Finance and Business Services provides centralized

accounting, information technology, supply management and other business services for the district. In structional Services

provides support to schools for educational programming including specialists to enhance special needs programming and

diverse learning.

On the following pages, district budget information is provided for all centralized departments broken down between

salary/benefit costs and non-salary expenditures. Following the centralized departments, the same data is provided for

schools.



2017/2018 Budget

Central Office

Sal and Ben

Non-Salary Expenditures Total

Board of Trustees 383,198 781,896 1,165,094

Chief Superintendent 2,380,735 830,959 3,211,694

Finance & Business

School Accounting Support 980,290 17,500 997,790

Caretaker Overtime covered by rentals 408,000

408,000

School Computer Technicians 1,678,775

1,678,775

Information Technology Support for Instructional Systems 3,368,536 2,402,279 5,770,815

Accounting - Capital and Plant Operations 230,994 2,000 232,994

Maximo System Support

56,900 56,900

High Speed Networking

1,100,000 1,100,000

Insurance

1,818,209 1,818,209

Other Finance & Business 5,977,931 2,656,789 8,634,720

Total Finance & Business Services 12,644,526 8,053,677 20,698,203

Educational Services

Leadership Academy

50,000 50,000

Other Educational Services 1,883,427 139,836 2,023,263

Total Educational Services 1,883,427 189,836 2,073,263

Instructional Services

Inclusive Education funded 7,117,909 169,928 7,287,837

ELL funded 1,448,538 17,470 1,466,008

FNMI funded 716,396 24,410 740,806

RCSD funded 271,126

271,126

Other Instructional Services 5,859,503 338,430 6,197,933

Total Instructional Services 15,413,472 550,238 15,963,710



Human Resources

Professional Development Guest Teachers 265,096

265,096

Professional Development Sabbaticals 721,447

721,447

ATA Professional Growth Subsidy

300,000 300,000

ATA Professional Improvement Fund

749,924 749,924

Other Professional Development

319,690 319,690

Other Human Resources 5,059,822 353,862 5,413,684

Total Human Resources 6,046,365 1,723,476 7,769,841

Support Services 1,113,074 309,254 1,422,328

Service Charges 346,000 346,000

Total Board, Administration and Instructional Services 39,864,797 12,785,336 52,650,133

Construction & Maintenance

Custodial & Maintenance CUPE 22,936,913

22,936,913

IMR and Portable Relocation

16,446,993 16,446,993

Utilities

8,500,000 8,500,000

Debenture Interest

3,252 3,252

Property Taxes and Other Tenant Costs

170,256 170,256

Other Construction and Maintenance 3,860,532 10,698,840 14,559,372

Total Construction & Maintenance 26,797,445 35,819,341 62,616,786

Transportation 566,140 19,544,527 20,110,667

Depreciation 24,358,337 24,358,337

TOTAL 67,228,382 92,507,541 159,735,923



2017/2018 Budget

Schools

Sal and Ben

Non-Salary Expenditures

Note 1 Totals Classroom Teachers and School-Based Administrators 1-12 (some covered by Class Size Funding)

230,866,470 5,177,720 236,044,190 Note 2

Jr High Guidance

2,735,072

2,735,072 Sr High Guidance

4,174,853

4,174,853

Career Technology Foundations

7,200,856

7,200,856 Contingency

2,701,189

2,701,189

School Based Administrators

39,184,015 39,184,015 Total Classroom Teacher and School-Based Administrators 286,862,455 5,177,720 292,040,175

Kindergarten Teachers Kindergarten

10,473,720 10,473,720

Total Kindergarten Teachers 10,473,720 0 10,473,720

Special Funding Teachers Diverse Learning

24,951,401 6,345,642 31,297,043

Special Education Congregated Settings

11,554,228

11,554,228 Class Size

11,310,508

11,310,508

Outreach

571,801

571,801 Total Special Funding Teachers 48,387,938 6,345,642 54,733,580

Other School-Based Teachers Knowledge and Employability

1,207,459

1,207,459

Teacher Chaplains

689,976

689,976 Extended French

574,980

574,980

Total Other School-Based Teachers 2,472,415 0 2,472,415

Cost of Sick Leave 8,291,779 0 8,291,779



Guest Teachers

Absences

8,430,490 0 8,430,490

Total Guest Teachers 8,430,490 0 8,430,490

Total School-Based Teacher Salaries and Benefits 364,918,797 11,523,362 376,442,159

Classroom Assistants

School Assistants and Independent Student Assistants

1,595,816

1,595,816

Science Lab Technicians

525,892

525,892

Career and Technology Studies Technicians

623,340

623,340

Cosmetology Technicians

285,342

285,342

School Librarians

4,695,060

4,695,060

Commercial Kitchen Coordinator

293,046

293,046

Commercial Baker

72,012

72,012

Culinary Assistants

281,180

281,180

Total Classroom Assistants 8,371,688 0 8,371,688

Uncertificated School-Based Support (non-classroom)

Administrative Secretaries & Office Assistants

11,888,320

11,888,320

Business Managers

1,150,356

1,150,356

Accounts Clerks

598,560

598,560

Career Practioners

352,507

352,507

Student Information Data Clerks

849,057

849,057

Chaplains

335,489

335,489

Approved Caretaker overtime - school events

50,000 50,000

Total Uncertificated School-Based Supports (non-classroom) 15,224,289 0 15,224,289



Special Funding School-Based

Education Assistants

19,010,216

19,010,216

Education Assistants - Severe Kindergarten

741,687

741,687

District Family Support Workers

1,491,230

1,491,230

ELL Assistants

341,098

341,098

ELL Reception Centre Administrative Secretaries

134,164

134,164

ELL Family Liaison Workers

975,810

975,810

ELL Interpreters

173,173

173,173

Occupational Therapists and Assistants

307,216

307,216

Speech Language Therapists and Assistants

362,686

362,686

Physical Therapists

62,936

62,936

Psychologists

531,656

531,656

Early Learning & Childcare Worker

641,258

641,258

School Assistant Healthy Choices

26,703 220,000 246,703

International Student Support Staff

200,777 150,000 350,777

Noon Hour Assistants

2,509,727 2,509,727

Total Special Funding School-Based Assistants 27,510,335 370,000 27,880,335

Total School-Based Uncertificated Salaries and Benefits 51,106,312 370,000 51,476,312



Other Non-Salary Expenditures - not allocated above

Regional Collaborative Service Delivery

84,329 84,329

Hockey Program

423,950 423,950

International Baccalaureate Supports

53,400 53,400

New School Start up and curriculum development

3,418,042 3,418,042

Faith Day and Opening Mass

104,200 104,200

John Paul II Polish School

30,000 30,000

Calgary Jewish Academy

1,538,508 1,538,508

Athletic Associations

175,920 175,920

School Computers and Technology

1,583,979 1,583,979

Assistive Technology

200,000 200,000

BER, Equity and Contingency for schools

535,019 535,019

Secondary Band Program

367,464 367,464

School Generated Funds Expenditures

14,274,471 14,274,471

Expenditures funded by School Fee Reduction Grant

1,325,850 1,325,850

School Supports including contingency

3,224,813 3,224,813

Total Other Non-Salary Expenditures - not allocated above 0 27,339,945 27,339,945

TOTAL 416,025,110 39,233,307 455,258,417

Note 1 - Non-Salary expenditures are allocated except for scale of issue formula.

Note 2 - Non-Salary Expenditures allocated against Grades 1 - 12 teachers represents the scale of issue formula allocated to schools based on enrolments.

Financial Reporting Profile

On the following pages, there is a Financial Reporting Profile for the district as provided by Alberta Education. It includes essential

information about the district’s finances and provides comparators to provincial averages and also to districts of like enrolment size.

Analysis is provided after the profile.



2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Actuals Actuals Actuals* Actuals* Actuals* Actuals*

TOTAL FTE ENROLED (K - 12) 44,034 45,990 48,398 49,927 51,760 52,754

ANNUAL OPERATIONS

Total Revenues $466,767,483 $501,710,880 $525,265,604 $536,360,561 $564,840,927 $581,984,309

Total Expenses $459,051,996 $504,590,744 $523,627,253 $542,454,818 $560,458,720 $582,569,638

Excess (Deficiency) of Revenues over Expenses $7,715,487 ($2,879,864) $1,638,351 ($6,094,257) $4,382,207 ($585,329)

Add (Deduct) Board-funded Capital & Unsupported

Debt Transactions ($13,918,700) $1,104,931 ($974,389) $1,253,763 $453,616 $1,269,076

Net Change to A.O.S. (A.O.D.) / A.S.O. (A.D.O.) ($6,203,213) ($1,774,933) $663,962 ($4,840,494) $4,835,823 $683,747

ACCUMULATED OPERATING SURPLUS (DEFICIT) A.O.S. (A.O.D.); *ADJUSTED ACCUMULATED SURPLUS (DEFICIT) FROM OPERATIONS A.S.O. (A.D.O.); AND CAPITAL RESERVES (Note 1)

A.O.S. (A.O.D.) & *Adjusted A.S.O (A.D.O.) $13,011,402 $11,236,469 $11,900,431 $7,059,937 $11,895,760 $12,579,507

A.O.S. (A.O.D.) / *Adjusted A.S.O. (A.D.O.) To Expenses Ratio:

4010 Calgary RCSSD No. 1 2.83% 2.23% 2.27% 1.30% 2.12% 2.16%

Average of All Jurisdictions 5.22% 4.73% 6.08% 6.63% 6.36% 6.50%

Median of All Jurisdictions 6.62% 6.69% 8.16% 8.34% 7.64% 6.25%

Average of Jurisdictions having Comparable FTE Enrolment Size 2.73% 2.42% 3.32% 4.41% 4.65% 5.07%

Median of Jurisdictions having Comparable FTE Enrolment Size 2.66% 2.37% 3.12% 4.94% 4.15% 4.06%

A.O.S. (A.O.D.) / *Adjusted A.S.O. (A.D.O.) Per Student:

4010 Calgary RCSSD No. 1 $295 $244 $246 $141 $230 $238

Average of All Jurisdictions $592 $573 $733 $798 $770 $809

Average of Jurisdictions having Comparable FTE Enrolment Size $295 $279 $382 $498 $532 $596

A.O.S. (A.O.D.) / *Adjusted A.S.O. (A.D.O.) - Days of Operation (Note 1):

4010 Calgary RCSSD No. 1 7.09 5.57 5.68 3.25 5.31 5.40

Average of All Jurisdictions 13.06 11.82 15.21 16.58 15.90 16.26

Average of Jurisdictions having Comparable FTE Enrolment Size 6.83 6.06 8.30 11.03 11.62 12.68

Capital Reserves $14,082,197 $11,891,069 $9,853,501 $8,189,670 $7,449,934 $7,598,054

Capital Reserves Per Student:

4010 Calgary RCSSD No. 1 $320 $259 $204 $164 $144 $144

Average of All Jurisdictions $216 $274 $242 $256 $334 $383


4010 Calgary RCSSD No. 1FINANCIAL REPORTING PROFILE 2010/2011 to 2015/2016 School Years



Financial Reporting Profile

Alberta Education provides every school district with a Financial Reporting Profile on an annual basis. It includes information on a

variety of financial metrics which can be utilized to analyze the financial health of the organization.

On the following pages, a number of charts and descriptions are provided to review district finances over a five-year period in

order to identify trends and notable highlights. In all cases, comparisons will be provided to jurisdictions having comparable FTE

enrolments. For Calgary Catholic, those jurisdictions are Calgary Board of Education, Edmonton Publics Schools and Edmonton

Catholic School District. The district is in excellent financial health, and exemplary budget management is evident.

LIQUIDITY

Current Ratio; *Adjusted Net Financial Assets (Debt) Ratio (Note 2):

4010 Calgary RCSSD No. 1 1.64 1.45 1.38 1.27 1.17 1.19

Average of All Jurisdictions 1.61 1.56 1.77 1.76 1.57 1.63

Average of Jurisdictions having Comparable FTE Enrolment Size 1.15 1.20 1.35 1.41 1.35 1.43

Net Working Capital; *Adjusted NFA per Student (Note 3):

4010 Calgary RCSSD No. 1 $617 $499 $423 $289 $344 $346

Average of All Jurisdictions $617 $628 $926 $1,011 $1,045 $1,099


CAPITAL ASSETS

Schools and Other Buildings - NBV to Historical Cost:

4010 Calgary RCSSD No. 1 64.03% 63.10% 60.71% 58.88% 57.62% 60.56%



Equipment & Vehicles - NBV to Historical Cost:

4010 Calgary RCSSD No. 1 36.04% 50.87% 46.78% 42.02% 37.41% 34.12%



Notes: The conversion in reporting standards from Accounting Standards for Not-for-Profit Organizations (ASNPO) to Public Sector Accounting Standards (PSAS) necessitatescertain modifications as to how the following measures are caclulated commencing 2012/2013.

1. ASNPO: A.O.S. - Days of Operation = A.O.S. / (Total Expenses / 250 Operating Days)

*PSAS: A.S.O. - Days of Operation = A.S.O. (adjusted for SGF) / (Total Expenses / 250 Operatings Days)

2. ASNPO: Current Ratio (Expressed as a value) = Current Assets / (Current Liabilities net of current portion of supported L/T Debt).

*PSAS: Adjusted Net Financial Assets (Debt) Ratio: Financial Assets / (Liabilities - Expended Deferred Capital Revenue)

3. Net Working Capital per Student = (Current Assets - Current Liabilities net of current portion of supported L/T debt) / Total FTE Enrolled.

*PSAS: Adjusted Net Financial Assets = Financial Assets - (Liabilities - Expended Deferred Capital Revenue)



Annual Operations – Revenues/Expenses/Surplus (Deficit)

Revenues and Expenditures over the five years shown on the chart have been steadily rising, primarily due to increasing enrolment.

There have been some increases in government grants in some years and cuts in others. Generally, when there were cuts in grants,

the result was a deficit and the district used savings to soften the impact on schools and the classroom. In some years there have

been staffing reductions, mostly handled through attrition as the Board usually has a sufficient number of retiring/resigning staff to

absorb these changes. The district budgets and manages its resources to ensure, wherever possible, funds are expended in the

year they are received. The “Average of Jurisdictions with Similar Enrolment” refers to the three other Metro boards (Calgary Board

of Education, Edmonton Public Schools and Edmonton Catholic School District.

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Total Revenue $501,710,880.00 $525,265,604.00 $536,360,561.00 $564,840,927.00 $581,984,309.00

Total Expenses $504,590,744.00 $523,627,253.00 $542,454,818.00 $560,458,720.00 $582,569,638.00

Excess (Deficiency) of Revenue overExpenses

$(2,879,864.00) $1,638,351.00 $(6,094,257.00) $4,382,207.00 $(585,329.00)

$(100,000,000.00)

$-

$100,000,000.00

$200,000,000.00

$300,000,000.00

$400,000,000.00

$500,000,000.00

$600,000,000.00

$700,000,000.00

Mill

ion

s

Actuals

Annual Operations - Revenues/Expenses/Surplus(Deficit)

Total Revenue Total Expenses Excess (Deficiency) of Revenue over Expenses



Accumulated Operating Surplus as Compared to Expenditures

In this metric, adjusted accumulated operating surpluses are compared to expenditures. The district is noticeably lower than the

average of all other school districts with the exception of comparable jurisdictions in 2010-2011. The Auditor General has

recommended that jurisdiction savings should represent approximately 2.5 per cent of expenditures as a financial safety net. The

district attempts to stay within a range of that recommendation and the chart numbers speak to the accuracy of budgeting and

expenditure management within the district. The “Average of Jurisdictions with Similar Enrolment” refers to the three other Metro

boards (Calgary Board of Education, Edmonton Public Schools and Edmonton Catholic School District.

2.23%

2.27%

1.30%

2.12%

2.16%

4.73%

6.08%

6.63%

6.36%

6.50%

2.42%

3.32%

4.41%

4.65%

5.07%

0.00% 1.00% 2.00% 3.00% 4.00% 5.00% 6.00% 7.00%

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Average of All Jurisdictions with Similar Enrolment 2.42% 3.32% 4.41% 4.65% 5.07%

Average of All Jurisdictions 4.73% 6.08% 6.63% 6.36% 6.50%

Calgary RCSSD No. 1 2.23% 2.27% 1.30% 2.12% 2.16%

Accumulated Operating Surplus from Operations as compared to Expenditures

Average of All Jurisdictions with Similar Enrolment Average of All Jurisdictions Calgary RCSSD No. 1



Liquidity Ratio

The liquidity ratio is a financial metric used to determine an organization’s ability to pay off its short-term debt obligations.

Generally, the higher the value of the ratio, the larger the margin of safety. A liquidity ratio of greater than one is desirable. The

district has a ratio of greater than one; however, until 2015-2016, it had been declining over the last five years. Savings have been

utilized during this period to address budget fluctuations due to inconsistent funding from the government. There is a fine balance

between maintaining a level of reserves and spending the funds received in the year they are received. The district does not plan

for a surplus and makes every effort to be accurate in budgeting and judicious in managing budget expenditures. For a district of

the size of Calgary Catholic, this requires sophisticated controls and speaks highly of the dedicated staff working to ensure budget

control. The “Average of Jurisdictions with Similar Enrolment” refers to the three other Metro boards (Calgary Board of Education,

Edmonton Public Schools and Edmonton Catholic School District.

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Calgary RCSSD No. 1 1.45 1.38 1.27 1.17 1.19

Average of All Jurisdictions 1.56 1.77 1.76 1.57 1.63

Average of Jurisdictions with Similar

Enrolment1.20 1.35 1.41 1.35 1.43

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

2.00

Liquidity Ratio

Calgary RCSSD No. 1 Average of All Jurisdictions Average of Jurisdictions with Similar Enrolment



Working Capital Per Student

Working capital is another measure of liquidity and the ability to pay liabilities as they come due. Working capital was decreasing

for a number of years; however, since 2014-2015 there have been modest increases. Again, this speaks to appropriate

management of district funds and the district is within acceptable parameters. The “Average of Jurisdictions with Similar Enrolment”

refers to the three other Metro boards (Calgary Board of Education, Edmonton Public Schools and Edmonton Catholic School

District.

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Calgary RCSSD No. 1 $499 $423 $289 $344 $346

Average of All Jurisdictions $628 $926 $1,011 $1,044 $1,099

Average of All Jurisdictions with Similar Enrolment $218 $461 $615 $756 $880

$499

$423

$289 $344 $346

$628

$926

$1,011 $1,044

$1,099

$218

$461

$615

$756

$880

$-

$200

$400

$600

$800

$1,000

$1,200

Working Capital Per Student

Calgary RCSSD No. 1 Average of All Jurisdictions Average of All Jurisdictions with Similar Enrolment



Capital Assets – Schools and Other Buildings

This metric is a comparison of net book value of an asset to the historical (acquisition) cost of the asset. Buildings are amortized over

40 years. The higher the percentage, the newer the assets are and the district is well placed when compared to both the average

of all jurisdictions and the average of comparable districts. If the percentage is too low, there is a risk that assets are not being

replaced in an appropriate timeframe. The decline in the district percentage is due to the district not opening new schools

between 2011-2012 and 2014-2015 while amortizing previously constructed schools. The increase for 2015-2016 reflects the new

schools that have been approved and constructed. The “Average of Jurisdictions with Similar Enrolment” refers to the three other

Metro boards (Calgary Board of Education, Edmonton Public Schools and Edmonton Catholic School District.

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Calgary RCSSD No. 1 63.10% 60.71% 58.88% 57.62% 60.56%


Average of Jurisdictions with Similar Enrolment 61.59% 59.82% 57.75% 57.25% 61.48%

63.10%

60.71%

58.88%

57.62%

60.56%

58.33%

56.60% 56.38%56.79%

60.30%

61.59%

59.82%

57.75%57.25%

61.48%

52.00%

54.00%

56.00%

58.00%

60.00%

62.00%

64.00%

Capital Assets Schools and Other Buildings




Capital Assets – Equipment and Vehicles

As with buildings, equipment and vehicles are amortized over a designated lifespan. This will vary according to the type of

equipment. The district is above the average for all jurisdictions and the average of comparable districts, which would indicate the

district has newer equipment and vehicles than average and replacement is occurring at an appropriate pace. The “Average of

Jurisdictions with Similar Enrolment” refers to the three other Metro boards (Calgary Board of Education, Edmonton Public Schools

and Edmonton Catholic School District.

50.87%

46.78%

42.02%

37.41%

34.12%

31.15%

29.26%

28.17%

26.90%

27.46%

28.37%

27.63%

25.35%

23.09%

23.89%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Average of Jurisdictions with SimilarEnrolment

28.37% 27.63% 25.35% 23.09% 23.89%


Calgary RCSSD No. 1 50.87% 46.78% 42.02% 37.41% 34.12%

Capital Assets Equipment & Vehicle

Average of Jurisdictions with Similar Enrolment Average of All Jurisdictions Calgary RCSSD No. 1



Capital Reserves per Student

The district currently has lower than average capital reserves per student which is consistent with the district’s practice of

expending dollars in appropriate timeframes. The capital reserves were higher in 2011-2012 due to sale of the former head office

building. They have declined each year since that time as the district expended funds on capital projects, including required

upgrades to the new central office building. Given that the previous charts showed the district assets are newer than most districts,

lower capital reserves is not a concern at this time. The “Average of Jurisdictions with Similar Enrolment” refers to the three other

Metro boards (Calgary Board of Education, Edmonton Public Schools and Edmonton Catholic School District.

$259

$204

$164

$144

$144

$274

$242

$256

$334

$383

$284

$189

$218

$356

$428

$- $50 $100 $150 $200 $250 $300 $350 $400 $450

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Average of Jurisdictions with Similar Enrolment $284 $189 $218 $356 $428

Average of All Jurisdictions $274 $242 $256 $334 $383

Calgary RCSSD No. 1 $259 $204 $164 $144 $144

Capital Reserves Per Student




Accumulated Operating Surplus per Student

Accumulated operating surplus is a safety net for school districts as they are not allowed to run an unfunded deficit. Calgary

Catholic chooses to keep this surplus at a level that provides the required flexibility while ensuring funds are spent in the year they

are received. With increasing enrolments and fluctuating provincial budgets, this can be a challenge. Having accumulated

operating reserves at too high a level creates the risk that Alberta Education will again move to recover these savings into

provincial coffers. As jurisdiction funding mostly come from the government, it could be argued that this would not be

unreasonable. The “Average of Jurisdictions with Similar Enrolment” refers to the three other Metro boards (Calgary Board of

Education, Edmonton Public Schools and Edmonton Catholic School District.

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Calgary RCSSD No. 1 $244.00 $246.00 $141.00 $230.00 $238.00

Average of All Jurisdictions $573.00 $733.00 $798.00 $770.00 $809.00

Average of Jurisdictions with Similar Enrolment $279.00 $382.00 $498.00 $532.00 $596.00

$-

$100.00

$200.00

$300.00

$400.00

$500.00

$600.00

$700.00

$800.00

$900.00

Accumulated Operating Surplus per Student




Accumulated Operating Surplus – Days of Operation

This chart illustrates the number of days of operation that could be funded from the accumulated operating surplus of jurisdictions.

Similar to the previous chart, the district consciously attempts to keep savings at a reasonable level. The “Average of Jurisdictions

with Similar Enrolment” refers to the three other Metro boards (Calgary Board of Education, Edmonton Public Schools and

Edmonton Catholic School District.

0 2 4 6 8 10 12 14 16 18

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016

Average of Jurisdictions with Similar Enrolment 6.06 8.3 11.03 11.62 12.68

Average of All Jurisdictions 11.82 15.21 16.58 15.90 16.26

Calgary RCSSD No. 1 5.57 5.68 3.25 5.31 5.40

Accumulated Operating Surplus - Days of Operation




2018-2021 Capital Plan

CCSD New School Construction and Modernizations

CCSD 2018 – 2021

Capital Priorities



($000)

Our Lady of Grace elementary/junior high school 17,411

Prince of Peace elementary/junior high school 14,688

Our Lady of the Rosary elementary school 10,331

St. Marguerite elementary school 10,202

Skyview Ranch elementary school 7,947

Silverado elementary/junior high school 7,847

New modular classroom construction 6,338

St. Cyril modernization 4,642

Aspen Woods elementary school 4,326

South Calgary high school 3,341

St. Vincent de Paul modernization 1,516

Portal Solution Project - Unified Collaboration/Communication Platform 1,114

Mahogany elementary school 608

Sherwood elementary/junior high school 553

St. Francis modernization 500

Notre Dame modernization and addition 181

Nutanix Server 181

Two modulars at Light of Christ 130

Holy Spirit playground 107

Father Lacombe commercial kitchen 101

Other (assets with current year costs less than $100,000) 941

Total additions to tangible capital assets (2015-2016) $93,005

For the 2015-2016 fiscal year, additions to tangible capital assets of $93,005,318

(2015 - $23,099,581) were comprised of the following:

Capital Projects Summary of Actual 2015-2016 Expenditures

The table to the right shows the

actual capital expenditures

during the 2015-2016 fiscal year.

As is indicative from the list,

there were a number of new

school projects and

modernizations funded by the

provincial government which

makes the total expenditure

much larger than the prior year.

Capital expenditures are

expected to continue at a

higher rate as more new

projects have been approved.



(as of 2/28/2017)

Project description Total Budget (000's) Opening Dates

Our Lady of Grace - New K-9 22,651 Fall 2016

Our Lady of Grace - New K-9 - F&E 1,601

Prince of Peace - New K-9 22,651 Fall 2016

Prince of Peace - New K-9 - F&E 1,601

New 10-12 SE High School 46,245 Fall 2018

New 10-12 SE High School - F&E 4,048

St. Marguerite - New K-6 14,307 Late Fall 2016

St. Marguerite - New K-6 - F&E 923

Our Lady of the Rosary - New K-6 14,307 Late Fall 2016

Our Lady of the Rosary - New K-6 - F&E 923

Modernization - St. Vincent 4,515 Early 2016

Modernization - St. Vincent - F&E 376

Modernization - St. Cyril 9,421 Fall 2016

Modernization - St. Cyril - F&E 515

Guardian Angel - New K-6 17,884 Fall 2017

Guardian Angel - New K-6 - F&E 1,164

Apostles of Jesus - New K-9 19,473 Fall 2017

Apostles of Jesus - New K-9 - F&E 1,803

Holy Child - New K-9 19,757 Fall 2017

Holy Child - New K-9 - F&E 1,803

Sherwood - New K-9 25,257 Fall 2018

Mahogany - New K-6 20,187 Fall 2018

St. Francis Mod. 26,444 TBA

29 Portables 8,031 Fall 2016

Total 285,887

Provincially Funded Capital Projects 2016-2017 Financial Progress Summary

For 2016-2017, the provincially

funded capital expenditure is

budgeted to be as shown at right.

The Total Budget as shown does

not include assets purchased from

operations or items such as IT

projects. Project expenditures are

tracked and reported monthly to

the government through to

completion. As this chart is a

snapshot as of the end of quarter

two in the current fiscal year (2016-

2017), and some projects will

extend into the next fiscal year, the

budget shown will not be fully

expended at year end.

Note: Furniture and equipment

funded by the government is

shown in this chart but the district

has additional provisioning costs

when a new school opens that are

not capital.



The district has recently completed its review and analysis of upcoming capital priorities, as required by Alberta Education, in the

spring of 2017. The three-year 2017-2018 to 2020-2021 submission is summarized as follows and includes elements of new core school

construction and additions/modernizations to existing schools.

CCSD 2018-2021 Capital Plan Priorities (March 15, 2017)

Year 1: 2018/2019 Priorities Ranking Project Description Cost

1 Airdrie Elementary School, core + 16 modulars (Airdrie) $20,500,000

2 Auburn Bay Elementary School, core + 12 modulars (SE) $16,000,000

3 St. Bonaventure School Modernization (SE) $10,000,000

4 St. Boniface School Modernization (SE) $5,000,000

5 Evanston Elementary School, core + 12 modulars (NW) $16,000,000

6 St. Andrew School Modernization (SW) $3,000,000

7 St. Benedict School Modernization (SW) $6,000,000

8 Cochrane Elementary core + 12 modulars (Cochrane) $16,000,000

9 Walden Elementary/ Junior High School, core + 16 modulars (SE) $25,500,000

10 St. Mark School Modernization (NE) $6,250,000

Total $124,250,000



Year 2: 2019/2020 Priorities Ranking Project Description Cost

11 Redstone Elementary School, core + 16 modulars (NE) $20,500,000

12 Airdrie Junior/ Senior High School, core + CTS + 16 modulars (Airdrie) $40,000,000

13 West Calgary High School, core + CTS (SW) $46,500,000

14 St. Teresa of Calcutta Modernization (SE) $7,100,000

15 Extended Learning Centre (NW) $13,000,000

16 Bishop Grandin Modernization (SW) $27,000,000

17 Southeast Elementary/ Junior High French Immersion School, core + 16 modulars (SE)

$20,500,000

18 St. Henry School Modernization (NW) $5,000,000

19 St. Catherine School Modernization (SW) $5,000,000

20 Nolan Hill Elementary/ Junior High School, core + CTS + 16 modulars (NW) $25,500,000

Total $210,100,000

Year 3: 2020/2021 Priorities

Ranking Project Description Cost

21 Legacy Elementary/ Junior High School, core + CTS + 16 modulars (SE) $25,500,000

22 Rangeview High School, core + CTS (SE) $46,500,000

23 Northwest Elementary/ Junior High School, core + CTS+ 12 modulars (NW) $20,500,000

24 St. Cecilia School Modernization (SE) $9,200,000

25 Airdrie Elementary/ Junior High French Immersion School, core + CTS (Airdrie) $16,000,000

26 St. Peter School Modernization (SE) $5,250,000

27 St. Gerard School Modernization (SW) $9,750,000

28 Chestermere Elementary/Junior High School + CTS + 16 modulars (Chestermere)

$25,500,000

29 St. Jean Brebeuf Modernization (NW) $8,000,000

30 St. Monica’s Modernization (SW) $6,000,000

Total $172,200,000

Grand Total $506,550,000



School Facilities Projects

Education purposes of the projects and benefits to students that accrue to the 2017-2020 Capital Plan requests are summarized

as follows:

New School Construction

The new schools requested in the Capital Plan (Airdrie elementary, Auburn Bay elementary, Evanston elementary, Walden

elementary/junior high, Redstone elementary, Airdrie junior/senior high, Legacy elementary/junior high, Nolan Hill

elementary/junior high, West Calgary high school, Rangeview high school) will all achieve or produce the following positive

outcomes:

• Provide new age school facilities and program specific areas to meet the current and future pedagogical needs of

the students.

• Reduce busing times, provide equity of opportunity and enhance safety for students now able to attend

neighbourhood schools.

• Provide relief from overcrowding and better learning opportunities for students at both the new school and the

previous bus receiver school.

• Provide space to accommodate ongoing growth resulting from community residential development.

• Release portable classrooms from current bus receiver schools, which then can be re-allocated to meet classroom

space shortages in other schools.

School Preservation

The requested modernizations (St. Bonaventure School, St. Boniface School, St. Andrew School, St. Benedict School, St. Mark

School, St. Teresa of Calcutta School, Bishop Grandin High School, St. Henry School, St. Catherine School, St. Cecilia School,

St. Peter School and St. Gerard School) are all necessary to meet the mandated outcomes of the provincial school audit

with respect to mechanical systems, etc.

Additionally, the provision of new enhanced facilities will better meet current and future pedagogical needs.



New Modular Construction and Portable/Modular Relocations*

Provision of additional classroom space to accommodate both enrolment growth and reduced class sizes in the local

community school and/or to replace aging units with new ones.

Precludes busing of students out of their neighbourhood and associated concerns over travel times, distances, equity of

access and safety.

Allows for formation of “school community” keeping neighbourhood students together and ensuring access to the same

school for siblings.

Assists in maintaining viable utilization rates across sectors.

* While included here for information purposes, these related items are now reviewed and approved separately from the

Capital Plan.

Spaces for Child Care and Community-Based Services in School Facilities

Alberta Education, working with other ministries, has identified the value of integrating child care and community-based

services into school facilities. To support this initiative, district personnel have undertaken ongoing consultation with a wide

range of community partners to explore and to support the creation of a number of child care and community-based

services in district school facilities where possible. Calgary Catholic will continue to work proactively with community

partners, particularly United Way, Child & Family Services and the YMCA to support the number of schools hosting these

programs. As of September 2017, there will be 39 before and after school care programs operating in district schools and

continued growth in this area is limited as space is currently not available.

Deferred Maintenance

Deferred maintenance values are determined by Alberta Infrastructure and are continually updated through site

inspections and collaboration with district facilities staff. The district is considered to have a very manageable deferred

maintenance value.



Section D. Informational



Enrolment Data

The district’s funding from Alberta Education is based, for the most part, on total student enrolments in the district. The

student enrolment projected for September 2017 is 54,019 full-time equivalents (FTEs), or 56,082 total students (kindergarten

students are 0.5 FTEs). Actual enrolments may vary after finalization of this budget; however, these projections are based on

the best available information and allow for consistency in process.

From 1995-1996 to 2003-2004, the district had significant growth in enrolment (18.8%) from 35,830 full-time equivalent (FTE)

students to 42,578 FTE’s. Growing enrolments meant both growing revenues and expenditures. More students equated to

more teachers and school staff during this period.

Around 2003-2004, the district’s September 30 enrolments more or less stabilized at the 42,500 FTE mark for several years until

in 2008-2009 enrolments began to increase. Actual enrolment totals improved to 43,406 FTE students for September 30, 2009;

44,053 FTE students for September 30, 2010; 45,164 FTE for September 2011; 46,960 FTE for September 2012; 48,840 FTE for

September 2013; 50,221 FTE for September 2014; 51,652 for September 2015 and 52,998 for September 2016. The projection

used for budget purposes for September 30, 2017 is 54,019 FTE. The budget was built on February 2017 projections as this is

the normal process utilized to retain a level of consistency year-to-year. The budget projection continues to reflect

increasing student enrolments supported by the City of Calgary 2016 Census (most recent information available at the time

of this report) indicating very low growth for Calgary in 2016, slowing from the past several years. As the district also

encompasses parts of the Rocky View County, district student growth is partially influenced by continued growth in Airdrie,

Chestermere, Cochrane and surrounding areas. Enrolment numbers are estimates until the September 30 count is finalized

and are dependent upon available information. Variances in revenue due to enrolment are reported to the Board of

Trustees in quarterly monitoring reports.

For the five-year forecast period – September 30, 2017 through September 30, 2021, further increases are projected.

Commencing in September 2017, enrolment is anticipated to be 54,019 FTE, moving to 59,825 FTE by 2021. Going forward,

the impetus for the increase is an increasing Alberta live birth rate, slower but still increasing immigration numbers and a

corresponding forecast growth at the kindergarten and Division I entry level.

Enrolment projections are a key element in building the district budget as a large percentage of grant revenue is related to

enrolment. The history of district student enrolment and projections is found on the following pages.


Calgary Roman Catholic Separate School District No. 1 Page 122 of 183 Actual Enrolments (2009 – 2016)

2009 2010 2011 2012 2013 2014 2015 2016

Kindergarten 3,278 3,360 3,685 4,081 4,415 4,318 4,182 4,090

Kindergarten Full-Time Equivalent

(FTE) 1,639 1,680 1,843 2,041 2,208 2,159 2,091 2045

Grade 1 3,215 3,317 3,448 3,738 4,041 4,321 4,262 4,135

Grade 2 3,256 3,342 3,408 3,605 3,856 4,132 4,400 4,357

Grade 3 3,238 3,405 3,456 3,610 3,745 3,936 4,234 4,464

Grade 4 3,311 3,312 3,518 3,609 3,713 3,793 3,990 4,317

Grade 5 3,385 3,365 3,399 3,663 3,720 3,784 3,816 4,067

Grade 6 3,499 3,473 3,449 3,546 3,779 3,786 3,847 3,909

Total Grades 1-6 19,904 20,214 20,678 21,771 22,854 23,752 24,549 25,249

Grade 7 3,280 3,460 3,471 3,462 3,595 3,742 3,796 3,889

Grade 8 3,391 3,323 3,536 3,623 3,544 3,688 3,843 3,912

Grade 9 3,408 3,391 3,382 3,609 3,753 3,620 3,763 3,884

Total Grades 7-9 10,079 10,174 10,389 10,694 10,892 11,050 11,402 11,685

Grade 10 3,566 3,656 3,622 3,637 3,846 3,948 3,910 4,118

Grade 11 3,382 3,623 3,653 3,680 3,793 3,954 4,056 4,035

Grade 12 4,098 4,035 4,309 4,432 4,501 4,591 4,836 5,035

Total Grades 10-12 11,046 11,314 11,584 11,749 12,140 12,493 12,802 13,188

Total Special Education 738 671 670 705 746 767 808 831

Total Head Count (HC) 45,045 45,733 47,006 49,000 51,047 52,380 53,743 55,043

Total FTE's 43,406 44,053 45,164 46,960 48,840 50,221 51,652 52,998

Increase/ (Decrease) (HC) 576 688 1,273 1,994 2,047 1,333 1363 1300

% Increase/(Decrease) [HC] 1.30% 1.53% 2.78% 4.24% 4.18% 2.61% 2.60% 2.42%

Increase/(Decrease) (FTE) 489 647 1,111 1,796 1,880 1,381.5 1431 1346

% Increase/(Decrease) (FTE) 1.14% 1.49% 2.52% 3.98% 4.00% 2.83% 2.85% 2.61%


Actual Enrolments

September 30


Calgary Roman Catholic Separate School District No. 1 Page 123 of 183 September 30 Student Enrolment Chart

Projected enrolments are prepared by

district Planning staff utilizing City of

Calgary census data (including live

birth and emigration), historical growth

patterns and modeling techniques.

Continued district growth is

dependent to a large degree on the

local economy and the vagaries of

the oil and gas industry. Despite this

boom and bust cycle, Calgary is still

attractive to many people due to the

plethora of opportunities available in a

large urban setting. Educational

programming (special education and

ELL particularly) provided have

resulted in greater immigrant

populations and greater diversity. The

recent influx of Syrian immigrants is an

example of how difficult it can be to

predict future enrolment trends.

2017 2018 2019 2020 2021

Kindergarten 4127 4290 4400 4500 4650

Kindergarten Full-Time Equivalent (FTE) 2064 2145 2200 2250 2325

Grade 1 4019 4142 4251 4360 4469

Grade 2 4274 4165 4266 4379 4491

Grade 3 4471 4302 4249 4352 4466

Grade 4 4554 4511 4388 4333 4439

Grade 5 4384 4622 4624 4498 4463

Grade 6 4175 4491 4714 4716 4588

Total Grades 1-6 25877 26233 26492 26638 26916

Grade 7 3978 4190 4536 4761 4763

Grade 8 3991 4067 4316 4672 4904

Grade 9 3911 4066 4148 4402 4766

Total Grades 7-9 11880 12323 13000 13835 14433

Grade 10 4168 4328 4432 4251 4798

Grade 11 4207 4361 4458 4565 4657

Grade 12 4955 5302 5451 5572 5706

Total Grades 10-12 13330 13991 14341 14388 15161

Total Special Education 868 900 930 960 990

Total Head Count (HC) 56082 57737 59163 60321 62150

Total FTE's 54019 55592 56963 58071 59825

Increase/(Decrease) [HC] 1,039 1,655 1,426 1,158 1829

% Increase/(Decrease) [HC] 1.89% 2.95% 2.47% 1.96% 3.03%

Increase/(Decrease) [FTE] 1,021 1,574 1,371 1,108 1754

% Increase/(Decrease) [FTE] 1.93% 2.91% 2.47% 1.95% 3.02%

Total Increase/(Decrease) [HC) 2017-2021 6068

Total Increase/(Decrease) [FTE] 2017-2021 5807

Total % Increase (HC) 2017-2021 10.82%

Total % Increase (FTE) 2017-2021 10.75%


Projected Enrolments

September 30

(May 10, 2017)



Historical Pupil-Teacher Ratio (PTR)

The following table provides the calculated PTR for the past 15 years and the current budget parameters, using September 30

actual enrolments and actual approved full-time equivalent (FTE) school-based certificated staff positions. Columns in white

provide data for grades 1-12, excluding kindergarten, and shaded columns provide data including kindergarten.

Year September 30

Actual Enrolments

Excluding

Kindergarten

Actual FTE School-

Based Certificated

Staff1 Excluding

Kindergarten

Calculated PTR

Excluding

Kindergarten Children

and Teachers

September 30

Actual Enrolments

Including

Kindergarten

Actual FTE School-

Based Certificated

Staff1 Including

Kindergarten

Calculated PTR

Including

Kindergarten Children

and Teachers

2001 41,132 2,310.85 1:17.80 41,655 2,384.30 1:17.47

2002 41,330 2,261.40 1:18.28 42,788 2,333.90 1:18.33

2003 41,108 2,268.20 1:18.12 42,578 2,338.70 1:18.21

2004 40,990 2,358.70 1:17.38 42,451 2,431.70 1:17.46

2005 41,276 2,368.20 1:17.43 42,680 2,439.20 1:17.50

2006 41,047 2,457.20 1:16.71 42,471 2,526.20 1:16.81

2007 40,827 2,447.70 1:16.68 42,309 2,519.20 1:16.79

2008 41,364 2,541.20 1:16.28 42,917 2,620.20 1:16.38

2009 41,767 2,577.20 1:16.21 43,406 2,655.20 1:16.35

2010 42,373 2553.20 1:16.20 44,053 2,633.20 1:16.73

2011 43,321 2,515.70 1:17.22 44,617 2,600.70 1:17.16

2012 44,919 2,636.20 1:17.04 46,960 2,732.70 1:17.18

2013 46,632 2,735.70 1:17.05 48,840 2,834.70 1:17.23

2014 48,062 2,778.20 1:17.30 50,221 2,908.70 1:17.27

2015 49,561 2,837.00 1:17.46 51,652 2,931.20 1:17.62

2016 50,953 2,890.50 1:17.63 52,998 2,988.00 1:17.74

2017

Budget

51,955 2,916.60 1:17.81 54,019 3,013.10 1:17.93

Average PTR (2001-2016) 1:17.34

Last 5 Year Average PTR (2012-2016) 1:17.41

1. School certificated staff includes all kindergarten to Grade 12 classroom teachers, all school counsellors, assistant principals, vice-principals and principals. In addition, the

following “specialty” teachers in schools are also included: Special Education, Knowledge and Employability (K&E), Special Projects, Contingency, Extended French, Program

Support, Career & Technology Studies (CTS) teachers, Class Size teachers, and Diverse Learning teachers. School certificated staff does not include guest teachers, temporary

contract teachers replacing teachers on sick leave, etc. These teachers are not counted as staff FTEs, as this would result in an erroneous double-count. Consequently, the

number of teachers “employed” by the district in schools actually exceeds the FTE numbers above.



Teacher Education and Experience

Calgary Catholic has teachers with more years of education (5.27 years) on average than the provincial average (4.99 years) and

the average of two of the other three Metro school boards (5.03 years – no data for Edmonton Public School District). Teachers also

have more years of teaching experience (8.35 years) than the provincial average (7.97 years) and the average of two of the other

three Metro school boards (8.15 years). While there is some advantage to urban school boards in attracting and retaining teaching

staff, it is clear from this information that Calgary Catholic is very successful in attracting and retaining teachers.

As teachers are paid on a grid of education and experience, having teachers with more education and more experience means

that Calgary Catholic pays a premium for this benefit. The charts on this page and the following pages compare the district data

with the provincial average and the average of the other Metro school boards.

*It is believed that the lack of data from Edmonton Public School District may have skewed the data as the comparisons are quite different from the prior year.

Calgary RCSSD No. 1 Provincial Average Metro Board

Teacher Years of Education 5.27 4.99 5.03

Teacher Years of Teaching Experience 8.35 7.97 8.15

5.274.99 5.03

8.357.97 8.15

0

1

2

3

4

5

6

7

8

9

Chart Teacher Education and Experience as of September 30, 2016

Teacher Years of Education Teacher Years of Teaching Experience



Number of Students per Teacher and Support Staff

Calgary Catholic has an average student to teacher ratio of 17.50 to 1, which is more than the provincial average (17.05 to 1) and

the average for two of the other three Metro school boards (17.22 to 1 – no data for Edmonton Public School District*). The average

number of students to support staff at 29.50 to 1 is significantly higher than the provincial average (19.92 to 1) and the average for

two of the other three Metro school boards (23.03 to 1). When staffing, schools make conscious decisions to cash in support staff for

additional teaching staff. Teachers are more expensive than support staff but it is a balance and Calgary Catholic believes that

these decisions are made by the schools with the best interest of the students in mind.

*It is believed that the lack of data from Edmonton Public School District may have skewed the data as the comparisons are quite different from the prior year.

Calgary RCSSD No. 1 Provincial Average Metro Board

Number of Students per Teacher 17.32 17.38 18.43

Number of Students per Support Staff 29.50 19.92 23.03

17.32 17.3818.43

29.50

19.92

23.03

0

5

10

15

20

25

30

35

Number of Students per Teacher as of September 30, 2016



District Staffing The district operates on a centralized model and provides limited direct allocations to schools – mostly for

consumables. Staffing is directed by central office staff and allocations are monitored and verified through Finance.

School Staffing Allocation Formula for Alberta Teachers’ Association (ATA) and UNIFOR (support staff)

A. ALLOCATING HIGH SCHOOL COORDINATING TEACHERS

1. Coordinating Teachers are allocated to high schools based on school enrolments (10-12), teachers allocated

in the Job Class (10-12), and specialized programs and initiatives assigned to a particular high school.

2. Each high school is assigned either two, four, or five designated Coordinating Teachers based on school

enrollment. In order to meet individual school or student needs, flexibility in the designated Coordinating

Teacher assignments may be necessary. Principals are to submit a written rationale to their superintendent,

explaining any adjustments, to the Coordinating Teacher allocations for their school.

Enrollment Coordinating Teachers

1 – 175 students 2 C.T. Math 0.50/Science 0.50

English 0.50/Social 0.50

176 – 600 students 4 C.T. Math 1.00 / Science 1.00

English 1.00 / Social 1.00

601 – 2400 students 5 C.T. Religion 1.00 / Math 1.00

Science 1.00 / English 1.00 / Social 1.00



3. To determine how many additional Coordinating Teachers are allocated to the school, take the number of

teachers that you have allocated in the Job Class (10-12) and divide this number by 12. This number is rounded

up at .5 or rounded down at .4.

4. If you have additional Coordinating Teachers over four, one must be assigned to Religious Studies.

5. High Schools that are initiating an Extended French Program will be allocated an additional 0.50 FTE. This

allocation will continue for three years or until the school enrolment reaches 1200 students.

6. Each high school will receive a 1.00 FTE Coordinating Teacher allowance to support the creation of a Diverse

Learning Coordinating Teacher position. High schools that house elementary or junior high classes (St. Gabriel,

St. Martin de Porres, St. Timothy) and have a designated Diverse Learning Coordinating Teacher will not qualify

for additional Coordinating Teacher support.

7. Each high school will receive a 1.00 FTE Coordinating Teacher allowance to support technology.

8. High schools that are designated as International Baccalaureate schools or Advanced Placement schools will

be allocated an additional 0.50 FTE Coordinating Teacher allowance.

9. All Coordinating Teacher assignments at the high school level must be approved by the Area Superintendent

or Area Director before offering the positions to the teacher.

B. DIVERSE LEARNING TEACHER TRADE IN TIMELINE

• Trade-in’s must occur before priority placement documentation is due (see staffing calendar)

• Trade-in’s must be approved by Area Superintendent or Area Director and confirmed by HR and IS each year as

these are year to year.

• Surplus staff must be absorbed into current staff allocations wherever possible

• Schools must declare whether a Family School Support Worker (FSSW) (K-6) allocation or Counsellor (K-6, K-9, 7-9)

allocation will be sought

If Family School Support worker allocation:



• Instructional Services, in conjunction with Human Resources, will determine staffing timeframe for Family School

Support worker allocation(s)

• FSSW staff will be hired and assigned by Instructional Services

If Certificated Counsellor allocation:

• Position to be advertised within staffing rounds

• Human Resources, in conjunction with Instructional Services, will re-allocate resources if securing a qualified suitable

candidate does not occur



DLT TRADE IN

Principal has determined

trade in of 0.5DLT FTE for the

year – must occur prior to

staffing cycles and adhere

to guidelines

Working assumptions:

o Yearly trade-in based on

DLT allocations

o Consultation with Area,

IS and HR

o Staffing Protocols

followed

o K-6 – FSSW

o K-9, 7-9 - Counsellor

Counsellor

allocation chosen

FSS Worker

allocation chosen

Trade in triggers a staff

surplus situation or trade in

is absorbed into current

certificated staff

Documentation of

new trade-in

allocation and

approval

Documentation

of new trade-in

allocation

approval

Entry of new position

in certificated staffing

and advertisement

Entry of new position

into support staff

and IS and

advertisement

Position filled

through

competition

Position filled

through

competition

Unfilled positions due to staffing

shortages in desired fields will result in

re-allocation of resources

HUMAN RESOURCES AND INSTRUCTIONAL SERVICES

Human Resources and Instructional

Services collaborate



C. ADMINISTRATION AND TEACHING STAFFING

Administrative Assignment, Elementary/Junior High (K-9), Elementary/Junior/Senior High (7-12, K-12)

Population Administrative Assignment

0-350 Principal & Assistant Principal

351-600 Principal & Vice-Principal

600+ Principal & Vice-Principal & Assistant Principal

Administrative Assignment, Senior High (10-12)

Population Administrative Assignment

0-599 Principal & One Vice-Principal

600-1000 Principal & Two Vice-Principals

1,001-1,600 Principal & Three Vice-Principals

1,600+ Principal & Four Vice-Principals

1. Teacher Staffing Formulas

Kindergarten:

The staffing allocation ratio is 25:1 (student population), rounded up if calculated result is 0.5 or greater.

The class size maximum is targeted at 25 students. At 26 students or higher, an additional 0.5 FTE allocation may

be allocated, dependent upon the resources available. Support Staff may also be assigned in lieu of additional

FTE.

Elementary (1 – 6):


The student population for this allocation category is exclusive of Special Education students.

Jr. High (7 – 9):




An additional 0.5 FTE will be provided after the staffing ratio has been applied to reflect the assignment of a 0.5

FTE junior high school guidance counsellor allocation. This assignment required the junior high teacher allocation

to be reduced by 0.5 FTE.


Sr. High (10-12):

The staffing allocation ratio is 24:1 (student population), rounded up if calculated result is 0.5 or greater. The

calculated result is then reduced by the number (FTE) of school administration allocations for the school.


2. Program Support Calculations (K–9)

Program Support will be allocated for certificated staff in the following homeroom job classifications:

• Kindergarten

• 1 – 6

• 7 – 9

• Special Education

• Class Size Contingency

Certificated Staff Program Support Allocation (includes Admin)

0 – 14.5 Certificated Staff 2.0* FTE Program Support

15 – 17.5 Certificated Staff 2.5 *FTE Program Support

18 – 20.5 Certificated Staff 3.0* FTE Program Support

21 – 30 Certificated Staff 3.5* FTE Program Support

30+ Certificated Staff 4.0* FTE Program Support

* This Program Support allocation includes the Principal, Vice Principal, and/or Assistant Principal allocations that

have been assigned to your school.

For example, School X has 18 certificated staff, and will receive 3.0 FTE Program Support allocations. Included in

these allocations are: 1.0 Principal + 1.0 VP + 1.0 Program Support Teacher.



3. Guidance Counsellors

Junior High – .50 FTE per school

Senior High – 1.00 FTE per 375 students – NO ROUNDING UP

4. Class Size Teachers

Class Size Teachers are assigned annually to schools to address district class size averages and exceptional

organizational circumstances.

5. Diverse Learning Teachers (DLT)

Diverse Learning Teachers are assigned based on the school’s profiles.

D. SUPPORT STAFF

1. Clerical Support

Elementary (K-6), Junior High (7-9), Elementary/Junior/Senior High (K-12), Junior/Senior High (7-12)

Certificated

Staff

Clerical Support Allocations

1 – 14.5 1 Administrative Secretary (35 hrs per week) +

1 School Assistant (10 hrs per week)


1 Office Assistant (17.5 hrs per week)


1 Office Assistant (35 hrs per week)

45 + 1 Administrative Secretary (35 hrs per week) +

2 Office Assistants (35 hrs per week)



Elementary/Junior High (K-9)

Certificated

Staff

Clerical Support Allocations


1 School Assistant (10 hrs per week)


1 Office Assistant (17.5 hrs per week)


1 Office Assistant (35 hrs per week)


1.5 Office Assistants (35 hrs per week/17.5 hrs per week)

45 + 1 Administrative Secretary (35 hrs per week) +

2 Office Assistants (35 hrs per week)

Senior High (10-12)

Schools will be provided with one (1) Administrative Secretary allocation (35 hrs per week). In addition, the Office

Assistant staffing ratio for Senior High schools is 20:1 (certificated staff population), rounded up to a 0.5 FTE (17.5

hrs per week), if the calculated result is 0.5 or greater.

Certificated staff allocations are defined as all certificated job classifications.



2. Business Office Support

Elementary/Junior/Senior High (K-12), Junior/Senior High (7-12), St. Anne

10-12 Student

Population Business Office Support Allocations

0 - 300 1 Business Manager (17.5 hrs per week) +

1 Accounts Clerk (17.5 hrs per week)

301 + 1 Business Manager (35 hrs per week)

St. Anne 1 Business Manager (17.5 hrs per week) +


Senior High (10-12)

10-12 Student

Population Business Office Support Allocations

0 - 500 1 Business Manager (17.5 hrs per week) +


501 + 1 Business Manager (35 hrs per week) +

1 Accounts Clerk (35 hrs per week)



3. Learning Commons Librarian

Elementary (K-6), Junior High (7-9), Elementary/Junior High (K-9)

Student

Population

Learning Commons Librarian Allocation

0 – 499 1 Learning Common Librarian (20 hrs per week)

500 + 1 Learning Common Librarian (25 hrs per week)

Elementary/Junior/Senior High (K-12), Junior/Senior High (7-12)

10-12 Student

Population Learning Commons Librarian Allocation

0 - 200 1 Learning Commons Librarian (25 hrs per

week)


week)

351 + 1 Learning Commons Librarian (35 hrs per

week)

Schools will be provided with an additional Learning Commons Librarian allocation of 17.5 hrs per week for the

elementary and/or junior high component.



Senior High (10-12)

10-12 Student

Population Learning Commons Librarian Allocation


week)


week)

351 + 1 Learning Commons Librarian (35 hrs per

week)

4. SIS Data Clerk – Senior High Schools

Elementary/Junior/Senior High (K-12), Junior/Senior High (7-12), Senior High (10-12)

10-12 Student

Population SIS Data Clerk – Senior High Allocation

0 - 350 1 SIS Data Clerk (17.5 hrs per week)

351 + 1 SIS Data Clerk (35 hrs per week)

5. School Assistant


Schools will be provided with a School Assistant allocation of 1 hour per week for every (10-12) job classification

FTE.



6. Science Laboratory Technician -Senior High Schools


10-12 Student

Population Science Laboratory Technician Allocation

0 - 750 1 Science Laboratory Technician (10 hrs per

week)

751 - 1000 1 Science Laboratory Technician (20 hrs per

week)

1001 + 1 Science Laboratory Technician (30 hrs per

week)

For schools with the designation of K-12 and 7-12, and are located outside of the City of Calgary, they will be

provided an additional allocation of 10 hrs per week.

7. Cosmetology Technician


Schools with a full time cosmetology lab will be provided with one (1) Cosmetology technician allocation (30 hrs

per week).

8. Career & Technology Studies Technician


Schools with more than one automotive, welding, building construction or wood working shop will be provided

with one (1) Career & Technology Studies Technician allocation (35 hrs per week).

Schools with an autobody paint booth will be provided with one (1) Career & Technology Studies Technician

allocation (30 hours per week).



In high schools with single multi-activity labs, they will be provided with one (1) part time Career & Technology

Studies Technician (17.5 hours per week).

9. Culinary Arts Support


Schools with a full time Culinary Arts Centre, will be provided with one (1) Commercial Cook/Food Services

Coordinator allocation (35 hrs per week).

In addition, these schools will be provided with one (1) Culinary Arts Assistant allocation with a main point of sale

(35 hrs per week). If the school has a main point of sale and a second point of sale kiosk, they will be provided

with a two (2) Culinary Arts Assistant allocations.

Notes for Support Staff Allocations

a. Principals, with district approval, may cash in Office / School Assistant allocations to obtain additional

hours normally derived through formula.

b. Instructional Services will annually allocate classroom assistant hours (Education Assistants etc.) to

each school based on student and program needs.

c. Career Practitioner and Computer Technician allocation are reviewed annually.

d. Additional allocations and changes to formula based allocations may be approved by the district to

meet the individual need of schools with unique programs or circumstances. While this Staffing Allocation Formula addresses employees covered under the Alberta Teachers’ Association and UNIFOR,

there is a separate formula included in the Canadian Union of Public Employees (CUPE) collective agreement to address

caretaking assignments. The following is an excerpt from the CUPE Local 520 Collective Agreement (2013-2016)

Canadian Union of Public Employees (CUPE) Staffing Formula

A. The following formula is established by the Employer and incorporated in the Agreement for purposes of calculating

the minimum daily man hour allotment of Group I employee time to be provided at each school building.

1. 8 man hours for every 9 teachers assigned to the school

8 man hours for every 240 pupils enrolled at the school



8 man hours for each 14,250 square feet (1486.4m square) of gross area

8 man hours for each 4.5 acres (1.82ha) of school site.

2. School buildings of 120,000 gross square feet (11148m square) of building area or more; 1 man hour per day for

each 2,200 square feet (204.38m square) of net building area.

Staff members currently included in the 1996 - 1998 Collective Agreement, will continue to maintain their

position in the new Agreement with no reduction in hours, unless through personal choice or application for

another position covered in the agreement.

3. One occupied free standing portable classroom not linked to the main school building with a connecting

corridor on a school site will for the purpose of this formula be equated to 1,300 gross square feet (120.77m

square) or 1,200 net square feet (111.48m square).

One occupied portable classroom linked to the main school building with a connecting corridor on a school

site will for the purpose of this formula be based on the actual measured gross or net area of the portable

classroom and any corresponding connecting corridor.

4. Lists of schools (name and gross area) and average daily man hours allotted shall be furnished to the Secretary

of the Union on October 15 and February 15 of each school year, this being for information purposes only and

will not be an integral part of this Collective Agreement.

5. No change in manpower services will be provided for unless the application of the formula changes the

minimum average daily allotment by 0.5 hours per day in October or by 1.0 hours per day in February of each

school year.

Exempt Employees

The district also employs a number of staff who are classified as exempt employees and are not part of any union or

association. Most of these employees work at central office in departments such as Human Resources; Accounting;

Construction and Maintenance; Communications; and Finance and Business Services. There is no formula for staffing

these positions and if there are any new positions, they are proposed during the budget process. Additions to this

employee group are approved and funded through the “B” budget process where a case must be made for the position

and it is subject to available resources.



Property Taxes and the Alberta School Foundation Fund

School districts are statutory corporations created under the Alberta School Act. Since 1994, Alberta passed

legislation that removed the right of school boards to requisition taxes at the local level, required municipalities to

pay those taxes into the Alberta School Foundation Fund (ASFF), set a provincial mill rate for education purposes

and distributed funds to school boards on a per student pro-rata basis. A subsequent revision allowed separate

school boards to opt out of the ASFF and to requisition taxes locally, with top up funds from the ASFF to bring their

revenues up to the level of the provincial average of all boards. Calgary Catholic School District has chosen to opt

out of the ASFF and receive approximately 16.1 per cent of total revenue from this source. The district has no

control over the assessment base, the setting of the provincial mill rate, or the equalizing process applied to the

provincial assessment base. The latter process is required as each collecting authority has a different assessment

valuation methodology and timeline for amending that methodology. Due to this complexity, the province has an

equalization formula which it applies before applying the mill rate. Revenue from this source is about $97.9 million

for 2017-2018. The district has eleven (11) collecting authorities that are provided with an annual requisition

requesting:

“THAT the Board of Trustees approve the submission to the municipalities and to the Minister of Education its

requisitions in the amount calculated by the application of mill rates for the classes of property that are

equal to the mill rates established for 2017 for the same classes of property by the Lieutenant Governor in

Council, to the equalized assessment base of the district as shown on the certificate or certificates received,

or to be received, under Section 161 of the School Act as amended, those municipalities being:

The City of Calgary,

The City of Airdrie,

The City of Chestermere,

The Municipal District of Bighorn No. 8,

Rocky View County,

The Townsite of Redwood Meadows,

The Summer Village of Ghost Lake,

The Summer Village of Waiparous,

The Town of Cochrane,

The Town of Crossfield, and

The Town of Irricana”



The ability to opt out of the ASFF is tied to separate school districts’ desires to protect the rights provided under the

Constitution Act (1867), the Alberta Act (1905), and various other legislation, to form and operate separate school

districts. There is no financial imperative to opt out of the ASFF; however, there is a powerful rationale to protect the

identity and independence of separate school districts. Representation by taxation is an important concept.

All separate school boards in the province have "opted out" of the Alberta School Foundation Fund (ASFF).

“Humble yourself before the Lord and he will lift you up.” - James 4:10



Performance Measures – Alberta Education Accountability Pillar

Annually, Alberta Education’s Accountability Pillar Summary and data are made available to school jurisdictions for the

purpose of:

• Supporting informed decision making

• Improving instructional programs

• Supporting increased student achievement in subsequent years

Through the Accountability Pillar, school jurisdiction performance is measured, evaluated and reported by comparing

current results against past performance and against provincial standards on a common set of measures for all

jurisdictions, using a common evaluation methodology. Alberta Education groups the Accountability Pillar measures into

seven key aspect categories identified as important to parents and the public:

• Safe and Caring Schools

• Student Learning Opportunities

• Student Learning Achievement (grades K-9)

• Student Learning Achievement (grades 10-12)

• Preparation for Lifelong Learning, World of Work and Citizenship

• Parental Involvement

• Continuous Improvement

Detailed information related to the Accountability Pillar Summary and data, as well as, the methodology used to

generate the summary is available on Alberta Education’s website under School Authority Planning and Reporting 2015.

Review and analysis of the district’s Accountability Pillar Overall Summary reports at the district and school level support

the development of the Combined Annual Education Results Report (AERR) and Three-Year Education Plan. The Calgary

Catholic School District’s October 2015 Accountability Pillar Summary reflects a trend of positive improvement. Of the 16

accountability pillar measures evaluated by Alberta Education, Calgary Catholic’s overall measure evaluation included:

five - Excellent, ten - Good and one - Issue. As required by Alberta Education, the Calgary Catholic Accountability Pillar

Overall Summary data and Accountability Pillar FNMI (First Nations, Métis and Inuit) data are provided on the following

pages. In addition to the summary data, district and school personnel review, analyze and plan the in-depth data from:

• Parent, teacher and student surveys

• Provincial Achievement Tests and Diploma Examinations

• Additional data sources

https://education.alberta.ca/admin/resources/planning/reporting2015/


Report on Student Outcomes and School Climate

Alberta Secondary Survey 2015 (4592)

Calgary Roman Catholic Separate School District No. 1 - Schools Highlights


On the following pages, the results from student surveys are provided with comparison of district data compared to

Canadian norms.

Your version of the OurSCHOOL student survey measures 45 indicators based on the most recent research on school and

classroom effectiveness. This report provides highlights based on data from 17,134 students in 55 schools that participated

in the survey between October 17, 2016 and November 30, 2016.

The results for the district are based on last year's results for all students using The Learning Bar Survey for grade levels

assessed by this district, and are compared with Canadian norms.

For details on the survey see www.thelearningbar.com.

*Note: Only grades with more than 50 students from at least two schools are displayed on the bar charts.

Social-Emotional

Social-Emotional Outcomes

Student participation in school sports

Students who play sports with an instructor at school, other than in a gym

class.

47% of students in this district had a high rate of participation in sports; the Canadian norm for these grades is 48%.

42% of the girls and 51% of the boys in this district had a high rate of participation in sports. The Canadian norm for girls is 44% and for boys is 52%.

© 2016 The Learning Bar Inc. All Rights Reserved. Page 1 20-03-2016

http://www.thelearningbar.com/






Student participation in school clubs

Students who take part in art, drama, or music groups; school clubs; or a

school committee.

38% of students in this district had a high rate of participation in clubs; the Canadian norm for these grades is 42%. 43% of the girls and 34% of the boys in this district had a high rate of Participation in clubs. The Canadian norm for girls is 49% and for boys is 36%.

Students with a positive sense of belonging

Students who feel accepted and valued by their peers and by others at their

school.

71% of students in this district had a high sense of belonging; the

Canadian norm for these grades is 71%.

68% of the girls and 76% of the boys in this district had a high sense of belonging. The Canadian norm for girls is 71% and for boys is 71%.







Students with positive relationships

Students who have friends at school they can trust and who encourage them

to make positive choices.

In this district, 78% of students had positive relationships; the Canadian

norm for these grades is 76%.

81% of the girls and 76% of the boys in this district had positive relationships. The Canadian norm for girls is 81% and for boys is 71%.

Hours per day spent watching TV

During a typical weekday (i.e., Monday to Friday), the average time students

spend watching TV.

In this district, students on average spent 0.9 hour per day watching TV; the Canadian norm for these grades is 1 hour. In this district, girls on average spent 0.9 hours and boys on average spent 1 hour per day watching TV.

The Canadian norm for girls is 0.9 hour and for boys is 1 hour.







Hours per day spent reading books for fun

During a typical weekday (i.e., Monday to Friday), the average time

students spend reading books.

In this district, students on average spent 0.5 hours per day on

leisure reading; the Canadian norm for these grades is 0.5 hours.

In this district, girls on average spent 0.5 hours and boys on average spent

0.4 hours per day on leisure reading.

The Canadian norm for girls is 0.6 hours and for boys is 0.4 hours.

Hours per day on computers and video games


students spend using a computer for leisure activities.

In this district, students on average spent 1.5 hours per day on computers and video games; the Canadian norm for these grades is 1.4 hours.

In this district, girls on average spent 1.4 hours and boys on average spent 1.6 hours per day on computers and video games. The Canadian norm for girls is 1.2 hours and for boys is1.5 hours.







Hours per day spent working part-time


students spend on part-time job. In this district, students on average spent 0.5 hours per day working part-time; the Canadian norm for these grades is 0.6 hours.

In this district, girls on average spent 0.5 hours and boys on average

spent 0.5 hours per day working part-time. The Canadian norm for

girls is 0.6 hours and for boys is 0.6 hours.

Hours per day spent volunteering


students spend volunteering. In this district, students on average spent 0.3 hours per day on volunteer work; the Canadian norm for these grades is 0.3 hours.

In this district, girls on average spent 0.3 hours and boys on average

spent 0.3 hours per day on volunteer work. The Canadian norm for

girls is 0.3 hours and for boys is 0.2 hours.







Hours per day spent using phone


students spent using phone.

In this district, students on average spent 0.9 hours per day talking on the phone or texting friends; the Canadian norm for these grades is 0.9 hours. In this district, girls on average spent 1 hour and boys on average spent 0.8 hours per day talking on the phone or texting friends.

The Canadian norm for girls is 1.1 hours and for boys is 0.8 hours.

Students that value schooling outcomes

Students who believe that education will benefit them personally and

economically, and will have a strong bearing on their future.

78% of students in this district valued school outcomes; the Canadian norm for these grades is 73%.

79% of the girls and 79% of the boys in this district valued school

outcomes. The Canadian norm for girls is 76% and for boys is 70%.








Students that are regularly truant

Students who skip classes or miss days at school without a reason, or arrive

late for school or classes.

In this district, the student truancy rate was 14%; the Canadian norm for these grades is 27%

In this district, the truancy rate for girls was 11% and for boys, 14%. The Canadian norm for girls is 24% and for boys is 30%.

Students with positive homework behaviours

Students who do homework for their classes with a positive attitude and in a

timely manner.

In this district, 80% of students had positive homework behaviours; the Canadian norm for these grades is 60%.

86% of the girls and 76% of the boys in this district had positive homework behaviours. The Canadian norm for girls is 68% and for boys is 52%.







Hours per day spent doing homework


spend on homework.

In this district, students on average spent 1 . 1 hour per day on homework; the Canadian norm for these grades is 0.7 hour. In this district, girls on average spent 1.2 hours and boys on average spent 0.9 hours per day on homework. The Canadian norm for girls is 0.8 hour and for boys is 0.7 hour.

Students with positive behaviour at school

Students that do not get in trouble at school for disruptive or inappropriate

behaviour.

In this district, 95% of students had positive behaviour; the Canadian norm for these grades is 88%.

98% of the girls and 94% of the boys in this district showed positive student behaviour at school. The Canadian norm for girls is93% and for boys is 83%.







Students who are interested and motivated

Students who are interested and motivated in their learning.

49% of students in this district were interested and motivated; the Canadian norm for these grades is 30%.

49% of the girls and 50% of the boys in this district were interested and motivated. The Canadian norm for girls is 30% and for boys is 30%.

Effort

Students who try hard to succeed in their learning.

75% of students in this district tried hard to succeed; theCanadian norm

for these grades is 69%.

76% of the girls and 75% of the boys in this district tried hard to succeed. The Canadian norm for girls is 72% and for boys is 66%.







Skills (grades)-challenge

Students who feel challenged in their Language Arts, Math and

Science classes and feel confident of their skills in these subjects.

67% of students in the district had scores that placed them in the desirable quadrant with high skills and high challenge. The Canadian norm for these grades is 52%. 14% of students were confident of their skills but did not find classes challenging. The Canadian norm for these grades is 22%. 17% of students were not confident of their skills and found language arts, math or science challenging. The Canadian norm for this category is 22%. 2% of students lacked confidence in their skills and did not feel they were challenged. The Canadian norm for this category is 4%.

Students with moderate or high levels of anxiety

Students who have intense feelings of fear, intense anxiety, or worry

about particular events or social situations.

28% of students in this district had moderate to high levels of anxiety; the Canadian norm for these grades is 18%.

36% of the girls and 18% of the boys in this district had moderate to high

levels of anxiety. The Canadian norm for girls is 21% and for boys is 14%.







Students with moderate or high levels of depression

Students who have prolonged periods when they feel sad, discouraged,

and inadequate.

24% of students in this district had moderate to high levels of depression; the Canadian norm for these grades is 18%.

30% of the girls and 16% of the boys in this district had moderate to high levels of depression. The Canadian norm for girls is 20% and for boys is 15%.

Students with a positive self esteem

Students who like and accept themselves, and are proud of their

accomplishments.

77% of students in this district had high self-esteem; the Canadian

norm for these grades is 77%.

73% of the girls and 83% of the boys in this district had high self-esteem. The Canadian norm for girls is 73% and for boys is 80%.






Physical Health Outcomes

Physical Health Outcomes

Hours per day spent doing moderate physical activity


spend on moderate physical activities.

In this district, students on average spent 0.7 hours per day on moderate physical activities; the Canadian norm for these grades is 0.9 hours.

In this district, girls on average spent 0.6 hours and boys on average spent 0.8 hours per day on moderate physical activities. The Canadian norm for girls is 0.8 hours and for boys is 1 hour.

Hours per day spent doing intense physical activity


spend on intense physical activities.

In this district, students on average spent 0.8 hours per day on intense physical activities; the Canadian norm for these grades is 0.8 hours.

In this district, girls on average spent 0.7 hours and boys on average spent 0.9 hours per day on intense physical activities. The Canadian norm for girls is 0.7 hours and for boys is 0.9 hours.






Physical Health Outcomes Physical Health Outcomes

Students that use tobacco

The percentage of students that use tobacco occasionally or at least

once every day.

5% of students in this district indicated they were occasional or regular tobacco users; the Canadian norm for these grades is 15%.

3% of the girls and 6% of the boys in this district were occasional and regular tobacco users. The Canadian norm for girls is 13% and for boys is 18%.

Frequency of student alcohol consumption

The percentage of students who have at least one drink of alcohol two or

more times per week.

16% of students in this district have had at least one alcohol drinks once or more times per week; the Canadian norm for these grades is 27%.

14% of the girls and 17% of the boys in this district have had at least one alcoholic drink one or more times per week. The Canadian norm for girls is 24% and for boys is 30%.






Academic Outcomes

Academic Outcomes

Average percentage in Language Arts

Students' overall marks in their current or most recent Language Arts class

(e.g., English) were reported as a letter grade and converted to a

percentage.

In this district, students' average reported mark was 77%; the Canadian norm for these grades is 78%.

In this district, girls' average reported mark was 79% and boys' was 76%. The Canadian norm for girls is 80% and for boys is 76%.

Average percentage in Math

Students' overall marks in their current or most recent Math class were

reported as a letter grade and converted to a percentage.








Academic Outcomes

Average percentage in Science

Students' overall marks in their current or most recent Science class (e.g.,

general Science, biology, chemistry, or physics) were reported as a letter

grade and converted to a percentage.





Drivers of Student Outcomes





Effective learning time

Important concepts are taught well, class time is used efficiently, and

homework and evaluations support course objectives.

In this district, students rated effective classroom learning time 7.2 out of 10; the Canadian norm for these grades is 6.5.

In this district, effective classroom learning time was rated 7.2 out of 10 by girls and 7.2 out of 10 by boys. The Canadian norm for girls is

6.5 and for boys is 6.4.

Relevance

Students who find classroom instruction relevant to their everyday lives.

In this district, students rated relevance 6.6 out of 10; the Canadian norm for these grades is 6.

In this district, relevance was rated 6.7 out of 10 by girls and 6.7 out of 10 by boys. The Canadian norm for girls is 6 and for boys is 5.9.







Rigor

Students who find the classroom instruction is well-organized, with a clear

purpose, and with immediate and appropriate feedback that helps them

learn.

In this district, students rated rigor 6.8 out of 10.

In this district, rigor was rated 6.8 out of 10 by girls and 6.8 out of 10 by boys.

Students who are victims of bullying

Students who are subjected to physical, social, or verbal bullying, or are

bullied over the internet.

17% of students in this district were victims of moderate to severe bullying in the previous month; the Canadian norm for these grades is 22%.

15% of the girls and 17% of the boys in this district were victims of moderate to severe bullying in the previous month. The Canadian norm for girls is 20% and for boys is 25%.







Feel safe attending this school

Students who feel safe at school as well as going to and from school.

71% of students felt safe attending the district; the Canadian norm for these grades is 65%.

70% of the girls and 75% of the boys felt safe attending the district. The Canadian norm for girls is 64% and for boys is 66%.

Advocacy at school

Students who feel they have someone at school who consistently provides

encouragement and can be turned to for advice.

In this district, students rated advocacy at school 3.2 out of 10; the Canadian norm for these grades is 2.7.

In this district, advocacy at school was rated 3 .0 out of 10 by girls and 3.3 out of 10 by boys. The Canadian norm for girls is 2.7 and for boys is 2.8.







Positive teacher-student relations

Students who feel teachers are responsive to their needs, and

encourage independence with a democratic approach.

In this district, positive teacher-student relations were rated 6.9 out of 10; the Canadian norm for these grades is 6.0.

In this district, positive teacher-student relations were rated 6.9 out of 10 by girls and 7 . 0 out of 10 by boys. The Canadian norm for girls is 6.1 and for boys is 5.9.

Positive learning climate

There are clear rules and expectations for classroom behaviour. Students

understand these and teachers maintain high expectations that they be

followed.

In this district, students rated disciplinary climate of the classroom 6.9 out of 10; the Canadian norm for these grades is 5.9.

In this district, disciplinary climate of the classroom was rated 6.9 out of

10 by girls and 6.9 out of 10 by boys. The Canadian norm for girls is 5.9

and for boys is 5.8.







Expectations for success

The school staff emphasizes academic skills and hold high expectations for all

students to succeed.

In this district, students rated teachers' expectations for academic success 7.8 out of 10; the Canadian norm for these grades is 7.1.

In this district, teachers' expectations for academic success were rated 7.9 out of 10 by girls and 7.8 out of 10 by boys. The Canadian norm for girls is 7.3 and for boys is 6.9.

Advocacy outside of school

Students who feel they have someone at home or in their community who

consistently provides encouragement and can be turned to for advice.

In this district, students rated advocacy outside of school 5.9 out of 10; the Canadian norm for these grades is 4.6.

In this district, advocacy outside school was rated 5.9 out of 10 by girls and 5.9 out of 10 by boys. The Canadian norm for girls is 4.6 and for boys is 4.5.







Students planning to finish high school

Students who plan to finish high school.

84% of students in this district had aspirations for finishing high school; the Canadian norm for these grades is 82%.

88% of the girls and 81% of the boys in this district had aspirations for finishing high school. The Canadian norm for girls is 86% and for boys is 79%.

Students planning to pursue a trade or apprenticeship program Students who

plan to finish high school, and afterwards pursue a trade or apprenticeship

program.

24% of students in this district planned to pursue a trade or apprenticeship program; the Canadian norm for these grades is 21%.

23% of the girls and 26% of the boys in this district planned to pursue a trade or apprenticeship program The Canadian norm for girls is 17% and for boys is 24%.







Students planning to go to college or university

Students who plan to pursue a post-secondary education.

73% of students in this district had aspirations for pursuing a post-secondary education; the Canadian norm for these grades is 66%.

80% of the girls and 67% of the boys in this district had aspirations for going to college or university. The Canadian norm for girls is 73% and for boys is 59%.






Demographic Factors

Demographic Factors

Language spoken at home

Students are asked to indicate the language they speak most often at

home.

61% of students in this district speak English at home. 0% of students in this district speak French at home. 12% of students in this district speak other languages at home. 1% of students in this district speak English and French at home. 25% of students in this district speak English and another language at home. 0% of students in this district speak French and another language at home.

Grade repetition

Students who have repeated one or more grades at school since

kindergarten.

7.5% of students in this district have repeated a grade at school.

5.7% of the girls and 8 . 5 % of the boys in this district have repeated a grade at school.






Demographic Factors

Time student has lived in Canada

Students who were born in Canada.

65% of students in this district were born in Canada.

65% of the girls and 64% of the boys in this district were born in Canada.

Aboriginal status

Students who are of Aboriginal origin, that is, North American Indian,

Métis, or Inuk.

7% of students in this district are of Aboriginal origin.

6% of the girls and 7% of the boys in this district are of Aboriginal origin.






Demographic Factors

Students were asked: "The most helpful way in which I learn about and grow in my faith is:""

- a. Prayer/Liturgy (Pray)

- b. Religion Classes (Class)

- c. Retreates (Retre)

- d. Pilgrimages (Pilgr)

- e.Catholic Community of Caring Projects (CCC)

- f. Day to day interactions/relationships with each other (Day)






Demographic Factors

Students were asked: ""My teacher gives me opportunities to redo tests, quizzes and assignments.""

- a. Never (Nev)

- b. Occasionally (Occ)

- c. Most of the time (Most)

- d. Always (Alway)






Demographic Factors

Students were asked: "Do you have an adult who you can go to for help or support?"

- Yes - a parent (Paren)

- Yes - a teacher (Teach)

- Yes - a relative/other (Relat)

- No (No)




Provincial Economy

The following data is excerpted from an RBC Economic Research presentation evaluating the provincial

economies in Canada. It is illustrative of the issues facing the provincial economy in Alberta and potentially, the

impact on school district budgets if things don’t improve. Permission was provided by RBC to use this data.

The return of positive growth

A couple of significant developments at the end of November 2016 will help to set the stage for a return to positive

growth in Alberta in 2017. First, the federal government gave its approval to two major pipeline projects, which will

address access to market concerns in the province’s energy sector. And second, OPEC announced a meaningful

reduction in crude oil production starting in January 2017 that will chip away at the global supply glut and put oil prices

on a higher trajectory. We believe that both news will give a much needed boost to confidence and incomes in Alberta

after a very difficult two year-long recession during which the economy contracted by 6.5% cumulatively - including a

projected decline of 3.0% in 2016. In particular, we expect that energy-sector investment will begin to recover from its

deep slump in the period ahead. With such activity no longer anticipated to be a major drag on provincial growth, and

with rebuilding work in Fort McMurray hitting its stride, we forecast Alberta’s real GDP to grow by 2.2% in 2017. As further

recovery unfolds and spread more vigorously to other economic sectors, we see the prospects for even stronger growth

of 3.3% in 2018.

Laura Cooper, Economist



Shots in the arm at last

Although the federal government’s approval of Kinder Morgan’s Trans Mountain pipeline and Enbridge’s Line 3 projects

(Enbridge’s Northern Gateway project was rejected, however) will not relieve oil transportation bottlenecks right away

(both are scheduled to enter into service in 2019), it brings assurance to Alberta’s energy sector that pipeline capacity

(set to increase by more than one-fifth) will accommodate future oil production increases. Perhaps more importantly, the

Trans Mountain pipeline, which runs from Alberta to the Pacific Coast, will help increase access to fast-growing Asian

markets. We expect a more immediate effect from the production cuts of 1.2 million barrels per day announced by OPEC

members and 600,000 barrels per day by a number of non-OPEC countries (including Russia) for a period of six months

(extendable by a further six months) starting in January 2017, however. Higher global prices resulting from these cuts will

boost revenues quite promptly for provincial producers at a time when their cost structures have been slimmed down

considerably in the past couple of years. The upshots of these developments for the industry are 1) a brighter near-term

financial performance outlook, and 2) reduced medium-term uncertainty with respect to transportation capacity - both

of which, in our view, arguing in favour of a recovery in energy-related capital spending in the province in 2017.

Recovery in the rest of the economy will follow

It has been disappointing - although not surprising—to see the weakness in Alberta’s energy sector spread to other

sectors of the economy in 2016. The loss of more than 63,000 jobs (net) in the province between early 2015 and the

middle of 2016 clearly put tremendous stress on wide array of service and goods-producing industries. We note that in

2016 activity declined in the retail trade sector, the housing and commercial real estate markets, manufacturing, and

transportation. We believe, however, that signs of a recovery will soon emerge in Alberta’s labour market, which will have

broad beneficial effects across industrial sectors in 2017.



RBC Article re Provincial Economy

Both opportunities and risks for provincial economies in 2017

Barring any unexpected adverse events, all provincial economies are set to grow in 2017 except Newfoundland and

Labrador where we anticipate a drop in capital investment and persistent fiscal austerity to cause a further contraction

of activity (of 2.2%).

We expect Alberta (+2.2%) and Saskatchewan (+1.7%) to return to positive growth as energy revenues begin to recover

and confidence starts to rebuild following two very difficult years in 2015 and 2016.

As global energy markets enter a recovery phase in 2017, we see an opportunity for a welcome turnaround in oil-

producing provincial economies and more uniform growth performance across Canada.

At the same time, there will remain plenty of risks - including rising protectionist sentiments globally and potential

unintended effects of policy interventions in the domestic housing market - that could lead to weaker than expected

outcomes.

In this issue of Provincial Outlook, we take our first peek at 2018, which reveals further improvement for oil-producing

provinces with faster-projected growth in Alberta and Saskatchewan, and a slower pace of contraction in

Newfoundland and Labrador. Our growth forecast is little changed from 2017 for most other provinces, except in New

Brunswick where we project a slight acceleration, and Ontario where we expect a modest easing in the pace.

Real GDP

growth

__________

% change

Source: Statistics

Canada, RBC

Economics Research*

Paul Ferley

Assistant Chief

Economist

Robert Hogue

Senior Economist

Laura Cooper

Economist

Gerard Walsh

Economist

*Used with permission



Brighter prospects for Alberta and Saskatchewan key for stronger growth nationally

To be sure, 2016 has been quite an eventful year with many expected and unexpected developments - both at home

and on the international scene - that shaped the performance of provincial economies. Some of these developments will

continue to play a role in 2017. Among them will be the federal government fiscal stimulus plan, the recent tightening of

mortgage insurance rules, a new 15% tax on foreign homebuyers in Metro Vancouver, Brexit, the election of Donald

Trump as US President and OPEC’s announcement of oil production cuts, which will exert varying and complex influences

across the country, as well as maintain a high degree of uncertainty. Amidst it all, we expect an improved outlook for

global energy prices - we forecast WTI to rise from an average of US$43 per barrel in 2016 to US$56 per barrel in 2017 - to

be particularly positive for oil producing regions of Canada. Along with the ramping up in federal infrastructure spending,

we believe that brighter prospects in Alberta and Saskatchewan will be a key contributor to stronger expected growth of

1.8% in Canada in 2017 compared to 1.3% in 2016. Such a strengthening in growth, however, clearly is contingent on our

outlook for oil prices being realized.



Glossary of Terms and Acronyms

Accumulated Surplus. The total unrestricted surplus, operating reserves, capital reserves and investment in

tangible capital assets of the district.

Alberta Education. The department of the Government of Alberta responsible for overseeing all aspects of K-12

education in Alberta. This includes providing funding for education. Alberta Education also works with Alberta

Infrastructure and Transportation to approve and fund new facilities for school jurisdictions.

Alberta Infrastructure. The department of the Government of Alberta responsible for providing the necessary

physical infrastructure for Alberta, including schools.

Annual Education Results Report (AERR). This is a report prepared annually to review and analyze the educational

results for the district.

Base Funding. The funding provided by the government on a per student basis for all full time equivalent (FTE) K-12

students.

Buildings, Lands Information Management System (BLIMS). This is an Alberta Education/Alberta Infrastructure

database which provides information on the condition of school buildings across the province. Schools are

inspected by a team of experts on a regular, rotating schedule and an assessment of each building is provided

along with estimated costs.

Capital Plan. Part of the AERR document. Outlines desired capital projects for a three-year period. Subject to

government approval and funding.

Certificated Staff. Refers to teachers holding a valid Alberta teaching certificate.

Change in Unrestricted Operating Surplus: The change in unrestricted surplus represents the impact for the year on

the unrestricted surplus. If the change in unrestricted surplus is a positive amount (or a surplus), the unrestricted

surplus will be increased by this amount. If the change in unrestricted surplus is a negative amount (or a deficit), the

unrestricted surplus will be reduced by this amount.



Contingency Teachers. These are teachers assigned to schools to assist with needs unique to each school. For

example, this could include addressing high special needs requirements or providing an additional teacher to a

school to address class size inequities. They can also be allocated to address differences between projected and

actual enrolment.

Credit Enrolment Units (CEU): Credit enrolment units are utilized to measure successful completion of high school

courses. Funding is provided by the government for each CEU earned rather than for each student attending as is

the case in the lower grades.

Differential Cost Funding. The funds provided by the government recognizing the unique elements of school

jurisdictions across the province. They are intended to address variable cost factors relative to the student

population or jurisdiction profile. Examples would be Severe Disabilities, English Language Learners, and First

Nations, Metis and Inuit (FNMI).

District Leadership Council (DLC). The DLC encompasses all district senior administration, principals, directors, and

positional supervisors. Meetings are held regularly throughout the year and input is sought from the group for key

decisions such as budget.

Diverse Learning Teachers. Refers to teachers assigned on a formula basis to help address the diverse learning

needs of students including special education, FNMI and English language learners.

Early Childhood Services (ECS). See kindergarten.

First Nations, Metis and Inuit (FNMI). Identifies aboriginal students and provides support to assist in successful

completion of education.

Funding Framework. The allocation process used by Alberta Education to provide education funds to school

jurisdictions. The intent is to provide equitable, flexible funding for local decision making and is part of making sure

that school jurisdictions are accountable for the use of resources and the results achieved.

Kindergarten. Also known as Early Childhood Services, this program offers instruction to children who are at least

five years old in February of the school year they enrol and less than six years old as of September 1 of the school

year.



Meritorious Budget Award (MBA). The Association of School Business Officials International (ASBO) has developed

a standard for budgeting intended to ensure consistency, transparency, clarity and credibility.

Non-certificated Staff. Refers to all staff not holding a valid teaching certificate. Also referred to as support staff.

Operating Budget. The budgeted expenditures of the district for a school year (September 1 to August 31), but

does not include capital expenditures.

Operating Deficit/Surplus: An operating deficit occurs when revenues received during the year are less than

expenditures during the year. An operating surplus occurs when revenues received during the year are more than

expenditures during the year. Savings or other one-time funds acquired in previous years are not considered to be

revenues received during the year, but can be used to fund operating (and net) deficits.

Other Revenues. Revenues of the school district not provided by grants from the province. Examples would be

investment income, rentals, donations and fundraising.

Priority Targeted Funding. Provincially directed funding for specific provincial initiatives and must be spent for the

purpose it was intended. Examples include the School Nutrition Program, High Speed Networking Services and the

Regional Collaborative Service Delivery model.

Program Unit Funding (PUF). Targeted funding for Kindergarten children with severe disability/delay in

development.

Provisioning of Schools. These are the costs involved in a new school start-up that are not covered in the

construction process or by provincial grant. They are typically funded either from operations or from savings and

can be a significant expenditure when there are a number of new schools being built.

Reserves – Capital and Operating. Operating and capital reserves are funds set-aside or appropriated in previous

years that came from the district’s ability to accumulate surpluses, in part, as a result of under-expenditures (actual

revenues exceeded actual expenditures). Operating and capital reserves are surpluses that have been set-aside

for a specific or “restricted” purpose (e.g., instruction, POM, administration). As a result, they are considered to be

“restricted” funds.



Savings. The total capital, operating reserves and unrestricted surplus held by the district.

School Act. Provincial legislation providing the legal structure for school jurisdictions in Alberta.

Small Class Size Initiative: Funding provided to school jurisdictions by the government to hire additional teachers in

order to lower class size averages to those recommended by the Alberta Commission on Learning (ACOL).

Teachers’ Employer Bargaining Association (TEBA): Legislated bargaining board with members from the provincial

government and local trustees. 2016-2017 is the first year of this bargaining model and the intent is to have issues

with province wide financial impact negotiated provincially through this association. Issues with local impact will

continue to be negotiated locally.

Teachers’ Retirement Fund (TRF): The government contributions to the Teachers’ Retirement Fund are required to

reflect Alberta Education’s annual support for the teacher pension contributions as both revenue and expense.

Alberta Education indicates this change is intended to provide the reader of the financial statements with a better

picture of the full cost of certificated benefits.

ThoughtExchange. ThoughtExchange is a program utilized by the district to engage stakeholders and acquire

input to the budget process. First, questions are delivered by e-mail to stakeholders and participants provide

answers. Answers are then shared with all participants who then rank them by personal priority. Results are

tabulated and themes are identified to assist in budget planning.



Faith

“Be merciful, just as your Father is merciful.” Luke 6:36 (Faith Theme – 2013-2016)